“I pulled away when people tried to hug me, because being touched sent an overwhelming tidal wave of stimulation though my body.
Small itches and scratches that most people ignore were torture. A scratchy petticoat was like sand paper rubbing on my raw skin. I
cannot
tolerate
the
feeling
of
skin
again
skin,
and
prefer
to
wear
long
pants
to
deaden
the
sensation”
Temple Grandin
On the following pages we have listed the 7 senses, looked at some common responses and/or reactions related to the way your child
with autism may respond if they are experiencing difficulties in processing sensory information. We have summarised some of the
strategies discussed throughout the discussion forum. Please let us know what other strategies you have tried so we can keep adding to
our list.
The Moderating Team
Page 1 of 18
Parent Discussion Forum: Sensory Processing Issues, 25th May – 29th June 2009. Strategies Summary
Sensory Processing:
looks like, sounds like, and what we can do to help….
Over- sensitivity
Under- sensitivity
The Auditory System Distressed by certain noises- puts hands over ears/runs Does not respond to noises- i.e. turn head in direction
(how we hear)
away, lashes out/ makes sounds constantly to block out of a loud noise. May not appear to hear you despite no
other noises in the environment.
hearing impairment
Strategies
•
Prepare the child for entering loud environments
•
such as shopping centres by using visual
supports to forewarn.
•
strategies to gain and maintain attention.
•
Use bright colours to highlight key information.
Provide ‘on the spot’ strategies for noisy places
Many classrooms use clapping to alert students
such as putting one hand up to one ear, making
to pay attention- this is also a very practical and
a quiet noise of your own such as humming
useful strategy to incorporate into the daily
(which you can later teach them to internalise or
routine.
sing in their head)
•
Use other sensory systems such as visual -
•
Consider other ‘pay attention’ prompts such as
Wearing iPod type headphones in one ear – this
touching the student on the shoulder or the arm
does not necessarily need to be attached to an
before speaking, holding up a book open to the
iPod, but they look cool and just like the other
relevant page when giving instructions about
kids at school
work in that book, teaching them a specific spot
Page 2 of 18
Parent Discussion Forum: Sensory Processing Issues, 25th May – 29th June 2009. Strategies Summary
•
Try to make loud noises predictable in the
(for example: next to the blackboard) where the
classroom such as knowing when the lawn will
teacher
be mowed so you can prepare the whole class
information to the class.
will
stand
when
giving
important
for the noise.
•
Teach strategies to students to calm themselves
during these periods- i.e. cover ears/put head
phones on- take 10 deep breaths/ request
arm/body squeezes/go to a quiet area.
The Tactile System Dislikes being touched and pulls away. Avoids touching Seeks out lots of different touch sensations, does not
(how we touch and different textures with hands and feet.
feel)
respond to light touch. May put things and objects not
Dislikes wearing certain clothes Avoids messy tasks related to food in mouth
and activities
Strategies
•
Don’t
force
the
child
to
wear
or
touch
•
uncomfortable textures.
•
Slowly
introduce
them
Increase alertness for task performance i.e. tap
on the desk to get child’s attention.
to
new
tactile
•
Provide structured touch experiences to develop
experiences- i.e. use a cup to scoop rice instead
a library of knowledge about how things feel
of fingers. Let the child know how long they will
which will help with more efficient recall of that
need to remain touching the item and what they
sensation
can do afterwards e.g. “touching paint 1,2,3,
between the item and experience.
and
wash hands”
Page 3 of 18
Parent Discussion Forum: Sensory Processing Issues, 25th May – 29th June 2009. Strategies Summary
strengthen
the
relationship
•
For some children, providing a calming input
when overstimulated can be useful e.g. a firm
bear hug or wrap up tightly in a blanket.
However, for some children who don’t like touch
they get very upset being wrapped in a blanket
as
the
tactile
sensation
of
the
blanket
overwhelms them before the calming input of the
pressure can work. If tactile oversensitivity is a
significant problem for the student it is very
important to seek advice from an experienced
Occupational Therapist.
