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Autism and sensory processing

Sensory processing is how people feel and react to information received from their senses. Autistic people can be much more or less sensitive to sensory experiences than non-autistic people. You may seek out, avoid or become overwhelmed by sounds, lights, smells, tastes and textures, or face challenges with other senses. 

What is sensory processing?

Sensory processing is how your brain interprets information received from your senses (this information is known as ‘sensory input’). This process is how you feel and react to things in your environment and sensations in your body. 

The five main senses are: 

  • sight          (sensory inputs: light; colour; pattern) 
  • hearing     (sensory input: sound) 
  • smell         (sensory input: odour/scent) 
  • taste         (sensory input: flavour) 
  • touch        (sensory inputs: texture; pressure; heat/cold). 

Other senses include: 

  • balance and movement (‘vestibular’) – keeping your body balanced and moving how you expect it to 
  • spatial awareness (‘proprioception’) – knowing where your body is in relation to other objects 
  • awareness of internal states (‘interoception’) – knowing whether you are hungry, thirsty, hot or cold, need the toilet, are ill or injured.  

What are sensory processing differences?

Sensory processing differences mean you experience input from the senses differently to other people. 

Sensory processing differences are not the same as having medical or physical problems with your eyes, ears, nose, tongue or skin. Sensory processing happens in the brain. It is how you make sense of the information coming from your senses. 

For example, you can have no problems with your eyes or eyesight, but if you have sensory processing differences you may find bright lights overwhelming or struggle to process dense written information. 

 

Types of sensory processing difference 

  • Hyper-sensitivity – this means you are much more sensitive than other people. You may avoid or become irritated or distressed by too much sensory input. Too much input can lead to ‘sensory overload’. You may also enjoy your sensitivity to favourite sensory inputs. 
  • Hypo-sensitivity – this means you are much less sensitive than other people. You may not notice sensory inputs and may become bored, frustrated or distressed by too little sensory input. You may seek out more intense sensory experiences in order to get more input. 

Some people have a mixed and/or varying sensory experience, including both hyper-sensitivity and hypo-sensitivity. This can mean you have different levels of sensitivity in different senses, or even to different inputs within the same sense. Your sensitivity may vary over time, in different environments or due to other factors, such as your mental and physical health. For more information about this, read ‘Mixed and varying sensory experiences’ in the next section. 

Example: hearing

If you are hyper-sensitive, sounds may seem much louder and sudden noises may be more distressing to you than they are to other people. You may avoid loud places, cover your ears when you hear noise (this is known as ‘sensory-avoiding behaviour’) and become distressed by unexpected noises or if your environment is too loud for too long. You may also enjoy your sensitivity to pleasing sounds.

If you are hypo-sensitive, you may not notice sounds, for example people calling your name. You may become bored or distressed from not getting enough input. You may seek out more sound input by listening to loud music or by making noises yourself or banging/tapping things to make noise, for example (this is known as ‘sensory-seeking behaviour.)

If you have a mixed and/or varying sensory experience, you may be hyper-sensitive to sound in some situations or at some times and hypo-sensitive to sound in other situations or at other times. 

Note that sometimes people refer to sensory processing differences as 'sensory processing disorder’ (‘SPD’), and some people may have this mentioned as part of a diagnosis. Although ‘sensory processing disorder’ is not a formal diagnosis in the medical literature, sensory differences can be identified and support provided. 

Sensory processing differences in autistic people

Exactly how many autistic people experience sensory processing differences is not known. Research suggests it is between 53% (just over half) and 95% (almost all). People often describe sensory processing differences as ‘sensory issues’ or, for hyper-sensitivity, as ‘sensory sensitivity’. 

 

Resources: 

Autistic sensory experiences 

Understand a wide range of sensory processing differences, covering: 

  • hyper-sensitivity and hypo-sensitivity 
  • common sensory triggers 
  • reactions and challenges faced 
  • self-management and support. 
Get the resource

My sensory experience

You can type into or print off this ‘do-it-yourself' resource. It can help you think about: 

  • your experience of sensory inputs 
  • your triggers of hyper-sensitivity (if you experience this) 
  • your reactions to sensory inputs and challenges you face 
  • how you can manage sensory input and how other people can support you. 
Get the resource

Why do autistic people have sensory differences? 

Evidence suggests that differences in the activity and connections in the brain and nervous system of autistic people can lead to differences in processing sensory information. 

Some research suggests having more activity and connections in some brain areas is linked to sensory hyper-sensitivity, and less activity and connectivity is linked to hypo-sensitivity. But this research often didn’t include enough people to be sure. 

