The Sensory World
of the Autistic Spectrum:
A greater understanding
Written by Kate Wilkes designed by Andrea Theron
Introduction
Many people on the autistic spectrum experience sensory difficulties or are particularly sensitive to certain sensations. These difficulties may result in behaviour which parents and carers find puzzling.
​
This Online Course aims to give a basic understanding of sensory integration, explain possible difficulties individuals on the spectrum may have and offer strategies to help. It aims to provide people with an awareness of the sensory world of individuals with autism.
​
Throughout this course the term autism is used to include autistic spectrum disorders (ASD), autism and Asperger syndrome.
​
To function and participate in the world that surrounds us, we need to use our senses.
Senses provide individuals with unique experiences and allow us to interact and be involved with the rest of society. They help us to understand the environment around us and respond within it. They play a significant role in determining what actions we take within a particular situation.
Introduction
Imagine what happens when just one or all of the senses are intensified or are not present at all. This difficulty is often called sensory integration dysfunction and it is one that many individuals on the autistic spectrum experience.
​
There are several definitions of autism but they rarely state what an individual with autism feels. We can only get an insight through personal accounts of individuals with autism who can express and describe their unique and often painful sensory world.
​
Everyday experiences which the majority of non-autistic individuals take for granted can for autistic individuals be negative and upsetting experiences. Behaviours presented by someone with autism will often be a direct reaction to their sensory experience.
​
It is therefore understandable why individuals with autism create rituals or have self stimulatory behaviours such as spinning, flapping and tapping, because these make them feel that they are in control and feel safe in their unique world.
‘If I get sensory overload then I just shut down... you get what’s known as fragmentation... it’s weird, like being tuned into 40 TV channels."
Individuals with autism create rituals or have self stimulatory behaviours such as spinning, flapping and tapping, because these make them feel that they are in control and feel safe in their unique world.
Sensory
Integration
Dr A. Jean Ayres defines sensory integration as ‘the organisation of sensation for use’. Sensory integration involves turning sensation into perception.
​
The central nervous system (brain) processes all the sensory information sent from various sensory systems in the body and helps to organise, prioritise and understand the information. From this it is able to action a (behaviour) or a combination of these.
​
Throughout our bodies we have receptors, which pick up on sensory stimuli. Our hands and feet contain the most receptors. Most of the time the processing of sensory information is automatic.
The sensory systems can be broken down into six areas. These can be divided into two main areas hyper (high) and hypo (low) sensitivity. However, it is important to remember that the difficulties/differences may for some individuals fall into both areas.​
Balance (Vestibular) System
Situated in the inner ear, this provides us with information on where our body is in space and its speed, direction and movement, all in relation to the pull of gravity. It is fundamental in helping us to keep our balance and posture.
For an individual on the autism spectrum, difficulties/differences may be:
The need for rocking, swinging, spinning.
The benefits of music therapy have been recognised, and it is often used with individuals on the autism spectrum. Music therapy provides individuals with a unique opportunity to communicate, interact and express themselves.
Sensory Rooms
Sensory rooms or multi sensory environments (MSE) aim to offer individuals with autism the opportunity to stimulate, develop or balance their sensory systems.
​
They are located mainly in specialist schools or hospitals so access is quite limited. However, many families have chosen to adapt a room in their home to create a space for sensory stimulation or reload.
​
Hulsegge and Verheul developed the concept of the sensory room in the Netherlands, drawing from the work
of Clark who established the idea of ‘SNOEZELEN’ rooms. The name is a combination of two words: to ‘smell’ and to ‘dose’. The terms more commonly used in the UK are sensory rooms or multi sensory environments.
​
Rooms or sensory spaces can take various forms or focus on different types of sensation. They may be white or dark rooms, contain different sounds or allow for interactive play. Water or softplay resources may be used. Sensory gardens appeal to the sense of smell, sight or touch. The main functions of MSE are therapeutic, educational and relaxation, all in relation to development.
