AUT - Unit3.4 Sensory Self-Regulation

Preparing Youth with Autism
Spectrum Disorder for Adulthood
Unit 3.4: Sensory Self-Regulation
Key Questions:
 What is sensory self-regulation?
 Why is training in sensory self-regulation needed?
 Can all youth with ASD learn sensory self-regulation?
 When should I start teaching sensory self-regulation?
 How do I know what to teach?
 How can I teach my student sensory self regulation?
Appendices
 Appendix 3.4A: Online and Other Resources
 Appendix 3.4B: Sensory Support
 Appendix 3.4C: Supplemental Instructional Materials
 Appendix 3.4D: Glossary of Terms
Columbia Regional Program

www.crporegon.org June 2011
Sensory Self-Regulation for Youth with ASD
Helen Clarke and Karlyn Rood
This unit provides information and practical, accessible resources for best practice supports
for youth and young adults with ASD in transition services and activities, including instruction.
Given the diversity in this population, educational staff may not always feel adequately prepared
to provide the necessary supports to youth with ASD. Each member of the transition planning
team will bring specialized training and experiences to the knowledge base. The information and
resources in this unit is designed to help supplement the collective knowledge of the transition
IEP team. Additional training or consultation may be needed.
This is a resource for you and is designed so that you can return to sections of this unit as you
need more information or tools. You do not need to read this unit from beginning to end or in
order. Feel free to print this unit for ease of reading or as an accessible reference. You will get
the most from this unit by also using the online features. Links to questions, appendices and
online resources are provided so that you can go directly to what is most relevant to you at the
time. If you have any difficulty using the links or understanding the organization of the unit,
return to Introduction to the Toolkit. (You will need to scroll down to Preparing Youth with
Autism Spectrum Disorder for Adulthood and then click on Introduction.)
What is sensory self-regulation?
Sensory regulation is the ability to attain, maintain, and change arousal levels appropriately
for a task or situation. Adequate regulation can also be referred to as the “just right state”
(Williams and Shellenberger, 1994). The “just right state” varies throughout the day and for
different activities. For example, the arousal level one has first thing in the morning may be low
but by drinking coffee, going for a run or taking a shower one can bring ones arousal level up to
start the day. The “just right state” in a church or classroom is calm and quiet, but it is
appropriate to have a higher arousal level when watching sports or at a party.
Sensory Self Regulation is the ability to control one's level of arousal and activity state and
respond appropriately to sensory input without staff support or prompting. It requires being
aware of one’s own sensory needs in everyday settings and situations, and knowing how to use
techniques to meet those needs appropriately. Sensory self -regulation occurs when one can
perceive their own bodies as separate from the environment, analyze, organize, and connect
(integrate) sensory messages, and respond to sensory information in a meaningful and consistent
way. For example, person with sensory self regulation may eat lunch in a loud cafeteria then use
strategies to calm and quiet his body before transitioning to the classroom where he is expected
to be calm and quiet. Hearing a fire truck drive by may distract him for a few seconds but then
he is able to use calming strategies to turn his attention back to the task at hand.

Below are the seven sensory systems and their functions from Aspy and Grossman (2008).
Sensory System Function
Proprioceptive Indicates location of body parts in relation to each other based on
information from muscles and joints
Vestibular Detects movement and guides eye-hand movements; provides information
about balance, gravity and posture
Tactile/Touch Discriminates texture, temperature, touch, pain, or pressure for protection
and comfort/bonding
Visual/Sight Detects color, depth, spatial orientation and brightness
Olfactory/Sight Gathers information about odors in the environment
Auditory/Sound Gathers information about sounds in the environment
Gustatory/Taste Detects bitter, sweet, salty and sour; distinguishes safe from noxious
foods
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Why is training in sensory self-regulation needed?
Impairment to the sensory system is a core characteristic of ASD. Self-regulation difficulties

of youth and young adults with ASD can not only create frustration and anxiety, but also may
further increase social isolation and impact future employment.
Deficits in sensory integration mean that the brain’s ability to absorb, interpret, or process
information received through the senses is limited. People with deficits in sensory information
processing often can’t use information obtained through the seven senses efficiently to learn,
solve problems, or carry out work responsibilities. They might be unusually sensitive or over-
responsive to certain kinds of sensory experiences such as touch, pain, temperature, pressure, or
where the body is in space. This difficulty results in frequent frustration, which can lead to work
failure.
Youth with disorders of sensory regulation struggle to regulate their emotions, behaviors, and
motor abilities in response to sensory stimulation. Everyday sensory information such as touch,
sound, and movement may be misinterpreted. The sensory stimulation may come in the form of
touch, sight, sound, taste, smell, sensation of movement in space (vestibular), and awareness of
the position of one’s body in space (proprioception). These young people may have poor
attention, lack of motivation, difficulty understanding situations and difficulty interacting and
learning. A youth with poor sensory self-regulation may have difficulty sitting still and irritate
his peers, or if his teacher touches his arm to see how he is doing, he may have an adverse
reaction. These youth may feel uncomfortable is certain types of clothing or eating certain
textures of food. These irritants can cause the person to have negative behaviors in the
classroom or work setting or toward others.
Sensory self-regulation is particularly necessary for youth and young adults with ASD who
are expected to be independent. An individual's response to sensory input depends on his ability
to regulate and understand sensory stimuli and to adjust his emotions to the demands of his
Columbia Regional Program 229

