{"id":31,"date":"2018-05-25T09:19:28","date_gmt":"2018-05-25T08:19:28","guid":{"rendered":"https:\/\/research.reading.ac.uk\/sensational-lab\/?page_id=31"},"modified":"2025-11-25T11:22:28","modified_gmt":"2025-11-25T11:22:28","slug":"our-publications","status":"publish","type":"page","link":"https:\/\/research.reading.ac.uk\/sensory-perception-autism-lab\/section-2\/our-publications\/","title":{"rendered":"Our Publications"},"content":{"rendered":"

[vc_section][vc_row][vc_column][vc_text_separator title=”2025″][\/vc_column][\/vc_row][vc_row][vc_column][vc_column_text]Comparing eating and mealtime experiences in families of children with autism, attention deficit hyperactivity disorder and dual diagnosis<\/strong><\/p>\n

Children with neurodevelopmental conditions such as autism and ADHD often experience eating difficulties, which may contribute to related health concerns later in life. Family mealtimes are known to reduce the risk of developing food-related issues, however existing research has been focused on neurotypical child and their families. Our findings showed that children with these conditions have distinct mealtime experiences in comparison to their neurotypical peers. These highlights a need for support for these families during mealtimes. Discover more here <\/a><\/em>[\/vc_column_text][\/vc_column][\/vc_row][\/vc_section][vc_section][vc_row][vc_column][vc_text_separator title=”2024″][\/vc_column][\/vc_row][vc_row][vc_column][vc_column_text]<\/p>\n

High-dose Vitamin-B6 reduces sensory over-responsivity<\/h4>\n

Sensory over-responsivity may result from an imbalance between neural excitation and inhibition, where inhibitory influences are weakened. We aim to test the effect of Vitamin B6 on sensory over-responsivity, given its role in converting excitatory glutamate into inhibitory GABA. Discover more here<\/a><\/em><\/p>\n

Impacts of School Environment Quality on Autistic Pupil’s Behaviours \u2013 a Systematic Review<\/h4>\n

The quality of a school\u2019s physical environment can have a profound impact on the behaviour and learning of autistic pupils. This systematic review examined how indoor environmental quality (IEQ) factors such as lighting, acoustics, temperature, and air quality relate to behavioural outcomes in autistic students. Evidence from eleven studies suggests notable links between lighting and sound conditions and autistic behaviours, while other IEQ factors remain underexplored. The review emphasises the need for more quantitative research to inform inclusive classroom design and provide better support for autistic learners. Discover more\u00a0here<\/a><\/em><\/p>\n

Relationship Between Directly Observed Sensory Reactivity Differences and Classroom Behaviours of Autistic Children<\/h4>\n

Observational data from two special education schools reveal that sensory reactivity differences, particularly hyporeactivity, are linked to classroom behaviours in autistic children. Higher overall sensory differences were associated with more behaviours that impede learning and fewer behaviours that facilitate learning, while hyperreactivity and sensory seeking showed no significant associations. These findings underscore the importance of considering sensory profiles, particularly hyporeactivity, when tailoring educational and occupational therapy supports. Discover more\u00a0here<\/a><\/em><\/p>\n

[\/vc_column_text][\/vc_column][\/vc_row][\/vc_section][vc_section][vc_row][vc_column][vc_text_separator title=”2023″][\/vc_column][\/vc_row][vc_row][vc_column][vc_column_text]<\/p>\n

Examining the Latent Structure and Correlates of Sensory Reactivity in Autism: a Multi-Site Integrative Data Analysis by the Autism Sensory Research Consortium<\/h4>\n

Drawing on data from over 3,800 autistic children and adolescents across 12 research sites, this large-scale analysis examined how sensory response patterns (hyperreactivity, hyporeactivity, and sensory seeking) are structured and interrelated. Findings revealed strong evidence for a general, cross-sensory hyperreactivity construct, while hyporeactivity and sensory seeking showed more variability across sensory modalities. The results highlight the importance of assessing sensory reactivity at both general and modality-specific levels to better capture the diversity of sensory experiences in autism. Discover more\u00a0here<\/a><\/em><\/p>\n

A Working Taxonomy for Describing the Sensory Differences of Autism<\/h4>\n

Clarity in language is key to progress in research. This paper addresses the long-standing inconsistency in how sensory differences in autism are described, as terms like sensitivity<\/em>, reactivity<\/em>, and responsivity<\/em> are often used interchangeably, creating confusion across studies. To tackle this, the authors propose a hierarchical taxonomy that organizes and defines sensory features more precisely, aiming to standardize communication and strengthen future research. Discover more\u00a0here<\/a><\/p>\n

The Predictive Relationship Between Sensory Reactivity and Depressive Symptoms in Young Autistic Children with Few to No Words<\/h4>\n

