Sound

We are constantly making sense of the sounds we hear. Auditory processing is how the brain recognises sounds and noises and responds to them.  

How this can look different

Sensory avoiders may:  

  • put their hands over their ears (this can happen when the noise level rises but may happen as a precaution against sudden unexpected noises) 
  • notice and appear to overreact to sounds that others barely notice 
  • find it hard to distract themselves from noises which impact on their ability to engage in tasks 
  • sometimes make loud noises to themselves to cover sounds they find difficult in the environment 

Sensory seekers may: 

  • speak in a loud voice 
  • hum or make noises to themselves 
  • enjoy making excess noise, banging doors and other objects  

How to help

You can help by: 

  • being aware of the sounds in an environment, even the ones that may seem barely noticeable. In classrooms, this can mean looking at where a child is sitting 
  • preparing for any loud noises in advance (such as vacuum cleaners, hand dryers or hair dryers) 
  • giving them noise cancelling headphones (ear defenders) or ear plugs 
  • offering alternatives and times when a child seeking loud noises can meet their sensory need and make noise 
  • using visuals to help them to regulate their volume 
  • gradually desensitising your child to noises over time (for example, play a favourite game with your child while the vacuum cleaner is switched on in another room) 
  • listening to white noise or soothing music which can help screen out noises that may be a trigger 
  • using carpets and rugs to reduce echo in a room