A comparison of the sensory processing skills of children (6-10 years old) with autism and those that are typically developing as assessed by a short sensory profile in Harare, Zimbabwe

Abstract

Background: Sensory processing is a key component in the development of children. We sought to compare the sensory processing problems experienced by children (6-10 years) with and without autism in Harare, Zimbabwe.

Methodology: A quantitative cross-sectional study was done at public hospitals, non-profit organisations and urban public primary schools. Sensory processing abilities of children were assessed using the Short Sensory Profile (SSP) and compared between those with autism and those without, using Multivariate Analysis Of Variance (MANOVA). Ethical approval was granted and participants were voluntary.

Results: Seventy-four primary caregivers and their children participated in the study (40 for typically developing and 34 for those with autism). The overall mean age of the children was 8.1 years (SD 1.2), children with autism were older (mean 8.2 years SD 1.2) but not attending school. Those without autism were purposively matched for gender while there were more males (61.8%) than females among children with autism. Over 95% of children without Autism Spectrum Disorders (ASD) were rated as displaying normal sensory processing skills in all domains except for movement sensitivity where a quarter did not display typical performance. This was in contrast to less than half of children with ASD who displayed normal sensory processing domains. The only exception was visual/auditory acuity in 70.6% of children with ASD displayed normal sensory processing skills. There was a statistically significant difference in sensory processing skills between children with and without ASD in all domains (p=<0.01) with those with ASD displaying poorer performance.

Conclusion: Children with autism performed poorer than their typically developing peers on the SSP. The areas in which these children experience greatest impairment need to be targeted in interventions and caregivers should be equipped to address some of these problems.