Understanding Autism Sensory Overload
Everyday sounds, smells and sensations that many people hardly notice can be overwhelming to individuals with autism. Whether you’re a parent, teacher, or therapist of a child, teen or adult with autism, understanding sensory overload is key to supporting them as best as you can. In this blog post, we’ll cover what sensory overload is, what it can look like, possible triggers, and some steps you can take to help your child or student avoid sensory overload.
What is sensory overload?
Common in kids and adults with autism, sensory overload occurs when too much sensory input (such as sounds, smells, tastes and/or sensations) overwhelms the brain. The brain is unable to filter out less important sensory input, so it struggles to process all of the input at once.
Sensory overload can trigger an intense emotional response, such as fear, anxiety, and/or anger. It can also cause a physical response, for example pain, nausea, headache or dizziness.
Sensory overload can be sudden or gradual. It can happen in different places in the home, classroom, or community, and can occur at different times. However, if you look more closely you will often find that there is a pattern to sensory triggers for the individual. For example, you might notice that a child or teen with autism often experiences sensory overload after a particular event or activity.
What does sensory overload look like in a child with autism?
The outward signs of sensory overload vary from person to person but can include:
A flushed or pale face
Sweating
Fast breathing
Fast pulse
Freezing (catatonia)
Shaking
Crying or screaming
Dizziness or fainting
Loss of appetite
Nausea
Increased stimming, for example, pacing, rocking, or flapping
What causes sensory overload in autism?
Sensory input from the environment = too much info for the brain to process = brain overwhelmed = input on the autonomic nervous system.
Because of how their brains are wired, autistic people process sensory input differently than other people. In a neurotypical person, the brain quickly gets used to unimportant sensory input, such as the feeling of clothes against your skin, or the smell of someone’s perfume. This is called habituation, and allows people to focus on taking in new information, while filtering out irrelevant background information. Children, teens and adults with autism often have reduced habituation.
Examples of sensory overload triggers
Different people with autism will have different sensory overload triggers Here are some examples of common triggers which might affect your students or child:
Visual
Busy places - lots of people, traffic, things moving
Busy walls - patterns, decor, posters, schedules, prompts
Patterned clothing
Busy pages - lots to read, look at, borders, colors
Bright lights - flickering fluorescent lights can be particularly problematic
Bright screens - bright colors, quick movement
Sound
Volume - loud voices, everyday sounds
Pitch - a baby crying, a young child’s voice, a yappy dog
Overlapping sounds - several low level sounds all happening at once
Sudden sounds - doors banging, items being dropped, phones ringing, alarms
Animals - birds chirping, dogs barking
Voices - familiar & unfamiliar people
Music
Smell
Food smells
Perfumes
Unpleasant odors
Cleaning products
Taste
Foods which are too strong, spicy, salty or sweet
Medications
Touch
Difficulties with processing touch can make everyday hygiene challenging because of the tactical input caused by
Washing themself
Hair brushing
Hair and nail cutting
Clothing textures
Hugs
Bumps
Touching foods
Touching dirt or mud
What does sensory overload feel like for people with autism?
How sensory overload feels varies from person to person, and also varies over time. Often it can:
be very frightening
have a physical impact, and cause the individual to feel unwell or exhausted afterwards
have an emotional impact
It is common for older kids and adults with autism who are aware of their triggers to do their best to avoid the situations and activities which they know will trigger their sensory overload. Refusal to take part in an activity at school or at home, such as going to the gym hall, or a family visit, is often an autistic individual’s way to keep themself safe.
How can you tell if your child has sensory issues?
They get distressed by ordinary daily activities e.g. washing and dressing
They are a picky eater
They have restrictive routines because they attempt to avoid their triggers
They have a lot of anxiety
They have big emotions and ‘overreactions’ to normal sensations
They avoid play activities
Parents and teachers need to be like detectives to work out which sensory inputs are causing overload. I have written an easy to use fill in Sensory Preferences Checklist for families who do not yet have access to a Sensory Trained OT.
How can I help my child with sensory overload?
Stay calm, and keep your voice soft
Reduce instructions and comments
Try to see what’s going on from their point of view
Acknowledge their distress and/or anxiety
Avoid saying “it’s ok” because to them it is not ok
Don’t punish or threaten them
Don’t force them to take part in activities which cause overload
Adapt the environment where possible to reduce demands
Remove triggers where possible
Sensory Overload Strategies to use at home
There are some simple strategies which parents can implement to help reduce sensory overload in child with autism, such as:
Creating a low-arousal, calming environment
Providing a quiet space to go to
Less clutter in rooms/plain decor
Adapt plans and expectations
Figure out triggers
Explain sensory overload to family, friends, therapists, and anyone else who will interact with your child
Reduce demands
Be understanding and have empathy
Provide sensory equipment, toys, exercises and activities which help lesson overload
Offer choices
Think about sensory food issues - taste, texture, and smell
Implement a Sensory Diet
Sensory strategies teachers can use in the autism classroom
There are some simple strategies which teachers, paras and therapists can implement to help reduce sensory overload for students with autism, such as:
Adapt the classroom environment
Reduce clutter - store activities which are not being used in plain boxes and bins, or behind curtains
Reduce visual information on walls - use only necessary posters and visual supports
Offer ear defenders or noise cancellation headphones
Avoid or reduce perfumes
Use soft furnishings to absorb sounds
Remind everyone on the classroom to lower their voice
Have a quiet space for students to retreat to
Provide movement breaks
Resources to check out
I hope you’ve found the information in this post helpful! Please note - I am not an OT, and none of the information here should replace therapy from a qualified Occupational Therapist.
Kirsten
P.S. If you have any questions about any of my resources, I’d love to hear from you! You can reach me at kirsten@curriculumforautism.com
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