Relationship Between Directly Observed Sensory Reactivity Differences and Classroom Behaviors of Autistic Children
Hannah Marcham, Teresa Tavassoli
Abstract
IMPORTANCE: Differences in sensory reactivity are a core feature of autism; however, more remains to be learned about their role in classroom learning. OBJECTIVE: To use direct observational measures to investigate whether there is a link between sensory reactivity differences and classroom behaviors of autistic children. DESIGN: Correlational study. SETTING: Two special educational needs schools. PARTICIPANTS: Children with a clinical diagnosis of autism, ages 5 to 18 yr (N = 53). OUTCOMES AND MEASURES: Sensory reactivity differences were assessed with the Sensory Assessment for Neurodevelopmental Differences. Classroom behaviors were measured using the Behavior Assessment for Children-Second Edition Student Observation System. RESULTS: Total sensory reactivity differences were correlated positively with behaviors that impede learning (r = .31, p < .05) and negatively with behaviors that facilitate learning (r = -.38, p < .05). Hyporeactivity differences were correlated positively with behaviors that impede learning (r = .28, p < .05) and negatively with behaviors that facilitate learning (r = -.31, p < .05). Hyperreactivity and sensory-seeking differences were not significantly correlated with behavior. CONCLUSIONS AND RELEVANCE: Results suggest a link between sensory reactivity differences and classroom behaviors, highlighting a need for further research using observational measures in special education settings. Plain-Language Summary: Differences in hyporeactivity for children with autism may play a bigger role in classroom behavior and learning than previous literature has suggested. This has implications in occupational therapy practice for how to tailor support for children with hyporeactivity differences.