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Source publication
This study describes a new caregiver-report assessment, the Sensory Experiences Questionnaire (SEQ), and explicates the nature of sensory patterns of hyper- and hyporesponsiveness, their prevalence, and developmental correlates in autism relative to comparison groups.
Caregivers of 258 children in five diagnostic groups (Autism, PDD, DD/MR, Other D...
Contexts in source publication
Context 1
... final sample included 258 SEQs completed by primary caregivers of children with autism (n ¼ 56), other per- vasive developmental delays (PDD) (n ¼ 24), develop- mental disabilities/mental retardation (DD/MR) (n ¼ 33), other developmental delays (Other DD) (n ¼ 35) and typical development (n ¼ 110). Table 2 provides descriptive statistics. Table 3 summarizes demographic data. ...
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Citations
... Esses desafios podem manifestar-se de várias formas, desde hipersensibilidades a estímulos sensoriais até comportamentos repetitivos e, por vezes, autolesivos. Tais características não apenas afetam o bem-estar dos alunos com TEA, mas também representam barreiras significativas para a participação plena no ambiente escolar e em outras atividades cotidianas (Baranek et al., 2006). ...
... Indivíduos com Transtorno do Espectro Autista (TEA) frequentemente apresentam respostas atípicas a estímulos sensoriais, manifestando hipersensibilidade (reação exagerada a estímulos) ou hipossensibilidade (reação reduzida a estímulos) em um ou mais sentidos. A hipersensibilidade pode ser observada em respostas intensas a sons altos, luzes brilhantes, certos cheiros ou texturas específicas, levando a reações de desconforto extremo ou até dor (Baranek et al., 2006). Por exemplo, uma criança com TEA pode cobrir os ouvidos ou tentar fugir de ambientes ruidosos, como o pátio da escola durante o recreio (Kern et al., 2007). ...
... A hipersensibilidade a estímulos como ruídos altos, luzes fluorescentes, cheiros fortes e texturas de materiais pode resultar em distração constante e dificuldade para manter a concentração em tarefas acadêmicas (Ashburner et al., 2008). Por exemplo, o barulho constante de uma sala de aula pode ser ensurdecedor para um aluno com hipersensibilidade auditiva, tornando quase impossível que ele se concentre em uma leitura ou uma instrução verbal (Baranek et al., 2006). ...
Este artigo aborda os principais desafios enfrentados por alunos com Transtorno do Espectro Autista (TEA) no ambiente escolar e apresenta estratégias para promover a inclusão efetiva. O texto discute as dificuldades de comunicação, destacando déficits na comunicação verbal e não-verbal e comportamentos comunicativos atípicos, como a ecolalia. Estratégias como a Comunicação Alternativa e Aumentativa (CAA) e o Picture Exchange Communication System (PECS) são apontadas como ferramentas eficazes para melhorar as habilidades comunicativas desses alunos. Também são examinadas as sensibilidades sensoriais e comportamentos repetitivos, discutindo hipersensibilidades e hipossensibilidades sensoriais, bem como a insistência em rotinas, características que podem interferir no foco e na adaptação a novas atividades. Aponta-se estratégias para gerenciar essas sensibilidades que incluem adaptações no ambiente escolar para minimizar estímulos sensoriais, o uso de técnicas de Análise do Comportamento Aplicada (ABA) e a criação de Planos Individualizados de Ensino (PEI). A conclusão ressalta a importância de uma abordagem inclusiva, que não só atenda às necessidades acadêmicas, mas também promova o bem-estar emocional e social dos alunos com TEA. A colaboração contínua entre educadores, famílias e profissionais de saúde é fundamental para garantir um ambiente educacional inclusivo e equitativo.
... Structural and functional abnormalities that contribute to auditory processing impairments were evident in individuals with ASD [15]. Corpus callosum (CC); a brain structure that is directly involved in inter-hemispheric transfer of auditory information was found to be of small size or even agenetic in ASD [16,17]. ...
Purpose
The study aims to check the presence of auditory processing deficit in children diagnosed with autism spectrum disorder.
Methods
A total of 10 subjects within the age range of 6-10 years diagnosed with autism spectrum disorder were recruited for the study. Buffalo model questionnaire (child form) for CAPD was given to the parents of the children with autism and scores were noted. Auditory cognition which is a sub category of auditory processing was assessed for each subject with the help of Angel sound software version 5.08.03 by Emily Shannon Fu Foundation. Forward digit test was done and the auditory memory of the participant was checked. The result obtained from the subjective perception of parents and objective evaluation was compared and the correlation was checked.
