scholarly journals The functional highly sensitive brain: a review of the brain circuits underlying sensory processing sensitivity and seemingly related disorders

2018 ◽  
Vol 373 (1744) ◽  
pp. 20170161 ◽  
Author(s):  
Bianca Acevedo ◽  
Elaine Aron ◽  
Sarah Pospos ◽  
Dana Jessen
Keyword(s):  
Sensory Processing ◽  
Well Being ◽  
Brain Regions ◽  
Autism Spectrum ◽  
Reward Processing ◽  
Post Traumatic Stress ◽  
Social And Emotional ◽  
Clinical Disorders ◽  
Sensory Processing Sensitivity ◽  
Deep Integration

During the past decade, research on the biological basis of sensory processing sensitivity (SPS)—a genetically based trait associated with greater sensitivity and responsivity to environmental and social stimuli—has burgeoned. As researchers try to characterize this trait, it is still unclear how SPS is distinct from seemingly related clinical disorders that have overlapping symptoms, such as sensitivity to the environment and hyper-responsiveness to incoming stimuli. Thus, in this review, we compare the neural regions implicated in SPS with those found in fMRI studies of—Autism Spectrum Disorder (ASD), Schizophrenia (SZ) and Post-Traumatic Stress Disorder (PTSD) to elucidate the neural markers and cardinal features of SPS versus these seemingly related clinical disorders. We propose that SPS is a stable trait that is characterized by greater empathy, awareness, responsivity and depth of processing to salient stimuli. We conclude that SPS is distinct from ASD, SZ and PTSD in that in response to social and emotional stimuli, SPS differentially engages brain regions involved in reward processing, memory, physiological homeostasis, self-other processing, empathy and awareness. We suggest that this serves species survival via deep integration and memory for environmental and social information that may subserve well-being and cooperation. This article is part of the theme issue ‘Diverse perspectives on diversity: multi-disciplinary approaches to taxonomies of individual differences’.

scholarly journals Sensory Integration Therapy Versus Usual Care for Sensory Processing Difficulties in Autism Spectrum Disorder in Children: Study Protocol for a Pragmatic Randomised Controlled Trial

2019 ◽  
Author(s):  
Elizabeth Randell ◽  
Rachel McNamara ◽  
Sue Delport ◽  
Monica Busse ◽  
Richard Hastings ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Usual Care ◽  
Sensory Processing ◽  
Sensory Integration ◽  
Controlled Trial ◽  
Well Being ◽  
Autism Spectrum ◽  
Face To Face ◽  
Sensory Integration Therapy ◽  
Randomised Controlled

Abstract Background: Autism Spectrum Disorder (ASD) is a common lifelong condition affecting 1 in 100 people. ASD affects how a person relates to others and the world around them. Difficulty responding to sensory information (noise, touch, movement, taste, sight) is common, and might include feeling overwhelmed or distressed by loud or constant low-level noise (e.g. in the classroom). Affected children may also show little or no response to these sensory cues. These ‘sensory processing difficulties’ are associated with behaviour and socialisation problems, and affect education, relationships, and participation in daily life. Sensory Integration Therapy (SIT) is a face-to-face therapy or treatment, provided by trained occupational therapists who use play -based sensory-motor activities and the just-right challenge to influence the way the child responds to sensation, reducing distress, and improving motor skills, adaptive responses, concentration and interaction with others. With limited research into SIT, this protocol describes in detail how the intervention will be defined and evaluated. Methods: Two-arm pragmatic individually 1:1 Randomised Controlled Trial (RCT) with internal pilot of SIT versus Usual Care (UC) for primary school aged children (4 to 11 years) with ASD and Sensory Processing (SP) difficulties. 216 children will be recruited from multiple sources. Therapy will be delivered in clinics meeting full fidelity criteria for manualised SIT over 26 weeks (face-to-face sessions: 2 per week for 10 weeks, 2 per month for 2 months; Telephone call: 1 per month for 2 months). Follow up assessments will be completed at 6 and 12 months post randomisation. Prior to recruitment: therapists will be invited to participate in focus groups/interviews to explore what is delivered as usual care in trial regions; carers will be invited to complete an online survey to map out their experience of services. Following recruitment: carers will be given diaries to record their contact with services. Following intervention, carer and therapist interviews will be completed. Discussion: Results of this trial will provide high quality evidence on the clinical and cost-effectiveness of SIT aimed at improving behavioural, functional, social, educational and well-being outcomes for children and well-being outcomes for carers and families. Trial registration: ISRCTN14716440. Registered 08/11/2016. http://www.isrctn.com/ISRCTN14716440

scholarly journals The level of quality of life of schoolchildren with disorders of the autic spectrum in comparison with typically developed peers

