Introduction
Sensory differences are one of the most common and well-recognised features of autism in preschool children. In fact, unusual responses to sensory input were added to the diagnostic criteria for Autism Spectrum Disorder in the DSM-5 in 2013.
Many autistic preschool children experience the world differently through their senses, which can affect their behaviour, communication, emotional regulation and participation in everyday activities.
Some autistic children may actively seek sensory experiences, while others may avoid them. Many children do both, depending on the type of sensory input and how they are feeling at the time.
Understanding your child’s sensory profile can help you support their wellbeing, reduce distress and create opportunities for learning, play and participation.
This article explores the different sensory systems, examples of sensory seeking and sensory avoidant behaviours, and how parents can develop a safe and supportive sensory diet at home.
What Are Sensory Differences?
Our brains constantly receive information from our sensory systems and use it to help us understand and respond to the world around us.
Most people are familiar with the five traditional senses:
- Sight (visual)
- Hearing (auditory)
- Touch (tactile)
- Taste (gustatory)
- Smell (olfactory)
However, there are several additional sensory systems that are equally important:
- Proprioception (body awareness)
- Vestibular (movement and balance)
- Interoception (internal body signals)
Many autistic children process information from these sensory systems differently.
They may be:
Sensory Seeking:
The child actively looks for additional sensory input because it feels enjoyable, regulating or alerting.
Sensory Avoidant:
The child attempts to reduce or escape sensory input because it feels overwhelming, distressing or uncomfortable.
Importantly, these behaviours are not “challenging behaviour”, “attention seeking” or poor parenting. They are often attempts by the child to regulate their nervous system.
Sensory Processing in the DSM-5:
The DSM-5 includes sensory differences under the diagnostic criteria for autism as part of:
“Hyper- or hyporeactivity to sensory input or unusual interest in sensory aspects of the environment.”
Examples provided include:
- Apparent indifference to pain or temperature
- Adverse responses to specific sounds or textures
- Excessive smelling or touching of objects
- Visual fascination with lights or movement
This recognition reflects the significant impact sensory experiences can have on autistic individuals.
Visual (Sight) Sensory Differences
The visual system helps us process light, colour, movement and our surrounding environment.
Sensory Seeking Behaviours:
An autistic child may:
- Watch spinning objects repeatedly
- Enjoy flashing lights
- Closely inspect toys
- Look at objects from unusual angles
- Enjoy watching moving patterns
- Seek bright colours
- Peer through fingers or objects
Many parents report their child becoming fascinated by washing machines, ceiling fans, running water or rotating toys.
Sensory Avoidant Behaviours:
A child may:
- Become distressed by bright lights
- Avoid busy environments
- Cover their eyes
- Become overwhelmed in supermarkets
- Avoid eye contact
- Struggle with visually cluttered classrooms or playrooms
Helpful Strategies:
- Use natural lighting where possible
- Reduce visual clutter
- Provide quiet visual spaces
- Use sunglasses or caps outdoors if helpful
Auditory (Hearing) Sensory Differences
Hearing sensitivities are highly common in autistic children.
Sensory Seeking Behaviours:
A child may:
- Enjoy loud music
- Seek out noisy toys
- Repeatedly make sounds
- Hum, sing or vocalise frequently
- Bang objects together
- Enjoy listening to specific sounds repeatedly
Sensory Avoidant Behaviours
A child may:
- Cover their ears
- Become distressed by vacuum cleaners
- Fear hand dryers
- Struggle with crowds
- Find nursery environments overwhelming
- Become upset by sudden sounds
For some children, noises that others barely notice can feel physically painful.
Helpful Strategies:
- Provide access to ear defenders
- Warn children before loud sounds
- Create quiet spaces for recovery
- Reduce background noise where possible
Tactile (Touch) Sensory Differences
Touch processing affects how children experience clothing, textures and physical contact.