Results
The questionnaire given to the parents had different subsections and questions included in the category of memory revealed poor scores. Similarly, the scores obtained for forward digit test was reduced for the children diagnosed with autistic spectrum disorder when compared to the normative given by the software. The children were able to memorize maximum of only 3 digits.
Conclusions
It can be concluded that there is a relation between and subjective perception of parents of children with autism and objective evaluation of auditory processing. In our study, the scores for auditory cognition test are reduced for children with autism. Autistic people with auditory processing disorders can hear, but they have difficulty understanding what they hear. Auditory processing disorder is a crucial pathology of the autistic disorder.
... Specifically, the hypothesis of many sensory processing issues in children, adolescents and adults with ASD was widely described through the use of clinical tools/ reports (Baranek et al. 2006;Chen et al. 2009;Leekam et al. 2007;Purpura et al. 2022;Valagussa et al. 2022) and more objective measures, including several paradigms of electrophysiology, psychophysics, and neuroimaging (Huang et al. 2022;Riva et al. 2022;Russo et al. 2008;Schoen et al. 2009;Spencer et al. 2000;Tavassoli et al. 2016;Turi et al. 2016). ...
Dysfunctions in sensory processing are widely described in individuals with autism spectrum disorder (ASD), although little is known about the developmental course and the impact of these difficulties on the learning processes during the preschool and school ages of ASD children. Specifically, as regards the interplay between visual and haptic information in ASD during developmental age, knowledge is very scarce and controversial. In this study, we investigated unimodal (visual and haptic) and cross-modal (visuo-haptic) processing skills aimed at object recognition through a behavioural paradigm already used in children with typical development (TD), with cerebral palsy and with peripheral visual impairments. Thirty-five children with ASD (age range: 5–11 years) and thirty-five age-matched and gender-matched typically developing peers were recruited. The procedure required participants to perform an object-recognition task relying on only the visual modality (black-and-white photographs), only the haptic modality (manipulation of real objects) and visuo-haptic transfer of these two types of information. Results are consistent with the idea that visuo-haptic transfer may be significantly worse in ASD children than in TD peers, leading to significant impairment in multisensory interactions for object recognition facilitation. Furthermore, ASD children tended to show a specific deficit in haptic information processing, while a similar trend of maturation of visual modality between the two groups is reported. This study adds to the current literature by suggesting that ASD differences in multisensory processes also regard visuo-haptic abilities necessary to identify and recognise objects of daily life.
... The Sensory Experiences Questionnaire Short Form (SEQ-SF [96];) Version 2.1 is a 41-item caregiver report 24:359 questionnaire that measures behavioral responses to common everyday sensory experiences in young children with autism and other developmental disabilities from 6 months to 6 years old. An adapted version of the SEQ-SF (for infants aged 3-5 months old) will be used at Time 1. ...
... The SEQ-SF measures sensory hyporeactivity, sensory hyperreactivity and sensory seeking behaviors across different sensory modalities and contexts. The SEQ-SF has been shown to exhibit good reliability and validity in typically developing children as well as children with autism and other developmental delays [96][97][98][99]. ...
Background
Delays in early social and executive function are predictive of later developmental delays and eventual neurodevelopmental diagnoses. There is limited research examining such markers in the first year of life. High-risk infant groups commonly present with a range of neurodevelopmental challenges, including social and executive function delays, and show higher rates of autism diagnoses later in life. For example, it has been estimated that up to 30% of infants diagnosed with cerebral palsy (CP) will go on to be diagnosed with autism later in life.
Methods
This article presents a protocol of a prospective longitudinal study. The primary aim of this study is to identify early life markers of delay in social and executive function in high-risk infants at the earliest point in time, and to explore how these markers may relate to the increased risk for social and executive delay, and risk of autism, later in life. High-risk infants will include Neonatal Intensive Care Unit (NICU) graduates, who are most commonly admitted for premature birth and/or cardiovascular problems. In addition, we will include infants with, or at risk for, CP. This prospective study will recruit 100 high-risk infants at the age of 3–12 months old and will track social and executive function across the first 2 years of their life, when infants are 3–7, 8–12, 18 and 24 months old. A multi-modal approach will be adopted by tracking the early development of social and executive function using behavioural, neurobiological, and caregiver-reported everyday functioning markers. Data will be analysed to assess the relationship between the early markers, measured from as early as 3–7 months of age, and the social and executive function as well as the autism outcomes measured at 24 months.