2021 ◽  
pp. 107-115
Author(s):  
O. Petrusenko ◽  
I. Bodnar
Keyword(s):  
Quality Of Life ◽  
Autism Spectrum Disorders ◽  
Physical Education ◽  
Emotional Functioning ◽  
Well Being ◽  
Autism Spectrum ◽  
Typical Development ◽  
Social And Emotional ◽  
Spectrum Disorders

In connection with the increasing the number of children with autism spectrum disorders (ASD) who enrolls in educational institutions of Ukraine, the issue of individualization of physical education (PE) of children with ASD in the school process becomes important. There is little data on the quality of life of schoolchildren with autism spectrum disorders. It does not allow to draw individual trajectories of physical education of such children, to help them to improve their adaptability. Most of studies have been performed on males. Objective: to analyze the level of cognitive, physical, emotional, social functioning and functioning in school of girls of primary school age with autism spectrum disorders and compare them with typically developed peers. It was found that there were no differences between the rates of girls with ASD and girls with typical development in walking and running, feeling of pain and low energy levels, the frequency of school absences due to doctor visits and the frequency of forgetting things. However, the level of development of cognitive, social and emotional functioning of girls with ASD is significantly lower than the indicators with typical development by all criteria. To overcome the problems with cognitive, social and emotional functioning of girls with ASD, it is recommended to select appropriate means of PE. In oder to improve the cognitive processes (attention, memory) of girls with ASD, we recommend to increase the amount of means that promote the development of coordination in PE classes; to improve physical functioning - exercises for developing muscle strength and endurance. The game activity with normal girls will help to improve the social well-being of girls with ASD. We should use oriental martial arts and oriental gymnastics to improve the psycho-emotional state of girls with ASD.

scholarly journals Experiences of Adults High in the Personality Trait Sensory Processing Sensitivity: A Qualitative Study

2021 ◽  
Vol 10 (21) ◽  
pp. 4912
Author(s):  
Sharell Bas ◽  
Mariëtte Kaandorp ◽  
Zoë P. M. de de Kleijn ◽  
Wendeline J. E. Braaksma ◽  
Anouke W. E. A. Bakx ◽  
...  
Keyword(s):  
Qualitative Research ◽  
Sensory Processing ◽  
Personality Trait ◽  
Well Being ◽  
Research Field ◽  
Negative Consequences ◽  
Structured Interviews ◽  
Fine Grained ◽  
Sensory Processing Sensitivity ◽  
Core Characteristics

Sensory processing sensitivity (SPS) is a personality trait reflecting inter-individual differences in sensitivity to negative and positive environmental information. Being high in SPS is associated with increased stress-related problems if environments are unfavourable but also appears to enhance one’s ability to benefit from health-promoting environments. In understanding SPS, therefore, lies the potential for innovating the ways we use to promote mental health. However, as a young research field, the core characteristics of SPS are yet debated. Qualitative research interviewing highly sensitive adults is important to conduct ecologically valid research connected with the complex realities of people. This study was the first to systematically report the perceptions and experiences of SPS characteristics in adults high in this trait. Semi-structured interviews (n = 26) were analysed thematically and described following consolidated criteria for reporting qualitative research. Six themes emerged: (1) emotional responding; (2) relatedness to others; (3) thinking; (4) overstimulation; (5) perceiving details; and (6) global SPS characteristics. With regards to coping with negative consequences of high SPS, the main themes were: (1) reducing sensory input and (2) psychological strategies. We gained fine-grained information on experiences of adults high in SPS and derived new hypotheses regarding the fostering of well-being related to high SPS.

scholarly journals The psychological impact of COVID-19 among a sample of Italian individuals with High Functioning Autism Spectrum Disorder

2020 ◽  
Author(s):  
Veronica Nisticò ◽  
Orsola Gambini ◽  
Raffaella Faggioli ◽  
Benedetta Demartini
Keyword(s):  
Autism Spectrum Disorder ◽  
Ad Hoc ◽  
High Functioning Autism ◽  
Psychological Impact ◽  
Well Being ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Post Traumatic Stress ◽  
High Functioning ◽  
Post Traumatic

Abstract Aim of this study was to assess the prevalence of stress, anxiety, depression and symptoms related to post-traumatic stress disorder (PTSD) across a sample of 45 adult subjects with High Functioning Autism Spectrum Disorder (HF-ASD) during the first two months of COVID-19 pandemic in Italy, with respect to a sample of 45 healthy controls (HC). We also explored some specific aspects of their psychological well-being through an ad-hoc questionnaire. Our results showed subjects with HF-ASD to have higher rates of depression, anxiety, stress and PTSD related symptoms than HC during the first two months of COVID-19 pandemic. However, subjects with HF-ASD, with respect to HC, reported to feel subjectively more comfortable and less tired during the lockdown than before.

scholarly journals Self-disclosure during adolescence: Exploring the means, targets and types of personal exchanges

