The Sensory Dimension of Attention Deficit Hyperactivity Disorder: The Impact of Sensory Profile on Daily Functioning

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This study aimed to examine the sensory profiles of children with ADHD, their impact on symptom severity, and their association with quality of life. Methods: Forty-six children aged 8–10 diagnosed with ADHD and their parents (case group) and 38 age-matched controls without ADHD or other neurodevelopmental disorders (control group) participated. Psychiatric evaluations were conducted using the Kiddie Schedule for Affective Disorders and Schizophrenia for School-Age Children–Present and Lifetime Version (K-SADS-PL), and symptom severity was assessed using the Clinical Global Impression (CGI) Scale. Parents completed the Caregiver Sensory Profile Questionnaire, Conners’ Parent Rating Scale, and the Pediatric Quality of Life Inventory (PedsQL). Results: The ADHD group had significantly higher CGI scores (p < 0.001). PedsQL subdomains, all sensory processing measures, and sensory profile quadrant scores differed significantly between groups (all p < 0.001). CGI scores positively correlated with all sensory profile domains (all p < 0.01). The Conners’ total score correlated with all sensory processing domains and quadrants except auditory processing (r = -0.198, p = 0.07). Sensory profile measures also showed significant correlations with physical and school functioning. Conclusions: Tailored sensory-based interventions may play a critical role in reducing functional impairments in children with ADHD. Sensory Profile Attention Deficit Hyperactivity Disorder Quality of Life Child and Adolescent Psychiatry BACKGROUND Sensory integration refers to the processing, interpretation, appropriate response, and regulation of all sensory inputs ( 1 ). Children and adolescents with impaired sensory integration may struggle to adapt to daily activities and to develop adaptive skills ( 2 ). Sensory processing difficulties affect responses to everyday sensory events ( 3 ). Sensory over-responsivity, or hypersensitivity, involves exaggerated or prolonged reactions to stimuli across various sensory modalities ( 4 ). Reduced sensory responsiveness is characterized by delayed or diminished reactions, often appearing indifferent to stimuli. Sensory seeking denotes an intense craving for sensory input ( 5 ), while sensory avoidance reflects a low tolerance for stimulation, leading to resistance to new inputs and avoidance of activities ( 6 ). Although multiple models exist, these sensory modalities interact rather than operate independently. Sensory integration encompasses subsystems including auditory, visual, gustatory, olfactory, tactile, body awareness (somatosensory and proprioceptive), vestibular (balance), and interoceptive senses, which monitor internal bodily processes such as hunger and respiration ( 7 ). Differences in sensory profiles are closely associated with neurodevelopmental disorders ( 8 ). Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder that affects an individual's ability to sustain attention, regulate behavior, and control hyperactivity. Recent studies have demonstrated that a majority of individuals with ADHD exhibit difficulties in sensory processing ( 9 ). These sensory issues can negatively impact academic, social, and emotional functioning, thereby reducing overall quality of life. Sensory functions such as tactile ( 10 ), olfactory ( 11 ), and auditory ( 12 ) have been shown to differ in individuals with ADHD compared to typically developing children. In a large-sample study conducted by Panagiotidi et al., both sensory hyposensitivity and hypersensitivity were found to differ significantly from the typically developing group, and the severity and frequency of sensory processing difficulties were correlated with the severity of ADHD symptoms ( 13 ). These problems, particularly tactile sensitivities, are thought to affect motor planning and body awareness skills, which may in turn hinder children's school participation ( 14 ). Effective and successful participation in daily life and academic tasks requires adequate postural control, coordination of head and eye movements, body awareness, and balance— all of which are essential motor skills. In a study by Shorer et al., comparing 24 children with ADHD and 17 healthy controls, it was reported that balance and postural control problems—commonly observed in children diagnosed with ADHD—may be interrelated ( 15 ). The presence of sensory sensitivity in individuals with ADHD may exacerbate attention deficits. For instance, stimuli such as a noisy classroom environment or an irritating clothing tag can further impair concentration ( 16 ). Individuals with sensory sensitivities may exhibit exaggerated responses in social settings or avoid social interactions altogether, which can complicate peer relationships and trigger feelings of loneliness ( 17 ). Excessive sensory sensitivity can also lead to stress, anxiety, and emotional fluctuations, potentially increasing the risk of depressive and anxiety disorders ( 18 ). Moreover, sensory sensitivities can precipitate crises and conflicts within the family environment. Parents may struggle to understand their child's responses, which can hinder family communication and negatively affect overall quality of life ( 19 ). Differences in sensory processing among individuals diagnosed with ADHD have a multidimensional impact on quality of life and the course of the disorder. Early diagnosis, appropriate therapies, and environmental modifications can enable these individuals to achieve a better quality of life. Accordingly, the aim of our study is to examine the sensory profiles of children diagnosed with ADHD, explore the effects of these profiles on symptom severity, and assess their impact on quality of life. METHODS Between September 2024 and February 2025, the study included a clinical group of 46 individuals aged 8 to 10 years, diagnosed with ADHD according to the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5), who were followed in the child psychiatry outpatient clinic, along with their parents. The control group consisted of 38 individuals within the same age range without a diagnosis of ADHD or any other comorbid neurodevelopmental disorder. Participants with additional neurological findings or clinically diagnosed cognitive impairments were excluded from the study. All participants and their parents were interviewed in person by the researcher, and sociodemographic data, including age and educational level, were collected. To identify comorbid psychiatric disorders and enhance the reliability of case selection, participants were assessed using the Kiddie Schedule for Affective Disorders and Schizophrenia for School-Age Children—Present and Lifetime Version (K-SADS-PL). The severity of psychiatric symptoms was evaluated by clinicians using the Clinical Global Impression Scale (CGI). Parents were asked to complete the Sensory Profile Caregiver Questionnaire (SP) to assess their children's sensory profiles, the Conners Parent Rating Scale to evaluate comorbid symptoms, and the Pediatric Quality of Life Inventory–Parent Form (PedsQL) to assess quality of life across various domains. Measures Sociodemographic Data Form This form was developed by the researcher based on the literature and completed using information obtained from parents. It includes sociodemographic and clinical characteristics of the child and their family. Kiddie Schedule for Affective Disorders and Schizophrenia for School-Age Children—Present and Lifetime Version (K-SADS-PL) This instrument is used to assess lifetime comorbid psychopathologies in children. When diagnostic symptoms are identified during the initial interview, an additional evaluation checklist is administered. The presence and severity of positive findings are determined based on feedback from the clinician, family, and participant. The standardization of the form has been conducted for Turkish children ( 20 , 21 ). Clinical Global Impression Scale (CGI) Developed by the National Institute of Mental