ArticleJournal of autism and developmental disorders2025
Sensory Processing Modalities and Their Associations With Academic Achievement in Autism and Attention Deficit/Hyperactivity Disorder.
Article in Journal of autism and developmental disorders, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
backgroundAtypical sensory processing is common to both autistic children and children with attention deficit/hyperactivity disorder (ADHD). Some studies also suggest that atypical sensory processing may be related to academic achievement in both groups of children. However, these studies have primarily focused on overall patterns of sensory processing, as opposed to modality-specific processing (e.g., auditory), and has relied on parent report for both sensory processing and academic achievement measures. The aim of this study was to investigate whether the processing of specific sensory modalities is related to direct measures of academic achievement in autistic, ADHD, and neurotypical children.
method74 autistic children (22 with a co-occurring diagnosis of ADHD), 34 children with ADHD, and 40 neurotypical children between the ages of 10–18 participated in this study. Parents completed reports of sensory processing, and autism and ADHD symptoms. Children completed measures of auditory processing, reading and math achievement, and IQ.
resultsAutistic and ADHD children showed similar levels of atypical sensory processing, and varied patterns of associations between atypical auditory processing and academic achievement were observed in both groups.
conclusionsSensory processing differences may impact the academic learning of both autistic and ADHD school-aged children. As neurodivergent children are integrated into general education classrooms, it is important to understand how environmental factors may impact learning opportunities for these individuals.
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