Differentiating language ability and sensory symptoms in children with autism spectrum disorders

Faculty-Student Collaboration

1

Faculty Sponsor(s)

Beverly J. Wilson, Ph.D.

Presentation Type

Event

Project Type

Completed quantitative research study

Primary Department

Clinical Psychology

Description

Around 95% of children with autism (ASD) have co-occurring sensory symptoms (Tomchek & Dunn, 2007). Deficits in expressive (EL) and receptive (RL) language have also been found in this population (Kwok et al., 2015). This study investigated whether the relation between developmental status (ASD vs. neurotypical) and sensory is mediated by RL and EL in a sample of 201 children. The indirect effects --status/EL, status/RL, RL/sensory -- were significant, suggesting a mediation of status and sensory through RL, but not EL. Results indicated that children with ASD and lower RL had greater sensory symptoms than children with ASD and higher RL.

Comments

This poster was also presented at Western Psychological Association, Portland, OR, April 2018

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Differentiating language ability and sensory symptoms in children with autism spectrum disorders

Around 95% of children with autism (ASD) have co-occurring sensory symptoms (Tomchek & Dunn, 2007). Deficits in expressive (EL) and receptive (RL) language have also been found in this population (Kwok et al., 2015). This study investigated whether the relation between developmental status (ASD vs. neurotypical) and sensory is mediated by RL and EL in a sample of 201 children. The indirect effects --status/EL, status/RL, RL/sensory -- were significant, suggesting a mediation of status and sensory through RL, but not EL. Results indicated that children with ASD and lower RL had greater sensory symptoms than children with ASD and higher RL.

Rights Statement

In Copyright