Health (NIMH) in 1976, CGI Scale is an observer-rated tool used to assess illness severity, improvement, and side effect severity in clinical trials. In this study, only the illness severity item was utilized. The psychiatric patient is rated on a scale from 1 to 7 based on the severity of their condition at the time of assessment: 1 = Normal, not ill; 2 = Borderline mentally ill; 3 = Mildly ill; 4 = Moderately ill; 5 = Markedly ill; 6 = Severely ill; 7 = Among the most extremely ill patients ( 22 ). Conners Parent Rating Scale Children's behaviors were evaluated through parental observations. The scale includes subscales for attention deficit, hyperactivity, conduct problems, anxiety, and somatic complaints. Participating parents completed the 48-item short form, with each item rated on a four-point Likert scale (0 = Never, 3 = Very often). Validity and reliability studies of the scale have been conducted ( 23 ). Pediatric Quality of Life Inventory – Parent Form (PedsQL) : This scale assesses overall quality of life in children and adolescents, completed by parents. It includes four subdomains: physical, emotional, social, and school functioning. Emotional, social, and school items are combined into a psychosocial functioning score, and all subdomains form the total quality of life score. Higher scores indicate worse quality of life ( 24 ). The Turkish version’s validity and reliability have been established ( 25 ). Sensory Profile Caregiver Questionnaire (SP) : Developed by Dunn in 1999, consists of 125 items completed by caregivers of children aged 3–10 to assess sensory processing ( 26 ). It examines how sensory responses impact daily functioning, with low scores indicating heightened sensitivity and problematic behaviors. The SP categorizes behaviors into four quadrants based on neurological threshold (high/low) and self-regulation strategy (passive/active): low registration, sensory seeking, sensory sensitivity, and sensory avoiding. Low registration reflects high threshold and passive regulation, characterized by reduced environmental awareness. Sensory seeking involves a high threshold and active seeking of stimuli. Sensory sensitivity combines a low threshold with passive regulation, causing distress without avoidance. Sensory avoiding denotes low threshold and active avoidance of stimuli. Turkish adaptation studies confirm the SP's reliability in assessing sensory sensitivity in Turkish children ( 27 ). Statistical Analysis Statistical analyses were performed using IBM Corporation’s Statistical Package for the Social Sciences (SPSS) version 22 for Windows (Armonk, NY). The normality assumptions of variables were assessed using the Shapiro–Wilk test. Continuous variables were summarized as mean ± standard deviation, while categorical variables were presented as counts and percentages (%). Children diagnosed with ADHD and the control group were compared in terms of sensory profile, quality of life, Clinical Global Impression (CGI), and Conners Parent Rating Scale using independent samples t-tests, depending on the fulfillment of normality assumptions. The chi-square test was employed to compare categorical variables between study groups. Pearson correlation analysis was used to evaluate relationships between variables. A p-value of < 0.05 was considered statistically significant (two-tailed). RESULTS The mean age of participants was 9.22 ± 1.33 years in the patient group and 8.82 ± 1.06 years in the control group, with no significant difference (p = 0.136). In the patient group, 17% (n = 8) were female and 82% (n = 38) male; in the control group, 52% (n = 20) were female and 47% (n = 18) male, indicating a significant sex distribution difference (p = 0.001). Psychiatric diagnoses differed significantly between groups (p < 0.001). All patients (100%, n = 46) had ADHD; additionally, 17% had Specific Learning Disorder, 2% OCD, 4% anxiety disorders, and 2% tic disorders. No psychiatric diagnoses were reported in the control group. Psychiatric medication use was significantly higher in the patient group (84%, n = 39) compared to none in controls (p < 0.005). Clinical Global Impression (CGI) scores were significantly higher in patients (p < 0.001). Sensory sensitivity, based on verbal inquiry, was present in 76% (n = 35) of patients versus 7% (n = 3) of controls (p < 0.001). Participant data are shown in Table 1. Parental age also differed significantly (maternal: p = 0.015; paternal: p = 0.003). Mothers in the patient group had a mean age of 39.35 ± 5.95 years vs. 36.55 ± 3.98 in controls; fathers: 44.00 ± 6.15 vs. 40.63 ± 3.19. Maternal education levels also differed significantly (p = 0.004). Family data are presented in Table 2. Based on the PedsQL completed by parents, the patient group showed significantly lower scores across all subdomains: physical, emotional, social, and school functioning (all p < 0.001). Conners Parent Rating Scale scores were significantly higher in the patient group across total score and subscales (conduct problems, hyperactivity, learning problems, anxiety; all p < 0.001). The data are presented in Table 3. Sensory processing scores were significantly lower in the patient group across all domains: auditory, visual, vestibular, tactile, multisensory, oral, and endurance (all p < 0.001). Similarly, all sensory profile quadrants—low registration, sensory seeking, sensory sensitivity, and sensory avoidance—showed significant differences, with lower scores in patients (all p < 0.001). Differences in sensory processing and quadrant scores are summarized in Table 4. The patients’ CGI scores, PedsQL subscale scores, and Conners total scores were correlated with sensory processing scores (auditory, visual, vestibular, tactile, multisensory, oral) and sensory profile quadrants (low registration, sensory seeking, sensory sensitivity, sensory avoidance). A positive correlation was found between higher CGI scores and all sensory processing scores and quadrants (all p<0.01). The Conners total score was correlated with all sensory processing subdomains and quadrants except for auditory processing (r:-0.198; p:0.07) (all p<0.01). Emotional and social functioning subscales of PedsQL were not significantly associated with sensory profile differences in the patient group; however, physical functioning showed significant correlations with sensory seeking (r:-0.238; p<0.05) and sensory sensitivity (r:-0.233; p<0.05) quadrants, as well as with auditory (r:-0.235; p<0.05), vestibular (r:-0.225; p<0.05), tactile (r:-0.223; p<0.05), and multisensory (r:-0.256; p<0.05) processing scores. School functioning was significantly correlated with all sensory profile quadrants and sensory processing domains (all p<0.01). A detailed summary of the correlation analysis results is presented in Table 5. DISCUSSION The aim of our study was to examine the sensory profiles of individuals diagnosed with ADHD and to investigate the impact of differences in sensory processing on symptomatology and quality of life. Sensory profiles of children with ADHD were compared to those of children without any psychiatric diagnoses, revealing significant differences between the groups. The findings indicate that individuals with ADHD experience marked deviations in sensory processing, particularly in areas related to attention, responsiveness to stimuli, and sensory regulation. This suggests that ADHD encompasses not only behavioral and cognitive differences but also distinct sensory-level alterations. Moreover, these sensory processing differences appear to influence neurodevelopmental symptoms and adversely affect patients’ quality of life. Hyperactivity, a core symptom of ADHD, has been linked to sensory seeking behaviors, whereby individuals compensate for insufficient environmental stimulation through increased movement, noise-making, or seeking intense physical contact. These behaviors are often misinterpreted as typical hyperactivity symptoms such as restlessness or excessive talking ( 28 ). Our study found a correlation between hyperactivity and sensory seeking, supporting previous findings. Additionally, individuals with