The Relationship between Context and Sensory Processing Patterns in Children with Autism

Abstract

Objective The purpose of this study was to determine the relationship between sensory processing and context for children with autism 3 to 11 years old. Researchers examined home and school contexts using the Sensory Profile (home) and the School Companion (school). Method Teachers of 49 students with autism completed the School Companion and parents completed the Sensory Profile. Researchers conducted correlational analyses using the Avoiding and Seeking Quadrant Scores from the School Companion and the 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 sensory processing patterns have both universal qualities and context specific qualities in children with autism. Conclusion Findings from this study provide initial evidence that there is a relationship between sensory processing and context for children with autism.