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DOI 10.1007/s10803-023-06205-1

Медицинская библиотека · Journal of autism and developmental disorders · 2024

Comparison of the Sensory Profile Among Autistic Individuals and Individuals with Williams Syndrome.

Hirai Masahiro, Ikeda Ayaka, Kato Takeo, Ikeda Takahiro, Asada Kosuke, Hakuno Yoko, Matsushima Kanae, Awaya Tomonari, Okazaki Shin, Kato Toshihiro, Heike Toshio, Hagiwara Masatoshi, Yamagata Takanori, Tomiwa Kiyotaka, Kimura Ryo

СтатьяСравнительное исследованиеПеревод в очереди

Аннотация

PURPOSE: With the current study, we aimed to reveal the similarities and differences in sensory profiles between Williams syndrome (WS) and autism spectrum disorder.

METHODS

Using the sensory profile questionnaire completed by the caregivers, we analyzed the WS (n = 60, 3.4-19.8 years) and autistic (n = 39, 4.2-14.0 years) groups.

RESULTS

The Severity Analysis revealed a significant group difference in Sensory Sensitivity but not in Low Registration, Sensation Seeking, and Sensation Avoiding subscales. Age can modulate the subscale scores differently across groups. For Sensation Seeking, the scores of both groups decreased with development. However, the scores of Sensory Sensitivity decreased with age in the autistic group but not in the WS group. Sensation Avoiding scores increased with development in the WS group but not in the autistic group. No significant developmental changes were observed in Low Registration.

CONCLUSION

This study highlights the cross-syndrome similarities and differences in sensory profiles and developmental changes in autistic individuals and individuals with WS.

Для цитирования: Hirai Masahiro, Ikeda Ayaka, Kato Takeo, Ikeda Takahiro, Asada Kosuke, Hakuno Yoko, Matsushima Kanae, Awaya Tomonari, Okazaki Shin, Kato Toshihiro, Heike Toshio, Hagiwara Masatoshi, Yamagata Takanori, Tomiwa Kiyotaka, Kimura Ryo. Comparison of the Sensory Profile Among Autistic Individuals and Individuals with Williams Syndrome.. Journal of autism and developmental disorders. 2024. DOI: 10.1007/s10803-023-06205-1.

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