Introduction
Sensory differences are one of the most common aspects of autism and can have a significant impact on a child’s daily life, learning, behaviour and emotional wellbeing. While sensory needs are often recognised in the preschool years, they do not disappear as children grow older. In fact, as school demands increase and children become more aware of social expectations, sensory differences can become more noticeable and, in some cases, more challenging to manage.
The Diagnostic and Statistical Manual of Mental Disorders (DSM-5-TR) recognises sensory differences as part of the diagnostic criteria for Autism Spectrum Disorder (American Psychiatric Association, 2022). These differences may include being unusually sensitive to certain sensory experiences, actively seeking sensory input or displaying an unusual interest in particular sensory stimuli.
Understanding your child’s sensory profile can help explain behaviours that might otherwise appear confusing. What may look like inattention, fidgeting, avoidance or challenging behaviour is often a child’s attempt to regulate their nervous system.
This article explores sensory differences across all sensory systems, including the often-overlooked proprioceptive, vestibular and interoceptive systems, and provides practical advice on developing a sensory diet at home and school.
This guide explains the early signs of autism in 2-year-olds, what is typical at this age, and when it may be helpful to seek further advice.
Understanding Sensory Processing
Our brains constantly receive sensory information from the environment and our bodies. Sensory processing refers to how the brain organises, interprets and responds to this information.
Most people think about five senses:
- Sight (visual)
- Hearing (auditory)
- Touch (tactile)
- Taste (gustatory)
- Smell (olfactory)
However, three additional sensory systems are equally important:
- Proprioception (body awareness)
- Vestibular (movement and balance)
- Interoception (awareness of internal body sensations)
Autistic children may experience differences in one, several or all of these senses.
Visual (Sight) Sensory Differences
The visual system processes light, colour, movement and visual detail.
Sensory Seeking Behaviours:
A school-aged autistic child may:
- Stare at spinning objects
- Watch videos repeatedly
- Seek out bright lights
- Enjoy visual patterns
- Watch moving water for long periods
- Focus intensely on small details
- Enjoy computer screens and visual games
Sensory Avoidant Behaviours:
A child may:
- Become overwhelmed in supermarkets
- Find classrooms visually distracting
- Dislike fluorescent lighting
- Avoid eye contact
- Become distressed by visual clutter
- Struggle in busy playgrounds
Support Strategies:
- Reduce visual clutter at home and school
- Use clear workspaces
- Allow sunglasses or caps outdoors if helpful
- Present information in visually organised formats
Auditory (Hearing) Sensory Differences
Many autistic children experience differences in how they process sounds.
Sensory Seeking Behaviours:
A child may:
- Enjoy loud music
- Repeat sounds or phrases
- Make humming noises
- Seek noisy toys or activities
- Tap objects to hear sounds
- Repeat favourite songs endlessly
Sensory Avoidant Behaviours:
A child may:
- Cover their ears
- Become distressed by school bells
- Fear hand dryers
- Struggle in busy classrooms
- Find lunch halls overwhelming
- React strongly to sudden noises
Research suggests that hyperacusis (heightened sensitivity to sound) is more common in autistic children than in the general population.
Support Strategies:
- Ear defenders or noise-cancelling headphones
- Quiet spaces during breaks
- Advanced warning of loud events
- Reducing background noise where possible
Tactile (Touch) Sensory Differences
The tactile system helps us process physical touch and textures.
Sensory Seeking Behaviours:
A child may:
- Constantly touch objects
- Fidget with clothing
- Seek hugs or pressure
- Enjoy messy activities
- Play with slime, putty or sensory toys
- Like rough-and-tumble play
Sensory Avoidant Behaviours:
A child may:
- Refuse certain clothing
- Dislike seams, labels or socks
- Avoid craft activities
- Dislike haircuts or nail cutting
- Avoid physical contact
- Become distressed by unexpected touch
Support Strategies:
- Respect clothing preferences
- Provide sensory tools and fidgets
- Avoid forcing uncomfortable textures
- Allow choice and control where possible
Taste (Gustatory) Sensory Differences
Food preferences are often linked to sensory processing.
Sensory Seeking Behaviours:
A child may:
- Prefer strong flavours
- Seek spicy foods
- Chew non-food objects
- Crave crunchy foods
- Constantly chew pencils or clothing
Sensory Avoidant Behaviours:
A child may:
- Eat a very limited range of foods
- Reject foods based on texture
- Notice small changes in brand or preparation
- Avoid mixed foods
- Become anxious about trying new foods
Support Strategies:
- Avoid pressure around eating
- Introduce new foods gradually
- Focus on building positive experiences
- Work with feeding specialists if required
Smell (Olfactory) Sensory Differences
Smell can significantly affect a child’s comfort and wellbeing.
Sensory Seeking Behaviours:
A child may:
- Smell objects repeatedly
- Seek scented items
- Enjoy strong smells
- Smell food before eating
Sensory Avoidant Behaviours:
A child may:
- Refuse certain environments due to smells
- Become distressed by perfumes
- React strongly to food odours
- Avoid public toilets
Support Strategies:
- Identify and minimise distressing smells
- Avoid heavily scented products
- Allow access to preferred scents
Proprioception: The Body Awareness Sense
Proprioception provides information about where our body is in space and how much force we are using.