ADHD showed significantly higher sensory sensitivity and avoidance compared to controls. Shimizu et al. (2014) reported similarly increased sensory sensitivity in children with ADHD ( 29 ), and sensory avoidance is notably elevated in those with attention difficulties ( 3 ). Heightened sensory sensitivity in ADHD is hypothesized to stem from impaired inhibitory control in the central nervous system, particularly prefrontal cortex dysfunction, which reduces the ability to filter stimuli and causes sensory over-responsiveness ( 30 ). Neurophysiological hyper-responsiveness may reflect deficits in cortical regions involved in attentional control ( 31 ). Thus, ADHD may involve neuro-sensory dysfunctions, warranting further research. In our study, individuals diagnosed with ADHD demonstrated significant differences in auditory, visual, tactile, vestibular, postural, and multisensory profile domains compared to the control group. A 2014 study similarly reported that sensory processing and modulation in children with ADHD differ from those in typically developing peers, supporting our findings and the existing literatüre ( 29 ). Notably, increased sensitivity to auditory and visual stimuli may contribute to difficulties in maintaining attention in environments with high sensory input, such as classrooms ( 31 ). This can directly affect academic performance and learning. Differences observed in the postural system are associated with challenges in body awareness, motor planning, and balance skills, potentially contributing to reduced physical quality of life. Laboratory-based research evaluating sensory modulation through electrodermal activity in children with ADHD also demonstrated impairments in sensory modulation ( 30 ). The pronounced multisensory differences suggest deficiencies in sensory integration, which may complicate the effective interpretation of environmental stimuli and hinder the regulation of social or physical responses. These findings highlight the importance of developing individualized interventions tailored not only to general attentional difficulties but also to the specific sensory profiles of individuals with ADHD. Differences in sensory profiles have also been found to be associated with the severity of clinical symptoms. This relationship can be explained by increased central nervous system arousal and irregular sensory processing mechanisms. One study reported that individuals with more severe ADHD symptoms exhibit heightened sensitivity to auditory and visual stimuli, which may be due to impairments in neurological functioning that reduce the capacity to effectively process environmental stimuli ( 18 ). Additionally, disruptions in sensory modulation—particularly those related to tactile sensitivity—are believed to exacerbate behavioral problems in diagnosed individuals ( 30 ). Sensory impairments related to postural and motor systems also tend to increase in parallel with symptom severity. In children with ADHD, motor skill deficits have been directly linked to sensory processing disorders, negatively impacting their ability to perceive and respond to the physical environment ( 32 ). These findings may explain why pronounced differences in postural and motor sensory profiles are observed in individuals with more severe forms of the disorder. Sensory processing differences in individuals with ADHD significantly impact quality of life. Profiles such as hypersensitivity, low registration, and heightened sensory seeking can impair academic performance, social relationships, and daily living skills ( 4 ). These manifestations may present as distractibility, exaggerated or muted responses to stimuli, and difficulty adapting to environments. Prior studies have linked sensory traits with reduced social skills and daily performance in children with ADHD ( 16 ). Although our clinical group did not differ from controls in peer communication, correlation analyses revealed significant associations between sensory profiles and physical quality of life and school functioning, but not with emotional or social domains. This aligns with literature suggesting that sensory processing difficulties mainly affect daily activities, academic success, and physical well-being ( 13 ). According to Dunn’s model, the impact on emotional and social areas depends on coping strategies and environmental support ( 33 ). The limited influence observed in these domains may reflect such supports or adaptive mechanisms. Overall, our findings underscore the value of sensory-based interventions, particularly for improving school functioning and physical quality of life. CONCLUSION Our study demonstrated that the sensory processing profiles of individuals diagnosed with ADHD differ significantly compared to those of a healthy control group. These sensory differences were found to affect not only physical functioning but also areas directly impacting quality of life, such as academic performance and participation in daily living activities. Sensory profiles varied in parallel with the severity of clinical symptoms, highlighting the challenges these individuals face in adaptive functioning. Our findings emphasize that interventions for individuals with ADHD should address not only attention and impulsivity but also sensory processing mechanisms. In educational settings, it is important to consider that excessive exposure to stimuli may adversely affect learning outcomes in these individuals. Accordingly, individualized sensory-based intervention approaches are likely to make significant contributions to mitigating the functional impairments associated with ADHD. Declarations Ethics approval and consent to participate: The study was conducted in accordance with the Declaration of Helsinki, as revised in 2013. Ethical approval for this study was obtained from the Non-Interventional Clinical Research Ethics Committee of Izmir Bayrakli City Hospital (Decision No: 2024/08-22). Both the children and their parents were verbally informed about the study, and written informed consent was obtained from all participants. Consent for Publication: All authors confrm that consent to publish has been obtained from relevant individuals whose data are included, ensuring ethical compliance throughout this publication. Availability of data and material: All data generated or analysed during this study are included in this published article. Competing interest: The authors declare that they have no competing interests. Funding: The authors declare that the study reported in this manuscript was conducted using their own financial resources and that no financial support was received from any individual, group, or institution. Author contribution: BYT, GO, OYK, GU: Conceptualized the study; BYT, GO, OYK: wrote the initial and final drafts. BYT, GO, OYK and GU: performed a systematic literature review and provided the theoretical basis for the study; BYT & GO: provided clinical insights that contributed to conceptualizing the study. BYT, GO and OYK: helped interpret the results and contributed to the discussion. BYT, GO and OYK: fnalized the draft and prepared it for final publication. All authors read and approved the fnal manuscript before submission. Acknowledge: Not applicable References Cabral TI, Pereira da Silva LG, Tudella E, Simões Martinez CM (2015) Motor development and sensory processing: A comparative study between preterm and term infants. Res Dev Disabil 36:102–107. https://doi.org/10.1016/j.ridd.2014.09.018 Armstrong DC, Redman-Bentley D, Wardell M (2013) Differences in function among children with sensory processing disorders, physical disabilities, and typical development. 