Sensory Differences and Autism Spectrum Disorder
Autism in Education Information Paper
Research to Inform Practice
Autism in Education (AIE) Partnership
This online document provides information on how individuals with Autism Spectrum Disorder (ASD) may be over-responsive or under-responsive to sensory input. It discusses the importance of understanding sensory differences, research, intervention practices, and implications for educational practice.
"Although not all individuals with ASD display sensory difficulties, there is evidence these types of difficulties are prevalent in this population and may interfere with performance and learning (Baranek, 2002; Ben-Sasson et al., 2009; Foss-Feig et al., 2012; Kashefimehr, Kayihan, & Huri, 2018; Myles et al., 2004; Schaaf et al., 2014). When considering interventions to address behaviours believed to be related to sensory difficulties in the school setting, the strongest research evidence, at present, supports the use of behaviourally based interventions. By contrast, the lack of research supporting the use of most sensory-based interventions for learners with ASD, particularly in the school setting, places the role of these therapies in question (Barton et al., 2015; Case-Smith, Weaver, & Fristad, 2015; National Autism Center, 2009/2015; Nowell et al., 2020; Odom et al., 2010; Prior et al., 2011; Leong & Carter, 2008; Sniezyk & Zane, 2015; Steinbrenner et al., 2020)."
AIE's Information Papers provide topical research summaries and recommendations based on empirical evidence in the field of Autism Spectrum Disorder.
Professional Development
Sensory Issues
Atlantic Provinces Special Education Authority
3/8/2024 1:21 PM EST