surroundings. When youth and young adults do not learn to manage their unique sensory system
and achieve self-regulation, they are likely to experience rejection and social disapproval
regarding their unregulated behavior. The following provides examples of how sensory
disregulation can impact learning and work skills:
• When a student has a hypersensitive/over-responsive sensory system the brain has
difficulty filtering out excessive stimuli. Sensory overload causes a “fight, flight, or
freeze” reaction (stress response). These individuals may react negatively to a light touch
on the arm or someone bumping into them.
• An individual who is hypersensitive/over-responsive to sensory input may have an
aversion to being touched, which could lead to serious problems with physical intimacy.
This individual may have difficulty waiting in lines or being in close proximity to others.
• When a student has a hyposensitive/under-responsive sensory system the body craves
intense sensory input and extra sensory input is needed to notice that their bodies are
involved in the activities. These individuals may bang into items or people in order to get
the input to their bodies. Hyposensitive individuals may hum or make other noises to
help keep their arousal level at the “just right state”.
• If an individual who is hyposensitive/under-responsive does not learn to arouse his
sluggish systems, he could become one of those workers who chronically runs late and
falls short on the job.
• A sensory seeker could end up seeking stimulation from unhealthy sources such as
substance abuse, gambling, risk taking or promiscuous behavior.
• Over- or under-responsivity to sensory stimuli can make working in some environments,
such as an open-plan office setting, very difficult. Many find it hard to work or maintain
a conversation in a noisy environment.
Training in sensory self-regulation can help youth and young adults with different types of
sensory challenges in different ways. The under-responsive students can learn to arouse their
slow sensory systems; over-responsive students may learn they are best suited to slower paced sit
down jobs in quiet settings; and sensory seeking youth who learn self-regulation become good
candidates for physically demanding professions that put a premium on speed (Miller, 2006).
Those sensory seekers who channel their extraordinary energy into creative and original projects
may discover a personal strength that can lead to inventive and entrepreneurial careers. In some
professions, the fact that they’re tireless gives them an edge over the competition
Once youth with ASD are able to manage their sensory system sufficiently to maintain the
appropriate level of arousal for the task, they can pay attention when they need to and are then
able to succeed in their endeavors. This opens educational and career avenues. When students
learn to identify their level of alertness and learn what they can do before and/or during stressful
times to attain a more optimal state of alertness they are able to engage in tasks. Sensory self
regulation can enable youth and young adults to successfully engage in activities within their
home, school, work and community environments (Marr & Nackley, 2006).
Back to Q & A

Can all youth with ASD learn sensory self-regulation?
Youth with ASD can learn sensory self-regulation to varying degrees. Independence with
sensory self-regulation depends upon the cognitive abilities of the youth or young adults and past
exposure to sensory techniques.
Sensory self-regulation may not suit youth or young adults with ASD who are the most
impacted because of the cognitive demands required to learn and practice self regulation
activities. However, there are ways to apply the principles of self-regulation with students with
lower cognitive abilities. Youth and young adults who are the most impacted by ASD will need
to experience the effect of different sensory techniques and then learn the techniques. Once
specific strategies are learned, a student can learn to use a book with pictures of calming
activities that he can perform independently. Even then, the youth with ASD may need others to
modify the human and nonhuman environment, task demands, and routines to optimize the fit
between the student and sensations.
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When should I start teaching sensory self-regulation?
Students with ASD should be provided with scheduled experiences of sensory regulation
activities from a young age and as they become older they should be taught sensory techniques in
preparation for learning sensory self-regulation. Children with severe over-responsivity who
have not received effective sensory integration training are likely to continue struggling with
sensory sensitivities through middle school and high school because the situations that are most
challenging for over-responders- transitions, unpredictability, and sensory overstimulation- reach
a crescendo during the teen years. Those children on the spectrum who do not receive timely
intervention are at greater risk of reaching adulthood with sensory issues that continue to be
disruptive.
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How do I know what to teach?
It is important to find strategies that a person with ASD can implement with minimal
supervision. Intervention design requires careful attention to the sensory state of the individual
and to the sensory demands of environments and activities (Cook, 1990; Myles et al., 2000). An
Occupational Therapist trained in sensory processing can provide enormous amounts of
assistance in assessment, determining what to teach, and how to teach it.
Formal and informal sensory checklists are available to use to determine the students sensory
profile. The Adolescent/Adult Sensory Profile (Brown and Dunn) is designed for formal
assessment. This is best completed and interpreted by an Occupational Therapist. Informal
sensory checklists completed by student and teacher can give a lot of insight into sensory