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Supplementary Files Table1to5.docx Cite Share Download PDF Status: Published Journal Publication published 04 Sep, 2025 Read the published version in Middle East Current Psychiatry → Version 1 posted Editorial decision: Revision requested 20 Jul, 2025 Reviews received at journal 19 Jul, 2025 Reviews received at journal 11 Jul, 2025 Reviewers agreed at journal 29 Jun, 2025 Reviewers agreed at journal 28 Jun, 2025 Reviewers invited by journal 26 Jun, 2025 Editor assigned by journal 25 Jun, 2025 Submission checks completed at journal 25 Jun, 2025 First submitted to journal 24 Jun, 2025 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-6967784","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":477924907,"identity":"98315194-6789-46f9-a000-a96ba8f1de2c","order_by":0,"name":"Begum YULUG TAS","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA4UlEQVRIiWNgGAWjYFAC5gYGxgYw4wCQkJAhQgsjTAtbAkgLDylaeAzAJEENBjcS2yS/7rCx23DtzOdXN2oseBjYDx/dQEiLtOyZtOQNt3O3WeccAzqMJy3tBkEtkm2Hkw2AWoxz2IBaJHjMiNHyH6gl55lxzj8itUh+bDtgB9TC/Di3jQgtkmceNlsznklOkLydZsac2yfBw0bIL3zHkw/e/LnDzp7vdvLjzznf6uT42Q8fw6tF4QAw2oFxkdgAjEsJkAgbPuUgIA9UyviDgcEeyGb+QEj1KBgFo2AUjEwAAMi1TvlWQ/92AAAAAElFTkSuQmCC","orcid":"","institution":"Tepecik Training And Research Hospital","correspondingAuthor":true,"prefix":"","firstName":"Begum","middleName":"YULUG","lastName":"TAS","suffix":""},{"id":477924908,"identity":"414c11ff-b69d-4d9f-adf1-46a768400094","order_by":1,"name":"Gonca OZYURT","email":"","orcid":"","institution":"Tepecik Training And Research Hospital","correspondingAuthor":false,"prefix":"","firstName":"Gonca","middleName":"","lastName":"OZYURT","suffix":""},{"id":477924909,"identity":"6cd15dff-9ed2-4791-b4f7-31e025982f27","order_by":2,"name":"Oyku YAVUZ KAN","email":"","orcid":"","institution":"Tepecik Training And Research Hospital","correspondingAuthor":false,"prefix":"","firstName":"Oyku","middleName":"YAVUZ","lastName":"KAN","suffix":""},{"id":477924912,"identity":"48abfaad-9c30-46e2-a718-419102f98b25","order_by":3,"name":"Gozde ULAS","email":"","orcid":"","institution":"Katip Celebi University","correspondingAuthor":false,"prefix":"","firstName":"Gozde","middleName":"","lastName":"ULAS","suffix":""}],"badges":[],"createdAt":"2025-06-24 16:38:15","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-6967784/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-6967784/v1","draftVersion":[],"editorialEvents":[{"content":"https://doi.org/10.1186/s43045-025-00569-z","type":"published","date":"2025-09-04T15:57:00+00:00"}],"editorialNote":"","failedWorkflow":false,"files":[{"id":90827900,"identity":"a99ac613-4aa8-4b56-ba88-87b442fea3db","added_by":"auto","created_at":"2025-09-08 16:02:17","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":556845,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-6967784/v1/649d1d3d-c781-448e-a1b4-037b6ffff231.pdf"},{"id":85719799,"identity":"f21c67ad-33d3-4a53-abcc-38f4e0eff56d","added_by":"auto","created_at":"2025-07-01 05:12:10","extension":"docx","order_by":1,"title":"","display":"","copyAsset":false,"role":"supplement","size":31598,"visible":true,"origin":"","legend":"","description":"","filename":"Table1to5.docx","url":"https://assets-eu.researchsquare.com/files/rs-6967784/v1/6435c3906cbe9f9ae9ac0525.docx"}],"financialInterests":"No competing interests reported.","formattedTitle":"\u003cp\u003eThe Sensory Dimension of Attention Deficit Hyperactivity Disorder: The Impact of Sensory Profile on Daily Functioning\u003c/p\u003e","fulltext":[{"header":"BACKGROUND","content":"\u003cp\u003eSensory integration refers to the processing, interpretation, appropriate response, and regulation of all sensory inputs (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e). Children and adolescents with impaired sensory integration may struggle to adapt to daily activities and to develop adaptive skills (\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e). Sensory processing difficulties affect responses to everyday sensory events (\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e). Sensory over-responsivity, or hypersensitivity, involves exaggerated or prolonged reactions to stimuli across various sensory modalities (\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e). Reduced sensory responsiveness is characterized by delayed or diminished reactions, often appearing indifferent to stimuli. Sensory seeking denotes an intense craving for sensory input (\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e), while sensory avoidance reflects a low tolerance for stimulation, leading to resistance to new inputs and avoidance of activities (\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e). Although multiple models exist, these sensory modalities interact rather than operate independently. Sensory integration encompasses subsystems including auditory, visual, gustatory, olfactory, tactile, body awareness (somatosensory and proprioceptive), vestibular (balance), and interoceptive senses, which monitor internal bodily processes such as hunger and respiration (\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eDifferences in sensory profiles are closely associated with neurodevelopmental disorders (\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e). Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder that affects an individual's ability to sustain attention, regulate behavior, and control hyperactivity. Recent studies have demonstrated that a majority of individuals with ADHD exhibit difficulties in sensory processing (\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e). These sensory issues can negatively impact academic, social, and emotional functioning, thereby reducing overall quality of life. Sensory functions such as tactile (\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e), olfactory (\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e), and auditory (\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e) have been shown to differ in individuals with ADHD compared to typically developing children. In a large-sample study conducted by Panagiotidi et al., both sensory hyposensitivity and hypersensitivity were found to differ significantly from the typically developing group, and the severity and frequency of sensory processing difficulties were correlated with the severity of ADHD symptoms (\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e). These problems, particularly tactile sensitivities, are thought to affect motor planning and body awareness skills, which may in turn hinder children's school participation (\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e). Effective and successful participation in daily life and academic tasks requires adequate postural control, coordination of head and eye movements, body awareness, and balance\u0026mdash; all of which are essential motor skills. In a study by Shorer et al., comparing 24 children with ADHD and 17 healthy controls, it was reported that balance and postural control problems\u0026mdash;commonly observed in children diagnosed with ADHD\u0026mdash;may be interrelated (\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThe presence of sensory sensitivity in individuals with ADHD may exacerbate attention deficits. For instance, stimuli such as a noisy classroom environment or an irritating clothing tag can further impair concentration (\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e). Individuals with sensory sensitivities may exhibit exaggerated responses in social settings or avoid social interactions altogether, which can complicate peer relationships and trigger feelings of loneliness (\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e). Excessive sensory sensitivity can also lead to stress, anxiety, and emotional fluctuations, potentially increasing the risk of depressive and anxiety disorders (\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e). Moreover, sensory sensitivities can precipitate crises and conflicts within the family environment. Parents may struggle to understand their child's responses, which can hinder family communication and negatively affect overall quality of life (\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eDifferences in sensory processing among individuals diagnosed with ADHD have a multidimensional impact on quality of life and the course of the disorder. Early diagnosis, appropriate therapies, and environmental modifications can enable these individuals to achieve a better quality of life. Accordingly, the aim of our study is to examine the sensory profiles of children diagnosed with ADHD, explore the effects of these profiles on symptom severity, and assess their impact on quality of life.