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Feelings, sensory needs and behaviour

Sensory differences: overload, seeking and what helps

Updated 13 minute readApplies to: UK

Sourced and dated · professional review pending

In short

Sensory differences mean your child's brain takes in sound, light, touch, smell, taste, movement and body signals differently. A child can be over-sensitive to some things and seek out, or barely notice, others. Research suggests between about half and almost all autistic people have them. What helps most is learning your child's patterns, changing their surroundings and planning for hard places, rather than forcing your child to put up with it.

Key points

  • Sensory differences are very common in autistic children. One child can be over-sensitive to some things and seek out others.
  • There are eight senses, including balance, body position and inside-body signals such as hunger, pain and needing the toilet.
  • Change the surroundings first: less noise, softer light, a quiet space and a sensory kit your child helps to choose.
  • Ear defenders helped some children in small studies. Agree a plan for when your child uses them.
  • Trials of sensory integration therapy disagree, and a UK trial found weighted blankets did not improve sleep.
  • If sensory differences affect daily life, ask your GP, health visitor or SENCO about an occupational therapy assessment.
On this page
  1. In short
  2. What are sensory differences?
  3. What are the eight senses?
  4. What does sensory overload look like?
  5. How can I help with sensory needs at home, out and at school?
  6. Do ear defenders help, and should my child wear them all day?
  7. How can I help my child cope with fireworks?
  8. What does the research say about sensory therapies and weighted blankets?
  9. How do I get an occupational therapy assessment or other help?
  10. Questions parents ask
  11. How this guide was made
  12. Sources

What are sensory differences?

Sensory differences mean your child takes in and reacts to sights, sounds, touch, smells, tastes, movement and body signals differently from most people. The National Autistic Society (NAS) describes sensory processing as "how people feel and react to information received from their senses" (NAS).

There are two main patterns, and one child can show both:

  • Over-responding (hypersensitivity): a child may become irritated or distressed by too much sensory input. Children who over-respond often keep away from what bothers them, which is called sensory avoiding.
  • Under-responding (hyposensitivity): a child may not notice some sensations and "may seek out more intense sensory experiences" (NAS). Looking for more input is called sensory seeking.

The NAS gives the example of a person who enjoys loud music but finds unexpected loud noises alarming.

Sensory differences are very common. The NAS says research suggests "between 53% (just over half) and 95% (almost all)" of autistic people have them. In one study of 281 autistic children aged 3 to 6, a parent questionnaire showed some degree of sensory processing difference in 95% (Tomchek and Dunn 2007). Sound is a common problem: a review of 67 research papers estimated that about 41% of autistic people have decreased sound tolerance at any one time (Williams et al. 2021).

Sensory differences are now part of how autism is diagnosed. The DSM-5 criteria include "hyper- or hyporeactivity to sensory input or unusual interest in sensory aspects of the environment" (CDC).

Good to know: Sensory seeking on its own does not mean a toddler is autistic. NICE says signs of autism are "not intended to be used alone, but to help professionals recognise a pattern" (NICE CG128). If you are worried, talk to your health visitor or GP.

What are the eight senses?

The NAS lists eight senses: sight, hearing, smell, taste and touch, plus balance and movement (the vestibular sense), knowing where your body is (proprioception), and interoception, "knowing whether you are hungry, thirsty, hot or cold, need the toilet, are ill or injured" (NAS).

Sense Over-responding may look like Seeking or under-responding may look like Ideas that may help
Hearing Distress at sudden noises, loud voices, background noise or humming Not noticing their name, making noises, banging or tapping, loud music Warnings before loud noises, a quieter space, ear defenders for noisy times
Sight Upset by bright or fluorescent light, clutter or busy patterns Watching lights closely Softer, steady lighting, less clutter, sunglasses
Touch Distress at unexpected touch, labels or some fabrics Seeking hugs and firm pressure, touching fabrics Cut out labels, let your child choose clothes, warn before touching
Smell Upset by perfume, cooking smells or strong soap Sniffing people, food or objects Unscented soap, fresh air, a favourite-smelling item to carry
Taste and mouth Strong reactions to some flavours or food textures Chewing clothes, toys or other objects Safe foods without pressure, something safe to chew
Balance and movement Distress at some movements, such as a plane taking off Rocking, spinning, never still Swings, wobble cushions, movement breaks
Body position Avoiding rough play or heavy activities † Seeking pressure, such as tight hugs, or heavy activity Carrying, pushing or climbing before a hard task
Inside-body signals Finding hunger or other body feelings overwhelming † Not noticing hunger, thirst, heat, cold, pain or needing the toilet Regular drinks, snacks and toilet trips, and checks after falls

† An everyday observation rather than an example from the sources.

