What is Sensory Integration?
Sensory integration refers to a person's ability to make sense of their world through the seven senses of sight, smell, taste, touch, hearing, body positioning and balance. For most people, the brain is able to process incoming information sent from each of these sensory systems without any problems. However, for a person with autism these senses do not function in the same way, Problems in sensory integration are reflected in the child's development, learning and feelings about themselves and others. Autism affects each of these sensory systems differently, in some cases resulting in hypersensitivity (avoidance) or hyposensitivity (seeking out) of these senses. How a child experiences his/her senses provides the basis for their reality and how they view the world. Therefore, recognizing that these senses may not function the same as your own is the first step to learning to view the world through the eyes of a child with autism, |
Sensory Overload
"And I heard the buzzer and I started to have panic, like, “Ahh!,” like the panic that my brain is going in, like “what should I do, what should I do? Ahh!” It’s kind of like bouncing off the walls in, um, my head, like “what should I do?”" -(Baranek 2015) Sensory overload occurs when a child is becomes overstimulated and can no longer regulate his/her senses. This often results in meltdowns and can be a very scary experience for the child because they are not able to control their own body. |
"My senses are different than yours"
Sight is the formation of images in the eye through the use of rods and cones. Rods identify varying degrees of light, while cones identify colours.
Some individuals with autism are hypersensitive to light and colour due to irregular rods and cones in the eye. This sensitivity may cause anxiety and sensory overload. Light may appear very intense, and the colour red has been proven to appear nearly fluorescent, vibrating with intensity. Taste is generated from taste buds located on the tongue. These provide tastes such as sweet, bitter, sour, salty, and spicy.
Individuals with autism may have very bland tastes, or may experience tastes as very intense. This may explain picky eating habits. |
Hearing is measured by vibrations in the inner ear. People with autism may be hypersensitive to certain noises that might not bother others. They may find some noises unbearable such as:
Smell is registered by chemical receptors in the nasal cavity.
Individuals with autism may be hypersensitive to smells such as:
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Touch is measured by nerves under the skin's surface that communicate to the brain feelings of pressure (light/hard), textures (soft/sharp), temperature (hot/cold) and pain (minor/severe).
People with autism may find touch unbearable and avoid it such as:
Or require touch stimulation and seek it such as:
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Body awareness refers to information about where a body part is and how it is moving. It is generated by sensory neurons in the muscles, joints and tendons.
Common signs of proprioceptive dysfunction and autism are:
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Balance is controlled by structures within the inner ear that detect movement and changing positions of the head. This systems gives us information on the speed and direction of movement and body position in our surroundings.
Individuals with autism may be hypersensitive and avoid movements such as: swinging spinning sliding incline/decline Or be hyposensitive and seek out movements including: excessive jumping body spinning constant running/skipping |
The following adaptations are suggestions for teachers teaching children with autism in the classroom. Each adaptation/strategy has been supported by peer-reviewed articles and research.
Alternative Lighting Table lamps, light coverings and wallpaper.
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To assist students who are sensitive to light and colour:
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Reduce Classroom ClutterEliminate busy classroom decorations by covering wall displays to reduce distractions.
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A classroom full of colourful wall displays. exposed books and supplies may be overstimulating for the child. Reducing distractions will increase attention. Consider the following:
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Therapy ball chairs For the child who constantly needs to move.
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Therapy ball chairs can be used in the classroom to replace regular chairs for children with ASD. These allow the child to bounce, rock, wiggle, and readjust their body while seated. For children with hypo-sensitive vestibular systems, the need for constant stimulation is essential to their learning. These chairs allow the child to stay stimulated and move according to their needs.
Therapy balls have been proven to have the following effects:
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Weighted Vest and Deep PressureSatisfying cravings for touch and pressure in the classroom.
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For individuals with tactile hyposensitivity (craving touch and pressure) use weighted vests, blankets, and deep pressure to satisfy this sensory need.
Weighted vests and deep pressure have been proven to:
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FidgetsHelp students focus by giving them something to hold.
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For some individuals manipulating an object will help them concentrate by satisfying a tactile sensory need. Fidget toys help with concentration, focus and active listening by manipulating an object in the hand. Fidgets encourage self-regulation as ways of calming down and satisfying sensory needs, Fidget toys include:
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Headphones, Earmuffs and EarplugsAdaptations for children with auditory sensitivity.
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For individuals who have auditory hypersensitivity use noise-cancelling headphones, earmuffs or earplugs to reduce the intensity of the sound. These are designed to reduce background noise and increase focus on a task.
Other considerations for the classroom:
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Escape Room or Relaxation CornerEncourage self-regulation with a quiet space in the classroom where students can calm down.
