Activity Participation and Sensory Processing Patterns of Preschool-Age Children With Autism Spectrum Disorder

Extant research on sources of information about interventions used by parents of children with autism spectrum disorder (ASD) has provided a general overview of sources used. However, it has provided little insight into why parents view certain sources as reliable or trustworthy, or how useful parents found the information provided to them by the sources and why. This paper provides a qualitative analysis of interviews conducted with 12 Australian parents of preschool-age children with ASD. Participants discussed the factors related to their perceptions of the reliability and trustworthiness of sources used, as well as the usefulness of the information provided. Parent ratings of the reliability of sources were influenced by factors including the firsthand experience of other parents, the parent's relationship with the source, and their beliefs about the sources’ intentions. A number of parents reported that sources provided either information of limited use or an overwhelming amount of information. Considerable variation was reported in the usefulness of information provided to parents. Recommendations regarding research and practice are offered.

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Dietary Intake and Parents' Perception of Mealtime Behaviors in Preschool-Age Children with Autism Spectrum Disorder and in Typically Developing Children

Journal of the American Dietetic Association ◽

10.1016/j.jada.2008.05.003 ◽

2008 ◽

Vol 108 (8) ◽

pp. 1360-1363 ◽

Cited By ~ 73

Author(s):

Donna W. Lockner ◽

Terry K. Crowe ◽

Betty J. Skipper

Keyword(s):

Autism Spectrum Disorder ◽

Dietary Intake ◽

Children With Autism ◽

Autism Spectrum ◽

Preschool Age ◽

Spectrum Disorder ◽

Typically Developing ◽

Typically Developing Children ◽

Preschool Age Children

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A Distinct Three-Factor Structure of Restricted and Repetitive Behaviors in an Epidemiologically Sound Sample of Preschool-Age Children with Autism Spectrum Disorder

Journal of Autism and Developmental Disorders ◽

10.1007/s10803-020-04776-x ◽

2021 ◽

Author(s):

Laura Hiruma ◽

Rebecca Edmondson Pretzel ◽

Amanda L. Tapia ◽

James W. Bodfish ◽

Chyrise Bradley ◽

...

Keyword(s):

Autism Spectrum Disorder ◽

Factor Structure ◽

Children With Autism ◽

Autism Spectrum ◽

Repetitive Behaviors ◽

Preschool Age ◽

Spectrum Disorder ◽

Restricted And Repetitive Behaviors ◽

Preschool Age Children ◽

Three Factor

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Implication of the Sensory Environment in Children with Autism Spectrum Disorder: Perspectives from School

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph18147670 ◽

2021 ◽

Vol 18 (14) ◽

pp. 7670

Author(s):

Ana Gentil-Gutiérrez ◽

José Luis Cuesta-Gómez ◽

Paula Rodríguez-Fernández ◽

Jerónimo Javier González-Bernal

Keyword(s):

Autism Spectrum Disorder ◽

Sensory Processing ◽

Children With Autism ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Sensory Profile ◽

School Factors ◽

Cross Sectional ◽

Sensory Stimuli ◽

Children With Asd

(1) Background: Children with Autism Spectrum Disorder (ASD) frequently have difficulties in processing sensory information, which is a limitation when participating in different contexts, such as school. The objective of the present study was to compare the sensory processing characteristics of children with ASD in the natural context of school through the perception of professionals in the field of education, in comparison with neurodevelopmental children (2) Methods: A cross-sectional descriptive study as conducted with study population consisting of children between three and ten years old, 36 of whom were diagnosed with ASD and attended the Autismo Burgos association; the remaining 24 had neurotypical development. The degree of response of the children to sensory stimuli at school was evaluated using the Sensory Profile-2 (SP-2) questionnaire in its school version, answered by the teachers. (3) Results: Statistically significant differences were found in sensory processing patterns (p = 0.001), in sensory systems (p = 0.001) and in school factors (p = 0.001). Children with ASD who obtained worse results. (4) Conclusions: Children with ASD are prone to present sensory alterations in different contexts, giving nonadapted behavioral and learning responses.

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