Browsing by Subject "Sensory processing"

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    Differences and Relationships Between Sensory Profile and Repetitive Behavior in Autism
    (MPDI, 2025-04-14) Cárcel López, María Dolores; Ferrando Prieto, Mercedes; Psicología Evolutiva y de la Educación
    Repetitive behaviors are actions that are performed consistently and repeatedly, often without an obvious functional purpose. These types of behaviors are common and diverse in individuals with Autism Spectrum Disorder (ASD) and can influence daily life, making social integration difficult for individuals who experience them and thus becoming a source of distress. Research show that, in most individuals with ASD, sensory processing tends to be affected. It has been suggested that, in children with ASD, sensory processing disorders can cause them to experience their environment in an exaggerated or diminished way, and this affects their behavior. Repetitive behaviors may emerge as a way to regulate the level of stimulation and achieve a state of sensory balance. Objectives: The aim of this investigation is to study differences and relationships between the sensory profile and repetitive behavior in autism. Methods: A total of 48 students, aged 4 to 26 years (M = 14.39; SD = 7.24), participated. The Bodfish Repetitive Behavior Scale and Sensory Profile 2 by Dunn were used as instruments of measure. Results: Results show that the student groups differ only in some variables, with Level 3 students being the most affected. In this sense, Level 3 students present with higher self-injury, greater tactile and movement processing difficulties, and higher registration (passive response and a high threshold of perception). Hyper-reactivity shows a weak prediction power over insistence of sameness, while hypo-reactivity showed none. Conclusions: Correlations between repetitive behavior and sensory processing were weak and of low magnitude, which contradicts the previous literature.
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    La estimulación multisensorial para mejorar el procesamiento sensorial en las personas con TEA
    (Universidad de Alicante, 2024-07-01) Ferrando Prieto, Mercedes; Psicología Evolutiva y de la Educación; Facultades de la UMU::Facultad de Educación
    La forma de percibir los estímulos y procesarlos influye directamente en nuestras respuestas hacia el entorno y por tanto en nuestra relación con los otros. Los trastornos del neurodesarrollo como el autismo (TEA) están relacionados con deficiencias en la percepción sensorial. Una de las formas de intervención con alumnos con TEA se centra en las buenas prácticas sensoriales El objetivo de esta investigación es valorar el impacto que las intervenciones en estimulación sensorial tienen en este colectivo. Han participado 27 alumnos de entre 3 y 18 años, diagnosticados con TEA según los criterios del DSM-5 (n=7 grado 1; n=8 grado 2; n=12 grado 3). Asistieron a una intervención basada en los ambientes multisensoriales Snoezelen y se les aplicó el inventario Perfil Sensorial-2 de Dunn (2014). Los resultados muestran que la intervención mejora el procesamiento sensorial del alumnado con TEA de grado 3 y grado 1. Sin embargo, el alumnado con TEA de grado 2 no experimentan mejorías estadísticamente significativas debidas a la intervención. Se especula que estos alumnos pueden necesitar más tiempo de intervención para beneficiarse de los efectos de la intervención.