Most examples come from the NAS, including its older sensory guide and its guide to stimming, and from an NHS CAMHS team, which notes that "weight bearing or heavy muscle activity can calm a child before a challenging event". The ideas are practical suggestions, not tested treatments.

What does sensory overload look like?

Sensory overload happens when there is more sensory input than your child can cope with. The NAS notes that it "is not a clinical term", but autistic people use it to describe a real experience. Signs include not speaking, difficulty focusing, stimming, pacing or rocking, and "strong physical and emotional responses (crying, shouting, running away or hiding, resisting touch)" (NAS). Overload can lead to a meltdown or shutdown.

When you see overload building:

  1. Remove or reduce the trigger if you can: turn off lights, stop the noise or move somewhere quieter (NAS).
  2. Say very little. The NAS advises keeping "speech and information to a minimum".
  3. Offer something from your child's sensory kit, without insisting.
  4. Let your child stim, unless the stim is hurting them.
  5. Give time. Stay close and calm.

How can I help with sensory needs at home, out and at school?

The best first steps are learning your child's sensory patterns and adjusting their surroundings. The NHS suggests making surroundings "as comfortable for them as possible, for example by managing levels of light and noise" (NHS). NICE asks health and care services to consider "individual sensory sensitivities to lighting, noise levels and the colour of walls and furnishings" (NICE CG170).

Try this: Be a sensory detective for 1 to 2 weeks. Each day, note what your child avoids, what they seek out and what they don't seem to notice, across all eight senses. Take your notes to any appointment.

At home

  • Create a quiet, safe space, such as a den with soft light.
  • Build a small sensory kit with your child, with things such as ear defenders, sunglasses, a fidget toy, something to chew and a comforter, and practise using it when they are calm (NAS).
  • Add movement breaks between sitting-down activities (North Derbyshire CAMHS).
  • Go with clothes and foods your child finds comfortable. If you want to help your child get used to something, the same NHS team advises: "Be gentle in gradually increasing their tolerance. Seek advice if you are concerned."

Out and about

  • Preview new places with pictures, videos or maps (NAS).
  • Plan quiet breaks and a way to leave early.
  • Take the sensory kit.
  • Ask for adjustments, such as a quieter time or somewhere calm to wait. The NAS notes that UK service providers "have a legal duty to make reasonable adjustments". See days out and holidays.

At nursery or school

The NAS suggests schools "make a sensory profile to understand the child's needs" and "reduce harsh lighting and visual clutter in classrooms" (NAS).

Ask the SENCO about a quiet space, movement breaks, a seat away from noise, warnings before fire alarm tests, and calmer options at lunch and assembly. In England, Scotland and Wales, if your child is disabled under the Equality Act 2010, schools must make reasonable adjustments, which can include changing a practice and providing aids (Equality Act 2010, Schedule 13). A one-page profile can help staff understand your child. See starting nursery or school.

Do ear defenders help, and should my child wear them all day?

Ear defenders help some autistic children, but the research is small. In a pilot study of 21 autistic children aged 4 to 16, earmuffs helped children reach their own goals, noise-cancelling headphones made no clear difference, and 4 children refused both (Ikuta et al. 2016). In 6 autistic children aged 8 to 16 with sound sensitivity, headphones lowered a body sign of stress (Pfeiffer et al. 2019).

The NAS cautions that using ear defenders "a lot may increase sensitivity over time", but its page gives no research for this (NAS), and no studies of long-term use in children were found. So nobody yet knows whether wearing them all day helps or harms. A 2026 paper said headphones in school should not be used "without a plan and tailoring at an individual level" (Herrebrøden et al. 2026).

A practical middle path:

  • Use them for predictable noisy times, such as assembly, lunch, parties or the hairdryer.
  • Let your child put them on and take them off, and never take them away as a punishment.
  • Keep working on quieter surroundings too.
  • If your child needs them most of the day, ask your GP about an occupational therapy or hearing review.

How can I help my child cope with fireworks?

Fireworks bring loud, sudden bangs and bright flashes, and the NAS lists "unexpected noises" among common sensory triggers (NAS). Planning ahead can make Bonfire Night, Diwali and New Year easier.

  1. Fireworks often go off on several evenings, not just one. Mark the likely nights on your calendar or visual timetable.
  2. Explain with pictures and simple words: "Bangs and bright lights outside. We are safe inside."
  3. Practise wearing ear defenders in the week before, during something your child enjoys.
  4. On the night, close the curtains, keep familiar music or TV on, and set up a den.
  5. If you go to a display, stand well back, keep it short and agree a signal for leaving.
  6. Keep bedtime calm and familiar afterwards.

Staying at home is a perfectly good choice.

What does the research say about sensory therapies and weighted blankets?

The evidence on sensory therapies is mixed, and the NAS says "it isn't clear how effective current sensory therapies and interventions for autistic people are" (NAS).

