Social Functioning of Pre-School Children With and Without Sensory Modulation Disorder

Aim: To compare social functioning components (social skills, behavioral challenges, and social participation) of preschool children with and without sensory modulation disorder (SMD) and to examine whether social skills and behavioral challenges mediate the relationship between sensory processing difficulties and social participation. Methods: Parents of 77 preschool children aged 3–6, with (n = 38) and without (n = 39) SMD, completed questionnaires on their child’s Sensory Profile, social skills and behaviors, and social participation. Results: Children with SMD demonstrated lower social skills and social participation and more behavioral challenges compared to typical peers. Both the social skills and behavioral challenges levels mediated the relationship between sensory processing difficulties and social participation. Conclusion: The findings support an indirect association between sensory processing and social participation, occurring through the associations of sensory processing differences with social skills and behavioral challenges. The findings underscore the importance of assessment and intervention of children with SMD during early childhood to identify and mitigate social skills and behavioral difficulties that may limit social participation.