Sensory Integration and Perceptual-Motor Profiles in School-Aged Children with Autistic Spectrum Disorder
Title: Sensory Integration and Perceptual-Motor Profiles in School-Aged Children with Autistic Spectrum Disorder
Authors: Yee-Pay Wuang, Chien-Ling Huang, Hsien-Yu Tsai
Purpose: The study examined the sensory integration and perceptual-motor performances within elementary school children aged 5–12 years with autistic spectrum disorder (ASD).
Study Population: The population of this study consisted of 117 children with ASD, including 75 males and 42 females. All of the children in this study were between 5 to 13 years.
Methods: The inclusion criteria consisted of the participants being elementary school age (5–13 years), physicians, and no serious physical or behavioral problems. The exclusion criteria consisted of participants with concurrent sensory impairments (for example, blindness and/or deafness). SPSS20 was used for all data analyses in the present study. MANOVA (multiple analysis of variance) was used in order to analyze the age and sex effects within the measures.
Outcome Measures: The Bruininks–Oseretsky of Motor Proficiency – Second Edition, Sensory Profile, Test of Sensory Integration Functions, Test of Visual Perception Skills – Third Edition, and the Chinese versions of both Vineland Adaptive Behavior Scale and School Function Assessment.
Intervention: No interventions were performed within this study.
Results: School-aged children with ASD had various impairments on body function measures. A majority of the participant scores fell within the impairment range on 13-15/19 sensory and perceptual-motor measure subtests. These results in the study showed a significant main effect for age and sex on body functions and activity participations. Strong associations between body function and activity participation across settings in ASD were noted.
Strengths: The participants had a good representation of children. Valid measurements were implemented in the study to fully and reliably investigate the body functions and activity participations across various settings in school-aged children with ASD.
Limitations: Limitations included the lack of control group and intellectual functioning measures.
Conclusion: The findings within the study showed the developmental continuum of body functions of school-aged children with ASD. The study emphasized the development of functional skills necessary to facilitate age-appropriate activity participation in numerous situations, along with interventions needed to improve body functions.