Sensory Processing 101

Implications of Sensory Challenges in ASD

Chris Filler
Transition Coordinator
Ohio Center for Autism and Low Incidence
• Sensory Processing challenges can influence
how students respond to:
– Environment
– People
– Instruction/Tasks/Activities

• Understanding these influences leads to the

selection of effective interventions
 What is Your Response to……
Cold shower
Wool clothing
Panty hose
Sweatpants
The feel of Jell-O in your mouth
The sound of birds
Bright colored walls in the bedroom
The smell of perfume
Elevators
Roller Coasters
Sensory Processes

Sensory Processes include:

• Sound/Auditory
• Sight/Vision
• Smell/Olfactory
• Taste/Gustatory
The Power Senses
• Touch/Tactile
• Vestibular
• Proprioception
A Process by which we:

1
 “Breakdowns”
• Breakdown may occur at any point
– Challenges to the “intake system” are
more easily recognized
– Faulty operation of the “interpretation
and integration” of information may be
seen as a behavioral issue
• Negative consequences may only
make the situation worse
 Sensory Processing Gone Astray

Struggles to stay alert or awake

Overly alert, unable to attend

Delays in processing and shifting attention

Cannot stay focused …

attention shifts continually
Sensory Processing Gone Astray

Unable to touch many items,

picky eaters

Explores the
environment by
touching everything
 Luke, a 13 year old with AS had wandered away from his family at
the beach. In attempt to find Luke, his parents paged him overhead.
Luke writes…..

“Coastguards, police, a pack of Brownies and

every available person were all shouting my name
over a loudspeaker. I didn’t hear a thing! I have a
strange kind of hearing and can only concentrate
on listening to things I know I am meant to.
Distinguishing between background and
foreground noise has always been a problem, so
however loud they shouted I would have
presumed that it was a background noise.”
From “Freaks, Geeks, and Asperger Syndrome
 Review of challenges/characteristics…..

• Slow Processing - Difficulty shifting

attention

• Inattentive, Difficult to arouse

• Does not like change

or transitions -
Rigid – Demands routine
• Difficulty with, or seeks out, certain types of
foods/textures
• Smells all food before eating - smells objects

• Unable to sit with anyone behind

them in class

• Difficulty attending
from the back of the room

• Explosive emotions
or lack of emotions or
incongruent emotional
responses
• Aggression to self or others
• Compulsive Behaviors

• Difficulty with clothing,

type of clothing, and
change of clothing
• Perseveration on topic or activity -
Fixation on sensory stimuli

• Clumsy, awkward, difficulty in sports

• Over or Under-reaction to pain
• Unsure of group situations, cautious, or
a loner
2
UNDER-RESPONDER
Poor Awareness & Low SEEKER
Sensitivity to Stimulation. Heightened Awareness with
Misses Environmental Cues Low Sensitivity to Stimulation
Slow Processing (Acts as if Will Seek Out Input
does not hear, misses (Frequently and Intensively
gestures and cues, Moving, Jumping,
sedentary) Summary Spinning, Touching)
of
OVERWHELMED Processing
ACTIVE AVOIDER
Heightened awareness, Challenges
High Awareness, with
High Sensitivity but
lacks active response,
High Sensitivity and Active
Can become easily overwhelmed. Responses. Will actively avoid
( Complains of things “bothering” (Searching out Escape Areas,
Frequently anxious/upset, Covering ears/eyes,
overreacts to small changes
Aggression to “Protect” self)
in the environment)
 Seeker and SEEKER
Heightened Awareness with
Active Avoider
Low Sensitivity to Stimulation
can appear similar Will Seek Out Input
(Frequently and Intensively
Moving, Jumping,
•Both may move Spinning, Touching)
frequently
•Seekers are looking ACTIVE AVOIDER
for the stimulation High Awareness, with
High Sensitivity and Active
•Avoiders are
Responses. Will actively avoid
attempting to escape
(Searching out Escape Areas,
the stimulation
Covering ears/eyes,
Aggression to “Protect” self)
UNDER-RESPONDER
Poor Awareness & Low Under-Responder and
Sensitivity to Stimulation. Overwhelmed can also
Misses Environmental Cues have some similarities
Slow Processing (Acts as if •May not appear as
does not hear, misses “sensory needy” as the
gestures and cues, seeker/avoider
sedentary)
•Overwhelmed are vigilant
and will have anxiety to the
OVERWHELMED environment and will resist
Heightened awareness, change
High Sensitivity but
•Under-responders also
lacks active response,
may not respond to
Can become easily overwhelmed.
environmental cues,
( Complains of things “bothering”
however due to lack of
Frequently anxious/upset,
awareness and not
overreacts to small changes
vigilance
in the environment)
UNDER-RESPONDER
Poor Awareness & Low SEEKER
Sensitivity to Stimulation. Heightened Awareness with
Misses Environmental Cues Low Sensitivity to Stimulation
Slow Processing (Acts as if Will Seek Out Input
does not hear, misses (Frequently and Intensively
gestures and cues, Moving, Jumping,
sedentary) Summary Spinning, Touching)
of
OVERWHELMED Processing
ACTIVE AVOIDER
Heightened awareness, Challenges
High Awareness, with
High Sensitivity but
lacks active response,
High Sensitivity and Active
Can become easily overwhelmed. Responses. Will actively avoid
( Complains of things “bothering” (Searching out Escape Areas,
Frequently anxious/upset, Covering ears/eyes,
overreacts to small changes
Aggression to “Protect” self)
in the environment)
The “Sensory Diet” includes….
• PROVIDING SENSORY EXPERIENCES
– A combination of sensory experiences
needed by a person to adaptively interact
with the environment (“make it through the
day”).

