Sensory Checklist
Sensory input can be distracting…………… or calming.
Sensory issues can cause overload............. or can be managed!
Kids on the Autistic spectrum are working harder than their peers just to do day-to-day activities. This will be tiring and brings increased stress to their world. Sensory differences combined with the effort needed to work out what they are supposed to be doing in social situations often create anxiety. Children can be helped to manage their anxiety. Many of the behaviours associated with autism, such as stimming, are actually examples of self-management of anxiety and sensory issues.
Tactile (touch)
Tick
Avoids light touch.
Enjoys wrestling games.
Disturbed by vibration e.g. motorised toys, hand dryers, etc.
Very fussy about shoes or clothing. May complain that material ‘hurts’.
Does not notice being touched or bumped.
Finds messy hands or face upsetting.
Chews or sucks on toys, hands, pencils, clothing, etc.
Craves or avoids water play.
Likes a repetitive behaviour e.g. hand flapping, tapping, banging, etc.
Dislikes or craves particular materials, e.g. silk or paper.
Total
Smell and Taste
Tick
Complains about, or is overexcited by smells.
Doesn’t seem to notice strong odours e.g. paint, markers or strong cheese.
Mouths or licks objects and people.
Smells objects and people.
Picky eating/fussy.
Shows challenging behaviour around meal times.
Complains about or is overexcited by tastes.
Total
Vision
Tick
Makes poor eye contact.
Easily overloaded by places with a lot of visual information e.g. a classroom.
Poor ball skills – catching and/or throwing.
Struggles to follow moving objects or people.
Stares at lights or is distracted by different types of lighting.
Gets distressed or extremely excited when lights are dimmed or it is dark.
Has difficulty copying, e.g. from pictures or a board.
Has difficulty with eye-hand coordination, e.g. writing, drawing, threading beads.
Struggles with reading.
Squints, blinks, or rubs eyes frequently.
Displays visual stims, e.g. spinning objects, flapping hands, waving fingers in front of eyes.
Total
Vestibular/balance
Tick
Seems clumsy and awkward.
Fidgets constantly.
Stumbles often, slouches in chair.
Is excessively cautious on climbing frames or stairs.
Displays movement stims e.g. likes to run in circles, spin, jump.
May suddenly fall out of a chair or onto another person.
Likes to rock, on floor or in a chair.
Touches everything, e.g. furniture or walls, when walking.
Avoids changing head position.
Avoids or craves riding on cars, trains, buses.
Gets dizzy very easily.
Total
Auditory
Tick
Displays auditory stims, e.g. humming, repetitive noises.
Doesn’t seem to hear you.
Is more relaxed in one-to-one situations than in group settings.
Prone to tantrums in spaces with unusual acoustics, e.g. halls.
Has difficulty filtering out noise and focusing on one voice.
Is distressed by loud noises e.g. sirens, bells, etc.
Speaks with a voice that does not fit the setting e.g. too loud in a library.
Complains that things are too loud, or insists on turning things up too loud!
Disturbed or extremely excited by singing and musical instruments.
Total
Proprioception
Seems unsure how to move their body in space, almost as if they don’t know where body parts are.
Crashes and falls on purpose.
Can be very lethargic, seems weak, slumps when sitting/standing.
Likes deep massage or being ‘squished’.
Bumps into walls, objects, people.
Tires very easily.
Has difficulty assessing force needed e.g. slams doors by accident, breaks crayons and pencil points.
Total
Behaviour, Learning and Social Issues
Tick
Has difficulty with transitions between activities.
Likes repetitive play.
Finds putting things into sequences very difficult.
Can be demanding or hard to calm down.
Doesn’t understand personal space.
Craves predictability and is resistant to change in routines.
Has difficulty joining in with group activities.
Is easily overwhelmed or frustrated.
Frequently ‘zones out’, or withdraws.
Shows a lack of organization, loses things frequently.
Can be overly aggressive or passive/withdrawn.
Has difficulty making friends.
Total
My sensory profile
Typical sensory response
Some sensory issues
Strong sensory issues
Your child’s profile
Tactile (touch)
1-2
3-6
7-10
Smell and Taste
1-2
3-4
5-7
Vision
1-2
3-6
7-11
Vestibular/ Balance
1-2
3-6
7-11
Auditory
1-2
3-5
6-9
Proprioception
1-2
3-4
5-7
Behaviour, Learning & Social Issues
1-3
4-6
7-12
If your child scores ‘strong sensory issues’ in any of the categories there is a lot that you can do to accommodate their sensory sensitivities and help them to self-manage these differences. You will be able to develop a sensory toolkit to help them cope in difficult environments and eventually a sensory diet can become a fun part of everyday family time. We will look at sensory diets in the next article in this series for autism awareness month.
For more support with you child with ASD Victoria, along with our highly qualified and experienced tutors and behaviour specialists can offer you in home assessments, consultations and behaviour plans. We offer bespoke plans to suit your family’s needs. In just a few visits we can set up a plan for you to follow, with after school help, or perhaps home-schooling.
