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Auditory
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These children tend to make noises with their bodies or objects and shout to stimulate themselves. They slam doors open and closed. When they listen to music, they tend to do so at high volume. They tend to be very noisy when playing, and like noisy objects and noisy sequences. |
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Visual
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They are fascinated by lights, reflections and bright colours and may even look at bright spotlights. They may run their hands around the edges of things to take in more information. They move objects or hands in front of their eyes. |
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Olfactory
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They smell everything. They smell food before they eat. They are attracted to strong smells. |
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Taste
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They put everything in their mouths. They eat anything. They regurgitate. |
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Tactile
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They continually seek to touch, cuddle or caress. |
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Vestibular
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They register vestibular stimuli poorly. They perform actions involving a lot of movement with great intensity. They turn around without getting dizzy and continually seek sensations. These children often present difficulties in postural control and in sequencing activities. They have difficulties with attention, fine motor skills and laterality, psychomotor and language delay, and academic difficulties. |
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Proprioceptive
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Proprioceptive inputs are insufficiently registered by the brain. They often have low muscle tone and motor difficulties such as clumsiness and lack of coordination. They have poor body control and feel that their body is heavy. They constantly look for support and frequently change position. |
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Hypersensory
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Auditory
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These children are particularly disturbed by loud sounds such as thunderstorms, rockets and noises made by people. When a sound bothers them, they tend to put their hands over their ears. They often show discomfort in crowds. They perceive frequencies that are unusual for others. They make repetitive noises to avoid hearing other sounds. |
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Visual
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They are bothered by bright lights and tend to cover their eyes. They are frightened by flashes. They tend to look down. They have very acute vision and notice things that go unnoticed by others. |
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Olfactory
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They can repel certain odours and avoid smells. |
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Taste
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They may be repelled by certain tastes and may vomit easily.
Problems with food. They use the tip of their tongue to taste food beforehand. They tend to eat very little. |
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Tactile
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They experience tactile stimuli very intensely, even the most gentle. They often find contact uncomfortable. They have difficulties with hyper-reactivity in activities such as dressing, showering, eating, physical contact with people or with certain materials and textures. They react badly when they do not expect contact and try to avoid bodily contact, so they are in a permanent state of alert. They show discomfort when their head is covered, their hair is cut, their teeth are brushed, or their nails are cut. |
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Vestibular
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They perceive the stimulus with great intensity and may present two types of reaction: gravitational insecurity and intolerance to movement. In both reactions, children react with fear, even anguish, to movement, which is why they avoid games and exercises that involve movement and balance, such as swings, slides, climbing in high places. They have poor balance. |
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Proprioceptive
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They continually seek proprioceptive inputs in order to relax and tend to adopt strange postures. They can be confused with children who generate problems or with aggressive children, as they can present self-injurious behaviour or behaviour towards others, as they do not control their strength. They are constantly on the move and have difficulties with attention and academic performance. |
Sensory integration and its importance in learning for children with autism spectrum disorder
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Source: Own elaboration based on 
Source: Own elaboration, based on