Sensory integration evolves when information is collected through the sensory channels, and is transmitted to the brain, interpreted and organized, prior to the individual responding appropriately.

Touch, taste, smell, sight and sound are most frequently referred to as the senses, but the body also senses movement, force of gravity and body position through the muscles and joints.

Autistic children do not regulate sensory input well, paying little attention to most things or overreacting to others. This may cause problems in learning, development or behaviour.

Visual - Studies indicate that autistic children use only a portion of their vision field rather than the entire eye as they observed the world around them. Many autistic children become stressed with bright light sources or the flicker or florescent lighting. They seldom attend to fine detail and are fascinated by movement and outline. One exception to this is their fixations on particular objects such as shiny metal or paper. Items such as kaleidoscopes, pinwheels, bubbles, ballerina style music boxes, beads and balls all help to visually stimulate the autistic child. Although they spend very little time looking at people, they seem to focus in on their faces. Many are fascinated with the movement of alternating coloured and white stripes as they move past their eyes. When presenting printed images or words, contrast may be reduced by using bold black print on colours such as light tan, light blue, gray, or light green rather than white paper.

Auditory - Autistic children can often be observed tapping their ears, snapping their fingers, making vocal sounds or hiding their head. They love music and rhythmic sounds. When these children cover their ears, they are usually trying to block out sounds which hurt their ears. They may be able to refocus, if given the opportunity to go to a quiet corner of the room for a time of listening to soft music or stories.

Taste - Some children crave oral stimulation by chewing on their clothes, licking objects or placing body parts or objects in their mouths. Providing opportunities for water play, offering small sips of water and having them chew on IV tubing are suggested intervention strategies.

Smell - Autistic children may have tendencies to smell objects within their environment or sniff people's hair or hands. These behaviours appear to calm the individual and bring a sense or familiarity to situations.

Proprioception - When individuals engage in rigorous activity, it helps them define their body in space and provides feedback through their muscles and joints. The very way in which autistic children stand (elbows bent, hands nearly together in front, drooping at wrists, fingers slightly curled) is indicative of their efforts to sense their body through movements of their muscles and joints. Autistic children often enjoy rough games or crawling under couch cushions to calm themself through deep pressure.