Abstract
(1) Background: Children with Autism Spectrum Disorder (ASD) frequently have difficulties in processing sensory information, which is a limitation when participating in different contexts, such as school. The objective of the present study was to compare the sensory processing characteristics of children with ASD in the natural context of school through the perception of professionals in the field of education, in comparison with neurodevelopmental children (2) Methods: A cross-sectional descriptive study as conducted with study population consisting of children between three and ten years old, 36 of whom were diagnosed with ASD and attended the Autismo Burgos association; the remaining 24 had neurotypical development. The degree of response of the children to sensory stimuli at school was evaluated using the Sensory Profile-2 (SP-2) questionnaire in its school version, answered by the teachers. (3) Results: Statistically significant differences were found in sensory processing patterns (p = 0.001), in sensory systems (p = 0.001) and in school factors (p = 0.001). Children with ASD who obtained worse results. (4) Conclusions: Children with ASD are prone to present sensory alterations in different contexts, giving nonadapted behavioral and learning responses.
Highlights
The neologism autism derives from the Greek prefix autós, which means “shelf”.Eugen Bleuler first used this term in 1911 as a characteristic of schizophrenia, but it was not until the 1940s that it was formally recognized as a syndrome following the description made by Kanner and Asperger [1], who identified difficulties in communication and social interaction in patients with this type of pathology [2].According to the fifth edition of the Diagnostic and Statistical Manual of MentalDisorders (DSM-V), autism is classified within neurodevelopmental disorders
The sample was divided into two groups: on the one hand, there were children with normal or neurotypical neurological development enrolled in a public school in Burgos; on the other hand, the second group was made up of children with a diagnosis of Autism Spectrum Disorder (ASD) enrolled in the same public school and who went to the Autismo Burgos facilities to receive outpatient support services
Significant differences were found between the scores reported by educational professionals who worked with children with ASD and those provided by teachers of neurotypical children
Summary
The neologism autism derives from the Greek prefix autós, which means “shelf”.Eugen Bleuler first used this term in 1911 as a characteristic of schizophrenia, but it was not until the 1940s that it was formally recognized as a syndrome following the description made by Kanner and Asperger [1], who identified difficulties in communication and social interaction in patients with this type of pathology [2].According to the fifth edition of the Diagnostic and Statistical Manual of MentalDisorders (DSM-V), autism is classified within neurodevelopmental disorders. The neologism autism derives from the Greek prefix autós, which means “shelf”. Eugen Bleuler first used this term in 1911 as a characteristic of schizophrenia, but it was not until the 1940s that it was formally recognized as a syndrome following the description made by Kanner and Asperger [1], who identified difficulties in communication and social interaction in patients with this type of pathology [2]. Disorders (DSM-V), autism is classified within neurodevelopmental disorders. It is characterized by difficulties at the social level, both in interaction and in communication, and by the presence of restricted and repetitive patterns at the behavioral level. Possible difficulties are evident in repetitive and restricted patterns of behaviors, activities and interests [3]
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