Relationship between social competence and sensory processing in children with high functioning autism spectrum disorders |
| |
| Institution: | 1. Department of Occupational Science & Occupational Therapy, Saint Louis University, 3437 Caroline Street, St. Louis, MO 63104, United States;2. Program in Occupational Therapy, Washington University, St. Louis, MO, United States;1. Karolinska Institutet, Stockholm, Sweden;2. School of Medical Sciences, Örebro University, Örebro, Sweden;3. Child and Adolescent Psychiatry, Lund University, Sweden;4. Gillberg Neuropsychiatry Centre, University of Gothenburg, Sweden;5. Sweden Centre for Ethics, Law and Mental Health, University of Gothenburg, Sweden;1. Osteopathic Medical Student (OMS-IV), Edward Via College of Osteopathic Medicine (VCOM), Spartanburg, SC, USA;2. Department of Anatomy, Southern Illinois University School of Medicine, Carbondale, IL, USA;3. Department of Psychology, Southern Illinois University School of Medicine, Carbondale, IL, USA;1. Centre for Brain and Cognitive Development, Department of Psychological Sciences, Birkbeck College, University of London, UK;2. Department of Psychiatry and Behavioral Sciences, Duke University, Durham, NC, United States;3. Duke Center for Autism and Brain Development, Duke University, Durham, NC, United States;4. Duke Institute for Brain Sciences, Durham, NC, United States;5. Center on Human Development and Disability, University of Washington, Seattle, WA, United States;6. Department of Psychiatry & Behavioral Science, University of Washington, Seattle, WA, United States;7. Center on Child Behavior and Development, Seattle Children''s Research Institute, Seattle, WA, United States;1. Basic Psychology, University of Valencia, Av. Blasco Ibáñez, 21, 46010 Valencia, Spain;2. Developmental and Educational Psychology Department, University of Valencia, Av. Blasco Ibáñez, 21, 46010 Valencia, Spain;3. Department of Teaching and Scholastic Organization, University of Valencia, Av. Blasco Ibáñez, 30, 46010 Valencia, Spain;1. Triborough Educational Psychology and Consultation Service, London, UK;2. Centre for Research in Autism and Education (CRAE), UCL Institute of Education, University College London, UK;3. Department of Psychology and Human Development, UCL Institute of Education, University College London, UK;4. School of Psychology, University of Western Australia, Perth, Australia;1. University of North Carolina Division of Occupational Science and Occupational Therapy, Bondurant Hall CB# 7122, Chapel Hill, NC, 27599-7122, United States;2. University of Southern California Mrs. T.H. Chan Division of Occupational Science and Occupational Therapy, 1540 Alcazar St., Los Angeles, CA, 90089-9003, United States |
| |
| Abstract: | PurposeThis study examines the relationship between social competence and sensory processing in children with high functioning autism spectrum disorders.MethodologyChildren, ages 6–10 (N = 36), with high functioning autism spectrum disorders were assessed using the Social Responsiveness Scale (SRS) and the Sensory Profile (SP). A bivariate correlational design was used to compare the scores (Spearman Rank Correlational Coefficient).ResultsSignificant differences were seen between mild to moderate and severe categories of SRS scores, based on Mann–Whitney U test (p < .05). Moderate to strong correlations were found between the SRS scores and all four sensory processing quadrant scores.ConclusionsThis study adds a clearer understanding of the relationship between sensory processing and social competence for children with high functioning autism spectrum disorders. The degree of correlation indicates that sensory processing is a function of severity within autism spectrum disorders and may be an important factor to consider when addressing the social performance of these children. |
| |
| Keywords: | |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