 

Common triggers of hyper-sensitivity 

Although the triggers of sensory sensitivity are not the same for everyone, common examples include: 

  • sight: bright and/or fluorescent lighting, bright sunlight, visually crowded or cluttered environments, patterned wallpaper/carpets, eye contact 
  • sound: loud speech, music, electrical technology ‘humming’, unexpected noises (e.g. alarms, sirens), background noise (e.g. in a busy office) 
  • touch: crowded places, unexpected touch, wind/rain on skin, fabric textures (e.g. clothing, furniture coverings, bedding), some food textures (e.g. soft or slimy foods) 
  • smell: perfumes/deodorants, body odours, cooking odours 
  • taste: certain flavours 
  • awareness of internal states (interoception): feeling too hot or cold. 

For more information about sensory triggers, see our Autistic sensory experiences resource. 

Some environments can be particularly challenging, especially where there is a lot of sensory input that you have little or no control over. 

 

Examples of challenging sensory environments

Shopping centres 

Shopping centres can be overwhelming because they can: 

  • be very crowded and hot 
  • have bright, fluorescent lighting 
  • be visually chaotic, with different branding and displays from each shop 
  • play loud music, often clashing music from many different shops 
  • have busy food halls with many different smells 
  • be difficult to navigate, for example to find the exit or the toilets. 

At school 

Being at school can be overwhelming because: 

  • classrooms can be too hot or cold and have bright, fluorescent lighting or glare from sunlight 
  • walls can be visually crowded with screens, posters, notices and decorations 
  • hallways can be busy between classes, with lots of people pushing past 
  • playgrounds can be loud and busy at break times, with people shouting, running and playing sports 
  • school uniforms can be uncomfortable to wear. 

Mixed and varying sensory experiences 

Sensory processing is complex. It is common for an autistic person to have a mixed sensory experience, with both hyper- and hypo-sensitivity across their senses, or even within the same sense. 

Examples: 

  • Person A is much more sensitive to light and sound, and much less sensitive to smell and taste than other people. 
  • Person B enjoys listening to loud music and seeks out live music events but also finds unexpected loud noises alarming and sometimes overwhelming. 

Some autistic people have said they can tolerate certain sensory triggers for a time, but their ability to do so is affected by factors including: 

  • being tired/having low energy 
  • it being the end of the day, week or school term 
  • not keeping up with self-care 
  • not eating properly 
  • masking for too long 
  • not being in good physical health 
  • being stressed, having anxiety and/or other mental health problems. 

When these factors are affecting a person, sensory triggers may be more likely to lead to ‘sensory overload’. 

 

Other sensory differences in autistic people 

Some autistic people also experience: 

  • Irlen syndrome – where hypersensitivity to some frequencies of light causes the brain to process visual input incorrectly, with symptoms including distorted/blurred vision and reduced attention span 
  • synaesthesia – where sensory input from one sense triggers an experience in a difference sense (e.g. hearing a sound triggers a taste) 
  • hyperacusis – where everyday sounds seem much louder than they should and can sometimes cause pain. 

What is sensory overload?

Sensory overload is when a person has become overwhelmed by sensory inputs. They have taken in too much sensory information, and they cannot process any more. 

‘Sensory overload’ is not a clinical term. It is used by autistic people to describe how sensory hyper-sensitivity combined with experiencing sensory triggers can lead to overwhelm and distressed behaviour. 

Although sensory overload can involve more than one sense, some people find that being overwhelmed in just one sense (such as smell or sight) can be enough to cause a sensory overload. 

 

Signs of sensory overload 

Autistic people have said the signs of sensory overload include: 

  • not speaking or communicating 
  • appearing disengaged or ‘closed off’ 
  • having difficulty focusing 
  • stimming 
  • feeling over-excited 
  • pacing or rocking 
  • higher than usual sensitivity to sensory input 
  • strong physical and emotional responses (crying, shouting, running away or hiding, resisting touch). 

The impact of sensory processing differences

Sensory processing differences can impact every area of life, including: 

  • eating 
  • sleeping 
  • learning and working 
  • socialising, family life and relationships 
  • navigating the environment and being in public places 
  • self-care, including washing and cleaning 
  • physical health (e.g. migraines, nausea, discomfort, injury, pain) 
  • mental health and emotional wellbeing (e.g. anxiety, stress, masking, burnout). 

For more detailed information about common challenges, see our Autistic sensory experiences resource. 

Autistic people say their sensory processing differences can be misunderstood by others. For example, if they are hyper-sensitive and avoid a source of sensory input, others can assume they simply dislike it and may describe their behaviour using unhelpful labels such as ‘picky’ or ‘fussy’. 

