Relation between sensory processing and severity of symptoms in a sample of children with ASD

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Published: Sep 27, 2014
DOI: https://doi.org/10.17060/ijodaep.2014.n1.v3.513
Keywords:
Autism DSM-5 sensory processing severity of autistic symptoms ASD

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Pilar Sanz Cervera
Universidad de Valencia
Mª Inmaculada Fernández Andrés
Universidad de Valencia
Gemma Pastor Cerezuela
Universidad de Valencia
Irene Puchol Fraile
Universidad de Valencia
Eva Herráiz Llongo
Universidad de Valencia

Abstract

The new DSM-5 criteria include the alterations of sensory perception as a new diagnostic criterion to consider in the ASD population. Considering the inclusion of this new approach, the purpose of this study is to compare the features of sensory processing among a group of children (from 5 to 8 years old) with and without ASD. In addition to this, in the case of the ASD group, possible relationships between the sensory processing and the severity of symptoms, assessed by the GARS-2, are analyzed. To do this, the parents of 84 children (41 with ASD diagnosis and 43 with typical development), reported their perception about their children’s sensory processing. The results show significant differences between both groups in all subscales assessing sensory processing. Besides this, in the case of the ASD group, sensory processing characteristics are significantly related to the severity of autistic symptoms. These results show that children with ASD have a different sensory processing to children without ASD. The evaluation of the sensory profile of this particular population should be a prerequisite, since it would allow a better understanding of the disorder and it would also provide the possibility to implement therapeutic measures tailored to the particular needs of each individual.

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How to Cite
Sanz Cervera, P., Fernández Andrés, M. I., Pastor Cerezuela, G., Puchol Fraile, I., & Herráiz Llongo, E. (2014). Relation between sensory processing and severity of symptoms in a sample of children with ASD. International Journal of Developmental and Educational Psychology. Revista INFAD De Psicología., 3(1), 353–362. https://doi.org/10.17060/ijodaep.2014.n1.v3.513
Issue
Vol. 3 No. 1 (2014): EDUCATIONAL DIFFICULTIES
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Articles
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Author Biographies

Pilar Sanz Cervera, Universidad de Valencia

Universidad de Valencia, Dpto. de Psicología Básica.

Mª Inmaculada Fernández Andrés, Universidad de Valencia

Universidad de Valencia, Dpto. de Psicología Evolutiva y de la Educación

Gemma Pastor Cerezuela, Universidad de Valencia

Universidad de Valencia, Dpto. de Psicología Básica.

Irene Puchol Fraile, Universidad de Valencia

Universidad de Valencia, Dpto. de Psicología Evolutiva y de la Educación

Eva Herráiz Llongo, Universidad de Valencia

Universidad de Valencia, Dpto. Didáctica y Organización Escolar

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