Sensory processing, social-emotional development and adaptive behavior in preterm and full-term infants

PURPOSE: The aim of this study was to examine the relationships between sensory processing patterns, socio-emotional skills, and adaptive behaviours in preterm and term infants. Furthermore, after controlling for variables such as gestational age, birth weight, and parental education level, it aimed to determine the predictability of atypical sensory processing patterns on developmental outcomes. METHODS: This cross-sectional study included 32 preterm infants and 32 full-term infants. Sensory processing skills were assessed via the Infant/Toddler Sensory Profile-2 (ITSP-2), whereas socioemotional development and adaptive behavior were evaluated via the Bayley Scales of Infant and Toddler Development, Third Edition (Bayley-III). The infants were categorized on the basis of typical and atypical sensory processing patterns. Non-parametric tests appropriate for group differences were used, while hierarchical multiple linear regression models were used for the main hypotheses. RESULTS: Initial analyses revealed that preterm infants had significantly lower socio-emotional and adaptive behaviour scores compared to term peers (p < 0.05) and that atypical sensory patterns (particularly avoiding and sensitivity) were more prevalent in the preterm group (p < 0.05). Hierarchical regression analyses revealed that birth weight (β ≈ 0.31–0.34) and parental education level (β ≈ 0.20–0.27) were the strongest and most consistent predictors of developmental outcomes. Beyond these core factors, atypical sensory seeking showed a trend-level association with lower general and social adaptive functioning (GAC p = 0.051; SAD p = 0.085). CONCLUSION: Early developmental outcomes in preterm infants are primarily shaped by biological vulnerability and socioeconomic context, particularly birth weight and parental education. Sensory seeking patterns provide additional explanatory value, highlighting the importance of incorporating sensory processing characteristics into early developmental assessment and intervention strategies.