\u003c/p\u003e"},{"header":"METHODS","content":"\u003cp\u003eBetween September 2024 and February 2025, the study included a clinical group of 46 individuals aged 8 to 10 years, diagnosed with ADHD according to the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5), who were followed in the child psychiatry outpatient clinic, along with their parents. The control group consisted of 38 individuals within the same age range without a diagnosis of ADHD or any other comorbid neurodevelopmental disorder. Participants with additional neurological findings or clinically diagnosed cognitive impairments were excluded from the study.\u003c/p\u003e \u003cp\u003eAll participants and their parents were interviewed in person by the researcher, and sociodemographic data, including age and educational level, were collected. To identify comorbid psychiatric disorders and enhance the reliability of case selection, participants were assessed using the Kiddie Schedule for Affective Disorders and Schizophrenia for School-Age Children\u0026mdash;Present and Lifetime Version (K-SADS-PL). The severity of psychiatric symptoms was evaluated by clinicians using the Clinical Global Impression Scale (CGI). Parents were asked to complete the Sensory Profile Caregiver Questionnaire (SP) to assess their children's sensory profiles, the Conners Parent Rating Scale to evaluate comorbid symptoms, and the Pediatric Quality of Life Inventory\u0026ndash;Parent Form (PedsQL) to assess quality of life across various domains.\u003c/p\u003e \u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003eMeasures\u003c/h2\u003e \u003cp\u003e \u003cstrong\u003eSociodemographic Data Form\u003c/strong\u003e \u003cp\u003eThis form was developed by the researcher based on the literature and completed using information obtained from parents. It includes sociodemographic and clinical characteristics of the child and their family.\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eKiddie Schedule for Affective Disorders and Schizophrenia for School-Age Children\u0026mdash;Present and Lifetime Version (K-SADS-PL)\u003c/strong\u003e \u003cp\u003eThis instrument is used to assess lifetime comorbid psychopathologies in children. When diagnostic symptoms are identified during the initial interview, an additional evaluation checklist is administered. The presence and severity of positive findings are determined based on feedback from the clinician, family, and participant. The standardization of the form has been conducted for Turkish children (\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e, \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e).\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eClinical Global Impression Scale (CGI)\u003c/strong\u003e \u003cp\u003eDeveloped by the National Institute of Mental Health (NIMH) in 1976, CGI Scale is an observer-rated tool used to assess illness severity, improvement, and side effect severity in clinical trials. In this study, only the illness severity item was utilized.\u003c/p\u003e \u003c/p\u003e \u003cp\u003eThe psychiatric patient is rated on a scale from 1 to 7 based on the severity of their condition at the time of assessment: 1\u0026thinsp;=\u0026thinsp;Normal, not ill; 2\u0026thinsp;=\u0026thinsp;Borderline mentally ill; 3\u0026thinsp;=\u0026thinsp;Mildly ill; 4\u0026thinsp;=\u0026thinsp;Moderately ill; 5\u0026thinsp;=\u0026thinsp;Markedly ill; 6\u0026thinsp;=\u0026thinsp;Severely ill; 7\u0026thinsp;=\u0026thinsp;Among the most extremely ill patients (\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e).\u003c/p\u003e \u003cp\u003e \u003cstrong\u003eConners Parent Rating Scale\u003c/strong\u003e \u003cp\u003eChildren's behaviors were evaluated through parental observations. The scale includes subscales for attention deficit, hyperactivity, conduct problems, anxiety, and somatic complaints. Participating parents completed the 48-item short form, with each item rated on a four-point Likert scale (0\u0026thinsp;=\u0026thinsp;Never, 3\u0026thinsp;=\u0026thinsp;Very often). Validity and reliability studies of the scale have been conducted (\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e).\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cb\u003ePediatric Quality of Life Inventory \u0026ndash; Parent Form (PedsQL)\u003c/b\u003e: This scale assesses overall quality of life in children and adolescents, completed by parents. It includes four subdomains: physical, emotional, social, and school functioning. Emotional, social, and school items are combined into a psychosocial functioning score, and all subdomains form the total quality of life score. Higher scores indicate worse quality of life (\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e). The Turkish version\u0026rsquo;s validity and reliability have been established (\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e).\u003c/p\u003e \u003cp\u003e \u003cb\u003eSensory Profile Caregiver Questionnaire (SP)\u003c/b\u003e: Developed by Dunn in 1999, consists of 125 items completed by caregivers of children aged 3\u0026ndash;10 to assess sensory processing (\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e). It examines how sensory responses impact daily functioning, with low scores indicating heightened sensitivity and problematic behaviors. The SP categorizes behaviors into four quadrants based on neurological threshold (high/low) and self-regulation strategy (passive/active): low registration, sensory seeking, sensory sensitivity, and sensory avoiding. Low registration reflects high threshold and passive regulation, characterized by reduced environmental awareness. Sensory seeking involves a high threshold and active seeking of stimuli. Sensory sensitivity combines a low threshold with passive regulation, causing distress without avoidance. Sensory avoiding denotes low threshold and active avoidance of stimuli. Turkish adaptation studies confirm the SP's reliability in assessing sensory sensitivity in Turkish children (\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec4\" class=\"Section2\"\u003e \u003ch2\u003eStatistical Analysis\u003c/h2\u003e \u003cp\u003eStatistical analyses were performed using IBM Corporation\u0026rsquo;s Statistical Package for the Social Sciences (SPSS) version 22 for Windows (Armonk, NY). The normality assumptions of variables were assessed using the Shapiro\u0026ndash;Wilk test. Continuous variables were summarized as mean\u0026thinsp;\u0026plusmn;\u0026thinsp;standard deviation, while categorical variables were presented as counts and percentages (%). Children diagnosed with ADHD and the control group were compared in terms of sensory profile, quality of life, Clinical Global Impression (CGI), and Conners Parent Rating Scale using independent samples t-tests, depending on the fulfillment of normality assumptions. The chi-square test was employed to compare categorical variables between study groups. Pearson correlation analysis was used to evaluate relationships between variables. A p-value of \u0026lt;\u0026thinsp;0.05 was considered statistically significant (two-tailed).\u003c/p\u003e \u003c/div\u003e"},{"header":"RESULTS","content":"\u003cp\u003eThe mean age of participants was 9.22 \u0026plusmn; 1.33 years in the patient group and 8.82 \u0026plusmn; 1.06 years in the control group, with no significant difference (p = 0.136). In the patient group, 17% (n = 8) were female and 82% (n = 38) male; in the control group, 52% (n = 20) were female and 47% (n = 18) male, indicating a significant sex distribution difference (p = 0.001). Psychiatric diagnoses differed significantly between groups (p \u0026lt; 0.001). All patients (100%, n = 46) had ADHD; additionally, 17% had Specific Learning Disorder, 2% OCD, 4% anxiety disorders, and 2% tic disorders. No psychiatric diagnoses were reported in the control group. Psychiatric medication use was significantly higher in the patient group (84%, n = 39) compared to none in controls (p \u0026lt; 0.005). Clinical Global Impression (CGI) scores were significantly higher in patients (p \u0026lt; 0.001). Sensory sensitivity, based on verbal inquiry, was present in 76% (n = 35) of patients versus 7% (n = 3) of controls (p \u0026lt; 0.001). Participant data are shown in Table 1.