Specific strategies to improve handwriting and pencil
grip/pressure
•
Using a sloped surface for writing to reduce the
effect of gravity when writing and to pull the
pressure off the pencil (you can trial this by using
a large ring binder turned so that the thin side is
towards your child and the fatter side is pointing
away (giving you an upward slope)
•
Using a mechanical or pacer type pencil as it
breaks when the pressure is too much (child
gets automatic feedback that they are pressing
Page 4 of 18
Parent Discussion Forum: Sensory Processing Issues, 25th May – 29th June 2009. Strategies Summary
too hard)
•
Use a weighted pencil such as draftsman clutch
pencil (Staedler make a metal body triangular
pencil which is heavier than average)
•
Use soft rubber bands around the pencil where
you grip. This makes the pencil a little wider and
provides some cushioning.
Specific strategies to assist during puberty
•
•
Maybe sensitive to touch, so cleaning oneself
may use excessive wiping to ensure they are
If touch sensation is over sensitive, may need
clean
fluids
•
If touch sensation is not well registered he/she
up can be difficult
lots of wiping/cleaning so they cannot feel body
•
•
Use
•
Refer to the sexuality module for more strategies
to assist both young men and women with an
visuals,
(including
written
words), to
ASD
manage
this
challenging
time:
establish set routine, making it a part of a whole
www.autismtraining.com.au. (due to go live Monday
hygiene program
29 June 09)
Refer
to
the
th
sexuality
module
for
more
strategies to assist both young men and women
with an ASD manage this challenging time:
www.autismtraining.com.au (due to go live Monday
th
29 June 09)
Page 5 of 18
Parent Discussion Forum: Sensory Processing Issues, 25th May – 29th June 2009. Strategies Summary
The Visual System
Gets overwhelmed by visual stimulation, may attempt Seeks out visual stimulations such as flickering lights,
(how we see)
to block it out by pulling hat over eyes. May avoid or repetitive movements (ceiling fans) moves objects
react to visually overwhelming environments (for across visual field, gets distracted by visual stimulation
example: shopping centres, large petrol stations at in busy classrooms. Looks at items intently and for
night)
quite a long time.
Strategies
•
•
•
•
•
Increase the child’s opportunities to notice Key
Set up the classroom so it is clear and free from
Visual information- provide high contrasts in
clutter.
work sheets to facilitate attention to task.
Take away any visual distracters that are
•
Use bright visual toys to engage attention.
hanging from the roof/windows.
•
Give the student extra time to take on visual
Provide a visually ‘quiet’ area as an optional
information, and leave the visual information
working space for the child within the classroom.
displayed for longer.
Place display boards at the back of the
classroom. Support transitions to different areas
in the classroom by clearly labelling and
organising different areas and equipment.
•
Wearing a cap pulled down fairly low helps with
bright light
•
Learning to put your hand up to shade your eyes
(another ‘on the spot’ strategy)
Page 6 of 18
Parent Discussion Forum: Sensory Processing Issues, 25th May – 29th June 2009. Strategies Summary
The
olfactory Does not like certain smells and may avoid eating food Seeks out certain smells i.e. loves smelling lemons to
System
because of the smell. May react in situations and alert senses- or does not appear to respond to any
(how we smell)
environments where there are a lot of smells e.g. the smells Does a lot of smelling before appearing to
art room, hospitals, dental surgeries
understand what is the smell
Strategies
•
Gradually introduce new foods and smells when
•
the child is calm.
•
To stimulate arousal levels, introduce lots of
strong smelling food, textas ‘smelly’ pencils.
Encourage the child to breathe through their
mouth instead of their nose in ‘smelly’ places
•
Teach through experience what the different
smells are and to what they are associated
(another ‘on the spot’ strategy). Make it a fun
activity so it is a positive experience.
•
Be
mindful
associated
that
with
as
girls
puberty
mature,
smells
(menstruation
and
general body odours) may prove challenging.
Some strategies and suggestions listed under
tactile section.
The
gustatory Does not like certain textures/tastes of food- has limited Seeks out certain tastes of food and non- food items
System
range of foods that are eaten and gags on certain such as glue and paint. May eat anything and
(how we taste)
foods. Can taste subtle differences between different everything including non-food items
Page 7 of 18
Parent Discussion Forum: Sensory Processing Issues, 25th May – 29th June 2009. Strategies Summary
brands of the same food.
Strategies
•
At home have a food management program
•
the
child’s
level
of
At school this may not be a priority and maybe
things we eat versus things we don’t eat.
•
Provide lots of similar texture foods to the
If the child has a limited diet at school- don’t
textures that they are seeking out in their mouth
worry- it is ok- often the child can get a lot of
i.e. if they like biting on hard items introduce lots
nutrients out of only a few food groups.
of crunchy foods into their diet such as
Let the child still participate in the routine at
carrots/apples/hard boiled lollies.