Sensory Seeking Behaviours:
A child may:
- Enjoy messy play
- Seek cuddles and pressure
- Touch everything around them
- Rub objects against their skin
- Enjoy sand, water or playdough
- Walk barefoot frequently
Sensory Avoidant Behaviours:
A child may:
- Refuse certain clothing
- Be upset by labels or seams
- Avoid messy activities
- Dislike hair brushing
- Resist nail cutting
- Avoid physical affection
Helpful Strategies:
- Respect clothing preferences
- Remove labels where possible
- Introduce new textures gradually
- Allow children to explore textures at their own pace
Taste (Gustatory) Sensory Differences
Many autistic preschool children have strong preferences regarding food.
Sensory Seeking Behaviours:
A child may:
- Prefer strongly flavoured foods
- Seek spicy or sour flavours
- Chew non-food items
- Lick objects
- Put toys in their mouth
Sensory Avoidant Behaviours:
A child may:
- Eat only a limited range of foods
- Reject foods based on texture
- Notice tiny changes in food preparation
- Avoid mixed textures
- Gag easily
Food selectivity is often related to sensory processing rather than behavioural difficulties.
Smell (Olfactory) Sensory Differences
The sense of smell can be highly developed in some autistic children.
Sensory Seeking Behaviours:
A child may:
- Smell toys or objects
- Smell people
- Seek strong odours
- Enjoy scented products
Sensory Avoidant Behaviours:
A child may:
- Become distressed by perfumes
- Avoid public toilets
- React strongly to food smells
- Notice scents others cannot detect
Helpful Strategies:
- Identify scents that cause discomfort
- Avoid overwhelming fragrances at home
- Use preferred scents to support calming routines
Proprioception: The Body Awareness Sense
Proprioception tells us where our body is in space. It helps us judge force, movement and body position.
Many occupational therapists describe proprioceptive input as one of the most regulating forms of sensory input.
Sensory Seeking Behaviours:
A child may:
- Enjoy crashing into cushions
- Jump off furniture
- Seek tight hugs
- Push heavy objects
- Carry large items
- Climb frequently
- Stamp their feet
Sensory Avoidant Behaviours:
A child may:
- Avoid climbing equipment
- Seem cautious during physical play
- Tire easily
- Avoid activities that challenge body awareness
Helpful Proprioceptive Activities:
- Carrying shopping bags
- Pushing laundry baskets
- Wheelbarrow walks
- Crawling through tunnels
- Tug-of-war games
- Building dens
Proprioceptive activities are often described as providing “heavy work” and can help many children feel calmer and more organised.
Vestibular: The Movement and Balance Sense
The vestibular system is located in the inner ear and helps us understand movement, balance and spatial orientation.
Sensory Seeking Behaviours:
A child may:
- Spin repeatedly
- Swing for long periods
- Jump constantly
- Run frequently
- Climb excessively
- Enjoy being upside down
Many vestibular seekers appear unable to sit still for extended periods.
Sensory Avoidant Behaviours:
A child may:
- Fear swings
- Avoid slides
- Become distressed when lifted
- Dislike escalators
- Struggle with balance activities
- Experience motion sickness
Helpful Vestibular Activities:
- Playground swings
- Trampolines
- Dancing
- Obstacle courses
- Balance bikes
- Gym balls
Because vestibular input can be very powerful, activities should be introduced gradually and monitored carefully.
Interoception: Understanding Internal Body Signals
Interoception is often called the “eighth sense.”
It helps us identify internal body signals such as:
- Hunger
- Thirst
- Needing the toilet
- Feeling hot
- Feeling cold
- Tiredness
- Pain
- Anxiety
- Excitement
Research suggests many autistic individuals experience differences in interoceptive awareness.
Signs of Interoceptive Differences:
A child may:
- Not recognise hunger until very hungry
- Forget to drink
- Have delayed toilet awareness
- Be unaware of pain or illness
- Struggle to identify emotions
- Find it difficult to describe how they are feeling
Alternatively, some children may be highly sensitive to internal sensations and become distressed by normal bodily sensations such as stomach feelings or changes in heart rate.