Discussion
This study has the potential to promote the earliest detection and intervention opportunities for social and executive function difficulties as well as risk for autism in NICU graduates and/or infants with, or at risk for, CP. The findings of this study will also expand our understanding of the early emergence of autism across a wider range of at-risk groups.
... Parent reported measures were collected to assess ADHD features (National Initiative for Children's Healthcare Quality Vanderbilt Assessment Scales [NICHQ-VAS]) (American Academy of Pediatrics and National Institute for Children's Health Quality, 2002), sensory features (Sensory Experience Questionnaire [SEQ-3]) (Baranek et al., 2006), and autism features (SRS-2, SCQ, and Repetitive Behavior Scale-Revised [RBS-R]) (Bodfish et al., 2000) in all participants. On all assessments, higher scores are associated with more prominent features. ...
... ADHD status determined by meeting cut off on the NICHQ-VAS inattention or hyperactivity subscales. AVD, Average Volume Displacement (Bastiani et al., 2019), SRS, Social Responsiveness Scale (Constantino and Gruber, 2012), SCQ, Social Communication Questionnaire (Rutter et al., 2003), RBS-R, Repetitive Behavior Scale-Revised (Bodfish et al., 2000), NICHQ-VAS, National Initiative for Children's Healthcare Quality Vanderbilt Assessment Scales (American Academy of Pediatrics and National Institute for Children's Health Quality, 2002), SEQ, Sensory Experience Questionnaire (Baranek et al., 2006). ...
Introduction
Maximal grip strength, a measure of how much force a person’s hand can generate when squeezing an object, may be an effective method for understanding potential neurobiological differences during motor tasks. Grip strength in autistic individuals may be of particular interest due to its unique developmental trajectory. While autism-specific differences in grip-brain relationships have been found in adult populations, it is possible that such differences in grip-brain relationships may be present at earlier ages when grip strength is behaviorally similar in autistic and non-autistic groups. Further, such neural differences may lead to the later emergence of diagnostic-group grip differences in adolescence. The present study sought to examine this possibility, while also examining if grip strength could elucidate the neuro-motor sources of phenotypic heterogeneity commonly observed within autism.
Methods
Using high resolution, multi-shell diffusion, and quantitative R1 relaxometry imaging, this study examined how variations in key sensorimotor-related white matter pathways of the proprioception input, lateral grasping, cortico-cerebellar, and corticospinal networks were associated with individual variations in grip strength in 68 autistic children and 70 non-autistic (neurotypical) children (6–11 years-old).
Results
In both groups, results indicated that stronger grip strength was associated with higher proprioceptive input, lateral grasping, and corticospinal (but not cortico-cerebellar modification) fractional anisotropy and R1, indirect measures concordant with stronger microstructural coherence and increased myelination. Diagnostic group differences in these grip-brain relationships were not observed, but the autistic group exhibited more variability particularly in the cortico-cerebellar modification indices. An examination into the variability within the autistic group revealed that attention-deficit/hyperactivity disorder (ADHD) features moderated the relationships between grip strength and both fractional anisotropy and R1 relaxometry in the premotor-primary motor tract of the lateral grasping network and the cortico-cerebellar network tracts. Specifically, in autistic children with elevated ADHD features (60% of the autistic group) stronger grip strength was related to higher fractional anisotropy and R1 of the cerebellar modification network (stronger microstructural coherence and more myelin), whereas the opposite relationship was observed in autistic children with reduced ADHD features.
Discussion
Together, this work suggests that while the foundational elements of grip strength are similar across school-aged autistic and non-autistic children, neural mechanisms of grip strength within autistic children may additionally depend on the presence of ADHD features. Specifically, stronger, more coherent connections of the cerebellar modification network, which is thought to play a role in refining and optimizing motor commands, may lead to stronger grip in children with more ADHD features, weaker grip in children with fewer ADHD features, and no difference in grip in non-autistic children. While future research is needed to understand if these findings extend to other motor tasks beyond grip strength, these results have implications for understanding the biological basis of neuromotor control in autistic children and emphasize the importance of assessing co-occurring conditions when evaluating brain-behavior relationships in autism.
... Autism spectrum disorders (ASD), characterized by social deficits and repetitive behaviors, also involve sensory abnormalities iñ 90% of cases, which could be causally associated with anxiety, social dysfunctions, and repetitive behaviors [1][2][3][4][5][6]. Increased sensory sensitivity in ASD would evoke enhanced pain perception and responses [7][8][9][10], but the underlying neural mechanisms are poorly understood. ...
