Easter College

SPED DEPARTMENT
Easter Road, Guisad, Baguio City

MODULE 2
SY 2020-2021

THE SENSORY WORLD OF AUTISM

Autism’s sensory issues can involve both hyper-sensitivities (over-responsiveness)

and hypo-sensitivities (under-responsiveness) to a wide range of stimuli.

1. hypo-sensitivities - Sometimes the senses of autistic children are in ‘hypo’, so that

they do not really see, hear or feel anything. To stimulate their senses they might wave
their hands around or rock forth and back or make strange noises.

Children with hypovision may experience trouble figuring out where objects are, as they
see just outlines, then they may walk around objects running their hand around the
edges so they can recognise what it is. These individuals are attracted to lights, they
 Easter College
SPED DEPARTMENT
Easter Road, Guisad, Baguio City

MODULE 2
SY 2020-2021

may stare at the sun or a bright light bulb. They are fascinated with reflections and
bright coloured objects. Having entered an unfamiliar room they have to walk around it
touching everything before they settle down. Often they sit for hours moving fingers or
objects in front of the eyes.
Children with hypohearing may ‘seek sounds’ (leaning their ear against electric
equipment or enjoying crowds, sirens and so on). They like kitchens and bathrooms –
the ‘noisiest’ places in the house. They often create sounds themselves to stimulate
their hearing – banging doors, tapping things, tearing or crumpling paper in the hand,
making loud rhythmic sounds.
Individuals with hypotaste/hyposmell chew and smell everything they can get (e.g.
grass, play dough). They mouth and licks objects, play with faeces, eat mixed food (for
instance, sweet and sour) and regurgitate.
Those with hypotactility seem not to feel pain or temperature. They may not notice a
wound caused by a sharp object or they seem unaware of a broken bone. They are
prone to self-injuries and may bite their hand or bang their head against the wall, just to
feel they are alive. They like pressure, tight clothes, often crawl under heavy objects.
They hug tightly and enjoy rough and tumble play.
Children with vestibular hyposensitivity enjoy and seek all sorts of movement and can
spin or swing for a long time without being dizzy or nauseated. People with vestibular
hyposensitivity often rock forth and back or move in circles while rocking their body.
Those with proprioceptive hyposensitivity have difficulty knowing where their bodies are
in space and are often unaware of their own body sensations, for example, they do not
feel hunger. Children with hypoproprioceptive system appear floppy, often lean against
people, furniture and walls. They bump into objects and people, stumble frequently and
have tendency to fall. They have a weak grasp and drop things.
Hypo-sensitivities are likewise common. A low sensitivity to pain is a classic example.
Another is under-responsiveness to the body signals that help control balance and physical
coordination. This can result in clumsiness, which has long been associated with autism.

2. hyper-sensitivities - Hypervision means that their vision is too acute. For example,
they notice the tiniest pieces of fluff on the carpet, complain about ‘moths (air particles)
flying’, dislike bright lights, look down most of the time and may be frightened by sharp
flashes of light. Under fluorescent lights such children can see a 60-cycle flickering: the
whole room pulsates on and off.
Individuals with hyperhearing are generally very light sleepers, are frightened by sudden
unpredictable sounds (for instance, telephone ringing, baby crying); they dislike
thunderstorm, crowds and are terrified by haircut. They often cover their ears when the
noise is painful for them, though others in the same room may be unaware of any
 Easter College
SPED DEPARTMENT
Easter Road, Guisad, Baguio City

MODULE 2
SY 2020-2021

disturbing sounds at all. Sometimes hyperauditory children make repetitive noises to

block out other disturbing sounds.
Children with olfactory hypersensitivities cannot tolerate how people or objects smell,
though their carers can be unaware of any smell at all. They run from smells, move
away from people and insist on wearing the same clothes all the time. For some, the
smell or taste of any food is too strong, and they reject it no matter how hungry they are.
They are usually poor eaters, gag/vomit easily and eat only certain foods.
Some individuals with ASDs are hypertactile. They pull away when people try to hug
them, because they fear being touched. Because of their hypertactility, even the
slightest touch can send them into a panic attack. Parents often report that washing
their child’s hair or cutting nails turns into an ordeal demanding several people to
complete it. Many individuals refuse to wear certain clothes, as they cannot tolerate the
texture on their skin. Some children with hypertactility overreact to heat/cold, avoid
wearing shoes, avoid getting ‘messy’ and dislike food of certain texture.
Children with vestibular hypersensitivity experience difficulty changing directions and
walking or crawling on uneven or unstable surfaces. They are poor at sports. They feel
disoriented after spinning, jumping or running and often express fear and anxiety of
having their feet leave the ground.
Individuals with proprioceptive hypersensitivity hold their bodies in odd positions, and
might have difficulty manipulating small objects.
 Easter College
SPED DEPARTMENT
Easter Road, Guisad, Baguio City

MODULE 2
SY 2020-2021

Accommodation to help people with sensory issues

 Hyper-sensitivities:
 Dimmed lights
 Incandescent versus fluorescent lighting
 Sunglasses or visor to block overhead fluorescent lighting
 Ear plugs or headphones in noisy environments
 Closed door or high-walled work areas to block distracting sights and sounds
 Avoidance of strongly scented products (perfumes, air fresheners, soaps, etc.)
 Food options that avoid personal aversions (e.g. intensely spicy, textured, cold,
hot, etc.)
 Clothing that accommodates personal sensitivities (e.g. to tight waistbands
and/or scratchy fabric, seams and tags)
 Easter College
SPED DEPARTMENT
Easter Road, Guisad, Baguio City

MODULE 2
SY 2020-2021

 Request for permission before touching

 Hypo-sensitivities:
 Visual supports for those who have difficulty processing spoken information
 Sensory-stimulating toys (e.g. safe chewies and fidgets)
 Opportunities for rocking, swinging and other sensory stimulating activities
 Strong tasting and/or textured foods, cold beverages, etc.
 Firm touch (according to preference)
 Weighted blankets
 Fun opportunities to practice physical skills (catching, dancing, jumping, running,
etc.)
 Furniture arrangements that reduce chances of bumping into sharp or hard
surfaces

Therapies can help with sensory issues

 Occupational therapy uses physical activities and strategies to help each

person meet their sensory needs and better process sensory input in everyday
environments
 Autism feeding programs can address aversions to tastes and food textures, as
well as under- and over-sensitivities that can hamper chewing and swallowing.
 Speech therapy can include both sensitivity-reducing and sensory-stimulating
activities that improve speech, swallowing and related muscle movements.
 Cognitive behavioral therapy can help gradually increase tolerance to
overwhelming sensory experiences.

Reference:

https://www.autismspeaks.org/sensory-issues

https://www.google.com/search?q=sensory+issues+autism&source=lnms&tbm=isch&sa
=X&ved=2ahUKEwiezeiUzpDvAhVwyYsBHQBmALwQ_AUoAXoECBQQAw&biw=1366
&bih=657#imgrc=RnemW-KhXnFd_M