Supporting Interoception:
Parents can help by:
- Creating regular eating and drinking routines
- Using visual toileting schedules
- Discussing body signals explicitly
- Using emotion scales and body maps
- Teaching links between physical sensations and emotions
For example:
“Your tummy feels tight. Sometimes that happens when people feel worried.”
What Is a Sensory Diet?
A sensory diet is not a food diet.
The term refers to a planned programme of sensory activities designed to help a child remain regulated throughout the day.
The goal is not to eliminate sensory differences. Instead, it is to provide sensory input that supports the child’s nervous system.
Sensory diets are often developed alongside occupational therapists but can also include parent-led activities.
Creating a Home Sensory Diet
A good sensory diet starts with observation.
Ask yourself:
- What sensory experiences does my child actively seek?
- Which sensory experiences does my child avoid?
- When does my child appear most regulated?
- What situations usually lead to distress?
The answers help identify activities that may support regulation.
Example Sensory Diet for a Preschool Child:
Morning:
- Trampoline jumping
- Carrying breakfast items to the table
- Swinging in the garden
Midday:
- Obstacle course
- Playdough activity
- Outdoor climbing
Afternoon:
- Heavy work activities
- Pushing a toy wheelbarrow
- Water play
Evening:
- Warm bath
- Massage during story time
- Weighted blanket if tolerated
- Calming sensory activities
Not every child needs the same activities. A sensory diet should always be individualised.
Final Thoughts
Sensory differences are a fundamental part of many autistic children’s experience of the world. Understanding these differences can help parents view behaviours through a new lens—not as difficult behaviour, but as communication about sensory needs.
By recognising whether a child is sensory seeking or sensory avoidant across different sensory systems, parents can create environments that support regulation, participation and wellbeing. A thoughtful sensory diet, developed around a child’s individual preferences and needs, can help reduce overwhelm, increase comfort and promote engagement in everyday life.
Most importantly, sensory support is not about changing who a child is. It is about understanding how they experience the world and helping them feel safe, comfortable and able to thrive.
References
American Psychiatric Association (2022) Diagnostic and Statistical Manual of Mental Disorders (DSM-5-TR). 5th edn. Washington, DC: APA.
Ayres, A.J. (2005) Sensory Integration and the Child. 25th Anniversary Edition. Los Angeles: Western Psychological Services.
Baranek, G.T., David, F.J., Poe, M.D., Stone, W.L. and Watson, L.R. (2006) ‘Sensory Experiences Questionnaire: Discriminating sensory features in young children with autism, developmental delays and typical development’, Journal of Child Psychology and Psychiatry, 47(6), pp. 591–601.
Dunn, W. (2007) Supporting Children to Participate Successfully in Everyday Life by Using Sensory Processing Knowledge. London: Jessica Kingsley Publishers.
Hume, K., Steinbrenner, J.R., Odom, S.L., Morin, K.L., Nowell, S.W., Tomaszewski, B., Szendrey, S., McIntyre, N.S., Yucesoy-Ozkan, S. and Savage, M.N. (2021) ‘Evidence-based practices for children, youth and young adults with autism: Third generation review’, Journal of Autism and Developmental Disorders, 51(11), pp. 4013–4032.
Mahler, K. (2019) The Interoception Curriculum: A Step-by-Step Guide to Developing Mindful Self-Regulation. Shawnee Mission, KS: AAPC Publishing.
Schaaf, R.C. and Lane, A.E. (2015) ‘Toward a best-practice protocol for assessment of sensory features in ASD’, Journal of Autism and Developmental Disorders, 45(5), pp. 1380–1395.
Tomchek, S.D. and Dunn, W. (2007) ‘Sensory processing in children with and without autism: A comparative study using the Short Sensory Profile’, American Journal of Occupational Therapy, 61(2), pp. 190–200.