strengths and weaknesses. Links to free informal sensory checklists, such as the Sensory
Modulation checklist, can be found in Appendix 3.4A. Sensory Support Needs for Youth and
Young Adults with ASD is provided in Appendix 3.4B to help you determine needed supports for
a youth’s sensory challenges.
An ecological survey can be used to collect information about a wide range of variables that
can influence a student's problem behavior. It can provide useful information about how the
young adult will manage his sensory needs in a variety of environments. (For more information,
see Unit 3.8).
Once the assessment is complete using a sensory checklist and ecological inventory, the best
techniques for teaching the student sensory self regulation can be determined. The Sensory
Team Handbook, Sensory Integration Tools for Teens or How Does Your Engine Run can all help
provide appropriate sensory goals and strategies for young adults. See Appendix 3.4C.
Back to Q & A
How can I teach my student sensory self regulation?
Once the student has been evaluated, general sensory program activities are selected. It is
important to explicitly teach sensory self-regulation. Older students need to understand why they
need self-regulation (or accommodations), what it's for, how it works, and most of all, why it
matters to them. These youths should be taught to take ownership of their sensory issues,
understand how their own senses work, have strategies in mind, and take control. Each child has
his own mix of hyper- and hyposensitive senses and his own history (Mucklow, 2009).
Sensory Programs
There are a variety of sensory programs commercially available to help the youth with ASD
manage their sensory needs. How Does Your Engine Run, The Sensory Team Handbook and the
Sensory Integration Tools for Teens books provide lesson plans for the young adult with ASD to
learn how to manage their sensory needs. Adjusting the Image has lesson plans for Sensory Self
Regulation.
How Does Your Engine Run is a lesson plan that supports students with ASD in choosing
appropriate strategies to change or maintain states of alertness. The program uses cognitive-
behavioral strategies to teach students to recognize their levels of arousal and to use sensory
integrative strategies in order to maintain an optimal level of arousal (Williams & Shellenberger,
1996). See How Does Your Engine Run lesson plans adapted from the curriculum Adapting the
Image in Appendix 3.4C.
The Sensory Team Handbook is a hands-on tool to help young people make sense of their
senses and take charge of their sensory processing. It includes checklists, goal setting, education
about the brain and body, in relation to sensory and many other hands-on tasks for the youth with
ASD (Mucklow, 2009).

Sensory Integration Tools for Teens highlights sensory integration and sensory processing for
teens, their parents, teachers and therapists. Topics include understanding the teen brain, the
sleepy teen, thrill seeking, drugs, and teen spaces. Healthy age-appropriate alternatives include
movement, muscle, ear, and eye tools. The Teen Sensory Tool Survey provides teens with the
opportunity to share their sensory preferences and needs with their parents, teachers, and
therapists (Henry, 2004).
Strategies
The type of strategies used for teaching sensory regulation depends on the individual’s
cognitive level and sensory needs. These strategies may include yoga, relaxation, use of a
sensory diet, S’Cool Moves posters for calming or alerting, Sensory Stories and modifications to
the environment. A sensory diet should become a regular part of the youth’s routine. Yoga or
relaxation can become a life long sensory strategy. Sensory Stories are effective for youth that
are more impacted by their ASD. Descriptions of these strategies follow.
Yoga is an excellent medium for students with ASD because it has the potential to meet
many of their needs. Yoga helps build strength and flexibility, coordination and balance. It helps
youth identify tension within their bodies. Breathing exercises can help them learn to recognize
when they are experience agitation and how that feels. Even those students who can’t
intellectualize these concepts can feel what is happening to their bodies. (Betts, D. & Betts, S.,
2006)
Relaxation can help students with ASD become less anxious and calmer. Relaxation
techniques are an essential part of the quest for stress management. Relaxation isn't just about
peace of mind or enjoying a hobby. Relaxation is a process that decreases the wear and tear on
ones mind and body from the challenges and hassles of daily life. There are different types of
relaxation techniques that are beneficial to youth with ASD including progressive relaxation and
guided imagery. Progressive relaxation requires the student to learn to tense and release the
muscles to feel a calmer state. Guided Imagery is a convenient and simple relaxation technique
that can quickly and easily help manage stress and reduce tension in the body. Appendix 3.4
Sensory Stories are story based sensory strategies used to help the student deal with the
unpleasant sensory aspects of a particular situation. When read on a regular basis, Sensory
Stories can help the individual to develop effective routines to manage sensory experiences
surrounding typical daily activities. Sensory Stories use a variety of self-employed strategies and
may be adapted to a specific student’s needs. Appendix 3.4A
S'cool Moves activities include posters of many movement patterns that focus on
strengthening auditory, visual, tactile, postural, vestibular, and self-regulation systems of the
body. By adding S'cool Moves techniques to techniques already used in daily routines, youth
can learn to monitor their own behavior (Wilson & Heiniger-White, 2000).
Sensory Diet is a carefully planned program of specific sensory activities that provides the

