Sensory Processing Strategies for Students with Autism 
Discussion with Kelly Karlson- Occupational Therapist based in Tauranga Moana

Ko te kai te Rangatera, he Kōrero

Discussion is the food of chiefs

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The Eight Different Senses

1. Vestibular - balance. Receptors detect movement, position in space, awareness of our body e.g. stand up straight, hold ourselves in space

2. Proprioception - movement. Receptors in muscles and ligaments. Detects and controls force and pressure. These are grounding senses e.g. helps us know where we are, running hard and fast into objects helps some tamariki ground themselves! 

3. Interoception - the hidden sense. Detecting our internal state - hunger, tiredness, temperature, aches and pains, when we need to use the toilet. Signals our body tells us that something needs to happen. When we aren’t cued into these, we miss the signals like being hot but wearing a jersey..

4. Smell 

5. Taste

6. See

7. Hear

8. Touch

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Different Responses to Sensory Input

• There’s a standardised assessment of perceived response because it’s not common the child fills in the forms. This is most often done with the teacher and whānau.

• The purpose of assessment to help determine what sensory signals they seek (want more input) and avoid.

• It is a snapshot in time and information that comes out of it needs to be considered wholistically rather than as a definitive.

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Why Learn About the Sensory Systems and Sensory Processing?

• We are all sensory beings and inundated with sensory information. Often we respond to those signals without even being conscious about it e.g. decreasing volume when we need to concentrate.

• Sensory information helps keep us safe and calm - it works with our nervous system

• If we learn about how it works, we can learn how to adjust conditions to achieve the right level of function - particularly important for learning/productivity.

How do the sensors present for tamariki with Autism?

• Each person presents differently - not helpful to make assumptions for others

• Takiwātanga means “in their own time and space”

• The DSM-5 established a diagnostic criteria identifying a link to a hypo (under) or hyper (over) sensory response to stimuli or unusual interests - sensory dysregulation

• Sensory systems can be a strength for these tamariki e.g. fantastic ear for certain tones, visual memory may be incredible etc.

Why is it important to know how you process sensory information?

• The overall goal is to be self-regulating in order to reach higher order thinking skills

• We can’t help with co-regulation unless we have our own system under control

• When things are challenging in our lives, it alters how much tolerance we have to any sensory "sandpaper." This applies to our students, so be kind with your assumptions and take the time to ask.

• If you are able to identify your own stimuli and what needs to be changed, it will make you a better educator when it comes to supporting the hauora of your tamariki

As RTLB, how can we help?

Choose one thing and nail it - you don’t need to do everything all at once. You’re here for the long game, make sure you can last!

• Increase your knowledge of why your student is communicating their needs in that way - become a detective. All behaviour is communication. Your job is to be curious. This links into Ross Greene’s work - Kids do well if they can

• Help students increase their own awareness of sensory stimuli - model through talk out louds that explain why you’re doing things eg: “I’m feeling so overwhelmed by how bright the light is that’s coming through the window. I’m going to draw the blinds a little because it is hurting my eyes”. This gives them a model of the language and tools for how they can communicate what’s going on for them.

• Co-regulation - help them regulate with the view to reduce how much input we have.

• Modify the environment - adding / removing / moving / increasing / decreasing - looking at the environment around the child and

  • asking “what changes can I make within this environment that helps them gain the best access to what they need”.

  • If it’s there, they at least have the option of using it. If it’s not there, they will never be able to even try.

  • For some tamariki, too many things all over the walls can make it really overstimulating - think about where they are placed in the classroom

• Sensory schedule - preventative rather than reactive. Know who’s in front of you. If they come back from an activity like swinging on a swing and are more likely to engage in a non-preferred activity, put that into your planning when you know it could be a predictable problem. Adding things into the day that are sensory supportive or as a prevention.

Stimuli Sandpapering

• Resilience can be seen in the level of tolerance you display when faced with stimuli sandpapering. Resilience is reduced when our sleep has been disrupted, other stressful events have taken place that day as well as the level of stress you are experiencing - these are all Sensory Sandpapering events. Other things that can contribute to this ‘sandpapering’ include: labels rubbing on our skin, repetitive noises (like a clock ticking), fluorescent lights flickering etc. This relates to Maslow’s Heirachy of Needs (see Fig 2 below - McLeod, 2024).

• Having an understanding of this also helps us to give the apply the generous assumptions to our everyday interactions with others.

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Three things in the classroom to support regulation

1. A self-reflective, sensory attuned teacher.

2. Alternate spaces for learners to go that are away from stimuli that feels safe and consistent. Some tamariki need arousing, not necessarily calm - they need to be alert.

3. Flexibility of resources - enable children to use the classroom environment in a way that works for them.

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Final thoughts

• Don’t feel afraid of sensory processing - just be curious, regardless of who it is - including yourself! It helps build connection.

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Acknowledgements for this episode

Kelly Karlson - Interviewee

Corrinne Devitt- Co-Host, Research, Scripting, Interview coordination

Ve Grant-Lawlor - Co-Host, Music Creation, Recording, Production, Editing, and Publishing, Summary notes

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