1. D. Uznadze Psychology
Institute

2. Georgia

3. The Interplay of Sensory Processing and Repetitive Behaviors in Children with Autism Spectrum Disorder and Children with Down Syndrome
Tchintcharauli, Tinatin, Chargazia, M., Mindorashvili, S., Talakhadze, K.
Ilia State University, Child Development Institute, D. Uznadze Psychology Institute,
Tbilisi, Georgia
Good morning! I am glad to be here and present the study conducted at Child Development Institute, Tbilisi, Georgia. We studied relationship between sensory processing and repetitive behaviors in children with ASD and children with DS.

4. 1 in 160 children has an autism spectrum disorder (WHO, 2016)
1 in 68 children has an autism spectrum disorder (CDC, 2015)
There is a huge discrepancy in the number of children having autism spectrum disorder based on different surveys conducted in different countries. World Health Organization reports, that 1 in 160 children has ASD, Centers for Disease Control and Prevention of United States give different number – 1 in 68 children.
Despite this difference, all parties agree that there is a significant increase in numbers of ASD, as a result we have an increase in demand for effective interventions as well. And it is not questionable that interventions should answer the actual needs of the children.

5. Repetitive and restrictive behaviors, activities and interests are one of the core symptoms in case of autism spectrum disorder (ASD).
Child engaged in repetitive behaviors stops interacting with environment and this interferes with the process of new skills learning and development (Lanovaz at al. 2013).
Our study aims to investigate the relationship between repetitive behaviors and sensory integration.
Repetitive and restrictive behaviors, activities and interests are one of the core symptoms of autism spectrum disorder (ASD).
They vary from child to child and can take different forms: we see in case of children with ASD repetitive movements of the body, change in the posture, we see different types of rituals, restrictive interests and even restrictive topics for conversations which do not serve any social function (Rapp; Vollmer at al. 2005).
All of this has additional influence on child’s social communication and social learning.

6. Sensory Integration can be defined as acquiring and processing of information by different sensory channels.
As a result of Sensory Processing Disorder children exhibit self-stimulatory, strange and what is also important, repetitive behaviors.
It is still questionable what is the relationship between restrictive and repetitive behaviors and sensory processing (Boyd et al., 2010).
What contribute to the repetitive behaviors? If we take into account sensory processing features typical for children with ASD it becomes reasonable to ask questions about interrelationship between these variables.
Sensory Integration can be defined as acquiring and processing of information by different sensory channels. As a result of Sensory Processing Disorder children exhibit self-stimulatory, strange and what is more important – repetitive behaviors.
There are different studies, which confirm the relationship between sensory processing disorder and repetitive behaviors typical for ASD but this is still questionable.

7. Repetitive Behaviors are typical:
For 72% of children with ASD (Murphy et al., 2009);
For 63% of children with Down syndrome (Bhattacharya at al., 2009).
To clarify the relationship between sensory integration and repetitive behaviors, we decided to study these two variables not only among children with ASD, but also children with Down Syndrome as they have high frequency, based on literature, of repetitive behaviors.
Repetitive Behaviors are typical:
For 72% of children with ASD
For 63% of children with Down syndrome

8. The purpose of the study
to evaluate the relationship between repetitive behaviors and sensory processing in case of children with ASD and as a comparison group – children with Down Syndrome (DS). RB SP
ASD DS

9. Participants Two groups of children participated in the study.
The children did not differ in level of functionality (t=0.258, df=58, p<0.79).
ASD DS N 30
Age M (SD)
5.77 (2.19)
4.5 (0.5)

10. Instruments
Sensory profile evaluation was made using the Sensory Profile™ Caregiver Questionnaire conducted by occupational therapist.
Repetitive behaviors were measured using Repetitive Behaviors Questionnaire-2 (RBQ-2, Leekam et al., 2007).
In addition we used
The Autism Spectrum Rating Scales (ASRS);
and The Autism Treatment Evaluation Checklist (ATEC).
განმეორებადი მოტორული მოქმედებები, რიგიდულობა/რუტინის შენარჩუნება, შეზღუდული ინტერესები, უჩვეულო სენსორული ინტერესები

11. Results
We found statistically significant difference between children with ASD and Down syndrome in repetitive behaviors (F=4.636, p<0.035).
Significantly high level of repetitive behaviors in case of children with ASD.

12. Results
There are differences in sensory processing:

13. Results
In contrast with children with Down Syndrome, in the case of ASD almost all facets of sensory processing contributed to repetitive behaviors.
In the case of children with Down Syndrome no such relationship was revealed in the study.
Moreover, level of functionality contribute to the repetitive behaviors in this group of children in comparison with children with ASD.
The study shows that sensory processing can be discussed as a predictor for repetitive behaviors in case of ASD and in case of DS such predictor can be the level of functionality of the child.

14. Conclusions
The results of the study suggest that repetitive behaviors and sensory processing have close relationship in case of ASD.
Further research is needed to clarify this relationship.
To summarize, we need to continue working in this direction and study the relationship of sensory integration therapy and repetitive behaviors.
Thank you for your time and attention!

15. References
Bhattacharya, R., Sanyal, D., Roy, K., & Saha, S. (2009). A study of cluster behavioral abnormalities in Down syndrome. Indian Journal of Medical Sciences, 63, 58–65.
Boyd, B.A., Baranek, G. T., Sideris, J., Poe, M.D., Watson, L.R., Patten, E., Miller, H. (2010) Sensory Features and Repetitive Behaviors in Children with Autism and Developmental Delays. Autism Res. 3(2): 78–87. doi: /aur.124.
Lanovaz, M. J., Robertson, K., Soerono, K., & Watkins, N. (2013). Effects of reducing stereotypy on other behaviors: a systematic review. Research in Autism Spectrum Disorders, 7, 1234–1243.
Leekam, S, Tandos, J., McConachie, H., Meins, E., Parkinson, K., Wright, C., Turner, M., Arnott, B., Vittorini, L., & Le Couteur, A. (2007). Repetitive behaviours in typically developing 2-year-olds. Journal of Child Psychology and Psychiatry, 48, 11,
Murphy, O., Healy, O., & Leader, G. (2009). Risk factors for challengingbehavior for 157 children with autism spectrum disorder in Ireland. Research in Autism Spectrum Disorders, 3, 474–482.