Sensory Seeking in ASD

It is common to assume all individuals on the autism spectrum have high sensitivities related to sensory input. There is an assumption that someone with autism may be extra sensitive to noise, light, touch, smells, tastes, etc. in a way that causes them to avoid all loud noises, bright lights or new textures. And while it is true that people with ASD may have higher sensory sensitivities in relation to their typically developing peers, it leaves out another concept, that is, individuals who engage more commonly in sensory seeking behaviors than avoidant ones. Someone who exhibits high sensory seeking behaviors does so (usually) because they require more sensory input to achieve a desired effect/feeling than most other people. In a practical sense this means individuals who display sensory seeking behavior may play rougher, be messier, engage in riskier actions, and constantly seek out new and novel experiences in order to meet their required sensory reinforcement threshold. It is essential for these individuals to have ways to meet their sensory needs throughout the day, as well as the skills to identify what their bodies need when they need it. 

One way of doing this is to develop a “sensory diet,” which is an individualized plan of physical activities and accommodations meant to help a person meet their sensory needs. By developing a better understanding of the types of sensory inputs that exist we are better able to identify someone’s specific needs, as well as develop plans to meet those needs. When building behavior plans for individuals who tend to seek out high levels of sensory input, this understanding is essential in reducing various types of challenging behavior across various functions. See below for descriptions of six different types of sensory input, as well as activities included within that particular input type.

• Proprioceptive Input: This includes “heavy work” activities, these are activities that let our body know where we are in space and how to move safely and efficiently. 

  • Some activities include, anything relating to running or jumping, swimming, jumping on a trampoline, pushing a heavy basket around, or climbing. Other proprioceptive activities include carrying heavy items, drinking thick liquids through straws like milkshakes or smoothies, digging with a shovel, or even just providing deep pressure via big hugs/squeezes. Other activities include doing crab-walks, frog jumps, marching, playing catch, and rolling or kneading dough. 

    
    

• Vestibular Input: Vestibular input includes the sensory information received by the brain from the inner ear, specifically regarding head movements, position, and balance. 

  • Some activities related to vestibular input also include activities related to proprioceptive input, especially “heavy work” activities like running, jumping, and pushing/pulling. Other vestibular activities include “prone work”, or activities done while laying on the belly. This can include coloring, drawing, push-ups, or yoga. Other vestibular activities include dancing along to a song, especially songs that have specific movement instructions, or swaying back and forth while singing along to a song, using a sensory swing, practicing standing on one leg, and going down a slide. 

    
    

• Tactile Input: Tactile input includes the information the brain receives through touch receptors in the skin, providing us with the sense of touch, including pressure, temperature, pain, and vibration. 

  • Activities focused on meeting tactile input needs may include creating a sensory bin in order to explore textures in a functional way that is safe. Other activities may include making “cloud dough” with flour and oil, making kinetic sand, playing with shaving cream, finger painting, and playing at a water table.

    
    

• Oral Motor Input

  • Oral motor input refers to the sensory information the mouth receives from various stimuli, including taste, touch, and pressure. Beside motor oral therapy tools, other activities designed to target oral motor input include practicing blowing bubbles, chewing gum, making silly faces in the mirror (maybe practice taking turns and imitating each other's faces), and practicing putting on chapstick.

    
    

• Visual Input: Visual input refers to the information received by the brain through the eyes, including colors, shapes, and movements of objects in the environment. 

  • Activities include decorating the bedroom with visually exciting or stimulating wallpaper, engaging in sorting activities based on color, shape, size, etc., creating sensory bottles with glittery and shiny objects inside of them. Playing games like “tell me 3 things you can see right now that are ______.”

  • Additionally, things like hourglass timers and other visually based calming items may be an important facet of someone’s sensory diet.

    
    

• Auditory Input: Auditory input refers to the sounds and information that enter the auditory system, primarily through the ears, and are then processed by the brain.

  • Activities related to auditory input that may be helpful include experimentation with musical instruments in order to develop auditory discrimination skills and playing sound guessing games where one person plays different sounds and the other person tries to identify them. Playing soundscapes that promote relaxation and focus may be helpful as well. For some people, listening to ambient tones can promote regulation leading to increased focus and relaxation.

Overall, there are complex interactions between sensory input and the ways it affects how we all think, feel, and behave. This is just as true for individuals on the autism spectrum, including individuals on the autism spectrum who are generally more sensory seeking than sensory avoidant. Through developing a deeper understanding of the different types of sensory input, as well as activities included within each type, providers and caregivers are able to more successfully identify and manage challenging or undesired behaviors related to sensory processing.

Sensory strategies and resource - what type of sensory input do I need?. Sussex Community: NHS Foundation Trust. (2024). https://www.sussexcommunity.nhs.uk/patients-and-visitors/resources/patient-resources/sensory-strategies-and-resource/what-type-of-sensory-input-do-i-need 

Written by: Nicholas Lea, Behavior Specialist, Miren Behavior