\u003c/p\u003e\n\u003cp\u003eParental age also differed significantly (maternal: p = 0.015; paternal: p = 0.003). Mothers in the patient group had a mean age of 39.35 \u0026plusmn; 5.95 years vs. 36.55 \u0026plusmn; 3.98 in controls; fathers: 44.00 \u0026plusmn; 6.15 vs. 40.63 \u0026plusmn; 3.19. Maternal education levels also differed significantly (p = 0.004). Family data are presented in Table 2.\u003c/p\u003e\n\u003cp\u003eBased on the PedsQL completed by parents, the patient group showed significantly lower scores across all subdomains: physical, emotional, social, and school functioning (all p \u0026lt; 0.001). Conners Parent Rating Scale scores were significantly higher in the patient group across total score and subscales (conduct problems, hyperactivity, learning problems, anxiety; all p \u0026lt; 0.001). The data are presented in Table 3.\u003c/p\u003e\n\u003cp\u003eSensory processing scores were significantly lower in the patient group across all domains: auditory, visual, vestibular, tactile, multisensory, oral, and endurance (all p \u0026lt; 0.001). Similarly, all sensory profile quadrants\u0026mdash;low registration, sensory seeking, sensory sensitivity, and sensory avoidance\u0026mdash;showed significant differences, with lower scores in patients (all p \u0026lt; 0.001). Differences in sensory processing and quadrant scores are summarized in Table 4.\u003c/p\u003e\n\u003cp\u003eThe patients\u0026rsquo; CGI scores, PedsQL subscale scores, and Conners total scores were correlated with sensory processing scores (auditory, visual, vestibular, tactile, multisensory, oral) and sensory profile quadrants (low registration, sensory seeking, sensory sensitivity, sensory avoidance). A positive correlation was found between higher CGI scores and all sensory processing scores and quadrants (all p\u0026lt;0.01). The Conners total score was correlated with all sensory processing subdomains and quadrants except for auditory processing (r:-0.198; p:0.07) (all p\u0026lt;0.01). Emotional and social functioning subscales of PedsQL were not significantly associated with sensory profile differences in the patient group; however, physical functioning showed significant correlations with sensory seeking (r:-0.238; p\u0026lt;0.05) and sensory sensitivity (r:-0.233; p\u0026lt;0.05) quadrants, as well as with auditory (r:-0.235; p\u0026lt;0.05), vestibular (r:-0.225; p\u0026lt;0.05), tactile (r:-0.223; p\u0026lt;0.05), and multisensory (r:-0.256; p\u0026lt;0.05) processing scores. School functioning was significantly correlated with all sensory profile quadrants and sensory processing domains (all p\u0026lt;0.01). A detailed summary of the correlation analysis results is presented in Table 5.\u003c/p\u003e"},{"header":"DISCUSSION","content":"\u003cp\u003eThe aim of our study was to examine the sensory profiles of individuals diagnosed with ADHD and to investigate the impact of differences in sensory processing on symptomatology and quality of life. Sensory profiles of children with ADHD were compared to those of children without any psychiatric diagnoses, revealing significant differences between the groups. The findings indicate that individuals with ADHD experience marked deviations in sensory processing, particularly in areas related to attention, responsiveness to stimuli, and sensory regulation. This suggests that ADHD encompasses not only behavioral and cognitive differences but also distinct sensory-level alterations. Moreover, these sensory processing differences appear to influence neurodevelopmental symptoms and adversely affect patients\u0026rsquo; quality of life.\u003c/p\u003e \u003cp\u003eHyperactivity, a core symptom of ADHD, has been linked to sensory seeking behaviors, whereby individuals compensate for insufficient environmental stimulation through increased movement, noise-making, or seeking intense physical contact. These behaviors are often misinterpreted as typical hyperactivity symptoms such as restlessness or excessive talking (\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e). Our study found a correlation between hyperactivity and sensory seeking, supporting previous findings. Additionally, individuals with ADHD showed significantly higher sensory sensitivity and avoidance compared to controls. Shimizu et al. (2014) reported similarly increased sensory sensitivity in children with ADHD (\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e), and sensory avoidance is notably elevated in those with attention difficulties (\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e). Heightened sensory sensitivity in ADHD is hypothesized to stem from impaired inhibitory control in the central nervous system, particularly prefrontal cortex dysfunction, which reduces the ability to filter stimuli and causes sensory over-responsiveness (\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e). Neurophysiological hyper-responsiveness may reflect deficits in cortical regions involved in attentional control (\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e). Thus, ADHD may involve neuro-sensory dysfunctions, warranting further research.\u003c/p\u003e \u003cp\u003eIn our study, individuals diagnosed with ADHD demonstrated significant differences in auditory, visual, tactile, vestibular, postural, and multisensory profile domains compared to the control group. A 2014 study similarly reported that sensory processing and modulation in children with ADHD differ from those in typically developing peers, supporting our findings and the existing literat\u0026uuml;re (\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e). Notably, increased sensitivity to auditory and visual stimuli may contribute to difficulties in maintaining attention in environments with high sensory input, such as classrooms (\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e). This can directly affect academic performance and learning. Differences observed in the postural system are associated with challenges in body awareness, motor planning, and balance skills, potentially contributing to reduced physical quality of life. Laboratory-based research evaluating sensory modulation through electrodermal activity in children with ADHD also demonstrated impairments in sensory modulation (\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e). The pronounced multisensory differences suggest deficiencies in sensory integration, which may complicate the effective interpretation of environmental stimuli and hinder the regulation of social or physical responses. These findings highlight the importance of developing individualized interventions tailored not only to general attentional difficulties but also to the specific sensory profiles of individuals with ADHD.\u003c/p\u003e \u003cp\u003eDifferences in sensory profiles have also been found to be associated with the severity of clinical symptoms. This relationship can be explained by increased central nervous system arousal and irregular sensory processing mechanisms. One study reported that individuals with more severe ADHD symptoms exhibit heightened sensitivity to auditory and visual stimuli, which may be due to impairments in neurological functioning that reduce the capacity to effectively process environmental stimuli (\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e). Additionally, disruptions in sensory modulation\u0026mdash;particularly those related to tactile sensitivity\u0026mdash;are believed to exacerbate behavioral problems in diagnosed individuals (\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e). Sensory impairments related to postural and motor systems also tend to increase in parallel with symptom severity. In children with ADHD, motor skill deficits have been directly linked to sensory processing disorders, negatively impacting their ability to perceive and respond to the physical environment (\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e32\u003c/span\u003e). These findings may explain why pronounced differences in postural and motor sensory profiles are observed in individuals with more severe forms of the disorder.