  • NICE guidance: the NICE autism guideline for under-19s makes no recommendation on sensory integration therapy, weighted items or ear defenders. Its sensory advice is about adjusting settings and checking lighting and noise when behaviour is a concern (NICE CG170). A separate guideline says not to offer sensory interventions before a functional assessment of the person's sensory profile, but it covers people with a learning disability whose behaviour challenges, not all autistic children (NICE NG11).
  • Sensory integration therapy: trials disagree. A small US trial of 32 children aged 4 to 8 found gains on children's own goals and less need for help with self-care (Schaaf et al. 2014). The largest UK trial, SenITA, compared 26 one-hour sessions over 26 weeks with usual care in 138 children aged 4 to 11 in Wales and England. Carers in the therapy group rated their child's goals as improved, but there was no benefit over usual care for behaviour, everyday skills, social skills, carer stress or quality of life, and a "low probability" of being cost-effective (SenITA trial). A 2026 review of 23 trials in children found gains in motor skills, daily functioning and personal goals, but not in sensory processing itself (Park and Kim 2026).
  • Weighted blankets: in a UK trial of 67 autistic children aged 5 to 16 with severe sleep problems, a weighted blanket did not increase sleep time or change other sleep measures, though "parents and children favored the weighted blanket" (Gringras et al. 2014). The NAS says the Royal College of Occupational Therapists recommends an occupational therapist assesses their use.
  • Weighted vests: a review of 7 studies concluded they "cannot be recommended for clinical application at this point" (Stephenson and Carter 2009).

Evidence check: Most sensory therapy research is small, and the largest UK trial found no benefit over usual care. Changing your child's surroundings is low-risk and can start today.

How do I get an occupational therapy assessment or other help?

An occupational therapist (OT) can assess your child's sensory needs. The NAS suggests seeking OT support if sensory differences "are constant and having a negative impact" on everyday life, and says any sensory therapy "should be informed by a clinical assessment carried out by an occupational therapist". It also notes that access can be difficult "due to waiting times and the cost of private services" (NAS).

  1. Ask for an NHS referral. Your GP, health visitor, local autism team or another health or social care professional can refer your child. Referrals can also come through education or social services (Royal College of Occupational Therapists).
  2. Ask about waits. We could not find national figures on children's OT waiting times, so ask your local service.
  3. If you pay privately, check the OT is registered with the HCPC (the registration number is usually "OT" followed by five numbers). Ask how they will assess your child, what goals they will set, how long it will take and what the fee covers.
  4. Keep adjusting at home while you wait, using your sensory detective notes.

See your GP if your child's sensory reactions change suddenly: NICE lists pain and other physical problems among the things to check when behaviour is a concern (NICE CG170). If your child doesn't respond to sounds, ask about a hearing test: when autism and hearing loss occur together, "diagnosis of one condition often leads to a delay in diagnosing the other" (Beers et al. 2014), and a GP can refer your child to an audiologist (NHS).

Get help now: If you think your child has swallowed something harmful, call 999 or go to A&E, or call NHS 111 if you are not sure (NHS). If your child runs off and you cannot find them, call 999 straight away. Never use weighted or bulky bedding for babies under 12 months (The Lullaby Trust). See your GP promptly if your child loses skills they used to have. In Northern Ireland, where there is no NHS 111, call your GP or the GP out of hours service.

Scotland, Wales and Northern Ireland: Health referrals usually start with your GP or health visitor across the UK, but school support works differently. See the NAS guides for Scotland, Wales and Northern Ireland.

Questions parents ask

Why does my child scream at the hand dryer but make loud noises all day?

This makes sense. The same child can be over-sensitive to some sounds and seek out others. The National Autistic Society gives the example of a person who enjoys loud music but finds unexpected loud noises alarming. Noise your child makes is usually noise they can predict and control, while a hand dryer is sudden and loud. Warn your child before loud noises and let them make their own.

Is my child just being fussy about socks, labels and food?

Probably not. Fabric textures, food textures and certain flavours are among the sensory triggers the National Autistic Society lists for autistic people, and strong clothing or food preferences can be a sign of sensory differences. Cutting out labels, letting your child choose clothes and keeping safe foods available are sensible changes, not spoiling. If eating is very limited, see your GP or health visitor.

Will ear defenders make my child's hearing more sensitive?

Nobody knows yet. The National Autistic Society cautions that using them a lot may increase sensitivity over time, but its page gives no research for this, and no studies of long-term use in children were found. Small studies found ear defenders helped some autistic children. A sensible middle path is to use them for predictable noisy times, and to ask your GP about an occupational therapy or hearing review if your child needs them most of the day.

Should I buy a weighted blanket for my autistic child?

