Feeling the World Differently: Sensory and Emotional Profiles in Preschool Neurodevelopmental Disorders

AbstractBackground/Objectives: Atypical sensory processing is increasingly recognized as a trans-diagnostic dimension of neurodevelopmental disorders (NDDs), with critical implicationsfor emotional and behavioral regulation. This study aimed to identify distinct sensoryprofiles in preschool children with NDDs and to examine their associations with emotional–behavioral and cognitive/developmental functioning. Methods: A total of 263 children(aged 21–71 months) diagnosed with autism spectrum disorder (ASD), language disorder(LD), or other NDDs (ONDD) were recruited. Sensory processing was assessed usingthe SPM-P, emotional–behavioral functioning was assessed via the CBCL 1½–5, and cog-nitive/developmental levels were assessed through standardized instruments. Latentprofile analysis (LPA) was conducted to identify sensory subtypes. Group comparisons andmultinomial logistic regression were used to examine profile characteristics and predictorsof profile membership. Results: Three sensory profiles emerged: (1) Multisystemic Sen-sory Dysfunction (20.1%), characterized by pervasive sensory and emotional difficulties,primarily observed in ASD; (2) Typical Sensory Processing (44.9%), showing normativesensory and emotional functioning, predominantly LD; and (3) Mixed Subclinical SensoryProcessing (35%), with subclinical-range scores across multiple sensory and emotionaldomains, spanning all diagnoses. Higher cognitive functioning and fewer internalizingsymptoms significantly predicted membership in the typical profile. A gradient of symp-tom severity was observed across profiles, with the Multisystemic group showing the mostpronounced emotional–behavioral impairments. Conclusions: Distinct sensory–emotionalphenotypes were identified across diagnostic categories, supporting a dimensional model ofneurodevelopment. Sensory profiles were strongly associated with emotional functioning, independently of diagnostic status. Early sensory assessment may therefore offer clinicallymeaningful insights into emotional vulnerability and inform targeted interventions inpreschool populations with NDDs.