Autism Spectrum Disorders: A Case Study

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1. Children with sensory processing and autism spectrum disorder were the key words used to search the UNF OneSource database. This research compared the home and the school sensory processing challenges. I continue to be curious about how students act while in the two settings and compare the students’ behavior to each other.
2. Earlier research assisted in identifying sensory processing as how “the central and peripheral nervous systems manage incoming sensory information from sensory organs” as well as the theory that processing and integration of sensory input affects development (p. 203). In addition, research studies have been conducted to classify patterns of sensory processing into four categories – “sensory sensitivity (distress and distraction from sensations), sensation avoiding (controlling or limiting the amount and type of sensations), low registration (lack or low awareness of sensations), and sensation seeking (enjoyment and interest in increasing sensations)” (p. 203). It was also noted that data was obtained by Brown and Dunn to “compare the sensory processing characteristics of a group of children with autism spectrum disorder (ASD) in the two contexts (home and school)” (p. 203).
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Fernandez-Andres, Pastor-Cerezuela, Sanz-Cervera, and Tarrage-Minguez aimed to study three ideas:
a. Compare the sensory processing characteristics, social participation, and practice of the characteristics in children with ASD to children with typical development in a classroom setting as reported by the teachers.
b. Compare the sensory processing characteristics, social participation, and practice of the characteristics in children with ASD to children with typical development in a home environment as reported by the parents or caregivers
c. Compare each group (ASD and Comparison) separately in social participation, sensory processing characteristics and practice of these characteristics of the ASD Group as reported by parents/caregivers and

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