Understanding Sensory Processing in Children with Autism

At Autism Inclusive, we are passionate about helping families, educators, schools, childcares and communities understand and support autistic children in ways that truly make a difference. One of the most common — and often misunderstood — aspects of autism is sensory processing. 

What is Sensory Processing?

Sensory processing is how the brain takes in and makes sense of information from our senses — like what we see, hear, touch, taste, smell, how we move (vestibular), where our body is in space (proprioception), and what we feel inside our body (interoception). For many children, this process happens naturally and smoothly. But for children with autism, sensory information can sometimes feel too much, too little, or just plain confusing.

That’s why it’s important to understand each child’s unique sensory profile and how it fits with their overall needs. Because autism is a developmental disability that can also affect skills such as communication, a child might not be able to tell you they feel scared or overwhelmed — for example, by the lights and noise of a shopping centre. Instead, their distress might show up as behaviours like refusing to go in, running away, or having a meltdown. Understanding this helps us respond with empathy and support, rather than frustration.

How Does Sensory Processing Differ in Autistic Children?

Every autistic child is different, but many experience the world in heightened or diminished ways. Some children are sensory seeking — they may crave movement, touch, or visual input. Others are sensory avoidant — they may become distressed by loud noises, bright lights, or certain textures. Some fluctuate between both.  This may also look different across different environments.  It takes times to understand the different sensory systems and challenges Autistic children may experience, so over time you can start putting in the right supports that the need.

Common sensory processing differences include:

• Auditory: Sensitivity to loud or unexpected sounds; may cover ears or avoid noisy environments.

• Visual: Discomfort with bright lights or busy visual patterns.

• Tactile: Avoidance of certain clothing textures, messy play, or unexpected touch.

• Vestibular: Craving spinning, swinging, or movement — or feeling anxious during movement.

• Proprioception: Needing deep pressure, bumping into things, or struggling with body awareness.

• Oral: Picky eating, mouthing non-food items, or strong preferences for certain tastes or textures.

• Olfactory (Smell): Sensitivity to strong or specific smells, which may cause distress or avoidance (e.g., perfumes, food smells, cleaning products); or seeking out certain smells in unusual ways.

• Interoception: Difficulty recognising internal body signals like hunger, thirst, pain, needing the toilet, or even emotions like anxiety or excitement.

  
  

Interoception is often described as the “hidden” sense — it’s how we interpret messages from inside our body. For example, if a child doesn’t notice they’re hungry or tired, or doesn’t recognise when they need the toilet, it can impact their behaviour and participation in daily routines. Interoceptive differences may also make it harder for children to identify and regulate emotions, because they may not recognise the physical cues that signal stress or calmness.

Why Is This Important?

Understanding sensory needs helps us respond with empathy and support rather than confusion or frustration. A child who "won’t sit still" may be seeking sensory input to stay regulated. A child who "refuses" to wear socks may be experiencing genuine discomfort from the texture.

Sensory processing differences only become a problem when they impact a child’s ability to participate in daily life. For example, if a child is highly sensitive to sound and their classroom is extremely noisy, and they don’t yet have a way to communicate their distress, they may fall to the floor, scream, or try to run away. These responses are often misinterpreted and labelled as “disruptive behaviour” — when in fact, they are a child’s way of coping with an environment that feels overwhelming.

By understanding sensory processing, we gain insight into the “why” behind certain behaviours. Rather than seeing a behaviour as random or challenging, we begin to ask: What might this child be trying to communicate? or What sensory need is driving this reaction? It adds to our toolbox of knowledge, helping families, educators, and therapists work together to develop the best possible “best guess” behind the behaviour — and in turn, more effective support strategies.

How Can We Support Sensory Needs?

Supporting a child’s sensory profile doesn’t require expensive equipment or drastic changes — it starts with observation, flexibility, and collaboration.

The first step is to gather information. Observe your child across different environments — at home, school, and in the community. Talk to their teachers, carers, and other support people. Ask an Occupational Therapist to complete a sensory assessment. This information helps you build an individual sensory profile for your child. If the child has had an Autism Diagnostic assessment, any sensory processing challenges will also be captured in this report.

Where possible, also, involve your child in the process of understanding their own sensory needs. This might include using visuals to help them name what feels "just right" or "too much," trying different strategies together and talking about what helps them feel calm, focused, or safe. Empowering children with language and tools to advocate for themselves builds confidence, self-awareness, and lifelong regulation skill

Once you have a clearer picture of how your child responds to sensory input, you can work together as a team to develop a support plan. This plan includes strategies to use across different environments — helping your child feel more comfortable, understood, and able to participate in daily life.

Here are a few strategies that are commonly used, but again every child has an individual profile and strategies must be tailored according to their individual needs. 

• Create predictable routines with sensory-friendly transitions.  This create comfort for the autistic student who will be more regulated knowing the sensory environment they are transitioning to.

• Offer quiet spaces for calming and regulation.

• Use visuals and timers to support understanding and reduce anxiety.

• Incorporate sensory tools like chewies, fidget toys, weighted cushions, or movement breaks.

• Support interoception by helping children tune into body cues with visual supports (e.g., emotion thermometers, body maps) and consistent routines for eating, drinking, and toileting.

• Minimise strong or unexpected smells in classrooms or homes when a child is sensitive to olfactory input.

• Work with an Occupational Therapist to understand your child’s individual sensory profile and design supports that meet their unique needs.

  
  

At Autism Inclusive, our Specialist Occupational Therapists are experienced in assessing and supporting children’s sensory needs across home, school, and community settings. We help families and educators create environments that are responsive, calm, and inclusive.

Final Thoughts

Sensory processing is not a behaviour problem — it’s a neurological difference. When we tune in to how autistic children experience the world, we can create safer, more inclusive spaces where they can thrive. Every child deserves to feel understood, respected, and supported — and that begins with seeing the world through their eyes.

If you are a Teacher, Education Assistant, Childcare Educator, Allied Health Therapist, you can learn more at our upcoming workshop on the 6th of June in Scarborough Western Australia.