•
Increasing the crunchy foods at morning tea and
read a book whilst waiting for the other children
lunch, so this type of food becomes one of the
to finish.
‘sensory breaks’
Communicate to the school about your child’s
•
Sucking on oranges, ice, licking ice cream
food issues. These should be managed by
•
Blowing game – bubbles, ping pong balls on
water, boat races using paper boats etc
parents and only be worked on at school if this
has been requested by the parents.
•
on
comprehension- teach the child visually about
lunch and morning tea but perhaps they can
•
Depending
focused on a gradual introduction of new foods.
best to work on this at home.
•
•
•
Meal times for children who have limited diets
can be very stressful and should be managed in
a calm and carefully planned manner.
Chewing on ice, or using a crazy twirly straw
which requires effort to get the liquid
•
Lots of proprioceptive activities such as jumping,
sipping a ‘popper juice’ through the straw, using
a sports drink bottle with a sipper type lid,
Page 8 of 18
Parent Discussion Forum: Sensory Processing Issues, 25th May – 29th June 2009. Strategies Summary
throughout the day may help to reduce lots of
seeking out and placing of objects into the child’s
mouth.
The
proprioceptive Tense muscles and locks joints to stabilise movements. Seeks out deep pressure through hugs and squeezes,
system
(how
know
where
body
is
we May move stiffly, may adopt unusual body postures
jumping and crashing on furniture, eating hard crunchy
our
objects, biting non-edible items, banging head and body
in
against walls, toe walking, moves or fiddles often
relationship to space
(sometimes constantly)
(receptors
May appear to have low muscle tone- tires easily and
in
muscles and joints)
appears weak- has difficulty sitting upright for long
periods and or maintaining grasp on a pen.
May have trouble attending in class
This system is a calming system- and often these deep
pressure type activities are sought out by a child with
autism to reduce the distress they are feeling and calm
their central nervous systems.
Strategies
•
Activities which include slow rocking movements
can reduce extra tension in the muscles as can
•
Incorporate lots of heavy input throughout the
day that is functional and can be integrated into
Page 9 of 18
Parent Discussion Forum: Sensory Processing Issues, 25th May – 29th June 2009. Strategies Summary
warmth.
the classroom routine. Physical fun gross motor
activities are great to have throughout the day to
help calm all the children in the classroom whilst
still providing the student with autism with a
much needed movement break.
•
Look for naturally occurring tasks that occur
regularly throughout the day: moving the reading
books from the classroom to the library;
weighted bucket that holds the glue- the child
hands out the glue to all other students; putting
chairs up and down from tables; and taking the
roll to the front office
•
Some students like to wear a weighted vest or
place a weighted bag across their laps while
working. The recommended weight is 5 -10% of
the body weight. Introduce the bag slowly at first,
and then allow a rest period without the bag.
Gradually build up the time to about half an hour,
or when most required (writing etc). Also
important for child to know they can put it on and
take off themselves.
•
Weekend activities such as gymnastics and
swimming are great ways of getting this calming
Page 10 of 18
Parent Discussion Forum: Sensory Processing Issues, 25th May – 29th June 2009. Strategies Summary
deep pressure input.
•
Athletic type sporting skins – that fit firmly to
provide some even pressure to the body
•
Trampolines are often recommended for home.
•
Deep pressure and massage of feet
•
Stroke firmly with palms of hands, always
stroking down the limbs as this helps child feel
organised. (fingertips are alerting)
•
Sitting on a fitball
•
A move’n’sit cushion
•
Sleeping ideas include:
 Sleep firmly wrapped in sleeping bag
 Look at aesthetics of bedroom: paint colour,
heavy curtains, bedtime routine, soft lighting etc
•
Classroom activities that can be incorporated as
part of the daily routine include the following:
 regular opportunities to move around the
classroom that fit into the class routine
 chair push ups
 wiping down black/white boards
 handing out books
Page 11 of 18
Parent Discussion Forum: Sensory Processing Issues, 25th May – 29th June 2009. Strategies Summary
 stacking chairs/bags
 climbing activities
Strategies
to
improve
handwriting
and
pencil
grip/pressure
•
Using a sloped surface for writing to reduce the
effect of gravity when writing and to pull the
pressure off the pencil (you can trial this by using
a large ring binder turned so that the thin side is
towards your child and the fatter side is pointing
away (giving you an upward slope)
•
Using a mechanical or pacer type pencil as it
breaks when the pressure is too much (child gets
automatic feedback that they are pressing too
hard)
•
Use a weighted pencil such as draftsman clutch
pencil (Staedler make a metal body triangular
pencil which is heavier than average)
Use soft rubber bands around the pencil where you
grip. This makes the pencil a little wider and provides
some cushioning.
