Sarah Tracey

October 2021

EXED 416

James Madison University

Sensory Processing Disorder and the Music Classroom

Autism spectrum disorder (ASD) has many different characteristics and levels of

symptoms. A common characteristic of ASD is sensory processing disorder (SPD) or sensory

integration disorder, with 69% - 95% of students with ASD having SPD. With the large

percentage of students with ASD having SPD, it is intuitive that the music classroom suits their

needs. This paper explores the definition of SPD, what it means with regards to autism spectrum

disorder, the categories of SPD, instruments and measures used to assist students with SPD, and

the implementations in the music classroom.

Sensory processing and integration is the way the nervous system receives messages from

the senses and in return, responds appropriately to motors and behaviors. Sensory processing

disorder is when the brain has difficulty generating an accurate picture and response to stimuli.

When one system is interrupted, the understanding of stimuli is not complete and the response is

inaccurate. An inaccurate response can lead to challenges performing everyday tasks, motor

clumsiness, behavior problems, and more (Sensory processing, n.d.).

Sensory Processing Disorder has three categories; sensory modulation disorder, sensory

discrimination disorder, and sensory-based motor disorder. Sensory modulation disorder is when

an individual has difficulty regulating responses to stimuli. This can be from a range of sensory

hyper-sensitivity(high sensitivity to sensory input) to sensory under-responsivity(low sensitivity

to sensory input) to stimuli. Sensory discrimination disorder is when an individual has

difficulties interpreting subtle quantities of objects, places, people, or other environments. An

example of this is having difficulty with knowing if they are falling to the side or backward. The

sensory-based motor disorder is defined by poor motor-planning skills and endurance. Someone

may have difficulty with balance, motor coordination, and the performance of skilled motor

tasks. Subcategories of sensory-based motor disorder include postural disorder (impaired

perception of position of body position) and dyspraxia (difficulty planning and/or executing

skilled movement) (Sensory processing, n.d.).

Sensory features among children with ASD fall into four sensory response patterns;

hyporesponsiveness, hyperresponsiveness, sensory interests, repetitions and seeking behaviors

(SIRS), and enhanced perception. According to researchers in the field of occupational science,

hyporesponsiveness is the absence of an expected response, a delayed response, or a higher

response threshold to a stimulus (ex. A slow reaction to pain or loud noise) (Little et al., 2015).

Hyperresponsiveness is characterized by an aversive response, exaggerated response, or effort to

avoid a stimulus (ex. Reacting negatively to touch). SIRS is the craving or fascination with

sensory stimuli. This craving is intense and may be repetitive (ex. Sniffing objects or staring

intensely at a flickering light). Enhanced perception is characterized by superior acuity and focus

on specific sensory stimuli and the elements of it (ex. Having perfect pitch or having a superior

ability to recognize visual patterns). It is important to recognize that these response patterns may

co-occur across sensory modalities and are not mutually exclusive. (Little et al., 2015)

One of the most widely used SPD measures is the Sensory Profile and sensory processing

framework. The Sensory Profile assessment provides standardized tools to help evaluate a

child’s sensory processing pattern in the context of home, school, and community-based

activities. There are five different forms by age range; Infant (birth – six months), Toddler (7-35
months), Child (3-15 years), Short (3-15 years), and School Companion (3-15 years). Each form

includes a combination of sensory system, behavioral, and sensory pattern scores (Dunn, 2014).

The sensory processing framework addresses the individual’s neurological thresholds, self-

regulation strategies, and the interaction between neurological thresholds and self-regulation

strategies. Dunn’s (2014) framework gives us an understanding of sensory processing in the

contexts of home, school, and community.

The Sensory Processing Measure (SPM) and the Sensory Experience Questionnaire

(SEQ) are also two widely used SPD measures. The SPM provides a complete picture of

children’s processing difficulties at school and at home. The SPM reaches ages 2-15, making

intervention available at an earlier rate (Parham, 2007). The SEQ is a caregiver report assessment

intended to characterize the sensory features in children ages 2-12 with ASD and/or

developmental disabilities in social and nonsocial contexts. The SEQ consists of 105 items that

measure the frequency of sensory behaviors across sensory response patterns, modalities, and

social or nonsocial contexts (Ausderau, 2013).

