Relationship Between Context and Sensory Processing in Children With Autism-Reference-Cited by-同舟云学术

Relationship Between Context and Sensory Processing in Children With Autism

Published:2010-05-01 Issue:3 Volume:64 Page:474-483
ISSN:0272-9490
Container-title:The American Journal of Occupational Therapy
language:en
Short-container-title:

Author:

Brown Natalie Bennett¹,Dunn Winnie²

Affiliation:

1. Natalie Bennett Brown, MS, OTR/L, is Occupational Therapist, The Manse, 9 Hamilton Gardens, London NW8 9PU England; tallybennett@yahoo.com. At the time of the study, she was a graduate student at the University of Kansas

2. Winnie Dunn, PhD, OTR/L, FAOTA, is Professor and Chair, Department of Occupational Therapy Education, University of Kansas Medical Center, Kansas City

Abstract

Abstract OBJECTIVE. The purpose of the study was to determine the relationship between sensory processing and context for children with autism. We examined home and school contexts using the Sensory Profile (Dunn, 1999) and the Sensory Profile School Companion (Dunn, 2006a) questionnaires. METHOD. Teachers of 49 students with autism completed the Sensory Profile School Companion, and parents completed the Sensory Profile. We conducted correlational analyses using the avoiding and seeking quadrant scores from the School Companion and corresponding avoiding and seeking quadrant scores from the Sensory Profile. RESULTS. The avoiding quadrant score coefficient (.59) and the seeking quadrant score coefficient (.45) were statistically significant (p = .01) with good and fair correlations, respectively, suggesting that sensory processing patterns have both universal qualities and context-specific qualities in children with autism. CONCLUSION. Findings from this study provide initial evidence that sensory processing and context for children with autism are related.

Publisher

AOTA Press

Subject

Occupational Therapy

Link

https://research.aota.org/ajot/article-pdf/64/3/474/62512/474.pdf

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