The Impact of Sensory Reactivity and Oral Praxis on Feeding Participation in Children with Autism (SemAlTea Study)

TL;DR

This study explores how sensory and motor factors affect feeding problems in children with autism, finding that oral and tactile reactivity are significant contributors.

Contribution

The study identifies specific sensorimotor factors linked to feeding participation problems in children with autism.

Findings

Feeding behavior difficulties were observed in 53.8% of autistic children.

Oral reactivity and sensory avoidance behaviors were significantly associated with feeding problems.

Tactile reactivity was linked to feeding issues in children with higher support needs.

Abstract

Clarifying the influence of sensorimotor factors on feeding participation problems (FPPs) in children with autism may have implications for therapeutic interventions. Our objective was to assess the prevalence of FPPs in a population of children with autism and to study its association with sensorimotor factors (oral and tactile reactivity and oral praxis). Descriptive observational study including 26 autistic children aged 3 to 12 years. Behavioral Pediatrics Feeding Assessment Scale (BPFAS), Sensory Profile 2 (SP-2), and Oral Praxis (OPr) tests were used. Caregiver stress was evaluated by Parental Stress Index–Short Form (PSI-4-SF). Multivariate logistic analysis and Receiver Operating Characteristic curve was used to predict the risk of FPPs. 26 children (84.6% boys) were included, with a mean age of 6.92 years (95% CI 5.94–7.91). Feeding behavior difficulties were observed in 53.8% of participants, 80.7% exhibited oral praxis issues, and 65.4% of caregivers reported stress related to their child’s FPPs. Oral reactivity and sensory avoidance behaviors were significantly associated with FPPs. Among children with higher support needs, tactile reactivity was also significantly related to FPPs. FPPs in children with autism were associated with oral and tactile hyperreactivity, higher levels of sensory avoidance, dysfunctional parent–child interactions, and increased support needs.

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