Abstract/Description/Artist Statement
Introduction: Children with autism spectrum disorder (ASD) participate in physical activity at lower rates than their neurotypical peers1. Sensory sensitivities, reported in approximately 75–95% of children with ASD, may contribute to this disparity2. Gymnastics environments involve bright lighting and loud noise, which can precipitate sensory overload. The impact of specific sensory features on participation in adaptive gymnastics remains underexplored.
Methods: A cross-sectional study recruited caregivers of children aged 3–12 years with an ASD diagnosis enrolled in the EVMS Adaptive Gymnastics Program. Caregivers completed the Sensory Experiences Questionnaire–Third Edition (SEQ-3)3 and supplemental survey items on Redcap which assessed environmental triggers and sensory supports. Quantitative data were summarized using mean SEQ-3 scores and compared with national prevalence estimates. Open-ended responses were analyzed thematically.
Results: 17 of 23 children (74%) exhibited sensory features (item mean SEQ-3 score ≥ 3 in one or more domains). 61% exceeded age-based ASD norms by greater than one standard deviation. Qualitative analysis identified auditory and visual stimuli as primary contributors to sensory overload, with caregivers emphasizing loud environments and open station layouts. Suggested supports included designated quiet spaces, partitioned stations, and water breaks.
Conclusion: This study identified specific adaptive gymnastics class elements that contribute to sensory overload and actionable strategies to improve the experience for children with ASD. Ultimately, this work has the potential to guide best practices and inform national initiatives including the USA Gymnastics Inclusive and Adaptive Program modules.
Faculty Advisor/Mentor
John Harrington, MD
Faculty Advisor/Mentor Email
john.harrington@chkd.org
Faculty Advisor/Mentor Department
Pediatrics
College/School Affiliation
Eastern Virginia School of Medicine
Student Level Group
Medical
Presentation Type
Poster
Included in
Behavioral Disciplines and Activities Commons, Behavior and Behavior Mechanisms Commons, Development Studies Commons, Disability Studies Commons, Health Services Research Commons, Neurology Commons, Pediatrics Commons
Evaluating Sensory Sensitivities Among Children with Autism Spectrum Disorder in an Adaptive Gymnastics Program
Introduction: Children with autism spectrum disorder (ASD) participate in physical activity at lower rates than their neurotypical peers1. Sensory sensitivities, reported in approximately 75–95% of children with ASD, may contribute to this disparity2. Gymnastics environments involve bright lighting and loud noise, which can precipitate sensory overload. The impact of specific sensory features on participation in adaptive gymnastics remains underexplored.
Methods: A cross-sectional study recruited caregivers of children aged 3–12 years with an ASD diagnosis enrolled in the EVMS Adaptive Gymnastics Program. Caregivers completed the Sensory Experiences Questionnaire–Third Edition (SEQ-3)3 and supplemental survey items on Redcap which assessed environmental triggers and sensory supports. Quantitative data were summarized using mean SEQ-3 scores and compared with national prevalence estimates. Open-ended responses were analyzed thematically.
Results: 17 of 23 children (74%) exhibited sensory features (item mean SEQ-3 score ≥ 3 in one or more domains). 61% exceeded age-based ASD norms by greater than one standard deviation. Qualitative analysis identified auditory and visual stimuli as primary contributors to sensory overload, with caregivers emphasizing loud environments and open station layouts. Suggested supports included designated quiet spaces, partitioned stations, and water breaks.
Conclusion: This study identified specific adaptive gymnastics class elements that contribute to sensory overload and actionable strategies to improve the experience for children with ASD. Ultimately, this work has the potential to guide best practices and inform national initiatives including the USA Gymnastics Inclusive and Adaptive Program modules.