Sensory processing differences mean autistic people can feel the same thing very differently to other people. Sensory inputs that other people barely notice can cause discomfort and even pain, and they may need to leave places or avoid things because of this. This is not the same as choosing to avoid something you dislike. 

Identifying sensory processing differences

Autistic people, their parents/carers and professionals such as teachers may notice certain reactions in response to sensory processing differences. For examples of common reactions, see our Autistic sensory experiences resource. 

 

Sensory differences in the criteria for an autism diagnosis 

In an autism assessment, how a person reacts to sensory input (sensory-seeking or sensory-avoiding behaviour, or not noticing or reacting to sensory input) is considered when assessing the person’s behaviours and interests. 

It is one of the four examples of what the diagnostic criteria call ‘restricted and repetitive behaviours and interests’ (RRBIs): 

Two of these four examples must be present for an autism diagnosis. Sensory processing differences are not required for an autism diagnosis but may count towards a diagnosis. 

Autistic people generally talk about the four ‘behaviours and interests’ characteristics separately rather than grouping them together as the diagnostic criteria do. 

Self-management and support strategies

 

Self-management strategies 

Keep a sensory diary 

Keep a diary to identify patterns in your/your child’s sensory experience, including: 

  • sensory triggers 
  • hyper- or hypo-sensitivities and/or any related behaviours noticed 
  • times of the day you/they experience high or low energy 
  • what helps during sensory overload 
  • what helps with recovery after sensory overload. 

The diary may help you to understand your/your child’s sensory profile, so you can answer questions including: 

  • What do you/they need more or less of? 
  • What sensory inputs do you/they like and dislike? 
  • Could routines or scheduling help to manage sensory differences? 
  • What activities calm you/them, and/or help to manage sensory differences? 

You may also find our ‘do-it-yourself' My sensory experience resource helpful. 

Use sensory items and activities 

Autistic people have found these items and activities helpful: 

  • ear-defenders or noise-cancelling headphones (though using these a lot may increase sensitivity over time) 
  • sunglasses or tinted glasses 
  • sensory or ‘fidget’ toys 
  • weighted blankets/vests (the Royal College of Occupational Therapists recommends that an occupational therapist assesses the use of these by adults and children to help you make an informed choice, though they are widely available) 
  • swinging 
  • wobble cushions. 

Some autistic people have a ‘sensory kit’ or ‘sensory box’ to gather together the items they use to manage their sensory experience. 

 

General support strategies 

Evidence from autistic people, research and professionals suggests some general approaches to supporting an autistic person with sensory differences: 

  • try to understand the person’s sensory profile and help them to understand it (which may also help them to know when to ask for help):
    • identify their triggers and the early signs of sensory overload
    • find ways to reduce or remove triggers, accommodate the person’s sensory needs and help the person to manage their sensitivities
    • learn what helps when the person is experiencing sensory overload
  • provide a ‘safe space’ away from sensory triggers 
  • tell the person what to expect before going to places or doing activities that may have a lot of sensory triggers (such as a shopping centre) 
  • do not judge or question an autistic person’s sensory experience or need for sensory tools 
  • understand that a sensory sensitivity and avoidance is not the same as disliking something, and exposing the person to known triggers can be distressing and painful 
  • be aware that avoidance can sometimes be a ‘double-edged sword’ – if the person gets used to low sensory input, they may become even more sensitive to the trigger 
  • having their pet with them may help them to feel calm and manage sensory differences. 

If the person is distressed or experiencing sensory overload: 

  • remove any trigger(s) you can – this could mean turning off lights, music or a TV, stopping other sources of noise, removing things that smell 
  • if you cannot remove the triggers (in a public place, for example), try to move the person to a quieter environment with fewer or no triggers – this may be a dedicated quiet space, another room or outside 
  • reassure the person that they are safe 
  • if a person is stimming to self-regulate, do not try to stop them unless they are hurting themselves 
  • provide sensory tools or use calming activities from their sensory kit/box or ‘sensory diet’ (see Professional support for sensory differences below) 
  • keep speech and information to a minimum (they are already overloaded by sensory information and may not be able to process any more, or doing so may overwhelm them further) 
  • try not to touch them if they are sensitive to touch, or only do so in ways you know are helpful (for example, if deep pressure is known to soothe them) 
  • give them enough time and space to recover. 

Professional support for sensory differences

 

Sensory assessment by an occupational therapist 

If sensory processing differences are constant and having a negative impact on your (or your child’s) everyday life, you may wish to seek professional support from an occupational therapist (OT). 

