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Abstract Background Sensory differences are related to the autistic traits, and previous studies have shown a positive correlation between sensory differences and internalizing problems. In this study, we hypothesized that sensory differences and suffering due to sensory differences mediates the relationships between autistic traits and internalizing problems. Methods A total of 346 female Japanese university students completed questionnaires regarding their autistic traits, suffering due to sensory differences, and internalizing problems. Moreover, 114 participants completed a questionnaire related to sensory differences. Results Autistic traits were correlated with Low Registration and Sensation Avoiding. These sensory differences were also correlated with suffering due to sensory differences and internalizing problems. Moreover, path analysis indicated that the higher the suffering due to Low Registration and Sensation Avoiding was, the greater the internalizing problems in those who showed these sensory differences. Conclusions Female university students with serious suffering due to sensory differences may need support in managing their suffering and internalizing problems. Further research will help suggest support that these people require, at school and elsewhere.

Autism research has recently witnessed an embodied turn. In response to the cognitivist approaches dominating the field, phenomenological scholars have suggested a reconceptualization of autism as a disorder of embodied intersubjectivity. Part of this interest in autistic embodiment concerns the role of sensory differences, which have recently been added to the diagnostic criteria of autism. While research suggests that sensory differences are implicated in a wide array of autistic social difficulties, it has not yet been explored how sensory and social experience in autism relate on a phenomenological level. Given the importance of the sensory dimension of social encounters in phenomenological analyses of autism, this question must be considered crucial. This article investigates the role played by sensory differences in autistic social experience. Through a phenomenological analysis informed primarily by the philosophy of Maurice Merleau-Ponty with particular emphasis on the relation between intersubjectivity and perception, I argue that sensory differences affect the way other people appear in autistic experience on a pre-reflective level. By drawing on autistic young adults’ experiential descriptions of social encounters, this article identifies three aspects of how sensory differences affect social experiences in autism. First, social encounters manifested as sensorially disturbing, chaotic, and unpredictable events. Second, the embodied expressions of others appeared unfamiliar, threatening, and promoted a sense of detachment from the social world. Third, deliberate practices were employed to actively seek perceptual and social meaning in these disorienting social encounters. This analysis stresses the importance of understanding embodied intersubjectivity through its sensory dimensions. In addition, it indicates an important avenue for future research in exploring the potential role of practice in maintaining an intuitive grip on social meaning. By approaching social encounters as sensory and perceptual events, I emphasize how social difficulties in autism are inherently world-involving phenomena rather than a cognitive deficit reducible to the autistic person.

Abstract Background Non-suicidal self-injury (NSSI) describes a phenomenon where individuals inflict deliberate pain and tissue damage to their bodies. Self-injurious behaviour is especially prevalent across the autism spectrum, but little is understood about the features and functions of self-injury for autistic individuals without intellectual disability, or about the risk factors that might be valuable for clinical usage in this group. Methods One hundred and three autistic adults who responded to an online advertisement were classified as current, historic or non-self-harmers in accordance with responses to the Non-Suicidal Self-Injury Assessment Tool (NSSI-AT). Multinomial regression aimed to predict categorisation of participants in accordance with scores on tests of autistic traits, alexithymia, depression, anxiety, mentalising and sensory sensitivity. Linear regression examined relationships between these predictors and the range, frequency, lifetime occurrence and functional purposes of NSSI. Qualitative analysis explored the therapeutic interventions that participants had found helpful, and what they wished people understood about self-injury. Results Current, historic and non-self-harming participants did not differ in age, age at diagnosis, male-to-female ratio, level of employment or education (the majority qualified to at least degree level). The most common function of NSSI was the regulation of low-energy affective states (depression, dissociation), followed by the regulation of high-energy states such as anger and anxiety. Alexithymia significantly predicted the categorisation of participants as current, historic or non-self-harmers, and predicted use of NSSI for regulating high-energy states and communicating distress to others. Depression, anxiety and sensory-sensitivity also differentiated participant groups, and sensory differences also predicted the range of bodily areas targeted, lifetime incidence and frequency of NSSI. Sensory differences, difficulty expressing and identifying emotions also emerged as problematic in the qualitative analysis, where participants expressed the need for compassion, patience, non-judgement and the need to recognise diversity between self-harmers, with some participants perceiving NSSI as a practical, non-problematic coping strategy. Conclusions Alexithymia, depression, anxiety and sensory differences may place some autistic individuals at especial risk of self-injury. Investigating the involvement of these variables and their utility for identification and treatment is of high importance, and the voices of participants offer guidance to practitioners confronted with NSSI in their autistic clients.

Difficulties with diet and mealtimes, often exacerbated by food selectivity have been highlighted as priority areas of support by parents of autistic children. There is a large body of evidence noting the significant relationship between sensory differences and greater food selectivity in individuals on the autism spectrum. In order to address the needs expressed by parents the present study examined the effect of a whole class, sensory based feeding intervention carried out in a special school setting that was integrated into part of the daily school routine. The intervention sought to become self-sustaining with minimal financial and time costs. In total 23 autistic pupils aged 4–10 took part in the Sensory Snack Time intervention. Results indicated that pupils ate a wider variety of foods and displayed significantly reduced food selectivity, distressed mealtime behaviors, and food refusal following the 12-week intervention. Furthermore, the intervention was successfully integrated into everyday practice and was successfully implemented by existing school staff. Further research is necessary to qualify the precise impact the intervention had on supporting pupils to manage sensory based aversions to foods and to examine the potential for the intervention to be generalized to main meals and different settings, such as pupils' homes.