Sensory issues can cause overload............. or can be managed!
Kids on the Autistic spectrum are working harder than their peers just to do day-to-day activities. This will be tiring and brings increased stress to their world. Sensory differences combined with the effort needed to work out what they are supposed to be doing in social situations often create anxiety. Children can be helped to manage their anxiety. Many of the behaviours associated with autism, such as stimming, are actually examples of self-management of anxiety and sensory issues.
Tactile (touch)
Tick
Avoids light touch.
Enjoys wrestling games.
Disturbed by vibration e.g. motorised toys, hand dryers, etc.
Very fussy about shoes or clothing. May complain that material ‘hurts’.
Does not notice being touched or bumped.
Finds messy hands or face upsetting.
Chews or sucks on toys, hands, pencils, clothing, etc.
Craves or avoids water play.
Likes a repetitive behaviour e.g. hand flapping, tapping, banging, etc.
Dislikes or craves particular materials, e.g. silk or paper.
Total
Smell and Taste
Tick
Complains about, or is overexcited by smells.
Doesn’t seem to notice strong odours e.g. paint, markers or strong cheese.
Mouths or licks objects and people.
Smells objects and people.
Picky eating/fussy.
Shows challenging behaviour around meal times.
Complains about or is overexcited by tastes.
Total
Vision
Tick
Makes poor eye contact.
Easily overloaded by places with a lot of visual information e.g. a classroom.
Poor ball skills – catching and/or throwing.
Struggles to follow moving objects or people.
Stares at lights or is distracted by different types of lighting.
Gets distressed or extremely excited when lights are dimmed or it is dark.
Has difficulty copying, e.g. from pictures or a board.
Has difficulty with eye-hand coordination, e.g. writing, drawing, threading beads.
Struggles with reading.
Squints, blinks, or rubs eyes frequently.
Displays visual stims, e.g. spinning objects, flapping hands, waving fingers in front of eyes.
Total
Vestibular/balance
Tick
Seems clumsy and awkward.
Fidgets constantly.
Stumbles often, slouches in chair.
Is excessively cautious on climbing frames or stairs.
Displays movement stims e.g. likes to run in circles, spin, jump.
May suddenly fall out of a chair or onto another person.
Likes to rock, on floor or in a chair.
Touches everything, e.g. furniture or walls, when walking.
Avoids changing head position.
Avoids or craves riding on cars, trains, buses.
Gets dizzy very easily.
Total
Auditory
Tick
Displays auditory stims, e.g. humming, repetitive noises.
Doesn’t seem to hear you.
Is more relaxed in one-to-one situations than in group settings.
Prone to tantrums in spaces with unusual acoustics, e.g. halls.
Has difficulty filtering out noise and focusing on one voice.
Is distressed by loud noises e.g. sirens, bells, etc.
Speaks with a voice that does not fit the setting e.g. too loud in a library.
Complains that things are too loud, or insists on turning things up too loud!
Disturbed or extremely excited by singing and musical instruments.
Total
Proprioception
Seems unsure how to move their body in space, almost as if they don’t know where body parts are.
Crashes and falls on purpose.
Can be very lethargic, seems weak, slumps when sitting/standing.
Likes deep massage or being ‘squished’.
Bumps into walls, objects, people.
Tires very easily.
Has difficulty assessing force needed e.g. slams doors by accident, breaks crayons and pencil points.
Total
Behaviour, Learning and Social Issues
Tick
Has difficulty with transitions between activities.
Likes repetitive play.
Finds putting things into sequences very difficult.
Can be demanding or hard to calm down.
Doesn’t understand personal space.
Craves predictability and is resistant to change in routines.
Has difficulty joining in with group activities.
Is easily overwhelmed or frustrated.
Frequently ‘zones out’, or withdraws.
Shows a lack of organization, loses things frequently.
Can be overly aggressive or passive/withdrawn.
Has difficulty making friends.
Total
My sensory profile
Typical sensory response
Some sensory issues
Strong sensory issues
Your child’s profile
Tactile (touch)
1-2
3-6
7-10
Smell and Taste
1-2
3-4
5-7
Vision
1-2
3-6
7-11
Vestibular/ Balance
1-2
3-6
7-11
Auditory
1-2
3-5
6-9
Proprioception
1-2
3-4
5-7
Behaviour, Learning & Social Issues
1-3
4-6
7-12
If your child scores ‘strong sensory issues’ in any of the categories there is a lot that you can do to accommodate their sensory sensitivities and help them to self-manage these differences. You will be able to develop a sensory toolkit to help them cope in difficult environments and eventually a sensory diet can become a fun part of everyday family time. We will look at sensory diets in the next article in this series for autism awareness month.
For more support with you child with ASD Victoria, along with our highly qualified and experienced tutors and behaviour specialists can offer you in home assessments, consultations and behaviour plans. We offer bespoke plans to suit your family’s needs. In just a few visits we can set up a plan for you to follow, with after school help, or perhaps home-schooling.