optimal amount and types of sensation the youth or young adult needs. The sensory diet is based
on the theory that controlled sensory input can affect arousal, alertness, and attention level, and
thus affect an individual’s ability to function (Wilbarger, 1995). A sensory diet includes
proprioception, vestibular and tactile input. It is best to collaborate with older students to
identify sensory activities that are age and developmentally appropriate and best meet their
sensory needs. An effective sensory diet enables an individual to feel calm, alert, and organized
and thus enhances occupational performance. It can also help the student with self-regulation.
The Sensory Diet is designed and developed by the Occupational Therapist to specifically meet
the unique needs of each youth’s nervous system. An occupational therapist, a classroom
teacher, a paraprofessional, a parent or the youth with ASD may implement the Sensory Diet.
The Sensory Diet provides the young person with opportunities to receive sensory input at
various intervals throughout the day, allowing him to participate more fully in the activities of his
daily life. Sensory Diet Activities provides ideas a sensory menu and ideas.
Once the specific sensory activities are chosen, the youth must practice and learn how to do
these activities in a variety of settings. The youth with ASD needs to learn how to regulate their
sensory system when not under stress first before trying to use those skills out in the
environment.
Lastly, it should be determined if the chosen sensory activities are having the desired effect
on the youth’s sensory system. This is ongoing as the sensory needs change over time due to
maturity, new environmental stressors and changes in the neurological system. (Adapted from
Sue Larkey Practical Sensory Programmes for Students with Autism Spectrum Disorder and
Other Special Needs)
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References
References for this unit and all the other units are in a separate PDF at the end of the toolkit.
(You will need to scroll down to Preparing Youth with Autism Spectrum Disorder for Adulthood
and then click on References.)
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Appendix 3.4A
Online and Other Resources
Content:
 Sensory Self-Regulation
 Assessment and Checklists
 Instructional Materials
 Online Videos
 Online Training
 Practical Books and Videos Available on Loan
o Books
o Video

Online and Other Resources

The resources listed are available at no cost online. While terminology sometimes differs
from Website to Website, the basic concepts are the same. Information is either, specific to youth
and young adults with ASD or can be adapted for the individual need of the student.
Please be aware that web addresses or content can change. If a web error occurs, try a web
search of the source or title listed.
Sensory Self-Regulation
Autism: Reaching for a Brighter Future, Ohio Center for Autism and Low Incidence.
http://www.ocali.org/view.php?nav_id=26
This guide offers basic concepts in providing supports for individuals with ASD. It provides
comprehensive information related to ASD. Information on Sensory issues, sensory motor
processing, and sensory integration are included.
Incrediblehorizons.com
http://www.incrediblehorizons.com
This site offers information on sensory development and integration.
Sensory Processing Disorder Foundation

http://www.spdfoundation.net/
This site offers information, research, education, and advocacy for Sensory Processing Disorder
(SPD).
Appendix A
Assessment and Checklists

Adult Sensory Processing Checklist, Children Foot Clinic
http://footclinic.wordpress.com/2009/04/25/adolescent-adult-sensory-processing-disorder-
checklist/
This blog provides a checklist for sensory issues.
Assessing Positive and Negative Reinforcers in Adolescents (13-18), ABLE-differently

http://www.able-differently.org/PDF_forms/Reinforcement_Survey_Ages_13-18.pdf
This site provides a self-checklist to assess positive and negative reinforcers.
Free Printable Forms, Sensational Brain

http://www.sensationalbrain.com/42/free-printable-forms/
This site provides a sensory checklist, home modifications and school accommodations
checklists.
Sensory Diet Exploration: Activity Checklist, Sensorize

http://www.sensorize.com/files/sensory_diet_checklist_2007pdf.pdf
This site provides a checklist of what people may use or do in order to help decrease and/or to

prevent distress.
Sensory Modulation Checklist, SPD Life

http://www.spdlife.org/symptoms/general.html#content
This site provides a sensory checklist that looks at modulation.
Sensory Over responsiveness Checklist, SPD Life

http://www.spdlife.org/symptoms/sor.html
This site provides a checklist for over-responsive sensory issues.
SPD Life Sensory checklist for adults, SPD Life

http://www.spdlife.org/symptoms/general.html
This site provides a general sensory checklist.
Sensory Integration Checklist, Parent-Child Services Group, Inc.