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In certain situations and environments individuals can become overwhelmed and overstimulated. This is caused by an inability to manage and regulate multiple sensory needs. Sensory overload can be a very scary experience for students and create a great deal of anxiety.
Designate an area in the classroom as an escape room or relaxation corner. This is a place where students can go if they feel like they are becoming overstimulated. This should be a quiet space, separate from the main activity of the classroom. It is best to utilize these spaces after a particularly stimulating activity such as gym, recess, art or music class. Teach students to request these spaces before they reach overstimulation as a way of teaching them to self-regulate and be aware of their needs. Note: escape rooms and relaxation corners are helpful for many students in the classroom, not only those with ASD. |
Additional Resources:
To purchase sensory adaptation equipment:
http://www.especialneeds.com
https://www.autismspeaks.org/family-services/resource-library/sensory-tools-products
http://www.autism-products.com/default.asp
For more information about sensory processing disorder:
http://www.spdfoundation.net
http://sensorysmarts.com/index.html
For a simulation of sensory overload:
http://www.autism.org.uk/sensory
https://www.autismspeaks.org/family-services/resource-library/sensory-tools-products
http://www.autism-products.com/default.asp
For more information about sensory processing disorder:
http://www.spdfoundation.net
http://sensorysmarts.com/index.html
For a simulation of sensory overload:
http://www.autism.org.uk/sensory
Works Cited
Baranek, G.T. (2015). Sensory experiences of children with autism in their own words. Autism. 19(3), 316-326. doi:10.1177/1362361314520756
Biel, L., Peske, N., Grandin, T. (2009). Raising a Sensory Smart Child: The Definitive Handbook for Helping Your Child with Sensory Processing Issues. New York: Penguin Books.
Delmolino, L., Harris, S.L. (2011). Matching Children on the Autism Spectrum to Classrooms: A Guide for Parents and Professionals. Journal of Autism and Developmental Disorders, 42(6), 1197-1204. doi: DOI 10.1007/s10803-011-1298-6
Dunn, W., Saiter, J., Rinner, L. (2002). Asperger Syndrome and Sensory Processing: A Conceptual Model and Guidance for Intervention Planning. Focus on Autism and other Developmental Disabilities, 17 (3), 172-185. doi: 10.1177/10883576020170030701
Kluth,P., (2010). You’re Going to Love This Kid!: Teaching Students with Autism in the Inclusive Classroom. (2nd ed.). Baltimore, MD: Brookes Publishing.
Edelson, S.A., Goldberg M., Edelson, C., Kerr, R., Grandin, T. (199). Behavioural and Physiological Effects of Deep Pressure on Children With Autism: A Pilot Study Evaluating the Efficacy of Grandin’s Hug Machine. American Journal of Occupational Therapy, 53(2), 145-152. http://web.b.ebscohost.com.proxy.lib.sfu.ca/ehost/pdfviewer/pdfviewer?sid=9b058dd2-3433-44a9-b44c-eee610211abd%40sessionmgr111&vid=1&hid=106
Edmunds, A.L., Edmunds, G.A. (2014). Special Education in Canada (2nd ed.). Ontario: Oxford University Press.
Emmons, P.G., Anderson, L.M. (2005). Understanding Sensory Dysfunction: Learning, Development and Sensory Dysfunction in Autism Spectrum Disorders, ADHD, Learning Disabilities and Bipolar Disorder. London: Jessica Kingsley Publishers.
Fertel-Daly, D., Bedell, G., & Hinojosa, J. (2001). Effects of a weighted vest on attention to task and self-stimulatory behaviors in preschoolers with pervasive developmental disorders. American Journal of Occupational Therapy, 55(6), 629-640. http://web.a.ebscohost.com.proxy.lib.sfu.ca/ehost/pdfviewer/pdfviewer?sid=6ad57403-ea23-4a7e-a434-aec82ea43b1d%40sessionmgr4001&vid=1&hid=4204
Kinnaer, M., Baumera, S., Heylighen, A. (2014). How do People with Autism (Like to) Live? Inclusive Designing (175-185). Switzerland: Springer International Publishing.
Kinnaer, M., Baumers, S., & Heylighen, A. (2015). Autism-friendly architecture from the outside in and the inside out: an explorative study based on the autobiographies of autistic people. Journal of Housing and the Built Environment. doi:10.1007/s10901-015-9451-8
Kluth,P., (2010). You’re Going to Love This Kid!: Teaching Students with Autism in the Inclusive Classroom. (2nd ed.). Baltimore, MD: Brookes Publishing.
