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Related Experiment Video

Updated: Mar 22, 2026

Testing Sensory and Multisensory Function in Children with Autism Spectrum Disorder

Testing Sensory and Multisensory Function in Children with Autism Spectrum Disorder

Published on: April 22, 2015

Stimulus Overselectivity in Autism, Down Syndrome, and Typical Development.

William V Dube¹, Rachel S Farber¹, Marlana R Mueller¹

¹William V. Dube, Rachel S. Farber, Marlana R. Mueller, Eileen Grant, Lucy Lorin, and Curtis K. Deutsch, University of Massachusetts Medical School - Shriver Center, Worcester, Massachusetts.

American Journal on Intellectual and Developmental Disabilities

|April 28, 2016

Summary

Children with autism and Down syndrome do not show greater stimulus overselectivity than typically developing children. This learning problem, characterized by narrow attending, was not overrepresented in autism compared to other groups.

Keywords:

Down syndrome attention autism autism spectrum disorder children matching to sample stimulus overselectivity

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Published on: December 7, 2018

Area of Science:

Developmental Psychology
Cognitive Neuroscience
Special Education

Background:

Stimulus overselectivity, a learning difficulty involving narrow attention, is often observed in children with intellectual disabilities and autism spectrum disorder (ASD).
Understanding the prevalence of overselectivity across different developmental profiles is crucial for targeted interventions.

Purpose of the Study:

To investigate and compare the degree of stimulus overselectivity in children diagnosed with autism spectrum disorder (ASD).
To contrast overselectivity in children with ASD with that of children with Down syndrome and typically developing children.
To determine if overselectivity is statistically overrepresented in children with ASD compared to the other groups.

Main Methods:

A delayed matching-to-sample paradigm was employed to assess stimulus overselectivity.
Participants included three groups of children: autism, Down syndrome, and typical development, matched for intellectual and developmental levels.
Diverse stimuli were used, including color/form compounds, words, faces, picture symbols, and abstract forms.

Main Results:

No significant differences in test accuracy scores were found among the autism, Down syndrome, and typical development groups.
Stimulus overselectivity was not found to be statistically overrepresented in children with autism compared to children with Down syndrome or typically developing children.

Conclusions:

The findings suggest that stimulus overselectivity may not be a unique or disproportionately represented learning characteristic in autism spectrum disorder.
Further research is needed to explore the nuances of attention and learning across different neurodevelopmental conditions.