Page 12 of 18
Parent Discussion Forum: Sensory Processing Issues, 25th May – 29th June 2009. Strategies Summary
The
vestibular Child tends not to like any activity where they have their Seeks out movement and can’t sit still for long periods.
system-
Receptors feet off the ground. Avoids playground equipment. Loves running and jumping, is constantly on the go and
in our inner ear that Prefers to be in an upright position and are not keen to loves going on swings. Will climb to great heights with
respond
movement
to bend over and may avoid PE classes and similar tasks
of
often little fear and has poor endurance so tires easily.
the
head and body in
relation to space.
Strategies
•
Never put force a child to go on a swing or
•
Make
sure
that
the
home
and
school
playground equipment. Gradually increase their
environment does not provide opportunities for
confidence in small steps and make it enjoyable
the child to climb and fall.
and fun. Let them watch you do it first, and then
•
Limit access to these objects to decrease risk of
they can try small parts of the gross motor
falling.
activity for short periods. Begin by giving the
movement
child control of how they engage in the
movements) throughout the day as noted above-
movement task, and explicitly teach them the
try and make it part of the routine of the school
steps.)
environment.
•
Provide
many
(especially
opportunities
linear
and
for
rotary
Let the child run and seek out movement during
break times, teach them to request when they
need a break.
•
A safe swing set or hammock swing at home is a
Page 13 of 18
Parent Discussion Forum: Sensory Processing Issues, 25th May – 29th June 2009. Strategies Summary
great idea.
Important Points from PDF
Sensory issues are unique to each child and are innate, but they are impacted upon by the environment because it is the sensory
factors within different environments that children find hard to process and make sense of.
Many adults with an ASD tell us that the sensory issues remain over time but they learn more and more strategies to deal with
them, so that they are not as obvious to others
It is recommended that an Occupational Therapist is involved in observation and assessment of the child, and in the
implementation of individualised strategies for home and school environments. Occupational Therapists can be contacted through
the Occupational Therapy Association available in each state and territory.
If your child cannot tell you what is bothering them, could they draw it, or find a picture to represent it, or tell you what to draw.
Some kids can get it out of their heads this way and then we can help them develop strategies to deal with it
Page 14 of 18
Parent Discussion Forum: Sensory Processing Issues, 25th May – 29th June 2009. Strategies Summary
A really good insight from one mum, if we ‘shut down’ one behaviour the child is highly likely to replace it with another that may be
more extreme
Proprioception has a major impact on attention and is ‘fed’ by movement, pressure and weight
It is important to remember that we all have our own individual sensory processing styles. The way we respond to different sensory
input may change across a day according to many factors such as stress/fatigue and illness. Understanding the different sensory
systems we use and observing how each individual child responds to sensory input in their environments, is the first step in building
up a profile to help support the child with an ASD in the classroom setting.
A child with autism may demonstrate difficult behaviours when observed in the classroom. When looking closely however, it is
possible that the behaviour is an outcome of other difficulties that the child is experiencing. If for example, a child demonstrates
sensitivities to light touch, and cannot speak, they may act out by pushing their peers away who are standing too close to them. It
may take further investigation and problem solving to identify that the behaviour occurred because of the tactile sensitivity and
inability to tell friends how standing close makes them feel. For this reason, it is always important to consider sensory difficulties for
children with an ASD, as well as difficulties in communication, social interactions and behaviours.
Additionally it is important to understand how a child may process sensory information, so we can observe their behaviour and build
up a profile of information for each individual child. Some children with autism will find particular sensory stimuli overwhelming and
distressing, whilst at the same time find other forms of sensory experience enjoyable. For example, the child who is extremely
sensitive to noise (auditory sensation) may intensely enjoy the feel (tactile sensation) of sand sifting through fingers.
