Recent research has highlighted an interesting alternative perspective on how our brains interact with the sensory stimuli in the environment. For a long time, it has been widely accepted that our brains first process sensory inputs before we experience it. However, new research has suggested that our brains first predict the sensory input then process the difference between the predicted input and the additional feedback from the actual experience. This is understood as the prediction error. Regardless of this, one thing we know for certain is that our brain is a supercomputer. It filters tonnes of information at lightning speed which allows us to go about our daily lives. So how does this supercomputer work for our children on the autism spectrum?

We all use our senses to experience and understand the world around us. We experience an onslaught of sensory stimuli every single day, be it during our conscious waking moments or subconsciously when we are asleep. Our senses are important to us because they help us distinguish between what is safe or dangerous in our environment, so we can respond accordingly. Most of us have found ways to manage incoming sensory information or overcome a flood of it either consciously or subconsciously, to be able to participate in daily activities. What about our children on the autism spectrum?

It is known that our children on the spectrum experience varying degrees of difficulty in processing sensory information. Examples of the types of sensory information that we need to process every second are -  touch, hearing, sight, taste, smell, proprioception and vestibular (these will be described in greater detail in the table below!) Incoming senses are experienced by children with autism in different ways, and at different times. Children could be experiencing over-sensitivity or under-sensitivity, or even both.. These are part of the criteria within the Restricted, Repetitive Patterns of Behaviour, Interests and Activities domain in the Diagnostic and Statistical Manual of Mental Disorders – 5^th edition (DSM-5) for an Autism Diagnosis.

When they have difficulty processing sensory information, it could lead to a sensory or information overload and these show themselves differently in each person. It could be a child withdrawing into the furthest corner of the room, a child laughing at seemingly inappropriate moments, or it could even be a child who is sitting quietly within a group. In order to support our children on the autism spectrum, we first have to understand the different senses and how they may work differently for our children. The table below provide a brief look at how over- or under-sensitivity in the 7 different senses can look like for our children on the spectrum:

*2 “hidden” senses that provide information from within our bodies:

• Proprioception: Information about our body position in space and muscle control. Example, seeing an egg and planning how to pick it up with the right amount of force without breaking it.
• Vestibular: Our inner ear provides information about balance, the speed at which our body is moving or responding to movement

An 8^th sense not covered in the table above is – Interoception.  It is the conscious awareness of internal bodily states such as hunger, being full and also the need to use the toilet. Individuals on the autism spectrum may experience this sense differently, thus impacting on how their physiological and emotional needs are met.

With this overview of the senses and how it may affect our children on the autism spectrum, it is critical that as caregivers or educators, that we do our part to reduce any other additional demands on our children. We can do this with the following strategies:

• Set a routine. Routines are critical for your child on the spectrum to understand their environment and what is expected of them.

• Make the environment more predictable. Some examples of this could be creating a clutter free environment and placing items in specific places, to reduce the demand on your child to scan and distinguish their surroundings for relevant information.

• Be an understanding, reliable and predictable partner for your child. This builds trust and enables your child to lean on you to explore their surroundings with confidence.

• Teach regulation skills – how to calm down with you or ask for a break. For example, acknowledge your child’s feelings, “I know this is difficult for you” and allow time for your child to calm down. Knowing that the adult understands how one feels can calm the child down significantly. For more tailored strategies, you are highly encouraged to speak with your child’s early intervention professionals.

At the Center for Psychology’s Early Intervention Programme, the above strategies are tailored for each child with the family, together with an Occupational Therapist that the family is already partnering with.  We believe that when your child’s sensory environment and learning partners are more predictable, the effect of this is a calmer child who will be able to attend to you and interact with the environment around him.

References:

Autism Spectrum Australia (2022). Sensory Processing Difficulties
Kranowitz, C.S. (2006). The out-of-sync child: Recognizing and coping with sensory integration dysfunction. TarcherPerigee
National Autistic Society (2022). Sensory differences – a guide for all audiences
Nave, K., Deane, G., Miller, M., & Clark, A. (2020). Wilding the predictive brain. WIREs Cognitive Science, 11(6). https://doi.org/10.1002/wcs.1542
Notbohm, E. (2005). Ten things every child with autism wishes you knew. Future Horizons.