How to Support Sensory Needs in Children with Autism and ADHD

Raising or teaching a child with Autism Spectrum Disorder (ASD) or Attention-Deficit/Hyperactivity Disorder (ADHD) means learning to see the world through a different lens—one shaped by intense sensory experiences. Lights may seem brighter, sounds louder, clothes scratchier, and movements more urgent than they appear to others. Supporting these sensory needs is essential not just for comfort, but for focus, emotional regulation, and wellbeing. Here’s how you can help.

1. Understand Your Child’s Sensory Profile

Every child is different. Some crave sensory input—bouncing, chewing, spinning—while others become easily overwhelmed by noise, touch, or strong smells. Children with ASD often display extreme sensory sensitivities (Baranek et al., 2022), while kids with ADHD may struggle with processing tactile or auditory stimuli (Ghanizadeh, 2023).

Spend time observing your child. Do they cover their ears in noisy places? Seek rough play? Avoid certain textures? Their behaviours are clues to what their sensory system craves—or avoids.

Tip: Keep a sensory diary. Record when your child seems calm or distressed and what sensory input was present. Patterns will soon emerge.

2. Offer Sensory Toys to Meet Their Needs

Sensory toys are more than simple distractions—they are vital tools that provide calming or stimulating input, depending on what your child needs. Research shows these tools improve focus and reduce anxiety in children with ASD and ADHD (Wang et al., 2024).

For example:

Fidget cubes or spinners help children with ADHD concentrate during quiet tasks (Leitner et al., 2023).

Weighted blankets or lap pads calm the nervous system by offering deep pressure.

Chewy necklaces or textured balls meet oral and tactile seeking needs.

Balance boards or swings provide vestibular (movement) input, promoting regulation and body awareness (Case-Smith et al., 2020).

Tip: Let your child choose. Autonomy matters—they will instinctively pick what feels good for their body.

3. Create Sensory-Safe Spaces

Overwhelming environments can trigger distress and meltdowns. A sensory-safe space—whether a corner at home or a quiet classroom nook—offers relief. Use soft lighting, noise-cancelling headphones, weighted cushions, and calming sensory objects.

For children with ADHD, who may be easily distracted, such zones reduce unnecessary stimuli and help with sustained attention (Hodgetts et al., 2022).

Tip: Make this space always available—not as a punishment zone, but as a calm, safe retreat your child can choose to visit.

4. Use Movement to Calm or Activate

Many children with sensory differences benefit from intentional movement—before school, after transitions, or during stressful moments. Proprioceptive and vestibular activities (like jumping, pushing, pulling, or swinging) help 'reset' the nervous system (Schaaf et al., 2019).

For some kids, five minutes on a balance board or trampoline improves attention and mood. For others, slow rocking or stretching brings calm.

Tip: Build 'movement breaks' into your child’s day, especially before challenging tasks.

5. Communicate with Teachers and Therapists

Your child’s teachers and therapists play a crucial role. Share your sensory observations and toy preferences with them. Sensory-friendly classroom strategies—like allowing quiet fidget use or alternative seating—are proven to improve attention and behaviour in ADHD and ASD (Leitner et al., 2023).

Tip: Ask your occupational therapist (OT) for a tailored 'sensory diet'—a daily plan of activities and toys suited to your child’s profile.

6. Be Flexible and Patient

Sensory needs change. What calms your child today may overwhelm them tomorrow. That’s normal. Stay flexible, observe their signals, and adjust tools and routines as needed.

Tip: Never force a sensory tool. Respect your child’s responses. Their comfort and choice matter most.

Final Thought

Supporting your child’s sensory world is not about fixing them—it’s about honouring who they are. With the right tools, understanding, and patience, you can help your child feel safe, focused, and calm in a world that often feels too much.

References

Baranek, G. T., Watson, L. R., Boyd, B. A., Poe, M. D., & David, F. J. (2022). Sensory experiences questionnaire: Discriminating sensory features in young children with autism, developmental delays, and typical development. Journal of Child Psychology and Psychiatry, 63(1), 53-61. https://doi.org/10.1111/jcpp.13352

Case-Smith, J., Weaver, L. L., & Fristad, M. A. (2020). A systematic review of sensory processing interventions for children with autism spectrum disorders. Autism, 24(1), 13-28. https://doi.org/10.1177/1362361319844212

Ghanizadeh, A. (2023). Sensory processing problems in children with ADHD: A review. Research in Developmental Disabilities, 137, 104484. https://doi.org/10.1016/j.ridd.2023.104484

Hodgetts, S., Lane, A. E., & Polatajko, H. (2022). Sensory processing, self-regulation, and daily life function in autism and ADHD: A comparative study. Occupational Therapy International, 29(3), e13342. https://doi.org/10.1002/oti.13342

Leitner, Y., Barak, R., & Mor, S. (2023). The effect of fidget tools on attention and classroom behaviour in children with ADHD. Child Neuropsychology, 29(2), 194-206. https://doi.org/10.1080/09297049.2023.2181320

Schaaf, R. C., Benevides, T. W., Kelly, D., & Mailloux, Z. (2019). Occupational therapy using sensory integration for children with developmental disabilities: A randomized trial. American Journal of Occupational Therapy, 73(2), 7302205010p1-7302205010p10. https://doi.org/10.5014/ajot.2019.031641

Wang, X., Zhang, Y., & Li, J. (2024). The effectiveness of sensory-based interventions in children with autism spectrum disorder and ADHD: A systematic review. Clinical Rehabilitation, 38(1), 45-60. https://doi.org/10.1177/02692155231149876