Page 15 of 18
Parent Discussion Forum: Sensory Processing Issues, 25th May – 29th June 2009. Strategies Summary
Listed below are a number of general strategies that can be used when supporting a student with autism and their sensory processing
styles
 Always attempt to create a predictable environment
 use routine to assist the student with autism to understand their environment and what is expected of them
 in busy sensory activities, highlight both the start and finish points so that the child understands how long they need to participate
in the activity
 Use visual schedules – to support transition into busy environments. This helps the child to understand if there is going to be any
changes to activities and/or sensory environments
 Teach the student how to calm down during periods of heightened stress- this plan should reflect their individual learning and
sensory styles
 Provide regular sensory breaks during the day. These can be regular parts of the classes routine which are timetabled and the
child can be taught to request a break when required.
 The “I need a break” strategy needs to be explicitly taught with the number of opportunities to request breaks gradually reduced
and eventually limited so that the request is not occurring all day. By the child requesting breaks only when they feel them
necessary, is allowing children to manage their own stress levels.
 If the child is stressed or anxious breaks should be carried out in quiet areas free of the many distractions typical of classrooms.
Here the child can sit and relax and return to the classroom after a specified period of time. A timer may be useful in this
situation, to indicate when it is time to return to the classroom and activity.
 Lunch and recess can be very overwhelming for children with autism; this is partly due to the sensory challenges of the
playground. Providing options for quiet time is recommended i.e. reading in the library/ using computer as an alternative place for
the child when they are feeling overwhelmed. Again, the “I need a break” strategy can be utilised in the playground
Page 16 of 18
Parent Discussion Forum: Sensory Processing Issues, 25th May – 29th June 2009. Strategies Summary
 Fluorescent lights flicker and may be distracting for children with autism. Therefore try to avoid using these in the classroom, or if
removal is not possible try not to sit a student with autism directly under the light.
 Lap top screens tend to flicker less, so are good option for students with autism. However be aware that these can be difficult
and sometimes frustrating to adjust.
 Avoid sitting a student with autism near a busy door way.
 Try to make loud unpredictable noise predicable- i.e. if the sound of the lawn mower is distressing to a particular child, in the first
instance see if the time can be changed. If this isn’t possible forewarn the class using visuals about the mowing, and teach the
child a strategy to calm themselves when the noises are too invasive for them e.g. to squeeze hands and take ten deep breaths
to help achieve a sense of calm.
 If a child with autism needs to move frequently in order to engage in the activities presented to them, look at building this into part
of the routine. You can build “ sensory breaks” into the classroom i.e. the student with autism can hand out books, pencils, wipe
down the whiteboard, stack chairs, teach the student in the class to do chair pushups for sensory breaks
 In car or bus trips- provide the child with a draw string bag with preferred sensory toys in it such as squeeze balls
 In any situation where the child is required to touch different textures such as gluing, painting- never FORCE them to engage in
this activity- provide options of using utensils such as scoops, spoons, paint brushes Therefore if they do have tactile sensitivities
they can be gradually introduced to these activities in a calm and controlled manner
 If a child is not actively engaging in outdoor play equipment, you can provide support by letting them let be involved within their
level of tolerance. This can be built on each week.
 If a child doesn’t like having their feet off the ground, do not put them in this situation, provide adequate support for them to
make this a positive experience i.e. sitting them on your lap
On a final note, it is important to understand that sensory processing issues do exist for many children with an ASD. Sensory issues
are often more obvious when the child is stressed or anxious. Observation and assessment of individual sensory processing styles
Page 17 of 18
Parent Discussion Forum: Sensory Processing Issues, 25th May – 29th June 2009. Strategies Summary
should always form part of an individual profile for a child with autism. It is always important to take sensory issues into consideration
when planning and preparing for a student to enter a new environment. This planning allows for appropriate modifications and supports
to be in place to support the successful transition. Planning and preparation is important to support the independent functioning and
learning of the child in the classroom. Often, strategies that are used for the child with autism benefit all of the students in the
classroom.
Additional Resources
Skillbuilders:
www.skillbuilders.com.au
Therapy Bookshop:
www.therapybookshop.com
Sensory Shop:
www.sensoryshop.com
www.senseabilities.com.au
Sensory Resources (American site):
www.sensoryresources.com
Sensory toys (American site):
www.autismteachingtools.com
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Parent Discussion Forum: Sensory Processing Issues, 25th May – 29th June 2009. Strategies Summary