It is generally accepted that children with autism spectrum disorders (ASD) face varying levels of challenges processing sensory information (Ayres, 1979; Baranek & Berkson, 1994). The literature reports that persons with autism process sensory experiences differently than persons without autism (Dunn, Myles, & Orr, in press; Grandin, 1995; Short, 2001; Stehli, 1991; Williams, 1994). The purpose of this article is to present considerations for assessing sensory issues in individuals with ASD as a means of gathering information useful to families and professionals in understanding children and designing intervention strategies that support success across environments.
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