scholarly journals Relationship between physiological and parent-observed auditory over-responsiveness in children with typical development and those with autism spectrum disorders

Autism ◽  
2016 ◽  
Vol 22 (3) ◽  
pp. 291-298 ◽  
Author(s):  
Hidetoshi Takahashi ◽  
Takayuki Nakahachi ◽  
Andrew Stickley ◽  
Makoto Ishitobi ◽  
Yoko Kamio
Keyword(s):  
Autism Spectrum Disorders ◽  
Sensory Processing ◽  
Startle Response ◽  
Acoustic Startle ◽  
Acoustic Startle Response ◽  
Autism Spectrum ◽  
Sensory Profile ◽  
Typical Development ◽  
Response Measures ◽  
Spectrum Disorders

The objective of this study was to investigate relationships between caregiver-reported sensory processing abnormalities, and the physiological index of auditory over-responsiveness evaluated using acoustic startle response measures, in children with autism spectrum disorders and typical development. Mean acoustic startle response magnitudes in response to 65–105 dB stimuli, in increments of 10 dB, were analyzed in children with autism spectrum disorders and with typical development. Average peak startle latency was also examined. We examined the relationship of these acoustic startle response measures to parent-reported behavioral sensory processing patterns in everyday situations, assessed using the Sensory Profile for all participants. Low-threshold scores on the Sensory Profile auditory section were related to acoustic startle response magnitudes at 75 and 85 dB, but not to the lower intensities of 65 dB. The peak startle latency and acoustic startle response magnitudes at low-stimuli intensities of 65 and 75 dB were significantly related to the low-threshold quadrants (sensory sensitivity and sensation avoiding) scores and to the high-threshold quadrant of sensation seeking. Our results suggest that physiological assessment provides further information regarding auditory over-responsiveness to less-intense stimuli and its relationship to caregiver-observed sensory processing abnormalities in everyday situations.

P3-7. Neurophysiological profile of acoustic startle response in Japanese children with autism spectrum disorders

2013 ◽  
Vol 124 (8) ◽  
pp. e37-e38
Author(s):  
Hidetoshi Takahashi ◽  
Takayuki Nakahachi ◽  
Aiko Moriwaki ◽  
Reiko Takei ◽  
Yukako Iida ◽  
...  
Keyword(s):  
Autism Spectrum Disorders ◽  
Startle Response ◽  
Acoustic Startle ◽  
Acoustic Startle Response ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Japanese Children ◽  
Spectrum Disorders

scholarly journals Association of Sensory Processing and Eating Problems in Children with Autism Spectrum Disorders

2011 ◽  
Vol 2011 ◽  
pp. 1-8 ◽  
Author(s):  
Geneviève Nadon ◽  
Debbie Ehrmann Feldman ◽  
Winnie Dunn ◽  
Erika Gisel
Keyword(s):  
Autism Spectrum Disorders ◽  
Sensory Processing ◽  
Attention Deficit Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Sensory Profile ◽  
Eating Problems ◽  
Children With Asd ◽  
Spectrum Disorders ◽  
Definite Difference

“Selective” or “picky eating” is a frequent problem in children with autism spectrum disorders (ASD). Many of these children do not treat sensory input, particularly olfactory, auditory, visual, and tactile information in the same manner as their typically developing peers of the same age. The purpose of this paper was to examine the relationship between problems of sensory processing and the number of eating problems in children with ASD. Of 95 children with ASD, 3 to 10 years of age, 65 percent showed a definite difference and 21 percent a probable difference in sensory processing on the total score of theShort Sensory Profile. These results were significantly related to an increase in the number of eating problems measured by theEating Profile. These results could not be explained by age, sex, mental retardation, attention deficit disorder, or hyperactivity. Timely interventions focusing on the sensory components of eating must now be developed.

scholarly journals Sensory processing of children and students with autism spectrum disorder and typical development in relation to gender and age

2021 ◽  
Vol 20 (3) ◽  
pp. 185-201
Author(s):  
Ana Roknić ◽  
Sanja Vuković
Keyword(s):  
Autism Spectrum Disorder ◽  
Sensory Processing ◽  
Sensory Information ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Sensory Profile ◽  
Typical Development ◽  
Educational Plan ◽  
Gender And Age ◽  
Sensory Profiles

Introduction. Sensory processing is a neurobiological process in which a person uses their senses, sends information to an appropriate reception and processing center, and responds to environmental stimulations. Previous research has shown that sensory processing difficulties are more common among people with autism spectrum disorder than among people of the typical population. Objectives. The aim of this paper was to determine the patterns of sensory processing in subjects of the typical population and subjects with autism spectrum disorder, as well as gender and age differences in sensory profiles in these groups of subjects. Methods. Using The Child Sensory Profile 2 as the measuring instrument, the characteristics of sensory processing were examined in 120 subjects of both genders, 60 subjects with autism spectrum disorder and 60 subjects of typical development, ages three to 13 years and 11 months. Results. The obtained results show that there are differences between the two groups of respondents and that these differences occur in all nine subscales of the instrument. It was found that subjects with autismspectrumdisorder hadmore difficulty in processing sensory information compared to subjects of the typical population, especially in the domain of tactile perception. The results also show that the quality of sensory information processing in both groups of respondents improved with age. In relation to the respondents' gender, the obtained differences were significant in the domain of the total score of the instrument, in favor of the boys, but this was not observed in the measurements on all subscales. Conclusion. In accordance with the above findings, when creating an individual educational plan, it is necessary to take into account all the specifics of sensory processing of children with autism spectrum disorder.

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.

Sign in / Sign up

Export Citation Format

Share Document