It is recommended that any therapy or intervention for sensory processing differences should be informed by a clinical assessment carried out by an occupational therapist. This will identify your (or your child’s) sensory differences and allow for individual adjustments and support to be put in place. 

However, it can be difficult to access an occupational therapist assessment due to waiting times and the cost of private services. 

 

Therapies and interventions 

It isn’t clear how effective current sensory therapies and interventions for autistic people are. Research shows mixed results, with both positive and negative findings. 

More research is needed, but therapies and interventions should always follow basic best practice principles. 

Best practice principles 

When considering a therapy or intervention, it is important: 

  • to ensure the autistic person is central to all decision-making 
  • to consider potential negative effects on the autistic person 
  • that the therapy is adapted to meet the autistic person’s specific needs and delivered by professionals with good autism knowledge 
  • that the impact of the therapy is carefully monitored and regularly reviewed. 

Sensory integration therapy 

Sensory integration therapy is a clinic-based intervention using sensory activities that aim to introduce the person to a range of sensory inputs to help increase their comfort zone. For example, the person gradually gets used to the feeling of new sensations and textures against their skin, or different smells, sounds, and tastes. It is important that this therapy is delivered by a trained therapist with knowledge of autism. 

Limited research suggests sensory integration therapy is generally effective in supporting autistic people with sensory differences. It may reduce distressed behaviour related to sensory differences in autistic children. More research is needed. 

Sensory diets 

Led by an occupational therapist, a sensory diet is a set of planned sensory-motor activities scheduled throughout the day. It focuses on working with the person to increase their level of comfort around different sensory inputs and helping them to regulate their sensory experience. 

Sensory circuits 

Led by an occupational therapist, sensory circuits are a series of activities designed to help with balance, movement and spatial awareness, such as: 

  • activities to stimulate the central nervous system – e.g. spinning, skipping, and star jumps 
  • organising activities in which the brain and body work together – e.g. balancing 
  • calming activities to provide awareness of the body in space – e.g. deep pressure and muscle work. 

Insight from autistic people

 

“Sensory sensitivities can mean that we have the same reaction to eating spaghetti or [jelly] as we do to (hypothetically) eating raw chicken. Beyond simply disliking a food, we feel a physical repulsion – our body reacts as if the food is harmful. … This is why telling someone to 'just try a bite' can cause a meltdown. Even a tiny bite of raw chicken would be intensely repulsive. The same is true of anything that triggers a person’s sensory sensitivities.” 
- Cynthia Kim, The difference between a sensory sensitivity and disliking something 

“I'm very sensitive to pain, so I register it extremely. Even if I've just got a tiny little cut on my finger, or a little scratch or whatever, I might sometimes be known to behave as if my whole arm had dropped off, because all I can feel is this really, really intense pain…. I really struggle to have blood tests because … people say to you, ‘Oh, this won't hurt, it's just a little scratch’. It really hurts me!” 
- Purple Ella, Autism and sensory processing 

“[As a child] I often could not identify that it was things around me causing meltdowns. I have become quite good at identifying that now; I have not always been good at that. My parents might have thought – well, they haven't known what to do, because it seemed like I was having a meltdown over something stupid, but in fact it wasn't, but I couldn't identify it myself.” 
- Hollie Mabbott, What you need to know about sensory overload in autism 

“I'm going to have sensory overload become more likely if I have been putting myself into situations that I would say are hostile to my senses too regularly. For example, when I used to work in a physical office with fluorescent lighting, I would get headaches within four or five hours of arriving to the office every day. And after a while of just having headaches constantly, … I got to the point where I couldn't even go into grocery stores for even a short amount of time without starting to feel sensory overload.” 
- Lyric Rivera, Autistic Sensory Overload 

“Sensory stuff has a fun side. Sensory experimentation and seeking can be a huge source of joy and happiness. [My] giant lion toy [is] a very large sensory toy. Covering textures, sounds and motion. … The sensory input he provides can totally take me out of a situation and help me to relax and regain control.” 
- Jamie + Lion, Autism and my senses

“Chewable toys … what this does for me is that when I'm getting over stimulated by light or sound or textures and stuff, I get really angry, and this pent-up anger can come out in emotional outbursts… that you don't really want.... So having a chewable toy or item that you can just really squeeze down on and bite on helps you release that issue.” 
- Dan Jones, 5 sensory processing disorder effective help tips 

“Sensory overload is agony. It’s like one hundred people scraping nails down a blackboard. … I know if I am planning anything sensory triggering, I have to make sacrifices. I then need to be alone at home with the lights off to compensate.” 
- Carly Jones, Story from the spectrum 

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