http://www.parent-childservices.com/handouts/sensory_integration_checklist.htm
This site provides a checklist for sensory issues.
Appendix A
Instructional Materials
Alert Program - How Does Your Engine Run?®, Therapy Works Inc.
http://www.alertprogram.com
http://www.alertprogram.com/resources.php
This site for How Does Your Engine Run, a sensory self-regulation curriculum, has some freebies
to introduce you to the program.
Autism Relaxation to Decrease Stimming

http://www.innerhealthstudio.com/decrease-stimming.html
This autism relaxation script is for helping to decrease stimming. (Repetitive behaviors that
stimulate the senses and are used to regulate one’s level of sensory arousal). This guided
relaxation script aims to increase ones ability to achieve optimal levels of sensations.
Manual for Adolescents with Asperger’s Piloting Social Success (MAAPSS)

http://www.crporegon.com/sites/default/files/pdf/maapss2004.pdf
This manual provides a variety of semantic maps and visuals designed to assist in teaching
adolescents with high functioning autism various social skills, sensory self-regulation and social
thinking concepts. Please go to pdf page 74 Self Advocacy for Sensory.
Practical Autism Resources

http://www.practicalautismresources.com/printables
This site provides more than 100 pages of free printable items. The stress thermometer and how
does your engine run speedometer under Behavior Supports are particularly useful.
Sensory Diet “Menu” Activities and Strategies to Try, Jennifer Dodge

http://www.school-ot.com/Sensory%20Strategies.html

This site provides lists of calming and alerting activities that may be included in a sensory diet.
Sensory Gang Summer Reading Program, Autism Asperger Publishing Company

http://www.aapcpublishing.net/SummerReading
This site offers a summer reading program for youth with ASD and neuro-typical peers.
Visual and Sensory Challenges and Supports in Transition for Students with
Autism (2007), M. Rosenshein, Ohio Center for Autism and Low incidence
http://www.ocali.org/_archive/up_file/1178539489-
May_3_Visual_Sensory_Org_Challenges_Transition_Autism.pdf
This handout provides suggested supports for each challenge.
You Really Need to Learn to Relax: Effective Methods

http://www.med.umich.edu/painresearch/patients/Relaxation.pdf
This article provides techniques for relaxation.
Appendix A
Online Videos
Autism author Stephen Shore talks about sensory issues

http://www.youtube.com/watch?v=Zgndmx55z_A
This video describes the sensory issues with lights. (1 min.)
Autism and Sensing; The Unlost Instinct

http://www.youtube.com/watch?v=jQucDnZySGc
This video is a slideshow from a presentation by bestselling author with ASD, Donna Williams,
on autism and sensing. (2 min.)
My Yoga Online
http://www.myyogaonline.com/videos
This site provides 5-minute samples of a variety of yoga routines.
Sensory Overload
http://www.youtube.com/watch?v=ygWdA244v6I
In this video young woman with ASD talks about sensory sensitivities. (2 min.)
Sensory Overload Simulation

http://www.youtube.com/watch?v=BPDTEuotHe0
This video by a girl with ASD portrays her experience of sensory overload. (3.5 min.)
Sensory Processing Disorder (SPD) Dr. Lucy Jane Miller

http://www.youtube.com/watch?v=QDaj4daRWJc
This video shows an interview on CBS4 News February 2008 (3.5 min)
SPD on 20-20 Part 1

http://www.youtube.com/watch?v=MFPRZznVMbU
This video shows the Sensory Processing Disorder story on 20-20 featuring Dr. Lucy Miller.
Part 1 of 2. (5.5 min)
SPD on 20-20 part 2

http://www.youtube.com/watch?v=OChhikMggtY
This video shows the Sensory Processing Disorder story on 20-20 featuring Dr. Lucy Miller.
Part 2 of 2. (5.5 min)
Dr. Stanley Greenspan founder of Floortime speaks

http://www.youtube.com/watch?v=jrXGh9bT0Sw
This video shows Dr. Stanley Greenspan, founder of DIR/Floortime speak in an interview from
the film "Autistic-Like: Graham's Story". (2 min)
Temple Grandin - Focus on Autism and Asperger's Syndrome

http://www.youtube.com/watch?v=bgEAhMEgGOQ
This video discusses early intervention, educational strategies, visual thinking, social skills,
medications and mentoring. Sensory issues are also discussed. (1 hr. 13 min.)
What is Sensory Processing Disorder?

http://www.youtube.com/watch?v=6O6Cm0WxEZA
This video is a brief animated description of sensory processing disorder for kids. (3 min.)
Appendix A
Online Training
Sensory Differences, Autism Internet Modules
http://www.autisminternetmodules.org/
This module provides an overview of the sensory differences that may be present in an individual
with ASD and how they may impact their day-to-day behavior and performance.
Using a Sensory Diet, Autism Programs, University of New Mexico

http://cdd.unm.edu/swan/autism_course/modules/sensory/index.htm
The module on Sensory Interventions includes a section on sensory diet.
Appendix A
Practical Books and Videos Available on Loan

Many libraries, including the ones below, have books and videos on sensory and self-regulation
for youth with ASD to loan.
Multnomah County Library (MCL)

http://www.multcolib.org
Reference Line: 503.988.5234
Clackamas County Libraries (CCL)

http://www.lincc.org
Library Information Network: 503.723.4888
Interlibrary Loan (IL)

Please ask you local library.
Autism Spectrum Disorder Statewide Library (ODE)

