Effects of Sensory Processing Problem on Functioning of Children with Autism Spectrum Disorder: A Cross-Sectional Study

Abstract

Background: Atypical sensory processing is common in children with autism spectrum disorder (ASD), and that often impairs cognitive, behavioral functioning, and social skills. Atypical sensory processing explains a significant part of the variance of functional problems. Method: This study aimed to analyze the effect of sensory problems on the functioning of children with ASD. In this study were 200 children with ASD, aged 4 to 6 years. This study used a cross-sectional method. Standardized questionnaires used the Japanese Sensory Inventory-Revised (JSI-R) and the Social Skill Checklist (SSC) was used to collect data regarding sensory status, cognitive skills, social skills, and behavioral skills. Descriptive analyses of Spearman’s, Kruskal Wallis Test, and Mann-Whitney U test were performed to investigate the correlation effects and group differences among children with ASD. For the statistical analysis, the software Statistical Package for Social Science (SPSS)version 20. Results: The result showed the children with ASD mean age was 5.3194 ± .81110 years. The highest percentage of the sensory area of vision portion was of the participants red (186%), yellow (12%), and green 0nly (2%) among 200 children with ASD. This red category indicates atypical performance of sensory processing among children with ASD. The respondents were very much challenged in cognitive skills, and subcomponents of problem-solving with high percentages of almost never (84.5%), sometimes (10.5%), often (6%), and almost always (2%). The social skills of conversation high percentages were almost always (2%), often (1%), sometimes (13%), almost never (81.5%) among children with ASD. This study showed, were statistically significant and the weak correlation between the vestibular portion with the beginning play was (ρ=.200, p<0.004), very weak negative correlation non-conversation (ρ=-.154, p<.029), and complaints (ρ= -.153, p <.031) among children with ASD. The Spearman’s correlation analysis was statistically significant between the tactile section very weak correlation with beginning pay (ρ=.160, p<.024), very weak negative correlation self-regulation (ρ= -.140, p<.048), and correlation complaints (ρ= -.165, p<.019) among children with ASD. The hearing portion was significant very weak with beginning play behaviour (ρ=.167, p<.018), intermediate play behaviour (ρ=.148, p<.036), and weak negative correlation with conversation (ρ=-.221, p<.002) and non-conversation (ρ=-.207, p<.003) among children with ASD. Another Spearman’s correlation analysis of the statistically significant and very weak correlation between vision part and intermediate play (ρ=.173, p<.014) among children with ASD. Kruskal Wallis Test reported that three variables were among (age and SSC) statistically significant differences at the intermediate (df 4.533, p<.033), self-regulation (df 4.181, p<.041), and flexibility (df 4.745, p<.029) among children with ASD. In sensory areas and 0nly, the (vision and age) showed a statistically major difference between groups, with a df value of (92.88 and a p-value of <0.002). Conclusions: There were some significant effects of the association of atypical sensory processing with cognitive and behavioural problems and social skills among children with ASD. Sensory reactivity is related to the development of the occupational functional areas in children with ASD. Keywords: Autism, Sensory Processing, Social skills, Behavioral and Cognitive skills