Occupational therapists often describe proprioceptive input as highly regulating because it can help children feel calm, organised and focused.
Sensory Seeking Behaviours:
A child may:
- Jump from furniture
- Crash into cushions
- Seek tight hugs
- Climb excessively
- Chew objects
- Push or pull heavy items
- Use too much force when writing
These children are often described as “constantly on the go.”
Sensory Avoidant Behaviours:
A child may:
- Avoid climbing frames
- Appear physically cautious
- Tire easily during physical activities
- Avoid sports requiring coordination
Proprioceptive Activities (“Heavy Work”):
Suitable activities might include:
- Carrying shopping bags
- Pushing a vacuum cleaner
- Gardening
- Wheelbarrow walks
- Climbing activities
- Resistance exercises
- Tug-of-war
Many schools now build heavy work activities into support plans because they can improve regulation and concentration.
Vestibular: The Movement and Balance Sense
The vestibular system helps us understand movement, balance and spatial orientation.
Sensory Seeking Behaviours:
A child may:
- Swing for long periods
- Spin repeatedly
- Jump constantly
- Run everywhere
- Climb high structures
- Enjoy fast rides and rollercoasters
Sensory Avoidant Behaviours:
A child may:
- Fear swings
- Avoid bicycles
- Dislike escalators
- Become carsick easily
- Avoid PE activities
- Struggle with balance tasks
Vestibular Activities:
Appropriate activities may include:
- Trampolining
- Swinging
- Dancing
- Gymnastics
- Obstacle courses
- Balance boards
Because vestibular input is powerful, activities should be monitored carefully as too much input can sometimes increase dysregulation rather than reduce it.
Interoception: Understanding Internal Body Signals
Interoception refers to our ability to notice and interpret internal body sensations.
This includes recognising:
- Hunger
- Thirst
- Pain
- Temperature
- Tiredness
- Needing the toilet
- Anxiety
- Excitement
- Illness
Research increasingly suggests that many autistic individuals experience differences in interoception, which can affect both physical and emotional self-awareness.
Signs of Interoceptive Difficulties:
A child may:
- Not notice hunger until extremely hungry
- Forget to drink during the day
- Have delayed recognition of needing the toilet
- Struggle to recognise illness
- Be unaware of injuries
- Find it difficult to identify emotions
- Experience emotional outbursts without recognising early warning signs
Alternatively, some children may be highly sensitive to internal sensations and become distressed by normal physical changes such as an increased heart rate.
Supporting Interoception:
Parents can help children develop interoceptive awareness by:
- Regularly checking hunger and thirst
- Building structured toileting routines
- Discussing body sensations
- Using body maps
- Linking emotions to physical feelings
For example:
“You look like you’re clenching your fists. Sometimes people do that when they feel worried or frustrated.”
What Is a Sensory Diet?
A sensory diet is a planned programme of sensory activities designed to help a child maintain an optimal level of regulation throughout the day.
The aim is not to eliminate sensory seeking or sensory avoidant behaviours. Instead, it provides sensory input proactively so that a child’s nervous system is better able to cope with daily demands.
A sensory diet is most effective when tailored to the individual child and developed with advice from an occupational therapist where appropriate.
Creating a Sensory Diet for a School-Aged Child
When planning a sensory diet, it can be helpful to think about what happens before challenging situations occur.
Rather than responding after dysregulation develops, sensory activities can be built into the day proactively.
Before School:
- Trampoline jumping
- Animal walks
- Carrying a backpack
- Deep pressure activities
- Crunchy breakfast foods
During School:
- Movement breaks
- Resistance bands on chairs
- Access to fidgets
- Heavy work jobs around the classroom
- Quiet sensory breaks
- Water bottle access
After School:
Many autistic children experience sensory fatigue after school.
Helpful activities may include:
- Outdoor play
- Swinging
- Cycling
- Swimming
- Time with special interests
- Quiet recovery periods
Evening:
- Warm bath
- Massage if enjoyed
- Weighted blanket if tolerated
- Calm sensory play
- Low-stimulation activities before bed
Final Thoughts
Sensory differences are a fundamental aspect of many autistic children’s experiences and can influence behaviour, learning, emotional regulation and participation in everyday life. Understanding a child’s sensory profile helps parents move beyond asking “Why is my child behaving like this?” to asking “What sensory need might my child be communicating?”
Whether a child is seeking movement, avoiding noise, struggling with interoceptive awareness or needing additionalproprioceptive input, recognising and supporting these needs can significantly improve wellbeing. A thoughtfully planned sensory diet can help autistic children feel more regulated, reduce anxiety, increase participation at school and home, and support their overall development.
Most importantly, sensory supports should never aim to make autistic children appear less autistic. Instead, they should help children feel safe, comfortable and understood in a world that can often be overwhelming.
References (Harvard Style):
American Psychiatric Association (2022) Diagnostic and Statistical Manual of Mental Disorders (DSM-5-TR). 5th edn. Washington, DC: APA Publishing.
Ayres, A.J. (2005) Sensory Integration and the Child. 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) Living Sensationally: Understanding Your Senses. London: Jessica Kingsley Publishers.
Mahler, K. (2019) The Interoception Curriculum: A 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 autism spectrum disorder’, 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.
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.