• MAKING ENVIRONMENTAL
MODIFICATIONS
– Modification and organization of the
environment in order to decrease stress on a
fragile sensory system.
 Those with sensory processing challenges

• May not be able to filter and focus

• May attempt to adjust in a

maladaptive way
(Ex: Escalation of Mood,
Shutting Down)

• Will require a “sensory diet” enriched

with unique sensations and experiences
 Creating The Sensory D.I.E.T.

D …..Do an Informal Assessment

I …..Individualize
E …..Environmental Supports
T …..The Power Senses
 Do an Informal Assessment
Assess the Environment and the Individual’s
response to a variety of sensory experiences

• Seeker?
• Active Avoider?
• Under-Responder?
• Overwhelmed
Individualize the Sensory Diet

What has worked for one

person may not work at all
for someone else!
UNDER-RESPONDER SEEKER
Increase the use of Provide sensory
visual supports and routines. experiences frequently &
Structure the environment. proactively
Time to respond May need to limit
Careful encouragement to excitatory experiences
try new experiences
Considerations for
the Sensory Diet

OVERWHELMED ACTIVE AVOIDER

Control the environment Modify the environment
Limit stimulation to reduce the need
Limit change but
to escape
prepare for changes
when they need to occur.
Gentle introduction to
new experiences
 Environmental Supports
• Other People
• Organization
• Predictable, Structured,
Consistent Environment
• Task or Curriculum
• Visual Supports
• Escape Environments
 The Power Senses
• Vestibular
– Movement

• Proprioception
– Input through
joints and muscles

• Tactile
– Deep Pressure Touch
To“fill the Proprioceptive
Input Tactile Input
sensory Vestibular
bucket” Input
quickly use Taste,
Smell,
the Power Vision,
Senses Auditory

Three Power Senses

will provide:
• more input
•more quickly
•to make changes
that are more rapid Based on Work of Bonnie Hanshu
www.sensoryprocessing.com
 Proactively Schedule
Sensory Activities
• Use the Power Senses throughout the day in
order to help a person
alert, attend, act, and react

• Activities should be non-contingent on

behavior!

• At times, additional activities or input may be

needed based on the behaviors observed
 The Power Senses

Tactile System

Proprioceptive System

Vestibular System
 The Power Senses

Tactile System
Two Tactile Systems
 Tactile System

• Pertains to the sense of touch

• Alerts to danger
• Gives body boundaries
• Helps provide a basis for body
image
 Protective System

 Activates “Fight, Fright, or Flight”

 Born with this system- “Primal”
 Stimulated by light touch, pain, temperature
 Processed through the emotional, excitatory portion
of the limbic system
 NOT a cognitive response
 Discriminative
Pressure Touch
• Deep touch/pressure, and vibration
• Activates Parasympathetic System
• Calms and organizes
• Allows for more cognitive
response
• Helps us learn and think
 Dysfunction of the Tactile System
• Distractibility
• Hyperactivity
• Over/Under Sensitivity
• Hyper-vigilant
• Inappropriate pain sensation
• Avoids getting hands dirty
• Difficulties with clothing/textures
• Avoids whole hand
• Disorganized when touched
• Intolerant of wearing glasses/hearing aide
• Difficulty with Social Space
 Tactile Defensiveness is when…
- Sensitive to light touch
- Touch causes difficulty organizing
behavior and concentration
- Touch causes negative emotional responses
- Can become aggressive, if feeling threatened or
stressed
 Interventions for Tactile Defensiveness
• Brushing Protocols
– Wilbarger Protocol
– PRR
Brushing over arms, legs, back with a soft
brush , followed by joint compressions
• Caution
– A brushing protocol should
only be implemented after
an assessment and training by a
qualified professional
Program Supports Specific to
Tactile Challenges
 Environmental Supports
• Access to an escape/private area

• Caution with placement.

