Sensory and Executive Function Subtypes Associated With Participation in Adolescents With Autism Spectrum Disorder: A Latent Profile Analysis Approach

PURPOSE: This study examined sensory processing profiles in adolescents with Autism Spectrum Disorder (ASD) and considered how these profiles connect with executive function (EF) and participation, based on reports from different informants. The goal was not only to describe these profiles. It was also to understand how they relate to everyday functioning across school, and community contexts. METHODS: A total of 102 adolescents aged 12-17 years with clinically confirmed ASD participated in this cross-sectional study. Sensory processing was assessed with the Adolescent/Adult Sensory Profile (A/ASP), executive function (EF) with the Behavior Rating Inventory of Executive Function-Second Edition (BRIEF-2), and participation with the Child and Adolescent Scale of Participation (CASP). Latent Profile Analysis (LPA) based on standardized A/ASP quadrant scores identified distinct sensory subtypes. Differences in EF and participation were analyzed using the BCH three-step method controlling for age, sex, and medication use. RESULTS: LPA revealed four sensory subtypes: Typical/Low Difficulty, Sensory Over-Responsive/Avoidant (SOR), Under-Responsive/Low Registration (SUR), and Sensation Seeking/Mixed. The SOR profile showed higher EF difficulties on BRIEF-2 and lower caregiver-reported participation (Hedges g ≈ 0.70-1.05, q < 0.01). The SUR group showed moderately higher EF difficulties and small participation decreases compared with the Typical group, while the Seeking/Mixed group showed minimal EF differences and context-dependent participation patterns. CONCLUSION: Distinct sensory modulation profiles are associated with executive function and participation in adolescents with ASD. Findings suggest that sensory-cognitive patterns reflect variability in everyday self-regulation. Profile-based, multi-perspective assessment may support individualized intervention planning in educational and occupational therapy contexts.