Sensory abnormalities are observed in ~90% of individuals with autism spectrum disorders (ASD), but the underlying mechanisms are poorly understood. GluN2B, an NMDA receptor subunit that regulates long-term depression and circuit refinement during brain development, has been strongly implicated in ASD, but whether GRIN2B mutations lead to sensory abnormalities remains unclear. Here, we report that Grin2b-mutant mice show behavioral sensory hypersensitivity and brain hyperconnectivity associated with the anterior cingulate cortex (ACC). Grin2b-mutant mice with a patient-derived C456Y mutation (Grin2bC456Y/+) show sensory hypersensitivity to mechanical, thermal, and electrical stimuli through supraspinal mechanisms. c-fos and functional magnetic resonance imaging indicate that the ACC is hyperactive and hyperconnected with other brain regions under baseline and stimulation conditions. ACC pyramidal neurons show increased excitatory synaptic transmission. Chemogenetic inhibition of ACC pyramidal neurons normalizes ACC hyperconnectivity and sensory hypersensitivity. These results suggest that GluN2B critically regulates ASD-related cortical connectivity and sensory brain functions.
... 33 Participants will complete the self-administered parent/caregiver domain level version of the VABS-3 approximately every 6 months over the study period. A battery of theoretically driven correlates of adaptive functioning trajectories were selected following a review of the literature, 20 34-36 consultations between the research and clinical teams, input from a family advisory group and findings from our team's Pathways in ASD study, 21 37-40 including: core autism symptoms and their functional impacts (Autism Impact Measure (AIM)), 41 42 social communication capacity (Autism Classification System of Functioning: Social Communication (ACSF:SC)), 43 44 daily activity participation (Young Children's Participation and Environment Measure (YC-PEM) or Participation and Environment Measure-Children and Youth (PEM-CY)), 45 46 behavioural and sensory needs (Behavioral Inflexibility Scale (BIS), 47 Sensory Experiences Questionnaire-short form (SEQ)), 48 socioeconomic status (Sociodemographic Questionnaire), service characteristics (Autism Services Questionnaire), diagnosis path (Canadian Health Survey on Children and Youth 49 questions pertaining to pathways to diagnosis) and family experience (Autism Family Experience Questionnaire (AFEQ)). 50 Since this is a pragmatic study, consideration was given to ensure the completion time of questionnaires was kept brief, to minimise participant burden. ...
Introduction
The developmentally variable nature of autism poses challenges in providing timely services tailored to a child’s needs. Despite a recent focus on longitudinal research, priority-setting initiatives with stakeholders highlighted the importance of studying a child’s day-to-day functioning and social determinants of health to inform clinical care. To address this, we are conducting a pragmatic multi-site, patient-oriented longitudinal investigation: the Pediatric Autism Research Cohort ( PARC) Study . In young children (<7 years of age) newly diagnosed with autism, we will: (1) examine variability in trajectories of adaptive functioning from the point of diagnosis into transition to school; and (2) identify factors associated with trajectories of adaptive functioning.
Methods and analysis
We aim to recruit 1300 children under 7 years of age with a recent (within 12 months) diagnosis of autism from seven sites: six in Canada; one in Israel. Participants will be followed prospectively from diagnosis to age 8 years, with assessments at 6-month intervals. Parents/caregivers will complete questionnaires administered via a customized online research portal. Following each assessment timepoint, families will receive a research summary report describing their child’s progress on adaptive functioning and related domains. Analysis of the longitudinal data will map trajectories and examine child, family and service characteristics associated with chronogeneity (interindividual and intraindividual heterogeneity over time) and possible trajectory turning points around sensitive periods like the transition to school.
Ethics and dissemination
Ethics approvals have been received by all sites. All parents/respondents will provide informed consent when enrolling in the study. Using an integrated knowledge translation approach, where stakeholders are directly engaged in the research process, the PARC Study will identify factors associated with trajectories of functioning in children with autism. Resulting evidence will be shared with government policy makers to inform provincial and national programs. Findings will be disseminated at conferences and published in peer-reviewed journals.
