ASD-S2: Demonstrates the ability to adapt, modify, or structure the environment based on an understanding of which auditory, visual or other sensory stimuli may be distracting, offensive, reinforcing, or calming for the individual student under the direction of licensed staff.

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Roles and Responsibilities

There are many people involved in treating and teaching an individual with ASD who has sensory issues.

Occupational therapist

An occupational therapist has the primary responsibility for identifying when an individual has sensory defensiveness or other sensory issues, treating the problem, and educating family and staff about adaptations and activities to help the individual throughout his or her day. The occupational therapist should help the teaching staff develop a schedule of activities and identify when activities or environments need to be modified due to the presence of sensory issues.

General education teachers and licensed staff

General education teachers and licensed staff need to be aware of sensory issues and how they affect a student’s performance so that a referral for occupational therapy services can be made when appropriate. In addition, staff members need to be aware of how to employ some basic strategies, adaptations, and environmental modifications because some individuals who experience sensory issues will not qualify to receive direct school-based occupational therapy.

Teachers need to be flexible, creative, and willing to make changes in their normal classroom routine, activities, and environment to optimize the functional performance of the individual with ASD. Many of the strategies that are suggested for individuals with sensory issues can also be calming and beneficial for the whole class.

Special education staff, case managers, teachers, and paraprofessionals

Special education staff, case managers, teachers, and paraprofessionals also need to be aware of the kinds of sensory issues that could be present in an individual with ASD. With this knowledge, they are keyed in to what behaviors might be indicating problems with sensory processing or sensory defensiveness. They can then communicate their observations to the occupational therapist and teacher, expressing any concerns and successes and describing how the individual is functioning throughout the day.

Because of the extensive amount of one-to-one time between paraprofessionals and individuals with ASD, paraprofessionals play a significant role and therefore must understand that certain behaviors can come from the presence of sensory defensiveness, and that use of specific strategies and adaptations can help the individual increase success. It is not the job of the paraprofessional to diagnose or treat the sensory issues. However, with a basic knowledge of the issues, the paraprofessional can act more compassionately, patiently, and effectively with the student and offer more informed communication to the team to provide the best solutions for working with the individual with sensory issues.

Parents, guardians, family members, or caregivers

Parents, guardians, family members, or caregivers have much value in assisting the student with ASD. They know their children the best and usually become experts about their child’s disability through their love, dedication, and medical knowledge. Communication with the parents and other caregivers about what is happening at school and at home is essential. They might have information from service providers that can be helpful in the school environment or offer suggestions for the school day that have worked at home. They can also help by using certain calming and organizing activities before sending their child to school.

Information in this lesson is used with permission from:

Ayers, A. L. (1979). Sensory integration and the child. Los Angeles, CA: Western Psychological Services.

Wilbarger, P., & Wilbarger, J. L. (1991). Sensory defensiveness in children aged 2-12: An intervention guide for parents and other caretakers. Santa Barbara, CA: Avanti Educational Programs.

Williams, M. S., & Shellenberger, S. (1994). How does your engine run? A leader’s guide to the Alert Program for Self Regulation. Albuquerque, NM: Therapy Works.

The Para eLink is sponsored by the Minnesota Paraprofessional Consortium, in collaboration with the Minnesota Department of Education, located at the Institute on Community Integration in the College of Education and Human Development at the University of Minnesota.

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