Oregon Department of Education (ODE)
The resources are available to checkout to Oregon residents.
For information on checkout contact
Meagan Head at 503.588.5330
SRC: Jean Baton Swindells Resource Center for Children and Families
http://oregon.providence.org/patients/programs/swindells-child-disability-resource-
cent/pages/overview.aspx
The resources are available to family and caregivers of Oregon and Southwest Washington.
503.215.2429
Below is a list of books and videos on sensory and self-regulation for youth with ASD that can
be borrowed from the sources indicated. Check with your library for additional titles.
Books
Title Author MCL CCL IL ODE SRC
101 games and activities for children with Delaney, T.   
autism, Asperger's, and sensory processing
disorders
Answers to Questions Teachers Ask about Kranowitz, C. S.  
Sensory Integration: Forms, Checklists, and
Practical Tools for Teachers and Parents
Asperger Syndrome and Sensory Issues Myles, B.   
Autism and Sensing: The Unlost Instinct Williams, D. 
Building Sensory Friendly Classrooms to Moyes, R. A. 
Support Children with Challenging
Behaviors: Using Data and Cognitive
Behavioral Therapy to Teach Replacement
Skills
The Goodenoughs Get in Sync Kranowitz, C. S., &  
Wylie, T. J.
How Does Your Engine Run?: A Leader's Williams, M. S., &  
Guide to the Alert Program for Self- Shellenberger, S.
regulation
Minute Moves for the Classroom: An Hieberger, D. M., & 
Introduction to S'cool Moves for Learning Heiniger, M. C.
My Sensory Book: Working Together to Kerstein, L. H.  
Explore Sensory Issues and the Big
Feelings They Can Cause
Practical Sensory Programmes for Students Larkey, S 
with Autism Spectrum Disorders


Raising a Sensory Smart Child: The Biel, L., & Peske, N.   
Definitive Handbook for Helping Your K.
Child with Sensory Integration Issues
Relaxation: A Comprehensive Manual for Cautela, J. R., &  
Adults, Children and Children with Special Groden, J.
Needs
SenseAbilities Understanding Sensory Trott, M. C., Laurel,  
Integration M. K., & Windeck, S.
L.
S'cool Moves for Learning: A Program Hieberger, D. M., 
Designed to Enhance Learning Through Heiniger, M. C., &
Body-Mind Integration Petrulis, P.
Sensory Integration Tools for Teens: Henry, D. A., Wheeler, 
Strategies to Promote Sensory Processing T., Sava, D. I., &
Henry Occupational
Therapy Service, Inc.
Sensory Organization and the Autistic ODE 
Child--Arousal, Interaction and Adaptation
in the Educational Setting
The Sensory Team Handbook Mucklow, N., & 
Hartwig, T.
Take Five! Williams, M. S., & 
Shellenberger, S.
Teaching Young Children with Autism Willis, C.   
Spectrum Disorder
Too Loud Too Bright Too Fast Too Tight Heller, S.    
When My Autism Gets Too Big: A Buron, K. D. 
Relaxation Book for Children with Autism
Spectrum Disorders
Yoga Calm for Children: Educating Heart, Gillen, L., & Gillen, J.   
Mind, and Body
Yoga for Children with Autism Spectrum Betts, D. & Betts, S.   
Disorders: A Step-By-Step Guide for
Parents and Caregivers
Videos
Autism Sensory Organization WOSC 
Breaking the Barriers I /Relaxation Groden Center  
Techniques
Appendix A
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Appendix 3.4B
Sensory Support
Content:
 Sensory Support Needs for Youth and Young Adults with ASD
 Workplace Implications for Individuals with Autism Spectrum
Disorder (ASD)

Sensory Support Needs for Youth and Young Adults with ASD
Student Name: Date:
Case Manager: School:
Directions: The following are some indicators that supports are needed. Check Y (YES), N (NO), or DK
(Don't Know) for each question to determine support needs.
Sensory
Does the youth or young adult: Y N DK
1. Respond in an unusual manner to sounds (e.g., ignores sounds or overreacts to sudden, unexpected
noises, high-pitch continuous sounds, or complex/multiple noises)?
2. Respond in an unusual manner to pain (e.g., overreacts or seems unaware of an illness or injury)?
3. Respond in an unusual manner to taste (e.g., resists certain textures, flavors)?
4. Respond in an unusual manner to light or color (e.g., seeks shade outside, focuses on shiny items,
shadows, or reflections, shows preference to strong dislike for certain colors)?
5. Respond in an unusual manner to temperature?
6. Respond in an unusual manner to smells (e.g., may comment on smells that others do not detect)?
7. Seek activities that provide touch or pressure (e.g., touching others, hugging, feeling surfaces, lifting
heavy objects)?
8. Seek activities that provide movement (e.g., swinging, rocking, spinning, pacing)?
9. Avoid activities that provide touch or pressure (e.g., resists touching certain objects, resists wearing
certain types of clothing, strongly dislikes being dirty, resists hugs initiated by others)?
10. Avoid activities that provide movement (e.g., running sports)?
11. Is the youth or young adult preoccupied with sensory exploration of objects (e.g., mouths, licks, chews,
sniffs, holds close to eyes, rubs, squeezes, or uses object to make sounds)?
12. Make noises such as humming or singing frequently?
13. Resist or refuse handwriting tasks?
If staff answer yes to any of these questions, it is likely that the youth or young adult would benefit from a
sensory support.
Motor Differences
Does the youth or young adult: Y N DK
1. Have poor motor coordination (e.g., accident prone, difficulty using fasteners)?
2. Display atypical activity level (e.g., over-active/hyperactive, under-active/hypoactive)?
3. Have athletic skill deficits?
4. Display an awkward gait?
5. Display unusual body postures and movement or facial expressions (e.g., odd postures, stiffness,
“freezing”, facial grimacing)?
If staff answer yes to any of these questions, it is likely that the youth or young adult would benefit from
support.
Some items adapted from Underlying Characteristics Checklist-Classic and National Professional Development Center for
Autism.

