Next Article in Journal
An Ecological Model for High-Risk Professional Decision-Making in Mental Health: International Perspectives
Next Article in Special Issue
Regul-A: A Technological Application for Sensory Regulation of Children with Autism Spectrum Disorder in the Home Context
Previous Article in Journal
The Development of Musculoskeletal Disorders during Undergraduate Dentistry Studies—A Long-Term Prospective Study
Previous Article in Special Issue
Autism Spectrum Disorder (ASD) and the Family Inclusive Airport Design Experience
Article

Implication of the Sensory Environment in Children with Autism Spectrum Disorder: Perspectives from School

1
Department of Health Sciences, University of Burgos, 09001 Burgos, Spain
2
Department of Educational Sciences, University of Burgos, 09001 Burgos, Spain
*
Authors to whom correspondence should be addressed.
Academic Editors: Lei-Shih Chen, Shixi Zhao and Paul B. Tchounwou
Int. J. Environ. Res. Public Health 2021, 18(14), 7670; https://doi.org/10.3390/ijerph18147670
Received: 21 May 2021 / Revised: 15 July 2021 / Accepted: 16 July 2021 / Published: 19 July 2021
(This article belongs to the Special Issue Research on Autism Spectrum Disorders)
(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. View Full-Text
Keywords: autism; ASD; children; sensory difficulties; processing patterns; sensory systems; school autism; ASD; children; sensory difficulties; processing patterns; sensory systems; school
MDPI and ACS Style

Gentil-Gutiérrez, A.; Cuesta-Gómez, J.L.; Rodríguez-Fernández, P.; González-Bernal, J.J. Implication of the Sensory Environment in Children with Autism Spectrum Disorder: Perspectives from School. Int. J. Environ. Res. Public Health 2021, 18, 7670. https://doi.org/10.3390/ijerph18147670

AMA Style

Gentil-Gutiérrez A, Cuesta-Gómez JL, Rodríguez-Fernández P, González-Bernal JJ. Implication of the Sensory Environment in Children with Autism Spectrum Disorder: Perspectives from School. International Journal of Environmental Research and Public Health. 2021; 18(14):7670. https://doi.org/10.3390/ijerph18147670

Chicago/Turabian Style

Gentil-Gutiérrez, Ana, José L. Cuesta-Gómez, Paula Rodríguez-Fernández, and Jerónimo J. González-Bernal. 2021. "Implication of the Sensory Environment in Children with Autism Spectrum Disorder: Perspectives from School" International Journal of Environmental Research and Public Health 18, no. 14: 7670. https://doi.org/10.3390/ijerph18147670

Find Other Styles
Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Article Access Map by Country/Region

1
Back to TopTop