This document discusses the sensory systems and common challenges individuals with autism spectrum disorder may experience. It describes the tactile, auditory, visual, gustatory, olfactory, vestibular and proprioceptive systems. For each system, it outlines potential under-responsive and over-responsive challenges an individual with ASD could face as well as possible solutions and accommodations. The document provides an overview of each sensory system and references for further information.

5. Tactile System Overview
Skin cells make up the tactile system. They send
information and messages to the brain about
touch, pain, temperature and vibration.
There are two functions of the tactile system:
• Protection- signals that something is too hot
or two cold
• Discrimination- knowing where and when
touch is coming from and responding to
touch
(Brack, 2011)

6. Common Tactile Challenges for ASD
Under Responsive: look for touch, fidgets,
touches others and objects, high threshold for
pain, may self harm
Over Responsive: fight flight freeze , tactile
defensiveness, don’t like to wear clothes or
shoes. Some clothing and textures upset. May
dislike touch or having their hair washed or
brushed because touch is so sensitive.
(The Sensory World of Autism, 2013)

7. Possible Solutions & Accommodations
for Tactile Challenges in ASD
Under Responsive: Weighted blankets, clothing
and lap pads; balance balls, movement breaks,
touch- hugs, tickles, Velcro, movement breaks,
trampoline
Over Responsive: Gradually introduce textures,
approach the child from the front and always
warn before giving touch, water therapy
(Sicile-Kira, 2013)

8. Tactile Supports

10. Auditory System Overview
The auditory system is made up of the ear
(which contains several parts) and sound waves
that are sent to the brain.
There are four functions of the auditory system:
• Hear sound
• Process sound
• Sound discrimination (Phonics)
• Auditory Figure- Ground (Focus on one
sound while tuning out another)
(Zeidler, 2012)

11. Common Auditory Challenges for
ASD
Under Responsive: poor sensory registration,
delayed processing to auditory stimulus, may
have limited hearing in one ear, may like noise
from crowds and may not hear certain sounds
Over Responsive: defensive response to typical
sounds from the environment,
fightflightfreeze, sounds can be muted or
distorted, difficulty blocking out background
noise and can hear conversations from far away
(Malia B. Howe, 2004)

12. Possible Solutions & Accommodations
for Auditory Challenges in ASD
Under Responsive: Back up auditory with visual
supports such as visual schedules and timers
Over Responsive: headsets, ear plugs, white
noise, quiet break spot, sensory integration
therapy
(Brous, 2012)

13. Auditory Supports

15. Visual System Overview
The visual system is connected to the central nervous
system and is made up of the eyes and connecting
pathways to the brain.
There are four functions of the visual system:
• Acuity (focus, see clearly)
• Functional vision ( catch a ball, climb stairs, read
without losing place)
• Visual motor integration (necessary for neat
handwriting- vision working together with motor
skills)
• Visual Perception (discrimination and memory,
foundation for reading and math, puzzles) (Brack, 2011)

16. Common Visual Challenges for ASD
Under Responsive: Good depth perception, dark
and blurred central vision but good peripheral
vision
Over Responsive: Distorted, fragmented vision.
Lights and objects may seem to be moving
around. It is easier to focus on details than the
whole.
Many children with ASD are great at puzzles because they have a
strongly developed sense of visual perception.
(Brous, 2012)

17. Possible Solutions & Accommodations
for Visual Challenges in ASD
Under Responsive: visual supports like visual
schedules and picture prompts, Christmas lights,
lava lamps, sensory bins
Over Responsive: sunglasses, curtains, muted
natural light, limit fluorescent light, carrels and
privacy screens, limit wall displays, careful
placement of students desk away from windows
and door

18. Visual Supports in the Classroom

20. Gustatory System Overview
The visual system is made up of chemical receptors on
the tongue. Saliva breaks down food that stimulates the
taste buds and receptors.
There are two functions of the gustatory system:
• Make it possible for us to taste sour, bitter, salty and
sweet
• Make it possible to feel texture, chewy, sticky,
crunchy, hard, soft and gummy
(Brack, 2011)

21. Common Gustatory Challenges for ASD
Under Responsive: Crave strong sour, sweet and
bitter tastes. May have Pica- eating things that
are not foods like soil and grass.
Over Responsive: Prefer bland foods- meat,
potatoes and bread, restricted diet, textures of
some foods is an issue.
(Brack, 2011)