Workplace Implications for Individuals with Autism Spectrum Disorder (ASD)

CHARACTERISTICS OF ASD - SENSORY
Implications Strategies
Individuals with an Autism Spectrum Disorder often have sensitivities to the sensory environment that
results in responses and reactions that can be difficult for others in the workplace to understand. These
sensitivities can intensify in situations such as:
• Transitions to new environments or people
• Changes in schedules and routines,
• When stressed due to work deadlines, illness, sleep disturbances, or difficulties outside of the
workplace.
When assessing a workplace environment or a potential workplace environment, consider the following:
1. Will the following sensory issues in the work setting hinder the work performance of the individual with
ASD?
• Noise or specific sounds
• Bright or dim lighting
• Smells/Odors
• Visual clutter
• Lack of personal space
2. Are there adaptations that could be made to the environment that would reduce or eliminate the sensory
challenges? For example:
• Schedule starting time 10 minutes earlier to reduce crowding when entering work site
• Allow extra breaks, as long as efficiency and effectiveness is not compromised
• Provide individual with a strategy such as ear buds with soothing music to help with panic in
crowded spaces or unpleasant sounds
• Place the individual in a corner or end desk/work area rather than by a door or in the middle of a
group of co-workers
• Use dividers to provide personal space. These may be true office dividers or materials such as file
cabinets, room screens, curtains, or bookshelves
• Allow desirable air fresheners or avoid placing the individual near a co-worker that uses heavy
perfumes or colognes
• Experiment with different types of lighting. Some work well with natural lighting, some with
indirect lighting and some are fine with overhead lights
• Explore opportunities in the workday or the workplace jobs that will allow the person that needs to
move or pace to do so in a natural manner. Jobs such as delivering mail or packages, returning
items to shelves or bins, greeting co-workers may allow for a natural sensory break. These can
also provide the worker with the “heavy work” that can be calming to many individuals.
3. Sensory processing challenges and sensitivities will often intensify in stressful situations, unfamiliar
routines and with unfamiliar people. Create predictability by using
• visual strategies, such as pictures, video, social scripts,
• clear explanations of what to expect during in the workplace, especially when changes are to
occur.
4. Could the individual benefit from calming or alerting activities to deal with those sensory issues that
remain?

Appendix 3.4C
Supplemental Instructional Materials

Source: Skowron-Gooch, A., Jordon, K., Schmeltzer, K. R., Hass, T., & McFerron, C. (2005). 246
Adjusting the Image: Focus on Social Understanding, Salem, OR: Willamette Education Service
District, and Portland, OR: Portland Public Schools. Used with Permission









Appendix 3.4D
Glossary of Terms

Glossary of Terms
Auditory/Sound. Gathers information from sounds in the environment
Cognitive Behavioral Approach is an approach that aims to solve problems concerning
dysfunctional emotions, behaviors and cognitions through a goal-oriented, systematic
procedure.
Fidgets. Usually sensory-based toys or favorite small objects that when held in the hands
gives the child the necessary sensory input that allows her to maintain composure or
attention.
Gustatory/Taste. Detects bitter, sweet, salty, and sour; distinguishes safe from noxious
foods
Hyper-responsiveness (Also known as Over-Reactivity) is abnormal sensitivity or over
reactivity to sensory input. This is the state of feeling overwhelmed by what most people
would consider common or ordinary stimuli of sound, sight, taste, touch, or smell. Many
young people with ASD are over reactive to ordinary sensory input and may exhibit
sensory defensiveness, which involves a strong negative response to their overload, such
as screaming at the sound of a telephone.
Hypo-responsiveness. Abnormal insensitivity or under reactivity to sensory input, in
which the brain fails to register incoming stimuli appropriately so the child does not
respond to the sensory stimulation. A child who appears as if deaf, but who’s hearing has
tested as normal, is under reactive. A child who is under reactive to sensory input may
have a high tolerance to pain, may be sensory-seeking, craving sensations, and may act
aggressively, or clumsily.
Olfactory/Smell. Gathers information about odors in the environment and contributes to
sense of taste
Proprioceptive. The proprioceptive system tells the brain when and how muscles are
contracting and stretching, and when and how the joints are bending, extending or being
pulled or compressed. This information enables the brain to know where each part of the
body is and how it is moving.
Regulatory and Sensory Systems. The regulatory and sensory systems control an
individual's ability to take in or "register" and respond to internal sensory input (such as
thoughts and feelings, heart rate, etc.) and external stimuli (sights, sounds, tastes, smells,
touch, and balance) and then adjust his emotional and behavioral response to those
stimuli and the demands of his surroundings.
Self-Regulation. The ability to control one's level of arousal and activity state, as well as
response to sensory input without external support (e.g., teacher support, prompting).
Sensory Defensiveness. An abnormal reaction to ordinary sensory input. Children who
are over reactive may display strong negative emotions to stimuli.