Sensory processing in the music classroom can be challenging for a student with ASD.

Students with ASD and SPD have difficulty within the areas of tactile, visual, auditory,

vestibular, proprioceptive, olfactory, gustatory, and sensory-motor systems. In the music

classroom, we focus on all of these except olfactory and gustatory. According to Hammel and

Hourigan, experts in music special education, it is important to remember to consult the

student’s IEP and talk to their special education teacher about their needs before trying new

strategies within the classroom (Hammel & Hourigan, 2013).

For students with tactile sensory sensitivity, this may be hyper or hyposensitivity to

touch, may be out of touch with their appendages, or have poor tactile discrimination. In the
classroom, time on and off music equipment, texture changes around the room, or smaller

movements may be useful for the student to be successful.

Vestibular and proprioceptive senses in the music class coexist with the music being

made. A student with vestibular and proprioceptive sensory sensitivity struggle with knowing

the relationship between their body and the world. Students with this may have difficulty with

coordination of body parts. If a student is hypersensitive to movement, breaking dance moves

into smaller segments may help as well as having time for them to be still. Hyporesponsive

students may find class more fit to their needs if the teacher uses this to their advantage and

finds songs with a lot of movement and dancing. When working with a student with poor

discrimination to movement, it is best to consult their aide or special education teacher.

Movement may be dangerous for them and knowing their capabilities is important.

A student with visual dysfunction may also be paired with loss of vision. Sensitivity to

lights, difficulty shifting focus, difficulty crossing the midline of the body, or touching a

specific part of a paper may be difficult. To help a student with light sensitivity, we can use

lamps within the classroom or allow them to use sunglasses. When reading music, we can

enlarge the print, print the music on different colored paper, highlight their part, or have

someone track the music with their finger while singing/playing.

Auditory sensitivity in the music classroom can be difficult for a student with ASD due

to the loud characteristics and new, unfamiliar sounds. When giving directions, using visual

directions as well as verbal can help a student with auditory sensitivity understand instruction

easier. Using headphones, giving the student a quiet space to go to when overwhelmed, using

simple language, and accompanying auditory directions with visuals and modeling can help a

student succeed in the music classroom. The classroom culture is also important to help aid the
learning of a student with auditory sensitivity. Encouraging other students to use soft voices

and only use instruments when instructed can help aural sensitivity needs as well as aid all

students with learning (Hammel & Hourigan, 2013).

Helping students with autism spectrum disorder and sensory processing disorder is

important as educators and health care professionals. Students with SPD have a higher chance of

not interacting with stimuli within the classroom, especially the music classroom. Keeping these

students involved in the classroom is beneficial to their learning as well as the learning

environment. Students with ASD and SPD have a place in the classroom as much as their other

peers.
 References

Ausderau K.K., Baranek G.T. (2013) Sensory Experiences Questionnaire. In: Volkmar F.R.

(eds) Encyclopedia of Autism Spectrum Disorders. Springer, New York, NY.

https://doi.org/10.1007/978-1-4419-1698-3_1192

Dunn, W. (2014). Sensory profile 2. Psych Corporation.

Hammel, A. M., & Hourigan, R. M. (2013). Teaching music to students with autism. ProQuest

Ebook Central https://ebookcentral.proquest.com

Little, L. M., Ausderau, K., Sideris, J., & Baranek, G. T. (2015). Activity participation and

sensory features among children with autism spectrum disorders. Journal of autism and

developmental disorders, 45(9), 2981-2990. https://doi.org/10.1007/s10803-015-2460-3

Parham, L. D., & Ecker, C. (2007). Sensory processing measure (SPM). Western Psychological

Services.

Sensory processing - star institute. Sensory Processing - STAR Institute. (n.d.). Retrieved

October 12, 2021, from https://sensoryhealth.org/.