\u003c/p\u003e \u003cp\u003eSensory processing differences in individuals with ADHD significantly impact quality of life. Profiles such as hypersensitivity, low registration, and heightened sensory seeking can impair academic performance, social relationships, and daily living skills (\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e). These manifestations may present as distractibility, exaggerated or muted responses to stimuli, and difficulty adapting to environments. Prior studies have linked sensory traits with reduced social skills and daily performance in children with ADHD (\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e). Although our clinical group did not differ from controls in peer communication, correlation analyses revealed significant associations between sensory profiles and physical quality of life and school functioning, but not with emotional or social domains. This aligns with literature suggesting that sensory processing difficulties mainly affect daily activities, academic success, and physical well-being (\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e). According to Dunn\u0026rsquo;s model, the impact on emotional and social areas depends on coping strategies and environmental support (\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e33\u003c/span\u003e). The limited influence observed in these domains may reflect such supports or adaptive mechanisms. Overall, our findings underscore the value of sensory-based interventions, particularly for improving school functioning and physical quality of life.\u003c/p\u003e"},{"header":"CONCLUSION","content":"\u003cp\u003eOur study demonstrated that the sensory processing profiles of individuals diagnosed with ADHD differ significantly compared to those of a healthy control group. These sensory differences were found to affect not only physical functioning but also areas directly impacting quality of life, such as academic performance and participation in daily living activities. Sensory profiles varied in parallel with the severity of clinical symptoms, highlighting the challenges these individuals face in adaptive functioning. Our findings emphasize that interventions for individuals with ADHD should address not only attention and impulsivity but also sensory processing mechanisms. In educational settings, it is important to consider that excessive exposure to stimuli may adversely affect learning outcomes in these individuals. Accordingly, individualized sensory-based intervention approaches are likely to make significant contributions to mitigating the functional impairments associated with ADHD.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eEthics approval and consent to participate:\u0026nbsp;\u003c/strong\u003eThe study was conducted in accordance with the Declaration of Helsinki, as revised in 2013. Ethical approval for this study was obtained from the Non-Interventional Clinical Research Ethics Committee of Izmir Bayrakli City Hospital (Decision No: 2024/08-22). Both the children and their parents were verbally informed about the study, and written informed consent was obtained from all participants.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for Publication:\u0026nbsp;\u003c/strong\u003eAll authors confrm that consent to publish has been obtained from relevant individuals whose data are included, ensuring ethical compliance throughout this publication.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAvailability of data and material:\u0026nbsp;\u003c/strong\u003eAll data generated or analysed during this study are included in this published article.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting interest:\u0026nbsp;\u003c/strong\u003eThe authors declare that they have no competing interests.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding:\u0026nbsp;\u003c/strong\u003eThe authors declare that the study reported in this manuscript was conducted using their own financial resources and that no financial support was received from any individual, group, or institution.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthor contribution:\u0026nbsp;\u003c/strong\u003eBYT, GO, OYK, GU: Conceptualized the study; BYT, GO, OYK: wrote the initial and final drafts. BYT, GO, OYK and GU: performed a systematic literature review and provided the theoretical basis for the study; BYT \u0026amp; GO: provided clinical insights that contributed to conceptualizing the study. BYT, GO and OYK: helped interpret the results and contributed to the discussion. BYT, GO and OYK: fnalized the draft and prepared it for final publication. All authors read and approved the fnal manuscript before submission.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAcknowledge:\u003c/strong\u003e Not applicable\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n \u003cli\u003eCabral TI, Pereira da Silva LG, Tudella E, Sim\u0026otilde;es Martinez CM (2015) Motor development and sensory processing: A comparative study between preterm and term infants. \u003cem\u003eRes Dev Disabil\u003c/em\u003e 36:102\u0026ndash;107. https://doi.org/10.1016/j.ridd.2014.09.018\u003c/li\u003e\n \u003cli\u003eArmstrong DC, Redman-Bentley D, Wardell M (2013) Differences in function among children with sensory processing disorders, physical disabilities, and typical development. \u003cem\u003ePediatr Phys Ther\u003c/em\u003e 25:315\u0026ndash;321. https://doi.org/10.1097/PEP.0b013e3182980cd4\u003c/li\u003e\n \u003cli\u003eYochman A, Parush S, Ornoy A (2004) Responses of preschool children with and without ADHD to sensory events in daily life. \u003cem\u003eAm J Occup Ther\u003c/em\u003e 58:294\u0026ndash;302. https://doi.org/10.5014/ajot.58.3.294\u003c/li\u003e\n \u003cli\u003eMiller LJ, Anzalone ME, Lane SJ, Cermak SA, Osten ET (2007) Concept evolution in sensory integration: a proposed nosology for diagnosis. \u003cem\u003eAm J Occup Ther\u003c/em\u003e\u003cem\u003e\u0026nbsp;\u003c/em\u003e61:135\u0026ndash;140. https://doi.org/10.5014/ajot.61.2.135\u003c/li\u003e\n \u003cli\u003eBen-Sasson A, Cermak SA, Orsmond GI, Tager-Flusberg H, Kadlec MB, Carter AS (2008) Sensory clusters of toddlers with autism spectrum disorders: differences in affective symptoms. \u003cem\u003eJ Child Psychol Psychiatry\u003c/em\u003e 49:817\u0026ndash;825. https://doi.org/10.1111/j.1469-7610.2008.01899.x\u003c/li\u003e\n \u003cli\u003eDunn W (1997) The impact of sensory processing abilities on the daily lives of young children and their families: A conceptual model. \u003cem\u003eInfants Young Child\u003c/em\u003e 9:23\u0026ndash;35. https://doi.org/10.1097/00001163-199704000-00005\u003c/li\u003e\n \u003cli\u003eCamarata S, Miller LJ, Wallace MT (2020) Evaluating sensory integration/sensory processing treatment: Issues and analysis. \u003cem\u003eFront Integr Neurosci\u003c/em\u003e 14:556660. https://doi.org/10.3389/fnint.2020.556660\u003c/li\u003e\n \u003cli\u003eZoenen D, Delvenne V (2018) Treatment of sensory information in neurodevelopmental disorders. \u003cem\u003eRev Med Brux\u003c/em\u003e 39:29\u0026ndash;34. https://doi.org/10.30637/2018.17-073\u003c/li\u003e\n \u003cli\u003eGhanizadeh A (2011) Sensory processing problems in children with ADHD: A systematic review. \u003cem\u003ePsychiatry Investig\u003c/em\u003e 8:89\u0026ndash;94. https://doi.org/10.4306/pi.2011.8.2.89\u003c/li\u003e\n \u003cli\u003eHern KL, Hynd GW (1992) Clinical differentiation of the attention deficit disorder subtypes: do sensorimotor deficits characterize children with ADD/WO? 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In: Rush AJ (ed)\u003cem\u003e\u0026nbsp;\u003cem\u003eHandbook of Psychiatric Measures\u003c/em\u003e.\u0026nbsp;\u003c/em\u003eAmerican Psychiatric Association, Washington.