Hyperesponsiveness to social and nonsocial sensory stimuli in children with autism, children with developmental delays, and typically developing children  

Oleh:

Baranek, Grace T. ; Watson, Linda R. ; Boyd, Brian A. ; Poe, Michele D. ; David, Fabian J. ; McGuire, Lorin

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Development and Psychopathology vol. 25 no. 2 (May 2013), page 307-320.
Topik: Developmental Correlates; Hyperesponsiveness; Social and Non-social Stimuli; Social Communication

Ketersediaan

Perpustakaan Pusat (Semanggi) Nomor Panggil: DD21.24 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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Isi artikel

This cross-sectional study seeks to (a) describe developmental correlates of sensory hyporesponsiveness to social and nonsocial stimuli, (b) determine whether hyporesponsiveness is generalized across contexts in children with autism relative to controls, and (c) test the associations between hyporesponsiveness and social communication outcomes. Three groups of children ages 11–105 months (N = 178; autism = 63, developmental delay = 47, typical development = 68) are given developmental and sensory measures including a behavioral orienting task (the Sensory Processing Assessment). Lab measures are significantly correlated with parental reports of sensory hyporesponsiveness. Censored regression models show that hyporesponsiveness decreased across groups with increasing mental age (MA). Group differences are significant but depend upon two-way interactions with MA and context (social and nonsocial). At a very young MA (e.g., 6 months), the autism group demonstrates more hyporesponsiveness to social and nonsocial stimuli (with larger effects for social) than developmental delay and typically developing groups, but at an older MA (e.g., 60 months) there are no significant differences. Hyporesponsiveness to social and nonsocial stimuli predicts lower levels of joint attention and language in children with autism. Generalized processes in attention disengagement and behavioral orienting may have relevance for identifying early risk factors of autism and for facilitating learning across contexts to support the development of joint attention and language.

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