Tips for understanding and addressing sensory
processing difficulties for students with ASD
What is sensory processing?
Sensory processing refers to the way the brain processes information coming through the
senses including:

auditory (hearing)

visual (sight)

tactile (touch)

olfactory (taste and smell)

vestibular (movement, balance and gravity)

proprioceptive (movement and one’s own position in space).
Sensory processing difficulties are unrelated to the sense organs themselves (e.g. the eyes,
ears, or the movement receptors in the muscles) but are related to the way the brain registers,
modulates and integrates sensory information.
What’s different about the sensory processing in students with ASD?
Many students with Autism Spectrum Disorder (ASD) process sensory information in unusual
ways including:

Over-registration of sensory information such as:
○ overreactions to loud or unexpected sounds such as the school bell
○ unexpected touch such as other students brushing past them
○ bright light particularly when transitioning from a dark room to bright sunlight
○ over-focusing on insignificant sensory input - such as the sound of a ticking clock - to
the extent that they cannot focus on anything else.

Under-registration of sensory information such as:
○ failing to notice others talking to them
○ being oblivious to surrounding activities so that they appear to be ’in their own world’
○ being under-responsive to pain or temperature extremes resulting in potentially
dangerous behaviours.

Seeking sensory input more than other students such as:
○ twirling, tapping objects
○ repetitive noise-making
○ body-rocking
○ finding small spaces to climb into.
Students with ASD may use repetitive sensory seeking behaviours (self-stimulatory) to calm
themselves or to screen out aversive input (e.g. humming to screen out noise).
Modifying tasks and environments to accommodate sensory processing preferences
Students with ASD often have difficulty understanding if they are experiencing sensory
processing issues and/or explaining them. For example, they may appear anxious and have
difficulty regulating their behaviour when overwhelmed by aversive sensory input but say that
they are okay.
If the noise and commotion of some school environments or activities upsets the student (e.g.
school assembly, the playground, group activities in the classroom or school sports day), it may
be helpful to provide a means of escape. For example, a quiet space in the classroom, quiet
activities in the school library, or access to a handheld computer device with soothing music to
screen out noise.
As speech is transient and requires rapid analytical processing, students with ASD often have
difficulty processing verbal instructions, particularly in the presence of background noise. They
often find it easier to comprehend visual cues which are less transient. If they are underresponsive and disengaged from their surroundings, they may benefit from very clear visual
cues to direct their attention to the task.
The use of activities that incorporate the student’s sensory preferences may also help to
engage an under-responsive student, such as toys with flashing lights or sound. If the student’s
sensory seeking behaviours are potentially harmful - chewing on toxic substances, for example
- provide less harmful alternatives such as a water bottle with a chewable top.
Using sensory input to keep the student alert and focused
To ensure the student is alert and ready for learning, sensory input can be used to ’wake up’ or
’calm down’ the nervous system. Movement breaks are particularly useful as slow, repetitive
movement is calming, while fast, changeable movement can be alerting. Where possible,
embed movement breaks within the school day, such as allowing the student to get up to get a
glass of water or to run an errand.
Sensory-motor skills
Sensory-motor difficulties can influence the ability of students with ASD to acquire skills such as
tying shoelaces, playing ball, using scissors, and handwriting. Some students with ASD also
have low muscle tone which can affect their ability to maintain a good sitting posture or to stand
for long periods. Care should be taken to ensure that desks and seats are of an appropriate
height.
If sensory-motor difficulties are interfering with participation in classroom or physical education
activities, input should be sought from a physiotherapist or an occupational therapist. For
example, the occupational therapist may conduct a handwriting assessment including
assessment of underlying skills (e.g. the ability to isolate finger movements or the visual motor
skills required to copy letter shapes) and advise on appropriate strategies. Sometimes adaptive
or compensatory strategies - such as shoes with velcro fastenings to circumvent shoelace tying,
or use of large balls that are easier to catch - are recommended.
Considerations for learning

Reduce extraneous and distracting sensory input (e.g. visually unclutter the room, reduce
extraneous noise, and provide a quiet work/break area).

Embed movement breaks in a way that is not over-stimulating or distracting to other
students.

In order to gain and maintain attention, use relevant visual cues and schedules and
incorporate the student’s interests within activities.

Incorporate calming activities into the student’s day as required.

Ensure that you have the student’s attention before providing verbal instructions and provide
visual cues where possible.

Plan to gradually introduce or avoid unpredictable and busy sensory environments such as
assembly, lining up and tuckshop. Plan breaks or access to calming activities following
activities that the student is likely to find stressful such as after returning from outside play
breaks.

Overcome difficulties with motor planning by breaking challenging motor tasks into small
achievable steps.

Provide opportunities for students to seek sensory information in appropriate ways. For
example, if the student is chewing his or her pencil, provide ‘chewys’ for the end of the
pencil. As ‘crashing’ into other students may be an attempt to gain proprioceptive feedback,
provide alternative gross motor opportunities to gain this input.

Toileting and other self-care tasks can involve sensory challenges such as smells, bright
lighting, smooth tiles, echoes, hand driers, ‘rough’ or winter clothing, flowing water, and soap
dispensers. Where possible, introduce sensations gradually, warn of upcoming sensations
and incorporate the student’s interests or fascinations into the routine to help increase
tolerance.

Ongoing sensory processing difficulties that interfere with learning may warrant referral to an
occupational therapist for an assessment and or individualised program.

Discuss issues with the student’s educational team in order to develop a clear picture of the
student’s unique sensory preferences and challenges across all environments.
Further information regarding sensory processing is available in the tip sheet An introduction to
sensory processing for parents in the section Barriers in accessing the curriculum for students
with ASD - sensory processing.