The relationship between communication skills, sensory difficulties, and anxiety in children with autism spectrum disorder
Hekmat Khaledi, Alireza Aghaz, Alireza Mohammadi, Hooshang Dadgar, Gholam Hossein Meftahi
Abstract
Abstract Background Despite the high prevalence of communicational differences, anxiety, and sensory processing difficulties in children with autism spectrum disorder (ASD), little is known about the nature of their experiences. Thus, the present study aimed to explore the correlation between communication skills, sensory difficulties, and anxiety in children with ASD. Fifty-three children with ASD (M age = 8.51, SD = 2.51; males = 42) were recruited. The Persian version of the Short Sensory Profile (SSP), the Children’s Communication Checklist (CCC), and the Spence Children’s Anxiety Scale (SCAS) was used to assess the variables. Results The overall sensory score of children with ASD was significantly and positively correlated with most of the communication skills ( P < 0.05). The overall sensory score of children with ASD was significantly and negatively correlated with all anxiety subsets of these children ( P < 0.05). The social relationships score of children with ASD had a significant and negative correlation with all subsets of anxiety and a significant and positive correlation with all sensory subsets ( P < 0.05). The total score of communication was significantly and negatively related to all subsets of anxiety except separation anxiety ( P < 0.05). Conclusions Sensory processing difficulties in ASD children appear to be significantly associated with communication skills and anxiety acts as a mediator between the two.