Date Presented 4/21/2018
In a sample from the general population, including typically developing children and those with conditions, sensory processing predicted social skills and problem behaviors. Different sensory processing patterns were associated with specific social skill and problem behavior domains.
Primary Author and Speaker: Noor Ismael
Additional Authors and Speakers: Lisa Mische Lawson, Evan Dean, Winnie Dunn
PURPOSE AND BACKGROUND: The purpose of this study was to investigate how sensory processing patterns predict social skills and problem behaviors in the general population of children. Sensory processing affects daily life activities, including social participation (Dunn et al., 2016). Numerous studies have examined the effects of sensory processing on socialization in children with conditions, whereas limited research has examined these effects in the general population, including typically developing children and those with conditions. To promote social functioning for all children, it is important to study typically developing children, who may also have extreme patterns of sensory processing.
METHOD: This study used a retrospective cross-sectional survey design. Drawing from a national sample collected for the Sensory Profile 2 (SP2; Dunn, 2014) standardization study, the sample for this study included 54 children aged 3–14, 45 with typical development and 8 with medical or learning conditions. 81% of caregivers reported not receiving any educational or medical services to support the child or family, and 93% reported not taking any medication. Data were gathered using the Child Sensory Profile 2 (CSP2; Dunn, 2014), the Social Skills Improvement System–Parent Form (SSIS–PF; Elliott & Gresham, 2008), and a demographic information form. The SP2 standardization study was approved by the institution’s internal review board. Caregivers who agreed to participate in the SP2 standardization study completed the CSP2 and the SSIS–PF for their children.
Data analysis included two multiple linear regression models for social skill and problem behavior outcomes. The four sensory processing patterns (registration, seeking, sensitivity, and avoiding) were used as independent variables in both regression models. Canonical correlation analysis followed multiple linear regression to reveal which specific social skills and problem behaviors domain were affected by different sensory processing patterns.
RESULTS: Multiple linear regression models showed that sensory processing predicted social skills, F(4, 49) = 5.418, p < .001, and problem behaviors, F(4, 49) = 10.532, p < .000, with sensory avoiding having a significant negative partial effect on the social skills outcome (β = –.723, p = .006). Canonical correlation models revealed strong relationships between sensory processing patterns and social skill (R
c = .725) and problem behavior domains (R
c = .866). Canonical correlation loadings showed that sensory processing patterns (mostly seeking and avoiding) were negatively associated with social skills (strong correlations with cooperation and responsibility). Also, all sensory processing patterns were positively associated with problem behaviors (strong correlations with hyperactivity/inattention and internalizing).
CONCLUSION: This study indicates that sensory processing predicts social skills and problem behaviors and that different sensory processing patterns are associated with specific social skill and problem behavior domains. Therefore, it is important to consider sensory processing preference when working with children with or without conditions in the home, school, and community.
IMPACT STATEMENT: This study contributes to the science of occupational therapy by investigating how sensory processing patterns predict children’s social skills and problem behaviors in the general population, including typically developing children and those with conditions. When considering sensory processing factors that affect socialization, care providers can promote social skills for all children in the home, school, and community. This study relates to the research priority of development and transitions for individuals and families. Results support care providers in developing social skills for all children.
References
Dunn, W. (2014). Sensory Profile 2: User’s manual. San Antonio, TX: Pearson.
Dunn, W., Little, L., Dean, E., Robertson, S., & Evans, B. (2016). The state of the science on sensory factors and their impact on daily life for children: A scoping review. OTJR: Occupation, Participation and Health, 36(2 Suppl.), 3S–26S. https://doi.org/10.1177/1539449215617923
Elliott, S., & Gresham, F. (2008). Social Skills Improvement System intervention guide. Minneapolis: Pearson.