\u003c/li\u003e\n \u003cli\u003eDereboy F, Senol S, Sener S, Totan T (1998) The psychometric properties of the Turkish adaptation of the Conners Parent Rating Scale. \u003cem\u003eTurk Psikiyatri Derg\u003c/em\u003e 9(2):110\u0026ndash;118.\u003c/li\u003e\n \u003cli\u003eVarni JW, Seid M, Rode CA (1999) The PedsQL: measurement model for the pediatric quality of life inventory. \u003cem\u003eMed Care\u003c/em\u003e 37(2):126\u0026ndash;139. https://doi.org/10.1097/00005650-199902000-00003\u003c/li\u003e\n \u003cli\u003eMemik NC, Agaoglu B, Coskun A, Karakaya I (2008) The validity and reliability of Pediatric Quality of Life Inventory in 8\u0026ndash;12 years old Turkish children. \u003cem\u003eCocuk ve Genclik Ruh Sagligi Dergisi\u003c/em\u003e 15(2):87\u0026ndash;98\u003c/li\u003e\n \u003cli\u003eDunn W (1999) \u003cem\u003eSensory Profile: User\u0026rsquo;s Manual\u003c/em\u003e\u003cem\u003e.\u003c/em\u003e Psychological Corporation, San Antonio.\u003c/li\u003e\n \u003cli\u003eKayihan H, Akel BS, Salar S, Huri M, Karahan S, Turker D et al (2015) Development of a Turkish version of the Sensory Profile: translation, cross-cultural adaptation, and psychometric validation. \u003cem\u003ePercept Mot Skills\u003c/em\u003e 120(3):971\u0026ndash;986. https://doi.org/10.2466/08.27.PMS.120v17x8\u003c/li\u003e\n \u003cli\u003ePfeiffer B, Daly BP, Nicholls EG, Gullo DF (2015) Assessing sensory processing problems in children with and without attention deficit hyperactivity disorder. \u003cem\u003ePhys Occup Ther Pediatr\u003c/em\u003e\u003cem\u003e\u0026nbsp;\u003c/em\u003e35(1):1\u0026ndash;12. https://doi.org/10.3109/01942638.2014.904471\u003c/li\u003e\n \u003cli\u003eShimizu VT, Bueno OF, Miranda MC (2014) Sensory processing abilities of children with ADHD. \u003cem\u003eBraz J Phys Ther\u003c/em\u003e 18(4):343\u0026ndash;352. https://doi.org/10.1590/bjpt-rbf.2014.0043\u003c/li\u003e\n \u003cli\u003eMangeot SD, Miller LJ, McIntosh DN, McGrath-Clarke J, Simon J, Hagerman RJ et al (2001) Sensory modulation dysfunction in children with attention-deficit\u0026ndash;hyperactivity disorder. \u003cem\u003eDev Med Child Neurol\u003c/em\u003e 43(6):399\u0026ndash;406. https://doi.org/10.1017/s0012162201000743\u003c/li\u003e\n \u003cli\u003eParush S, Sohmer H, Steinberg A, Kaitz M (1997) Somatosensory functioning in children with attention deficit hyperactivity disorder. \u003cem\u003eDev Med Child Neurol\u003c/em\u003e 39(7):464\u0026ndash;468. https://doi.org/10.1111/j.1469-8749.1997.tb07466.x\u003c/li\u003e\n \u003cli\u003eMiller LJ, Anzalone ME, Lane SJ, Cermak SA, Osten ET (2007) Concept evolution in sensory integration: a proposed nosology for diagnosis. \u003cem\u003eAm J Occup Ther\u003c/em\u003e 61(2):135\u0026ndash;140. https://doi.org/10.5014/ajot.61.2.135\u003c/li\u003e\n \u003cli\u003eDunn W (2004) Supporting children to participate successfully in everyday life by using sensory processing knowledge. \u003cem\u003eInfants Young Child\u003c/em\u003e 20(2):84\u0026ndash;101. https://doi.org/10.1097/01.IYC.0000264477.05076.5d\u003c/li\u003e\n\u003c/ol\u003e"},{"header":"Tables","content":"\u003cp\u003eTables 1 to 5 are available in the Supplementary Files section.\u003c/p\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":true,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"middle-east-current-psychiatry","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"mecp","sideBox":"Learn more about [Middle East Current Psychiatry](http://mecp.springeropen.com)","snPcode":"43045","submissionUrl":"https://submission.nature.com/new-submission/43045/3","title":"Middle East Current Psychiatry","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Springer Open","inReviewEnabled":true,"inReviewRevisionsEnabled":false},"keywords":"Sensory Profile, Attention Deficit Hyperactivity Disorder, Quality of Life, Child and Adolescent Psychiatry","lastPublishedDoi":"10.21203/rs.3.rs-6967784/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6967784/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003e\u003cstrong\u003eBackground: \u003c/strong\u003eSensory profile differences are commonly observed in children with Attention Deficit Hyperactivity Disorder (ADHD). This study aimed to examine the sensory profiles of children with ADHD, their impact on symptom severity, and their association with quality of life.\u003cstrong\u003e\u003cbr\u003e\nMethods: \u003c/strong\u003eForty-six children aged 8–10 diagnosed with ADHD and their parents (case group) and 38 age-matched controls without ADHD or other neurodevelopmental disorders (control group) participated. Psychiatric evaluations were conducted using the Kiddie Schedule for Affective Disorders and Schizophrenia for School-Age Children–Present and Lifetime Version (K-SADS-PL), and symptom severity was assessed using the Clinical Global Impression (CGI) Scale. Parents completed the Caregiver Sensory Profile Questionnaire, Conners’ Parent Rating Scale, and the Pediatric Quality of Life Inventory (PedsQL).\u003cstrong\u003e\u003cbr\u003e\nResults: \u003c/strong\u003eThe ADHD group had significantly higher CGI scores (p \u0026lt; 0.001). PedsQL subdomains, all sensory processing measures, and sensory profile quadrant scores differed significantly between groups (all p \u0026lt; 0.001). CGI scores positively correlated with all sensory profile domains (all p \u0026lt; 0.01). The Conners’ total score correlated with all sensory processing domains and quadrants except auditory processing (r = -0.198, p = 0.07). Sensory profile measures also showed significant correlations with physical and school functioning.\u003cstrong\u003e\u003cbr\u003e\nConclusions: \u003c/strong\u003eTailored sensory-based interventions may play a critical role in reducing functional impairments in children with ADHD.\u003c/p\u003e","manuscriptTitle":"The Sensory Dimension of Attention Deficit Hyperactivity Disorder: The Impact of Sensory Profile on Daily Functioning","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-07-01 05:12:06","doi":"10.21203/rs.3.rs-6967784/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2025-07-20T16:31:10+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-07-19T20:16:24+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-07-11T19:07:09+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"140431323730887977319732729782306305686","date":"2025-06-29T10:15:01+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"300435159220078067229808967724245774682","date":"2025-06-28T22:43:15+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2025-06-26T11:00:35+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-06-25T23:09:18+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-06-25T23:09:04+00:00","index":"","fulltext":""},{"type":"submitted","content":"Middle East Current Psychiatry","date":"2025-06-24T16:28:04+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"middle-east-current-psychiatry","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"mecp","sideBox":"Learn more about [Middle East Current Psychiatry](http://mecp.springeropen.com)","snPcode":"43045","submissionUrl":"https://submission.nature.com/new-submission/43045/3","title":"Middle East Current Psychiatry","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Springer Open","inReviewEnabled":true,"inReviewRevisionsEnabled":false}}],"origin":"","ownerIdentity":"62222401-fd91-458d-8c0c-d8f0e261d549","owner":[],"postedDate":"July 1st, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"published-in-journal","subjectAreas":[],"tags":[],"updatedAt":"2025-09-08T15:58:46+00:00","versionOfRecord":{"articleIdentity":"rs-6967784","link":"https://doi.org/10.1186/s43045-025-00569-z","journal":{"identity":"middle-east-current-psychiatry","isVorOnly":false,"title":"Middle East Current Psychiatry"},"publishedOn":"2025-09-04 15:57:00","publishedOnDateReadable":"September 4th, 2025"},"versionCreatedAt":"2025-07-01 05:12:06","video":"","vorDoi":"10.1186/s43045-025-00569-z","vorDoiUrl":"https://doi.org/10.1186/s43045-025-00569-z","workflowStages":[]},"version":"v1","identity":"rs-6967784","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6967784","identity":"rs-6967784","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}