Sensory Processing and Executive Functioning of 5 to 12-year-olds

Publication Date

Spring 2026

College

College of Pharmacy & Health Sciences

Department

Occupational Therapy, School of

Student Level

Graduate

Faculty Mentor

Cynthia Hickman

Presentation Type

Article

Summary

Research indicates that children who experience difficulties with sensory processing and executive functioning have a harder time successfully engaging in their everyday activities (Whiting et al., 2024). Of those everyday activities, social participation and engaging in play are the most integral (Gleason & White, 2023). However, there is limited research that investigates the combined influence of these variables on social participation, as well as antisocial behaviors. Purpose: Therefore, the purpose of the study was to examine the effect of sensory processing and executive functioning on social participation and antisocial behaviors in children aged 5-12. Methods: The research utilized the Sensory Processing Measure (SPM-2), the Behavior Rating Inventory of Executive Function (BRIEF-2), and the Home and Community Social Behaviors Scale (HCSBS) to measure these variables. Caregivers of 40 children aged 5-12 who met the inclusion criteria were recruited from outpatient occupational therapy clinics, schools, and from a convenience sample. Results: Results of a multiple linear regression indicate that sensory processing and executive functioning are strong predictors of social participation, including social competence and antisocial behavior. Together, the variables under investigation accounted for 45.9% of the variance in social competence and 65.6% in antisocial behavior. Conclusion: These findings suggest that sensory processing and executive functioning should be addressed when working to support and enhance social participation in children. This information is valuable for occupational therapy practice.

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