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Sensory regulation refers to how the nervous system receives, organizes, and interprets sensory input.[1] Perceptual differences in hearing, vision, taste, smell, proprioception, and synesthesia were all noted in individuals with autism.[2] There are thought to be four subtypes of sensory dysregulation, which will be outlined in the table below. First, we will go through some important keywords to understand the table. Tolerance refers to how much of the sensory input a child can endure.[5] Self-regulation is the strategy may use to overcome sensory information.[6] For example, if a fire alarm goes off, a child’s reaction might be to cover their ears. Covering their ears is an active self-regulation strategy children may use to decrease their discomfort with a loud noise.
Type of sensory dysregulation
Tolerance to sensory input
Passive or active self-regulation
Actions of child to self-regulate
Actions of child to self-regulate
Sensory seeking
High
Active self-regulation
Engage in actions with the aim of more sensory input
Chewing on things, enjoy playing with high sensory output things such as mud, elopement
Sensation avoiding
Low
Active self-regulation
Difficulty transitioning or accommodating very ridged routines
Run away from loud, busy environments
Cover their ears
Sensation sensitivity
Low
Passive self-regulation
Respond with more intense longer responses
Wide range of behavior from aggression, impulsive, negative behavior to avoidance of sensation or withdrawal
Low registration
High
Passive self-regulation
Do not respond to sensory stimuli
Will not respond to loud noises or sometimes their name
Four Subtypes of Sensory Dysregulation [3]
There are many different impacts sensory dysregulation can have on recreation participation for children with autism. One study reported that the more severe sensory limitation was for children, the more limited the diversity and participation in leisure activities were.[1] Three senses have been found to be notable in recreation participation and these include hearing, vision and touch. The loud noises associated with many recreational activities have been found to cause physical pain and anxiety and to elicit emotions not related to the context in some autistic individuals.[2] Some studies also report that loud settings can make it difficult for children to selectively focus on one auditory input.[2] For vision, autistic individuals may have different responses to light, or even pain from visual stimuli or may have challenges with eye contact.[2] Autistic individuals can also have varying reactions when it comes to touching certain textures.[2] This exemplifies why it is important to have strategies in place to best support these children.
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There are some strategies you as a parent or coach can use to help with sensory regulation for a child; however, it is important to note that these will not work for every child. Additionally, you might need to be creative in adapting the environment to the child, for example, providing sunglasses for the child to wear if the gym lights are too bright.[4] For hearing two of the main strategies include taking breaks from noisy places or wearing headphones to reduce the noise or listening to radio static.[2] For vision, it is important to note that eye contact does not mean that children are listening.[2] For some autistic individuals focusing on hearing and vision might be overwhelming, therefore they might be able to listen better if eye contact is not required.[2] For general strategies to aim to help all senses, familiarize yourself with the environment and introduce your child to the space.[4] Another helpful strategy is to frontload or prepare the child in advance for the environment they will be participating in . An example of this could be warning the child of the loud noise of the buzzer before the noise occurs.[4] Finally, parents can prepare for the environment by bringing tools to help the child succeed.[4] For example, if the child is oral seeking, bringing a chewy for them to access can be helpful to help adjust to the new environment or activity more easily.[4]
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[1] Hochhauser, M., & Engel-Yeger, B. (2010). Sensory processing abilities and their relation to participation in leisure activities among children with high-functioning autism spectrum disorder (HFASD). Research in Autism Spectrum Disorders, 4(4), 746–754. https://doi.org/10.1016/j.rasd.2010.01.015
[2] Robledo, J., Donnellan, A. M., & Strandt-Conroy, K. (2012). An exploration of sensory and movement differences from the perspective of individuals with autism. Frontiers in Integrative Neuroscience, 6. https://doi.org/10.3389/fnint.2012.00107
[3] Dunn, W. (2007). Supporting Children to Participate Successfully in Everyday Life by Using Sensory Processing Knowledge. Infants & Young Children, 20(2), 84–101. https://doi.org/10.1097/01.IYC.0000264477.05076.5d
[4] Schaaf, R. C., Toth-Cohen, S., Johnson, S. L., Outten, G., & Benevides, T. W. (2011). The everyday routines of families of children with autism: Examining the impact of sensory processing difficulties on the family. Autism, 15(3), 373–389. https://doi.org/10.1177/1362361310386505
[5] Merriam-Webster https://www.merriam-webster.com/dictionary/tolerance
[6] Baumeister, R. F., & Vohs, K. D. (Eds.). (2004). Handbook of self-regulation: Research, theory, and applications. Guilford Press.
