Relationship Between Context and Sensory Processing in Children With Autism

被引：74

作者：

Brown, Natalie Bennett ^{[1
]}

Dunn, Winnie ^{[2
]}

机构：

[1] The Manse, London NW8 9PU, England

[2] Univ Kansas, Med Ctr, Dept Occupat Therapy Educ, Lawrence, KS 66045 USA

来源：

AMERICAN JOURNAL OF OCCUPATIONAL THERAPY | 2010年 / 64卷 / 03期

关键词：

autistic disorder; child behavior; environment; sensory processing; sensory threshold; OCCUPATIONAL-THERAPY; YOUNG-CHILDREN; PROFILE; PERFORMANCE; SCHOOL; FRAMEWORK; PARENTS;

D O I：

10.5014/ajot.2010.09077

中图分类号：

R49 [康复医学];

学科分类号：

100215 ;

摘要：

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.

引用

页码：474 / 483

页数：10

共 36 条

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