Student may want to sit where no one
is behind him

• Some feel secure with boundaries that

keep others at a distance…..
• Others need space in
order to make a “quick escape”
The “Front Porch”
Quiet Sensory Area
Other Tactile
Supports
Choose carefully…..
 Other Tactile Supports
• Consider the type of clothing and
the way it fits
– Tight?
– Loose?
Remove
– Fabric? tags from
clothing
• Swimming/Water Play

• Body Sock
 People Supports: What Others Can Do
• Avoid unnecessary touch
and Ask Permission

• Avoid touching face to gain attention

• Move slowly and provide

“Waiting Time”- up to 10
seconds

• When touch is necessary, use Deep

Pressure Touch
 The Power Senses

Proprioceptive System
 Proprioceptive System

Muscles, joints, and tendons

provide a person with a
subconscious awareness of
body position via the feedback
from receptors in the muscles,
tendons and joints
 Proprioceptive System
Motor Planning

Awareness of body in
time and space without
constant visually monitoring
Dysfunction of Proprioceptive System

• Clumsiness, a • Disorganized…..
tendency to fall Materials & Thoughts

• Lacks awareness of • Poor or resistance to

body position/odd handwriting
posture • Eats in a sloppy manner
• Difficulty with small • Resists new motor
objects (buttons/ movement activities
snap)
 What Happens when
Proprioception Occurs?

How Does it Work?

 Activities that Provide
Proprioceptive Input

• Joint compression or extension

• “Heavy work” activities
• The larger the joint, the more
proprioceptive input
 Examples of “Heavy Work”
• Passive Joint Compressions
• Jumping/Trampoline
(floor may be better..)
• Stacking Chairs
• Weight Lifting
• “Bungee Cord” on Chairs
• Chewing Gum
• “Pretzel Hugs”
 Fine Motor Supports
• “Hand-prep” exercise
• Limit Handwriting
Requirements
• Alternatives to
handwriting • Alternatives &
– Keyboarding Accommodations
– Software – Options in Word and
– Set of notes PowerPoint
– Grips
– Velcro on Shoes • Sensory Breaks
between tough fine
motor activities
• Organizational Supports
•Visual Supports
•Color coding
•Timers/Watches
•Written directions
•Written rule reminders
 What Can Others Do

– Stay on schedule
– Pace language
– Use Concrete Language
– Use Wait Time
 The Power Senses

Vestibular System
 Vestibular System
The vestibular system refers to
structures within the inner
ear (the semi-circular canals)

These structures detect movement

and changes in the
position of the head.
• The brain needs
vestibular input in
order to function

• Vestibular input
provides the
Strongest Sensation
• Movement can change an individual’s
attention, arousal and alertness in the
shortest period of time

• The effects from vestibular input can last

longer than any other input.
 Hyper-sensitive
Active Avoider and Overwhelmed
• Fearful reactions to ordinary movement activities
• Apprehensive walking or crawling on uneven or
unstable surfaces
• Seem fearful in open space
• Appear clumsy
• Want their feet on the ground!

• These folks need gentle experiences and support as

they become more comfortable
 Hypo-sensitive
Under-Responders and Seekers
• Seeker: Actively seek and demonstrate a
need for intense movement experiences
(whirling, jumping, spinning, spinning objects,
pacing)
• May includes visual stim
• Be aware: Seeker can become over-excited
– Needs monitoring
– “Cap-off” vigorous vestibular activity with
proprioception (“heavy work” or joint
compression)

• Under-Responder may need gentle

encouragement to engage in movement
activities
 Activities that Provide Vestibular Input
• Seeker/Avoider/Overwhelmed
– Linear, Calm, Slow, Controlled movement to
gain attention

• Under-Responder
– Unpredictable, multi-directional, spinning (if
individual requests), to alert and orient
someone who is under-responsive
– Be very cautious imposing vestibular
movement – can be very frightening
 Selected Strategies
• Swinging
• Rocking Chair
• Sit & Spin/Dizzy Disc

• Therapy Balls as Chairs

• Moveable Cushions
or Deflated Beach Balls
as Chair Cushions
 Selected Strategies
• Delivering Messages or Packages (or any
job that requires walking, moving,
bending, etc.)
• Running Track or possible a Treadmill
• Movement breaks placed proactively in
the day
– Non contingent on behavior or work
completion!
 Remember……
• Do NOT withhold recess/gym based on
the child’s behavior or
inability to complete work

• Movement and activity

may be the input the
child needs in order to
maintain behavior, concentrate
and learn!
Alecia Video Example
“Monday”
 Creating The Sensory D.I.E.T.

D …..Do an Informal Assessment

I …..Individualize
E …..Environmental Supports
T …..The Power Senses
 Post-Assessment
• More alert?
• More “tuned in”?
• Able to respond more quickly?
• Able to focus on task?
• Able to attend for longer periods?
• Less “explosive” or unpredictable?
• Calmer?
• More interactive?
• Less stressed?