Moyes, M.A. (2002). Antecedent Strategies. Addressing the Challenging Behavior of Children with High Functioning Autism/Asperger Syndrome in the Classroom: A Guide for Teachers and Parents (55-91). New York, NY: Jessica Kingsley Publishers.
Paron-Wildes, A.J., (2005). Sensory Stimulation and Autistic Children. InformeDesign. 6(4), 1-5. http://www.informedesign.org/_news/apr_v06r-pr.pdf
Reichow, B., Doehring, P., Cicchetti., D.V., Volkmar, F.R. (2011). Interventions that Address Sensory Dysfunction. Evidence-Based Practices and Treatments for Children with Autism. (245-273). New York: NY: Springer.
Schaaf, R.C., Benevides, T., Mailloux, Z., et al. (2014). An Intervention for Sensory Difficulties in Children with Autism: A Randomized Trial. Journal of Autism and Developmental Disorders, 44 (7), 1493-1506. doi: 10.1007/s10803-013-1983-8
Schilling, D.L., Schwartz, I.S. (2004). Alternative Seating for Young Children with Autism Spectrum Disorder: Effects on Classroom Behaviour. Journal of Autism and Developmental Disorders, 34(4), 423-432. http://download.springer.com.proxy.lib.sfu.ca/static/pdf/362/art%253A10.1023%252FB%253AJADD.0000037418.48587.f4.pdf?originUrl=http%3A%2F%2Flink.springer.com%2Farticle%2F10.1023%2FB%3AJADD.0000037418.48587.f4&token2=exp=1437285221~acl=%2Fstatic%2Fpdf%2F362%2Fart%25253A10.1023%25252FB%25253AJADD.0000037418.48587.f4.pdf%3ForiginUrl%3Dhttp%253A%252F%252Flink.springer.com%252Farticle%252F10.1023%252FB%253AJADD.0000037418.48587.f4*~hmac=7e8b0c9b0152c83ace4166284a4e396b09d600b615211101d23fd9ccdba2d474
Biel, L., Peske, N., Grandin, T. (2009). Raising a Sensory Smart Child: The Definitive Handbook for Helping Your Child with Sensory Processing Issues. New York: Penguin Books.
Delmolino, L., Harris, S.L. (2011). Matching Children on the Autism Spectrum to Classrooms: A Guide for Parents and Professionals. Journal of Autism and Developmental Disorders, 42(6), 1197-1204. doi: DOI 10.1007/s10803-011-1298-6
Dunn, W., Saiter, J., Rinner, L. (2002). Asperger Syndrome and Sensory Processing: A Conceptual Model and Guidance for Intervention Planning. Focus on Autism and other Developmental Disabilities, 17 (3), 172-185. doi: 10.1177/10883576020170030701
Kluth,P., (2010). You’re Going to Love This Kid!: Teaching Students with Autism in the Inclusive Classroom. (2nd ed.). Baltimore, MD: Brookes Publishing.
Edelson, S.A., Goldberg M., Edelson, C., Kerr, R., Grandin, T. (199). Behavioural and Physiological Effects of Deep Pressure on Children With Autism: A Pilot Study Evaluating the Efficacy of Grandin’s Hug Machine. American Journal of Occupational Therapy, 53(2), 145-152. http://web.b.ebscohost.com.proxy.lib.sfu.ca/ehost/pdfviewer/pdfviewer?sid=9b058dd2-3433-44a9-b44c-eee610211abd%40sessionmgr111&vid=1&hid=106
Edmunds, A.L., Edmunds, G.A. (2014). Special Education in Canada (2nd ed.). Ontario: Oxford University Press.
Emmons, P.G., Anderson, L.M. (2005). Understanding Sensory Dysfunction: Learning, Development and Sensory Dysfunction in Autism Spectrum Disorders, ADHD, Learning Disabilities and Bipolar Disorder. London: Jessica Kingsley Publishers.
Fertel-Daly, D., Bedell, G., & Hinojosa, J. (2001). Effects of a weighted vest on attention to task and self-stimulatory behaviors in preschoolers with pervasive developmental disorders. American Journal of Occupational Therapy, 55(6), 629-640. http://web.a.ebscohost.com.proxy.lib.sfu.ca/ehost/pdfviewer/pdfviewer?sid=6ad57403-ea23-4a7e-a434-aec82ea43b1d%40sessionmgr4001&vid=1&hid=4204
Kinnaer, M., Baumera, S., Heylighen, A. (2014). How do People with Autism (Like to) Live? Inclusive Designing (175-185). Switzerland: Springer International Publishing.
