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Background <p>Atypical 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.</p> Method <p>74 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.</p> Results <p>Autistic 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.</p> Conclusions <p>Sensory 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.</p>

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Sensory Processing Modalities and Their Associations With Academic Achievement in Autism and Attention Deficit/Hyperactivity Disorder

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年12月29日

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  • Jennifer C. Bullen,
  • Lindsay Swain Lerro,
  • Tessa Hesse,
  • Matthew C. Zajic,
  • Nancy McIntyre,
  • Peter Mundy

摘要

Background

Atypical 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.

Method

74 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.

Results

Autistic 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.

Conclusions

Sensory 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.