Think carefully first. A UK trial of 67 autistic children with severe sleep problems found weighted blankets did not help them sleep longer or better, although many children and parents liked them. The National Autistic Society says the Royal College of Occupational Therapists recommends an occupational therapist assesses their use. Never use weighted or bulky bedding for babies under 12 months.

Is sensory integration therapy worth paying for?

The evidence is mixed. Some small trials found children made progress on their own goals, but the largest UK trial, of 138 children aged 4 to 11, found no benefit over usual care for behaviour, everyday skills or parents' stress, and judged it unlikely to be good value. If you pay privately, check the occupational therapist is HCPC-registered and ask what goals they will set and how progress will be measured.

How do I get an occupational therapist to see my child?

Ask your GP, health visitor, local autism team or your child's nursery or school SENCO about a referral to NHS occupational therapy, which is free. Referrals can also come through education or social services. Waits vary by area, and there are no national figures. Private occupational therapists charge a fee and must be registered with the HCPC, which you can check.

Why doesn't my child seem to notice when they're hungry, hurt or need the toilet?

This can be a difference in interoception, the sense that tells you what is happening inside your body, such as hunger, thirst, heat, cold, needing the toilet, illness or injury. Offer drinks, snacks and toilet trips at regular times rather than waiting for your child to ask, check them over after falls, and see your GP if you think they may be unwell or in pain.

How this guide was made

Written by
The Rocks Make Pebbles editorial team, using the 31 sources listed below.
How
We researched the topic from UK guidance and published research, drafted the guide with the help of AI tools, and checked it against its sources on 28 September 2026. Read our editorial policy.
Professional review
Not yet reviewed. This guide is waiting for review by a occupational therapist. We will show their name and the date here once they have checked it.
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Sources

Every fact in this guide links to one of these. We checked each link when we last updated the guide.

  1. GP out of hours service nidirect, 26 November 2024
  2. Autism and sensory processing National Autistic Society
  3. Sensory differences: a guide for all audiences National Autistic Society
  4. Tomchek and Dunn (2007): sensory processing in 281 autistic children aged 3 to 6 American Journal of Occupational Therapy, 2007
  5. Williams, Suzman and Woynaroski (2021): meta-analysis of decreased sound tolerance in autism Ear and Hearing, 2021
  6. DSM-5 diagnostic criteria for autism (CDC clinical page) Centers for Disease Control and Prevention, 8 May 2025
  7. Autism spectrum disorder in under 19s: recognition, referral and diagnosis (CG128), full guideline PDF NICE, 20 December 2017
  8. Repeated movements and behaviour (stimming) National Autistic Society
  9. Sensory processing North Derbyshire CAMHS, NHS
  10. Going on holiday: tips for autistic people and families National Autistic Society
  11. Supporting an autistic child NHS, 6 May 2026
  12. Autism spectrum disorder in under 19s: support and management (CG170) NICE, 14 June 2021
  13. What can my autistic child get support with at school? National Autistic Society
  14. Equality Act 2010, Schedule 13 (education) legislation.gov.uk, 2010
  15. Ikuta et al. (2016): pilot study of earmuffs and noise-cancelling headphones for autistic children Hong Kong Journal of Occupational Therapy, 2016
  16. Pfeiffer et al. (2019): headphones and stress responses in children with hyperacusis Frontiers in Integrative Neuroscience, 2019
  17. Herrebrøden et al. (2026): perspective on noise-cancelling headphones in school Research in Developmental Disabilities, 2026
  18. Challenging behaviour and learning disabilities: prevention and interventions for people with learning disabilities whose behaviour challenges (NG11) NICE, 29 May 2015
  19. Schaaf et al. (2014): randomised trial of occupational therapy using sensory integration Journal of Autism and Developmental Disorders, 2014
  20. SenITA randomised trial of sensory integration therapy (Health Technology Assessment, 2022) NIHR Health Technology Assessment, via NCBI Bookshelf, 2022
  21. Park and Kim (2026): meta-analysis of 23 trials of sensory integration therapy in children Research in Developmental Disabilities, May 2026
  22. Gringras et al. (2014): randomised trial of weighted blankets for sleep in autistic children Pediatrics, 2014
  23. Stephenson and Carter (2009): review of weighted vests for autistic children Journal of Autism and Developmental Disorders, 2009
  24. Mattresses and bedding The Lullaby Trust, 3 August 2026
  25. Find an occupational therapist Royal College of Occupational Therapists
  26. Hearing tests for children NHS
  27. Beers et al. (2014): systematic review of hearing loss and autism International Journal of Pediatric Otorhinolaryngology, via Europe PMC, 2014
  28. Poisoning NHS, 12 June 2025
  29. Education plans and ASN support in Scotland National Autistic Society
  30. Individual development plans and ALN support in Wales National Autistic Society
  31. Statements of SEN and school support in Northern Ireland National Autistic Society
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