Kinnaer, M., Baumers, S., & Heylighen, A. (2015). Autism-friendly architecture from the outside in and the inside out: an explorative study based on the autobiographies of autistic people. Journal of Housing and the Built Environment. doi:10.1007/s10901-015-9451-8
Kluth,P., (2010). You’re Going to Love This Kid!: Teaching Students with Autism in the Inclusive Classroom. (2nd ed.). Baltimore, MD: Brookes Publishing.
Moyes, M.A. (2002). Antecedent Strategies. Addressing the Challenging Behavior of Children with High Functioning Autism/Asperger Syndrome in the Classroom: A Guide for Teachers and Parents (55-91). New York, NY: Jessica Kingsley Publishers.
Paron-Wildes, A.J., (2005). Sensory Stimulation and Autistic Children. InformeDesign. 6(4), 1-5. http://www.informedesign.org/_news/apr_v06r-pr.pdf
Reichow, B., Doehring, P., Cicchetti., D.V., Volkmar, F.R. (2011). Interventions that Address Sensory Dysfunction. Evidence-Based Practices and Treatments for Children with Autism. (245-273). New York: NY: Springer.
Schaaf, R.C., Benevides, T., Mailloux, Z., et al. (2014). An Intervention for Sensory Difficulties in Children with Autism: A Randomized Trial. Journal of Autism and Developmental Disorders, 44 (7), 1493-1506. doi: 10.1007/s10803-013-1983-8
Schilling, D.L., Schwartz, I.S. (2004). Alternative Seating for Young Children with Autism Spectrum Disorder: Effects on Classroom Behaviour. Journal of Autism and Developmental Disorders, 34(4), 423-432. http://download.springer.com.proxy.lib.sfu.ca/static/pdf/362/art%253A10.1023%252FB%253AJADD.0000037418.48587.f4.pdf?originUrl=http%3A%2F%2Flink.springer.com%2Farticle%2F10.1023%2FB%3AJADD.0000037418.48587.f4&token2=exp=1437285221~acl=%2Fstatic%2Fpdf%2F362%2Fart%25253A10.1023%25252FB%25253AJADD.0000037418.48587.f4.pdf%3ForiginUrl%3Dhttp%253A%252F%252Flink.springer.com%252Farticle%252F10.1023%252FB%253AJADD.0000037418.48587.f4*~hmac=7e8b0c9b0152c83ace4166284a4e396b09d600b615211101d23fd9ccdba2d474
Images (top to bottom, left to right)
http://www.7senses.org.au/what-are-the-7-senses/
http://everydaylife.globalpost.com/DM-Resize/photos.demandstudios.com/getty/article/151/142/76549177_XS.jpg?w=390&h=390&keep_ratio=1&webp=1
Dunn, W., Saiter, J., Rinner, L. (2002). Asperger Syndrome and Sensory Processing: A Conceptual Model and Guidance for Intervention Planning. Focus on Autism and other Developmental Disabilities, 17 (3), 172-185. doi: 10.1177/10883576020170030701
http://www.ikea.com/ca/en/catalog/categories/departments/workspaces/10732/
http://2.bp.blogspot.com/-qGgAu-MJBMY/T6JVEBzE5oI/AAAAAAAAEkM/kv42CURKZds/s320/IMG_2326_Medium.jpg
http://www.flaghouse.ca/itemdy00.asp?T1=6706
http://www.autisticvest.com
http://www.walmart.com/ip/Sassy-Sensory-Ball-Set/17284180
http://www.autism-products.com/Califone_Hearing_Safe_Hearing_Protector_p/1301880.htm
http://blog.autism-mom.com/2014/04/found-on-pinterest-friday-tools-and-strategies-showcase/
http://everydaylife.globalpost.com/DM-Resize/photos.demandstudios.com/getty/article/151/142/76549177_XS.jpg?w=390&h=390&keep_ratio=1&webp=1
Dunn, W., Saiter, J., Rinner, L. (2002). Asperger Syndrome and Sensory Processing: A Conceptual Model and Guidance for Intervention Planning. Focus on Autism and other Developmental Disabilities, 17 (3), 172-185. doi: 10.1177/10883576020170030701
http://www.ikea.com/ca/en/catalog/categories/departments/workspaces/10732/
http://2.bp.blogspot.com/-qGgAu-MJBMY/T6JVEBzE5oI/AAAAAAAAEkM/kv42CURKZds/s320/IMG_2326_Medium.jpg
http://www.flaghouse.ca/itemdy00.asp?T1=6706
http://www.autisticvest.com
http://www.walmart.com/ip/Sassy-Sensory-Ball-Set/17284180
http://www.autism-products.com/Califone_Hearing_Safe_Hearing_Protector_p/1301880.htm
http://blog.autism-mom.com/2014/04/found-on-pinterest-friday-tools-and-strategies-showcase/