​
Equipment used within the rooms varies depending on the type, function and needs of the individual using it. The following list gives examples of equipment to provide stimulation for all sensory systems.
​
Stimuli can include soothing music, vibrating cushions, fibre optics, mirror balls, bubble tubes, waterbeds, tactile walls, disco lights and projectors, to name just a few. The MSE can be set up with switches, pressure, sound and movement to activate a piece of equipment in the room. The child learns to recognise cause and effect.
​
Benefits of MSE at present rely mainly upon personal experiences and observations, as there is only a limited amount of research.
Additional Sensory Difficulties
Synathesia. This is a rare condition, separate from ASD, which some individuals on the spectrum say they experience. This is when confusion in the sensory channels occurs. A sensory experience goes in through one system and out through a different system. For example an individual hears a sound (auditory system) but sees colours (visual system).
Possible Strategies
A greater understanding of the sensory world of individuals on the spectrum allows you to help them develop in a more comfortable environment.
​
The following strategies may help when trying to create a comfortable environment for an individual on the autistic spectrum to avoid their senses being overloaded.
General Points to Remember
Remember that sensory dysfunction may be the reason for the problem and always examine the environment.
Sensory Integration Therapy
Sensory Integration Therapy involves gentle exposure to various sensory stimuli. The aim of this therapy is to strengthen, balance and develop the central nervous system’s processing of sensory stimuli.
​
Carl Delacato, who developed the concept of Sensory Integration Therapy, focused the therapy on the five core sensory systems - vision, taste, smell, hearing and touch.
Today, Occupational Therapists continue to focus on these areas, as well as incorporating the vestibular and proprioception systems, when creating and planning a schedule of activities for an individual.
Balance (Vestibular) Ideas
Encourage activities which help develop the vestibular system, such as rocking horse, swing, roundabout and seesaws.
Problems, Possible Reasons and Ideas
Problem
Picky eater
Possible Sensory Reasons
Sensitive to taste or texture, maybe unable to feel the food around mouth.
Ideas
slowly introduce different textures around the individual’s mouth – flannel, toothbrush, foods, introduce small portions, change texture of the food, puree it. Encourage activities that involve the mouth – whistles, bubble wands, straw painting
Problem
Chews on everything – clothing and objects
Possible Sensory Reasons
May find this relaxing, enjoys the tactile input of the item.
Ideas
Latex free tubes, straws, hard gums
(chill in fridge).
Problem
Smearing
Possible Sensory Reasons
Smearing may like the texture in
their hands or be hyposensitive
to smells.
Ideas
Try and introduce similar materials – jelly, cornflour and water.
Problem
Refuses to wear certain clothes
Possible Sensory Reasons
May dislike the texture, pressure on their skin.
Ideas
Turn items inside out – so there is no seam,
remove any tags or labels, allow them to wear clothes that they are comfortable in.
Problem
Difficulties getting to sleep
Possible Sensory Reasons
May have difficulty shutting down senses, in particular visual and auditory.
Ideas
Use blackout curtains, allow child to listen to music to cut out external sounds, weighted blankets.
Problem
Finds concentrating in the classroom difficult
Possible Sensory Reasons
May have too many sensory distractions – too noisy (talking, bells, chairs scraping the floor), lots of visual stimuli (people, pictures on the wall), may also find holding a pencil uncomfortable (hard/cold).
Ideas
Position them away from the doors and windows, use furniture in the room to create an area free from distraction or if possible an individual workstation, try different textures to make the pencil more comfortable.
Professionals who can help
Occupational therapists (OT)
Play a vital role in sensory difficulties by
designing programmes and often making adaptations to environments to ensure individuals are able to live as independently as possible.
Sensory Impairment Teams
Accessed through local social and health services, these teams specialise in sensory difficulties. Although they are not autism specific, some local authorities do cover individuals on the autistic spectrum.
Speech and Language Therapists
Often use sensory stimuli to encourage and support the development of language and interaction.
Music Therapists
Use instruments and sounds (auditory stimuli) to encourage and develop the sensory systems, predominantly the auditory system.