2019 ◽  
Author(s):  
Nandita Vijayakumar ◽  
Jennifer H Pfeifer
Keyword(s):  
Identity Formation ◽  
Well Being ◽  
Brain Regions ◽  
Self Report ◽  
Interpersonal Process ◽  
Social Environments ◽  
Self Disclosure ◽  
Social And Emotional ◽  
Self Worth ◽  
And Function

Sharing information about oneself, or self-disclosing, is a fundamental interpersonal process that facilitates the attainment of key developmental milestones during adolescence. Changes in self-disclosure behaviors support the social reorientation that sees children dependent on their parents become increasingly reliant on peers for social and emotional support. Neuroimaging research has highlighted protracted maturation of the structure and function of brain regions that support social cognitive and reward processes underlying self-disclosure during adolescence. This review explores behavioral and neural trends in self-disclosure during adolescence, including research that uses novel experimental paradigms to extend the field beyond self-report measures. Findings show that certain aspects of self-disclosure behavior have adapted to changing social environments, but they remain intrinsically valued across the adolescent period and are essential for relationship development, identity formation and overall self-worth and well-being.

The Well-Being of Families living with Autism Spectrum Disorder in Qatar

2019 ◽  
Author(s):  
Naomi V. Ekas ◽  
◽  
Abdallah M. Badahdah ◽  
Azza O. Abdelmoneium
Keyword(s):  
Neurodevelopmental Disorder ◽  
Children With Autism ◽  
Well Being ◽  
Autism Spectrum ◽  
Repetitive Behaviors ◽  
Restricted Interests ◽  
Psychological Well Being ◽  
Social And Emotional ◽  
Raising Awareness ◽  
The Government

Autism is a lifelong neurodevelopmental disorder that affects approximately 1% of children worldwide. Children with autism have difficulties in social interactions and communication and often engage in repetitive behaviors or have restricted interests (American Psychiatric Association, 2013). As a result of their child’s autism diagnosis, parents of children with autism often experience increased stress and poorer psychological well-being. Moreover, relationships within the family (e.g., marital relationship) may be negatively impacted. Addressing the needs of family members, particularly parents, is critical, as decades of research have shown that parents’ psychological well-being can affect the way that parents interact with their children. These interactional patterns can, in turn, impact children’s development in many of the areas that are affected by autism, including the social and emotional, language, and cognitive domains. The government of Qatar has recently taken steps to address the needs of children with autism and their families. The overarching aim of the Qatar National Autism Plan is to improve the lives of individuals with autism and their families. The six pillars of the National Autism Plan are designed to address the needs of individuals with autism and their families in areas such as raising awareness about autism, receiving early diagnosis, and accessing treatment and education. Once these needs are met, it is likely that the families of children with autism in Qatar can flourish. However, there are likely to be other challenges and unmet needs that the National Autism Plan does not address, and it was with this in mind that this first comprehensive study of families of children with autism in Qatar was undertaken.

The functioning of the student with the autism spectrum in the integration class in terms of sensory disorders – a case study

2020 ◽  
Vol LXXXI (3) ◽  
pp. 200-212
Author(s):  
Agnieszka Stefanow
Keyword(s):  
Sensory Processing ◽  
Educational Institution ◽  
Autism Spectrum ◽  
Educational Work ◽  
Face To Face ◽  
Social And Emotional ◽  
Social Nature ◽  
Sensory Disorders ◽  
Sensory Processing Disorders

The functioning of a student with the autism spectrum is determined not only by disorders and deficits of a social nature, but also sensory, which are not included in didactic and educational work by teachers based mainly on behavioural concepts. These concepts allow you to control your child's undesirable behaviour without referring to its aetiology. By ignoring sensory disorders, school becomes a place for students that does not create an environment for their optimal development. The cognitive goal of the article is to describe the functioning of the autism spectrum student in the integration class in terms of sensory disorders. The practical and implementation goal is to propose effective solutions that teachers could use in their didactic and educational work with an autism spectrum student in a public school, taking into account his sensory needs. The research method was a case study of a student with the autism spectrum (Asperger Syndrome), implemented using the modified Sensomotor Development Questionnaire by Zbigniew Przyrowski (2014). By face-to-face contact, it was possible to avoid over-interpreting the data received from the questionnaire and to make sure that the respondent correctly understood the questions. The case study was supplemented with techniques for observing and analysing school documents. While implementing study method in case of the boy, it was noticed that his functioning in school is strongly determined by sensory processing disorders, which are the result of dysfunction of individual sensory systems. The boy manifested disorders in both modulation and discrimination in individual sensory channels. Sensory motor disorders were also present. All these dysfunctions impaired the boy's cognitive processes, social and emotional development, which was the foundation of the occurrence of undesirable behavioural actions. In the last part of the article, didactic and educational activities are proposed taking into account the sensory processing disorder of the student with the autism spectrum, which can be successfully applied at every stage of education of a student with ASD and in any type of educational institution.

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