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Research Article
Issue Date: January/February 2002
Published Online: January 01, 2002
Updated: April 30, 2020
Sensory Processing Issues Associated With Asperger Syndrome: A Preliminary Investigation
Winnie Dunn; Brenda Smith Myles; Stephany Orr
Author Affiliations
  • Winnie Dunn, PhD, OTR, FAOTA, is Professor and Chair, Department of Occupational Therapy Education, University of Kansas, 3033 Robinson, 3901 Rainbow Boulevard, Kansas City, Kansas 66160-7602
  • Brenda Smith Myles, PhD, is Professor, Department of Special Education, University of Kansas, Kansas City, Kansas
  • Stephany Orr, MSEd, is Director of Children’s Ministries, United Methodist Church of the Resurrection, Leawood, Kansas
Article Information
Autism/Autism Spectrum Disorder / Sensory Integration and Processing / General
Research Article   |   January 01, 2002
Sensory Processing Issues Associated With Asperger Syndrome: A Preliminary Investigation
American Journal of Occupational Therapy, January/February 2002, Vol. 56, 97-102. https://doi.org/10.5014/ajot.56.1.97
American Journal of Occupational Therapy, January/February 2002, Vol. 56, 97-102. https://doi.org/10.5014/ajot.56.1.97
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Abstract

OBJECTIVE. The purpose of this study was to identify the sensory processing patterns of children with Asperger syndrome.

METHOD. Researchers compared the performance of 42 children with Asperger syndrome and 42 children without disabilities on section and factor scores of the Sensory Profile.

RESULTS. As reported by parents on the Sensory Profile, the children with Asperger syndrome were significantly different from children without disabilities on 22 of 23 items. This result was obtained with good power estimates (.997–1.00) and large effect sizes (O2 = .267–.732). Both groups of children performed the same on modulation of visual input affecting emotional responses and activity level.

CONCLUSION. This study provides initial evidence that clear differences exist in the sensory processing patterns of children with Asperger syndrome when compared with peers without disabilities.