... This challenge is particularly evident in Autism Spectrum Disorder (ASD), characterized by atypical sensory processing and social challenges (Diagnostic and Statistical Manual of Mental Disorders, 2013). Indeed, individuals with ASD often exhibit sensory perceptual difficulties, namely hypo-or hyper-reactivity to sensory inputs, which profoundly impact the quality of their lives and significantly hinder their social interactions (Baranek et al., 2006;Grandin, 1992;Reynolds et al., 2011;Tomchek et al., 2018). Specifically, in this population social impairment has been proven to be positively correlated with defensiveness to affective touch (Cascio et al., 2016), supporting the idea that the tactile communication represents a clinically relevant aspect in mediating ASD symptomatology in the social domain. ...
Interpersonal touch plays a crucial role in shaping relationships and encouraging social connections. Failure in processing tactile input or abnormal tactile sensitivity may hamper social behaviors and have severe consequences in individuals' relational lives. Autism Spectrum Disorder (ASD) is characterized by both sensory disruptions and social impairments, making affective touch an ideal meeting point for understanding these features in ASD individuals. By integrating behavioral and physiological measures, we investigated the effects of affective touch on adult individuals with ASD from both an implicit and explicit perspective. Specifically, at an implicit level, we investigated whether and how receiving an affective touch influenced participants' skin conductance tonic and phasic components. At the explicit level, we delved into the affective and unpleasant features of affective touch . Overall, we observed lower skin conductance level in ASD compared to TD subjects. Interestingly, the typically developing (TD) group showed an increased autonomic response for affective touch compared to a control touch, while ASD subjects' autonomic response did not differ between the two conditions. Furthermore, ASD participants provided higher ratings for both the affective and unpleasant components of the touch, compared to TD subjects. Our results reveal a noteworthy discrepancy in ASD population between the subjective experience, characterized by amplified hedonic but also unpleasant responses, and the physiological response, marked by a lack of autonomic activation related to affective touch. This insightful dissociation seems crucial for a deeper understanding of the distinctive challenges characterizing people with ASD and may have implications for diagnosis and therapeutic approaches.
... In particular, sensory integration therapy-which is based on the theory that the brain can integrate sensory information from different areas of the body to improve information-processing abilities [32]-is a widely used intervention in children with ASD. Sensory integration therapy typically involves activities that stimulate the senses, such as swinging, bouncing, and brushing, and has been shown to effectively improve social behavior and psychological states in children with ASD [33,34]. However, the effects of sensory integration therapy on facial recognition impairments in children with ASD are poorly understood and not all sensory integration training interventions for children with ASD have demonstrated consistent positive outcomes [35]. ...
The objective of this study was to examine the intervention effect of group sensory integration training on social responsiveness, and the latency and amplitude of N170 event-related potential of children with autism. The social responsiveness scale was employed to assess alterations in the social response of individuals with ASD before and after training, while event-related potentials were utilized to measure changes in N170 latency and amplitude. This study revealed that group sensory integration training can significantly enhance social responsiveness in children diagnosed with ASD. Children with ASD exhibit atypical N170 responses to faces in the right parietal region. The latency of N170 changes may serve as a valuable indicator for assessing the effectiveness of an intervention or diagnosing ASD.
... Individuals with ASD are often characterised by sensory-perceptual abnormalities (Baranek et al., 2006;Cascio et al., 2008). These include mild to severe divergent sensory processing (Blakemore et al., 2006;Marco et al., 2011;Robertson & Baron-Cohen, 2017) and a wide range of persistent impairments (Greenspan & Wieder, 1997;Iarocci & McDonald, 2006) and experienced distress (Marco et al., 2011). ...
... The objective of this work was to draw an overview of the state of art of research measuring innocuous thermoception in individuals with ASD, as sensory processing impairments are common in ASD (Baranek et al., 2006). Thermoception, being part of the sensorial system, allows thermoregulation which is fundamental for survival (Sherwood & Huber, 2010). ...
Sensory processing atypicalities have been demonstrated in autism spectrum disorder (ASD). Thermoception, a component of the somatosensory system crucial for survival, can benefit from an overview of the state-of-art in ASD. In this work, a
PROSPERO registered (CRD42023412663) systematic review on thermoception in ASD is presented, following PRISMA and MOOSE guidelines. Our search encompassed databases including Pubmed, Scopus, PsycInfo, and Google Scholar (n = 1261). Included articles (n = 9) were written in English, experimental, peer-reviewed documents on thermoception in autism. As the ASD group shows hypo- (n = 3) or hypersensitivity (n = 2) or no discernible difference at times (n = 8) to either warm and/or cold innocuous stimuli, definitive conclusions are difficult to draw. Nevertheless, these aggregated results build cumulative knowledge and guide future research regarding the evaluation of thermoception in autistic individuals which could further increase their quality of life.
