Sensory Integration Education

Autism is commonly associated with differences in communication and social interaction. However, a growing body of research highlights that sensory processing differences are also a central aspect of the autistic experience. Many autistic individuals perceive and respond to sensory information in ways that differ from neurotypical individuals. These differences can influence daily functioning, learning, and participation in social environments.

Beyond sensory sensitivity or hyposensitivity, autistic individuals may also experience sensory discrimination difficulties and motor coordination challenges, which are closely linked to how the nervous system processes and integrates sensory input.

Sensory Processing Differences in Autism

Sensory processing refers to the way the nervous system receives, organises and interprets sensory information from the environment and the body. According to Sensory Integration Theory, first developed by occupational therapist A. Jean Ayres in the 1970s, effective sensory processing is essential for producing appropriate behavioural and motor responses.

Research suggests that atypical sensory processing is highly prevalent in autism. Studies indicate that over 90% of autistic individuals report sensory processing differences, including heightened or reduced sensitivity to sensory stimuli.

Sensory input can be categorized into several systems:

• Visual (sight)
   
• Auditory (sound)
   
• Tactile (touch)
   
• Olfactory (smell)
   
• Gustatory (taste)
   
• Vestibular (balance and movement)
   
• Proprioceptive (body position and force)
   

Differences in these systems can influence how autistic individuals experience everyday environments.

Sensory Modulation: Hyper- and Hyposensitivity

One of the most commonly discussed aspects of sensory processing in autism is sensory modulation, which refers to the nervous system’s ability to regulate responses to sensory input.

Autistic individuals may demonstrate:

Hypersensitivity (Over-responsiveness)

Hypersensitivity occurs when sensory stimuli are perceived as excessively intense or overwhelming.

Examples include:

• Sensitivity to loud or unpredictable sounds
   
• Discomfort with bright lighting or visual clutter
   
• Aversion to certain clothing textures or physical contact
   
• Distress in crowded or highly stimulating environments
   

These experiences can lead individuals to avoid certain environments or situations to manage sensory discomfort.

Hyposensitivity (Under-responsiveness)

Hyposensitivity involves reduced sensitivity to sensory input, often leading individuals to seek additional stimulation.

Examples include:

• Seeking deep pressure or tight hugs
   
• Engaging in repetitive movement such as rocking or spinning
   
• Touching objects frequently to gain sensory feedback
   
• Preference for strong tastes or smells
   

These behaviours can support self-regulation by increasing sensory input to the nervous system.

Sensory Discrimination Difficulties

In addition to sensory modulation differences, autistic individuals may experience challenges with sensory discrimination. Sensory discrimination refers to the brain’s ability to interpret and differentiate between sensory stimuli.

Whereas modulation concerns how strongly a stimulus is perceived, discrimination concerns how accurately it is interpreted.

Difficulties with sensory discrimination may include:

• Difficulty locating the source of a sound
   
• Trouble distinguishing between similar textures by touch
   
• Challenges identifying body position without visual cues
   
• Difficulty judging the amount of force required to manipulate objects
   

For example, a child may hold a pencil too tightly or too loosely because the proprioceptive system is not providing clear information about grip force. Similarly, challenges with tactile discrimination can make activities such as dressing, handwriting, or using utensils more difficult.

Research suggests that sensory discrimination differences may affect learning, particularly in tasks that require fine motor precision or body awareness.

Motor Coordination Differences

Motor coordination differences are also frequently observed in autism. These challenges may affect fine motor skills (small, precise movements) as well as gross motor skills (larger body movements involving balance and coordination).

Motor coordination difficulties can include:

• Clumsiness or frequent bumping into objects
   
• Difficulty maintaining balance
   
• Delayed development of motor skills such as crawling or walking
   
• Challenges with handwriting or tool use
   
• Difficulty with sports or coordinated movement tasks
   

Motor challenges are closely linked to sensory processing, particularly the vestibular and proprioceptive systems. These systems help the brain understand body position, movement, and spatial orientation. When sensory signals from these systems are less precise, coordinating movement becomes more difficult.

Sensory Overload

When the nervous system receives more sensory input than it can effectively process, an individual may experience sensory overload. This occurs when sensory stimuli accumulate faster than the brain can organise and interpret them.

Sensory overload can result in:

• Anxiety or distress
   
• Withdrawal or shutdown
   
• Increased self-regulatory behaviors
   
• Difficulty communicating or concentrating
   

Sometimes, sensory overload may lead to very intense responses to overwhelming sensory or emotional experiences. (These intense experiences have historically been referred to as meltdowns).

Self-Regulation and Stimming

Repetitive behaviours, often referred to as stimming, play an important role in sensory regulation for many autistic individuals.

Examples include:

• Hand flapping
   
• Rocking
   
• Repeating sounds or words
   
• Tapping or manipulating objects
   

Research suggests that stimming behaviors may serve several functions, including regulating sensory input, managing emotional states, and maintaining attention. Increasingly, clinicians and researchers emphasize understanding these behaviours as adaptive self-regulation strategies rather than behaviours that should be eliminated.

Implications for Support and Intervention

Understanding sensory processing, sensory discrimination and motor coordination differences is essential for supporting autistic individuals in educational, clinical and community settings.

Evidence-based strategies may include:

• Creating predictable and low-stimulation environments
   
• Providing sensory supports
   
• Allowing opportunities for movement breaks
   
• Using therapy interventions based on sensory integration principles
   
• Supporting development of motor planning and coordination skills
   
   

When environments are designed with sensory needs in mind, autistic individuals are often better able to engage in learning, communication, and social participation.

Conclusion

Sensory processing differences are a core component of the autistic experience. These differences extend beyond sensory sensitivity to include challenges with sensory discrimination and motor coordination, which influence how individuals interact with their environment.

By understanding the neurological foundations of these differences, educators, clinicians, and communities can move toward more supportive and inclusive environments that accommodate diverse sensory experiences.

Dr Lelanie Brewer

Highly Specialist Occupational Therapist, Advanced Sensory Integration Practitioner, PhD, MScOT, BSc, FHEA

References

Ayres, A. J. (1972). Sensory Integration and Learning Disorders. Los Angeles: Western Psychological Services.

Balasco L, Provenzano G, Bozzi Y. (2020). Sensory Abnormalities in Autism Spectrum Disorders: A Focus on the Tactile Domain, From Genetic Mouse Models to the Clinic. Front Psychiatry, Jan 28;10:1016. doi: 10.3389/fpsyt.2019.01016. PMID: 32047448; PMCID: PMC6997554.

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Brake, J. (2025). “My struggles are largely sensory processing:” The sensory world of autistic people. Journal of Human Behavior in the Social Environment, 35(6), 1056–1078. 

Kapp, S. K., Steward, R., Crane, L., Elliott, D., Elphick, C., Pellicano, E., & Russell, G. (2019). ‘People should be allowed to do what they like’: Autistic adults’ views and experiences of stimming. Autism, 23(7), 1782–1792.

Piller A, McHugh Conlin J, Glennon TJ, Andelin L, Auld-Wright K, Teng K and Tarver T (2025) Systematic review of sensory-based interventions for children and youth (2015–2024). Front. Pediatr. 13:1720179. doi: 10.3389/fped.2025.1720179

Schaaf, R. C., & Lane, A. E. (2015). Toward a best-practice protocol for assessment of sensory features in ASD. Journal of Autism and Developmental Disorders, 45(5), 1380–1395.

Sensory Integration Education is a leading UK provider of postgraduate and CPD training in sensory integration. Our postgraduate courses are accredited by Sheffield Hallam University.