Relationship Between Directly Observed Sensory Reactivity Differences and Classroom Behaviors of Autistic Children

Abstract

Abstract Importance: Differences in sensory reactivity are a core feature of autism; however, more remains to be learned about their role in classroom learning. Objective: To use direct observational measures to investigate whether there is a link between sensory reactivity differences and classroom behaviors of autistic children. Design: Correlational study. Setting: Two special educational needs schools. Participants: Children with a clinical diagnosis of autism, ages 5 to 18 yr (N = 53). Outcomes and Measures: Sensory reactivity differences were assessed with the Sensory Assessment for Neurodevelopmental Differences. Classroom behaviors were measured using the Behavior Assessment for Children–Second Edition Student Observation System. Results: Total sensory reactivity differences were correlated positively with behaviors that impede learning (r = .31, p < .05) and negatively with behaviors that facilitate learning (r = −.38, p < .05). Hyporeactivity differences were correlated positively with behaviors that impede learning (r = .28, p < .05) and negatively with behaviors that facilitate learning (r = −.31, p < .05). Hyperreactivity and sensory-seeking differences were not significantly correlated with behavior. Conclusions and Relevance: Results suggest a link between sensory reactivity differences and classroom behaviors, highlighting a need for further research using observational measures in special education settings. Plain-Language Summary: Differences in hyporeactivity for children with autism may play a bigger role in classroom behavior and learning than previous literature has suggested. This has implications in occupational therapy practice for how to tailor support for children with hyporeactivity differences.