Difficulty processing sensory information may impede progress in school for students with autism spectrum disorder (ASD). We explore the relationship between sensory processing and school performance in 26 high‐functioning youths with ASD and 26 controls (age 8–14) using measures of sensory, social, cognitive, and academic functioning. In the ASD group, bivariate Pearson correlations indicated a significant positive relationship between intelligence quotient (IQ) and the School Competence Scale (SCS) of the Child Behavior Checklist (CBCL), and a significant negative relationship between Dunn's Sensory Processing Framework and SCS scores. Final hierarchical multiple linear regression model accounting for SCS scores in ASD included IQ, ADHD symptoms, and sensory features. An interaction between increased sensory sensitivity with reduced sensory avoidance behaviors explained the greatest amount of variance in SCS, meaning school performance is lowest for children with greater hypersensitivity and fewer avoidance behaviors. Results indicate a strong impact of sensory processing on school performance in ASD.

中文翻译：

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感觉加工对自闭症谱系障碍高功能个体在校表现结果的影响

处理感官信息的困难可能会阻碍自闭症谱系障碍 (ASD) 学生在学校的进步。我们使用感官、社交、认知和学业功能的测量来探索 26 名高功能 ASD 青少年和 26 名对照组（8-14 岁）的感觉处理与学校表现之间的关系。在 ASD 组中，双变量 Pearson 相关性表明智商 (IQ) 与儿童行为检查表 (CBCL) 的学校能力量表 (SCS) 之间存在显着的正相关关系，而 Dunn 的感觉处理框架与 SCS 分数之间存在显着的负相关关系。ASD 中 SCS 分数的最终分层多元线性回归模型包括智商、ADHD 症状和感官特征。感觉敏感度增加与感觉回避行为减少之间的相互作用解释了 SCS 中最大的差异，这意味着过敏程度较高和回避行为较少的儿童的学校表现最低。结果表明感觉处理对 ASD 的学校表现有很强的影响。