22. Possible Solutions & Accommodations
for Gustatory Challenges in ASD
Under Responsive: gum, hard candy, chew
necklaces, tubes and toys
Over Responsive: Slowly introduce new textures
and food, vitamins, deep breathes,
understanding . Don’t force new foods and
textures.
(Sicile-Kira, 2013)

23. Gustatory Supports

25. Olfactory System Overview
The olfactory system consists of chemical receptors in the
nose. This system is related to the gustatory system.
The function of the olfactory system:
• Smell
The olfactory system is connected to the limbic system
that is responsible for emotional memory. Scents may
evoke an emotional response and bring back memories.
(Malia B. Howe, 2004)

26. Common Olfactory Challenges for ASD
Under Responsive: Seeks out sensory
experiences and sniffs items like clothes,
markers, magazines.
Over Responsive: “fight, flight, freeze” response
to some smells. Respond negatively to certain
scents e.g. food, perfumes
(Zeidler, 2012)

27. Possible Solutions & Accommodations
for Olfactory Challenges in ASD
Under Responsive: scented markers, essential oil
and diffuser, scented balls and stickers
Over Responsive: provide fragrance free
environments, scent free cleaning products,
familiar scents and smells, deep breathing,
meditation
(Zeidler, 2012)

28. Olfactory Supports

30. Vestibular System Overview
The vestibular system is made up of hair cells in the
inner ear that respond to gravity, angular movement and
linear movement. Input is cumulative and can stay in the
system for hours depending on frequency, duration and
intensity.
The vestibular system serves three functions:
It is responsible for helping us to -
• Orient in space
• Sense speed
• Determine direction
(The Sensory World of Autism, 2013)

31. Common Vestibular Challenges for ASD
Under Responsive: They love movement and are
always in motion- rocking, climbing, jumping.
They may also enjoy being upside down.
Over Responsive: May struggle with car
sickness. Might not want to play or move
around. Tipping their head for shampooing will
be upsetting.
(Brack, 2011)

32. Possible Solutions & Accommodations
for Vestibular Challenges in ASD
Under Responsive: movement breaks, sensory
table, space to run and play, elastic bands, gum,
pet therapy
Over Responsive: visual cues, break down
activities into smaller chunks, astronaut training,
sensory diet
(Brack, 2011)

33. Vestibular Supports

35. Proprioceptive System Overview
The proprioceptive system is made up of receptors in
joints, muscles and tendons. Input can stay in the system
for several hours.
The proprioceptive system serves three functions:
• Grade touch pressure- know how much pressure to
apply (light, heavy)
• Fine and gross motor coordination
• Joint position and movement awareness
(Zeidler, 2012)

36. Common Proprioceptive Challenges
Under Responsive: Bump into people and
objects, difficulty getting around a room, stand
too close
Over Responsive: It is common for children with
ASD to have an over responsive reaction to
tactile sensations. In order to self-regulate they
seek out firm, deep pressure. They may appear
clumsy and fall out of their seat frequently, break
pencils and toys and prefer hard food and tight
clothing as a result. Fine motor skill issues.
(Zeidler, 2012)

37. Possible Solutions & Accommodations
for Proprioceptive Challenges in ASD
Under Responsive: colored electrical tape and
furniture to mark boundaries, personal space
bubbles, ALERT program (self regulation),
handwall presses
Over Responsive: practice activities that promote
fine motor skills such as lacing cards, weighed
clothing, touch therapy, deep tissue massage
(Zeidler, 2012)

38. Proprioceptive Supports

39. References
The Sensory World of Autism. (2013, April). Retrieved October 19, 2013, from The
National Autism Society: http://www.autism.org.uk/living-with-autism/
autism/understanding-behavior/the-sensory-world-of-autism.aspx
Brack, J. C. (2011). Autism Spectrum Disorders and Sensory Integration. In E. A. Myles,
Autism Spectrum Disorders: Foundations, Characteristics, and Effective
Strategies (pp. 244-260). Pearson Education.
Brous, M. T. (2012). Unique Classroom. EP Magazine, 10-11.
Malia B. Howe, L. A. (2004). Meeting the Sensory Needs of Young Children in
Classrooms. Young Exceptional Children, 11-19.
Sicile-Kira, C. (2013). The Autism Advocate. Retrieved October 20, 2013, from
Psycology Today: http://www.psychologytoday.com/blog/the-autism
advocate/201003/what-is-sensory-processing-disorder-and-how-is-it
related-autism
Zeidler, S. (2012). Sensory Processing Challenges in the School. OT Practice, 14-19.