Examination of the relationship between sleep and sensory processing skills in typically developing primary school-age children

This study examined the relationship between sleep problems and sensory processing skills in typically developing elementary school-aged children. The assessments were conducted both face-to-face and online, with a total of 293 participants included. In the assessment, the Demographic Information Form was used to obtain general sociodemographic information of the participants, the Sleep Disturbance Scale for Children (SDSC) was used to determine the presence of sleep problems and to create the study and control groups, the Children's Sleep Habits Questionnaire (CSHQ) was used to assess sleep habits, and the Sensory Processing Measure - Home Form (SPM) was used to examine sensory processing skills. Data analysis was performed using Jamovi (Version 2.3) and R (Version 4.1) software. The results of the study showed that children with sleep problems experienced greater difficulty in planning, balance and movement, visual, auditory, and tactile sensory processing, and these findings were statistically significant according to the overall assessment score (p<0.001). Additionally, sleep habits were found to be highly significant (p<0.001). Sleep and sensory processing skills during childhood are fundamental factors influencing participation in daily living activities and functionality. Our study emphasizes the importance of jointly assessing children's sleep and sensory processing profiles in the field of occupational therapy, particularly in terms of supporting school performance, behavioral regulation, and daily living skills. It is expected that the findings will enable occupational therapists to develop more comprehensive and child-specific intervention plans by addressing both sleep and sensory processing areas in the evaluation process. Keywords: sleep, sensory processing, primary school age