Sensory sensitivity in autism

Sensory Issues in Autism How you can help

Around 70% of children on the autism spectrum attend mainstream schools, which means if you haven’t already worked with a child or young person on the spectrum, then you are very likely to do so in the not-toodistant future.

This booklet explains all about these children’s sensory issues. We describe what they are, how they might impact children – inside and outside the classroom – and what you can do to help.

We use our senses to gain information about the world around us The brain interprets all of these sensations and sends messages (electrical signals) to other parts of your body, telling it what to do and feel. This sensory information is important for learning about, and interacting with, our environment.

Everybody has different sensory experiences but these differences might be particularly noticeable among children on the autism spectrum These sensory issues can vary enormously, ranging from one extreme (over- or hypersensitivity) to the other (under- or hyposensitivity). The same person can also fluctuate between these different extremes – unsettled by a loud and impulsive sound at one moment and oblivious to another sound the next.

Sometimes, children and young people on the autism spectrum can be overwhelmed by all of the information coming into their senses.

This ‘sensory overload’ might be because they have difficulties making sense of the information and attending to, or noticing, what is most relevant in their environment. When children experience such overload, it can induce a panic reaction – or withdrawal (‘shutdown’). This can occur across contexts – in a lesson, when walking down the school corridors or on a school trip – and could leave them feeling out of kilter for some time afterwards.

Hypersensitivity refers to a strong reaction to information coming in to the senses - to things like dogs barking, fluorescent light or the smell of food. Just to give an example, with sounds, it can feel like the volume is switched up to maximum. Children might rock, put their hands over their ears, cry, press their eyes or flap to deal with this information.

Hyposensitivity refers to a reduced response to incoming information, such as not noticing internal feelings like hunger or pain or not being aware of new sights or sounds.

Sometimes the same child will feel distressed when hearing loud music, but be perfectly at ease with creating loud noises themselves. Often, the most disturbing sensory stimuli (e.g., lights, noise) are the ones that happen unexpectedly, without forewarning.

Unusual reactions to sensory experiences can also vary depending on the context For any of us, we know how feeling tired or hot can affect our mood. Autistic children’s sensitivities might also be particularly acute or overwhelming when they are tired, nervous or haven’t had a good day, and when in unfamiliar or over-stimulating environments.

This can make children – and their peers and teachers – more anxious.

Everyone needs to work together to find out why this might be happening and to work out ways to manage it.

Autistic children’s sensory experiences can be a source of great enjoyment too Many children and young people with autism engage in ‘sensory seeking’ behaviours, for example, intently watching the light flickering through the leaves, rocking back and forth or touching objects with unusual textures.

These activities can give them a sense of certainty in an unpredictable world, providing extra information about their environment.

The causes of autistic children’s sensory sensitivities are unknown Typically, when we process information coming into our senses, we make sense of that information based on prior knowledge – knowledge that we’ve accrued with past experience.

We think that autistic children rely more heavily on what they sense in the here and now rather than using prior knowledge to shape and make sense of what is coming into their senses.

In this way, these children view the world differently.

Scientists are not sure exactly how anxiety and sensory issues are linked Anxiety includes things like nervousness, fear, apprehension, and worrying.

It affects our bodies (e.g., heart pounding, sweating) and our minds (e.g., we might worry a lot). Sensory issues could lead to anxiety and worry, for example, when we hear a loud noise we are not expecting. But anxiety could also cause sensory issues. If our bodies are on ‘high alert’, we are more likely to be aware

of things in our environment. Or perhaps if we are concentrating on our thoughts or worries, we might not notice things in our environment like the temperature or light.

Sensory issues can have a major impact on how the child feels and behaves at school

Children may get distracted, for example, by a buzzing fan or the light from an open window – things that might go unnoticed by others – which may have a negative effect on their learning. Sensory issues can also impact upon their interactions with other children. For example, a child with autism who is extremely sensitive to food odours and refuses to eat in the school cafeteria might spend less time with his or her peers. They can also impact upon children’s participation in certain activities, like PE.

What can you do to reduce children’s unsettling sensory experiences and create a learningfriendly classroom and school?

Here are some suggestions: Take the time to get to know the child or young person

Create an ‘autism friendly’ environment ...one that is not too over-stimulating

...to understand what makes them tick and why they act the way they do, including some of the triggers for behaviours. This knowledge is fundamental to ensuring their learning and wellbeing.

(e.g., away from fluorescent or flickering lights), where children can process one thing at-a-time. Allowing head phones (with or without calming music) is one way of cutting out the chitter-chatter of the classroom. Also, when the child knows what will happen next, and when the incoming information is limited (e.g., only one person talking to them at a time), they will have a better chance at making sense of the sensory information they are experiencing.

Develop close relationships with parents ...to find out how children’s sensory issues occur across school and home. This will be important for implementing the same strategies across different contexts.

Find a safe space, a private, quiet room

Make their environment predictable

...where children and young people on the autism spectrum know they can go to on break or lunchtimes.

...with daily schedules or visual timetables, which help order their days and allow them to transition smoothly between activities. That way, children know what to expect and how to react.

If in doubt, you should seek help from professionals, especially occupational therapists and specialist advisors, who are skilled at identifying and addressing children’s sensory sensitivities. Speaking to autistic adults, who will understand what the child is experiencing, can help too.

Every autistic child is unique This means that the sensory issues of one young person on the autism spectrum might be very different from those of another.

For those who are able to use language to communicate, ask them about their sensory issues and what they feel might be helpful – you might be surprised what they come up with! For those who can’t communicate so easily, be attentive to possible sensory issues and adjust the environment accordingly, where possible.

We are partners in discovery with each individual autistic child. You have as much to learn from the children with whom you work as those children do from you.

Centre for Research in Autism and Education (CRAE) The Centre for Research in Autism and Education (CRAE) is a partnership between the UCL Institute of Education the leading centre for education and social research in the UK, and Ambitious about Autism, the national charity for children and young people with autism.

Our mission is to help enhance the lives of autistic people and their families.

We conduct groundbreaking scientific research to enhance knowledge about interventions, education and outcomes for autistic children, young people and adults. We work to ensure that this knowledge is translated so that it can make a real difference to people’s everyday lives.

We work with professionals on the ground, like teachers and clinicians, and with those directly impacted by autism – children, young people, and adults with autism, their families and friends, and the wider public - to promote awareness, and acceptance, of autism.

Visit crae.ioe.ac.uk for more information or to get in touch.

Centre for Research in Autism and Education (CRAE) UCL Institute of Education University College London 55-59 Gordon Square London WC1H 0NU

Institute of Education