Sensory Processing, Executive Functions, and Adaptive Behavior in Preschool and School‐Age Autistic Children: The Role of Intellectual Functioning

ABSTRACT Sensory processing differences in autism spectrum disorder are core features often linked to executive dysfunction and reduced adaptive behavior. However, the extent to which executive functioning (EF) explains the relationship between sensory processing and adaptive behavior beyond intellectual functioning remains unclear. This study examined relationships among sensory processing, executive functioning, adaptive behavior, and IQ in 200 autistic children divided into preschool ( n = 90) and school‐age ( n = 110) cohorts. Caregivers completed the Sensory Processing Measure, the Behavior Rating Inventory of Executive Function, and the Adaptive Behavior Assessment System‐II. Multivariate analyses revealed significant main effects of developmental stage and IQ level on sensory profiles, with IQ showing the largest effect ( η 2 p = 0.202). While sensory difficulties consistently correlated with executive dysfunctions and lower adaptive functioning, multigroup structural equation modeling demonstrated that EF did not mediate the link between sensory processing and adaptive behavior after controlling for IQ ( p > 0.05). Instead, IQ emerged as the primary direct predictor of daily adaptive skills (preschool: β = 0.38; school‐age: β = 0.42; p < 0.001), alongside a direct path from sensory processing (preschool: β = −0.33; school‐age: β = −0.30; p < 0.05), together accounting for 35.6% of adaptive behavior variance ( R 2 = 0.356). These results indicate that while sensory and executive difficulties are closely interrelated in autistic children, daily adaptive independence relies primarily on general cognitive level and sensory processing rather than executive control.