Sensory Diet. A sensory diet is group of activities that are specifically scheduled into a
child’s day to assist with attention, arousal and adaptive responses. The activities are
chosen for that specific child’s needs based on sensory integration theory. Specific types
of input, proprioceptive, tactile and vestibular, are introduced during various times of the
day and assist the brain in regulating attention and an appropriate level of arousal.
Sensory Input. Sensory input includes both internal (e.g., heart rate, temperature) and
external (e.g., sights, sounds, tastes, smells, touch, and balance) sensations. An
individual's response to sensory input depends on his ability to regulate and understand
these stimuli and to adjust his emotions to the demands of his surroundings.
Sensory or Emotional Regulation (SER.) Sensory and emotional regulation refers to the
extent to which an individual can flexibly modify his or her level of arousal or response
to function effectively in the environment.
Sensory Stories. Calming strategies used to help the student deal with the unpleasant
sensory aspects of a particular situation written in story format. When read on a regular
basis, they can help the individual to develop effective routines to manage sensory
experiences surrounding typical daily activities.
Tactile defensiveness. Tactile defensiveness is a specific sensory defensiveness that is a
strong negative response to touch.
Tactile/Touch. Discriminates texture, temperature, touch, pain, or pressure for protection
and comfort/bonding
Vestibular. Detects movement and guides eye-hand movements; provides information
about balance, gravity, and posture
Visual/Sight. Detects color, depth, spatial orientation, and brightness
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What is sensory self-regulation and why is it important for individuals with ASD?

What is sensory self-regulation and why is it important for individuals with ASD?

What are some common challenges with sensory processing for individuals with ASD?

What are some common challenges with sensory processing for individuals with ASD?

Preparing Youth with Autism

Spectrum Disorder for Adulthood

Unit 3.4: Sensory Self-Regulation

Columbia Regional Program

What is sensory self-regulation?

Columbia Regional Program

Why is training in sensory self-regulation needed?

Impairment to the sensory system is a core characteristic of ASD. Self-regulation difficulties

Columbia Regional Program 229

Columbia Regional Program 230

Can all youth with ASD learn sensory self-regulation?

When should I start teaching sensory self-regulation?

How do I know what to teach?

Columbia Regional Program 231

How can I teach my student sensory self regulation?

Columbia Regional Program 232

Columbia Regional Program 233

Columbia Regional Program 234

Columbia Regional Program

Online and Other Resources

Sensory Processing Disorder Foundation

Assessment and Checklists

Assessing Positive and Negative Reinforcers in Adolescents (13-18), ABLE-differently

Free Printable Forms, Sensational Brain

Sensory Diet Exploration: Activity Checklist, Sensorize

Columbia Regional Program 236

Sensory Modulation Checklist, SPD Life

Sensory Over responsiveness Checklist, SPD Life

SPD Life Sensory checklist for adults, SPD Life

Sensory Integration Checklist, Parent-Child Services Group, Inc.

Autism Relaxation to Decrease Stimming

Manual for Adolescents with Asperger’s Piloting Social Success (MAAPSS)

Practical Autism Resources

Sensory Diet “Menu” Activities and Strategies to Try, Jennifer Dodge

Columbia Regional Program 237

Sensory Gang Summer Reading Program, Autism Asperger Publishing Company

You Really Need to Learn to Relax: Effective Methods

Autism author Stephen Shore talks about sensory issues

Autism and Sensing; The Unlost Instinct

Sensory Overload Simulation

Sensory Processing Disorder (SPD) Dr. Lucy Jane Miller

SPD on 20-20 Part 1

Columbia Regional Program 238

SPD on 20-20 part 2

Dr. Stanley Greenspan founder of Floortime speaks

Temple Grandin - Focus on Autism and Asperger's Syndrome

What is Sensory Processing Disorder?

Using a Sensory Diet, Autism Programs, University of New Mexico

Practical Books and Videos Available on Loan

Multnomah County Library (MCL)

Clackamas County Libraries (CCL)

Columbia Regional Program 239

Interlibrary Loan (IL)

Autism Spectrum Disorder Statewide Library (ODE)

Columbia Regional Program 240