Exploring how sensory experiences and emotional wellbeing interact, this study followed young autistic children with few to no words over time. The findings revealed that both sensory hyperreactivity and sensory seeking were linked to higher depressive symptoms, with evidence of a bidirectional relationship between sensory seeking and depression. These results suggest that sensory behaviours may play a key role in the development of depressive symptoms in minimally verbal autistic children, underscoring the importance of early, tailored mental health support. Discover more\u00a0here<\/a><\/em>[\/vc_column_text][\/vc_column][\/vc_row][\/vc_section][vc_section][vc_row][vc_column][vc_text_separator title=”2022″][\/vc_column][\/vc_row][vc_row][vc_column][vc_column_text]<\/p>\n

Sensational Lab Collaboration with Autistica<\/h4>\n

We had the opportunity to collaborate with Autisitca to understand the relationship between learning experiences of autistic children in special needs schools, with various aspects of the indoor environment, sensory reactivity differences and child’s behaviour. With this information we are able to better understand how to adapt special needs classrooms to help them reach their full potential.\u00a0Discover more here<\/a><\/em><\/p>\n

High\u2010Dose Vitamin B6 Supplementation Reduces Anxiety and Strengthens Visual Surround Suppression<\/h4>\n

Exploring the link between vitamins and mental health, this study found that one month of high-dose vitamin B6 supplementation reduced anxiety and improved measures of neural inhibition. The results suggest that B6 may strengthen GABAergic processes involved in calming neural activity. Discover more here<\/a><\/em><\/p>\n

The Perceived Causal Relations Between Sensory Reactivity Differences and Anxiety Symptoms in Autistic Adults<\/h4>\n

This study investigates how autistic adults perceive the relationship between sensory reactivity differences (such as hyperreactivity, hyporeactivity, and sensory seeking) and anxiety symptoms, focusing on whether these sensory experiences are viewed as contributing to or resulting from anxiety. Discover more here<\/a><\/em><\/p>\n

Associations Between Emotionality, Sensory Reactivity and Food Fussiness in Young Children<\/h4>\n

Food fussiness in young children may be rooted not just in temperament but in sensory sensitivity. Children who were more reactive to taste, smell, and touch tended to be fussier eaters, suggesting that sensory reactivity plays a distinct role in shaping eating habits. Discover more\u00a0here<\/a><\/em>[\/vc_column_text][\/vc_column][\/vc_row][\/vc_section][vc_section][vc_row][vc_column][vc_text_separator title=”2021″][vc_column_text]In Our Own Words: The Complex Sensory Experiences of Autistic Adults<\/strong><\/p>\n

This study examines the diverse sensory experiences of autistic adults through a mixed-methods, co-produced approach, exploring patterns of hyperreactivity, hyporeactivity, and sensory seeking across different sensory domains to develop a theoretical model of sensory reactivity differences. Discover more\u00a0here<\/a>.<\/em><\/p>\n

The Relationship Between Sensory Reactivity Differences and Mental Health Symptoms in Children with Neurodevelopmental Conditions and their Neurotypical Peers <\/strong><\/p>\n

This study examines how sensory reactivity differences relate to mental health symptoms in children with neurodevelopmental conditions compared to their neurotypical peers, aiming to identify distinct sensory profiles linked to different mental health challenges.\u00a0Discover more\u00a0here<\/a>.<\/em>[\/vc_column_text][\/vc_column][\/vc_row][\/vc_section][vc_row][vc_column][vc_text_separator title=”2020″][\/vc_column][\/vc_row][vc_section][vc_row][vc_column][vc_column_text]<\/p>\n

The Relationship Between Sensory Reactivity Differences and Anxiety
\nSubtypes in Autistic Children<\/h4>\n

This study explores the associations between sensory reactivity differences and specific anxiety subtypes in autistic children, examining how variations in hyperreactivity, hyporeactivity, and sensory seeking relate to different forms of anxiety. D<\/em>iscover more here<\/a><\/em><\/p>\n

Revised Scored Sensory Perception Quotient Reveals Sensory Hypersensitivity in Women With Autism <\/strong><\/h4>\n

This study introduces a revised version of the Sensory Perception Quotient (SPQ-RS) to distinguish between hypersensitivity and hyposensitivity, using it to examine sensory differences in autistic women and mothers of autistic children. It aims to clarify how sensory processing varies across groups and its relation to autistic traits.\u00a0Discover more\u00a0here<\/a><\/em><\/p>\n

The Relationship Between Sensory Reactivity, Intolerance of Uncertainty and Anxiety Subtypes in Preschool-Age Autistic Children<\/h4>\n

This study investigates how sensory reactivity, intolerance of uncertainty, and different anxiety subtypes relate in preschool-age autistic children, aiming to clarify how early sensory experiences may interact with uncertainty and anxiety development. Discover more here<\/a><\/em>[\/vc_column_text][\/vc_column][\/vc_row][\/vc_section][vc_row][vc_column][vc_column_text]I am text block. Click edit button to change this text. Lorem ipsum dolor sit amet, consectetur adipiscing elit. Ut elit tellus, luctus nec ullamcorper mattis, pulvinar dapibus leo.[\/vc_column_text][\/vc_column][\/vc_row]<\/p>\n","protected":false},"excerpt":{"rendered":"

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