Myles, B. S., Hagiwara, T., Dunn, W., Rinner, L., Reese, M., Huggins, A., & Stansberry, S. (2004). Sensory Issues in Asperger syndrome and autism. Education and Training in Developmental Disabilities, December.

In this study we compared 68 children with AS and 68 children with autism to determine whether there were differences in sensory processing patterns between the two groups. For the subtests of Emotionally Reactive and Inattention/Distractibility, individuals with AS received a lower score than their counterparts with autism. The authors discuss the possibility that sensory processing may be an area to identify differences in the 2 groups.

Dunn, W., Myles, B., & Orr, S. (2002a). Sensory processing issues associated with Asperger Syndrome: a preliminary investigation. American Journal of Occupational Therapy, 56, 97-102.

In this study, we wanted to identify the sensory processing patterns of children with Asperger Syndrome. Researchers studied 42 children who have Asperger Syndrome and a sample of children without disabilities (n=42) by comparing the performance of the two groups on section and factor scores of the Sensory Profile (Dunn, 1999). Children with Asperger Syndrome were significantly different from children without disabilities on 22 of 23 scores on the Sensory Profile. Researchers obtained this result with good power estimates (.997 to 1.00) and large effect sizes (Eta squared = .267 to .732). Both groups of children performed the same on the section entitled: Modulation of visual input affecting emotional responses and activity level. This study provides initial evidence that there are clear differences in the sensory processing patterns of children with Asperger Syndrome when compared to peers without disabilities.

Dunn, W., Saiter, J., & Rinner, L. (2002b). Asperger Syndrome and Sensory Processing: a conceptual model and guidance for intervention planning. Focus on Autism and other Developmental Disabilities, 17(3), 172-185.

(Dunn et al., 2002b) provide an informative discussion of how to use sensory processing principles along with effective educational strategies when serving children and adolescents with Asperger syndrome. Specifically, they discuss Priming, Working Independently, Social Stories, Visual Cues and Home Base in relation to the four patterns of sensory processing in Dunn’s model: Sensation Seeking, Sensation Avoiding, Sensory Sensitivity and Low Registration. http://classes.kumc.edu/sah/sensory_processing/learning_opportunities/concepts/sp_concepts_main.htm

Alexander, K, & Dunn, W. (in preparation). The impact of a cognitive intervention on self selected goal attainment of adolescents with Asperger syndrome. Interventions with children who have Asperger Syndrome

Katie Alexander is a graduate student in the MS program. She is studying the impact of a cognitive intervention on goal attainment in adolescents who have Asperger syndrome. This is a summary of her study protocol:

Performance of Adolescents who have Asperger Syndrome in Cognitive Orientation to Daily Occupational Performance Intervention

Long Term Objectives:
To explore the effectiveness of a cognitive approach for children with Asperger syndrome.

Specific Aims:
1. Children with Asperger syndrome will demonstrate improved self-concept after learning a cognitive approach to goal attainment.
2. Children with Asperger syndrome will demonstrate successful goal attainment.
3. Children with Asperger syndrome will demonstrate the ability to apply cognitive strategies to new goals without specific attention to these goals.

Design and Methods:
Using a multiple baseline design, each of eight adolescents, ages 12 to 16, will participate in a 13-week intervention protocol. Each child will identify three goals, and we will measure the effects of intervention on these three goals. We will provide intervention for two of the goals and use the third for generalization. We will provide intervention in a community setting or the child’s home as chosen by the participant and/or appropriate to the goal. We will use visual data analysis techniques (Portney & Watkins, 2000) and the two standard deviation band method (Portney & Watkins, 2000) to find differences from pretest to posttest and pretest to four-month follow-up.