Document Type

Capstone

Abstract

The purpose of this project was to examine and explore the relationship of sensory processing and social anxieties among the gifted in order to better inform occupational intervention and education. With limited research regarding the sensory processing of this specific group, understanding where sensory and social characteristics intersect can assist in understanding occupation based needs. Gifted students have historically been labeled with oddities of social norm presentation and sensory idiosyncrasies. Occupational therapists, educators and parents can be empowered and broaden student diversity to increase participation in occupation for students that are otherwise deemed "self sufficienf' due to their intelligence yet silently limited. This project was the development, dissemination and reflection of a sensory and social questionnaire with students whom have been labeled gifted. The questionnaire was provided to their parents, as well, to compare students' self report to parental perception. Questions taken from both the adult and child version of the The Leibowitz Social Anxiety Scale (LSAS) were used to review social fears and avoidance and then compared to sensory data. Data was collected and summated for specific sensory sensitivity consensus among the group as well as to compare to parent perception. Sensory scores were tabulated and compared to social scores to explore possible impact on occupational participation. Twenty students between the ages of I 0.0 and 17.11, as well as 17 parents, were recruited by convenience sample. The students, whom had no other diagnosis, were enrolled (past or present) in a formal, academically gifted program and/or had a full scale IQ of 117 or above. The data revealed that overall, students reported the most significant sensory sensitivities in the areas of tactile, auditory and vestibular issues. Over 30% of the students reported sensory sensitivities to at least one question related to tactile-proprioceptive, oral, auditory and vestibular. Comparison between parent report and student report showed that, overall, parents perception of their child's sensory response is of a lesser degree. Social fears and avoidances were also rated at a lesser degree by parents. When comparing sensory score totals to social responses, the overall review showed that as sensory scores increased the rating of social fears and avoidances increased. This information is important to promote the efficacy and need of occupational therapy services for an overlooked group by assisting educators, parents and occupational therapists to promote participation in desired occupation.

Publication Date

2015

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