Sensory Processing Modalities and Their Associations With Academic Achievement in Autism and Attention Deficit/Hyperactivity Disorder
Jennifer C. Bullen, Lindsay Swain Lerro, Tessa Hesse, Matthew C. Zajic, Nancy McIntyre, Peter Mundy · 2025
Read Sensory Processing Modalities and Their Associations With Academic Achievement in Autism and Attention Deficit/Hyperactivity Disorder by Jennifer C. Bullen, Lindsay Swain Lerro, Tessa Hesse, Matthew C. Zajic, Nancy McIntyre, Peter Mundy (2025) in the Tower of Babel, a free online library of public-domain works preserved in clean, searchable text. No sign-up. The full text is served as a plain-text file at a predictable URL, where text is present: https://antarctic-labs.com/tower-of-babel/pmc-13241175.txt.
Description
Children with autism or attention disorders often process sights and sounds in unusual ways, and those differences may track with school success in each sense channel. Jennifer Bullen and co-authors tested that link sense by sense in this 2025 study. Past work lumped all senses together and leaned on parent reports for both senses and grades.
The study measured processing in specific channels, such as hearing, alongside direct measures of school achievement in both groups of children. Splitting by channel may reveal, for example, that sound processing matters for reading while touch does not. Teachers could then target support to the channels that carry academic weight. The authors frame the work as a step toward finer, more useful profiles for each child.
Catalog record
| CREATOR | Jennifer C. Bullen, Lindsay Swain Lerro, Tessa Hesse, Matthew C. Zajic, Nancy McIntyre, Peter Mundy |
|---|---|
| YEAR | 2025 |
| COLLECTION | PAPERS |
| FORMAT | TXT |
| FILE SIZE | 45 KB |
| VERSION | 1.0 |
| LICENSE | CC BY 4.0 |
| RIGHTS | CC BY |
| SOURCE | Europe PMC |