The Autism Society Event and Education Recordings Archive

A person with autism spectrum disorder (ASD) typically has trouble processing information from the outside world because sensory problems literally make it difficult to understand what is being seen, heard, and touched. The purpose of this presentation is to provide a systematic tool for parents and teachers to identify the sensory needs of individuals with ASD and connect the needs with interventions that have proven to be effective for the described need. The complexity of the central nervous system is abstract; yet, neuroscientists demonstrate evidence that sensory input evokes physiological changes in the body (Ben-Sasson et al., 2008). Sometimes we observe these changes in persons who seem to react strongly to everyday sensory input, particularly individuals on the autism spectrum who generally have more frequent and intense reactions to external sensory stimuli, or just the opposite effect, a lesser reaction to stimuli. A person with autism spectrum disorder (ASD) typically has trouble processing information from the outside world because sensory problems literally make it difficult to understand what is being seen, heard, and touched. Severe reactions to various external sensory stimuli of individuals with ASD have been discussed in the literature for decades (Baranek, Wakefield, & David, 2008); however, many parents and practitioners continue to have difficulty understanding and addressing these needs. The ultimate goal is for individuals to manage and monitor their own sensory behavior so that they can become more productive and independent. This process allows them to be employable resulting in an improved quality of life. Although Sensory Integration Dysfunction (SID) is relatively common, it is not easy to understand and deal with. Often the behaviors are attributed to the child's temperament, the environmental demands or lack of them, or the child's lack of knowledge when it comes to how to deal with a given situation. Traditional behavioral approaches and positive reward systems may be partially successful, but some behaviors continue to be exhibited. When they are treated using behavioral strategies only, the entire problem is not addressed resulting in only partially success for only a period of time. Sensory-based behaviors occur across environments and situations and should be addressed as such. For this reason, an understanding of the sensory system must be considered when working with individuals with ASD. Sensory integration (SI) theory, which was developed by A. Jean Ayres, a psychologist and occupational therapist, recognized that sensory processing can have an impact on learning and behaviors. SI is the ability to take in information through the senses and put it together with prior information, memories, and knowledge which has been stored in the brain in order to make a meaningful response.). Sensory integration is: • An unconscious process of the brain • Organizes information detected by the senses (taste, sight, hearing, touch, smell, movement, gravity, position) • Gives meaning to an experience by identifying the information on which to focus • Allows one to purposefully respond to a situation/experience • Forms the foundation for academic learning and social behavior • Is meant to provide ways for the participant to develop better sensory responses which results hopefully in the participant becoming more social and communicative (Ayres, 2005). The SI deficits may be exhibited in different forms for individuals with ASD including: (a) sensitivity or insensitivity to sensory information; (b) attention and focus; (c) regulation of activity level; (d) transitions between activities; (e) control of impulses, behavior, and/or fear in dangerous situation; (f) fine and/or gross motor skills or coordination; (g) oral motor (may put objects into his/her mouth or may not be able to use a straw); (h) recognition of personal space; and (i) visual, auditory, taste/smell, movement and touch processing (Leekam, Nieto, Libby, Wing, & Gould, 2007). Individuals can have mile, moderate, or severe SID deficits that manifest in hypersensitivity, hyposensitivity, to touch, sound, movement, etc. (Autism Speaks, 2008). There are three ways in which behaviors can be manifested due to sensory integration (Murray-Slutsky & Paris, 2005). These include overresponsive, underresponsive, and sensory avoidance. Parents, teachers, and caregivers need to know how to address these sensory issues in order to assist these individuals in reaching their fullest potential.

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