Sensory processing is how the brain takes in and responds to information from our senses (like sight, sound, touch, balance, and internal feelings like hunger or pain). Many people with prenatal alcohol exposure and FASD have sensory processing differences. These differences can affect everyday activities, emotions, relationships, and overall health.
Even though families and individuals with FASD often talk about sensory differences, researchers haven’t studied them much, especially across the lifespan. We recently wrote an issue paper to summarize what we do know about sensory issues in people with FASD and what still needs more research.
Key points
People with FASD often process sensory input differently. For example, some may be extremely sensitive to noise, touch, or crowds, while others may seek out strong sensory input (like pressure or fidgeting).
“The way my sensory world impacts me can be very amazing at times and sometimes the way it impacts can be very rough. For example, sometimes when I am fidgeting it is because I am anxious or scared but then sensory things like having fidgets and keeping my hands busy also help me cope and get through those rough times.” – Adolescent with FASD
These differences can lead to issues with:
- Getting dressed
- Eating certain textures
- Coping in noisy or crowded environments (like school or hospitals)
- Sleeping
- Managing emotions and behaviours
Children with FASD and sensory challenges may also show signs of inattention or hyperactivity, anxiety, or behavioral struggles, making school and social life harder.
Parents often report high stress related to managing their child’s sensory needs – especially as children grow into teenagers and needs become more complex.
Very little is known about how sensory processing needs change with age for people with FASD.
Where support is needed
- At school: Sensory-friendly classrooms and quiet spaces can make a big difference.
- At hospitals: Bright lights, noise, and busy spaces can make medical visits overwhelming.
- At home: Caregivers need tools and support to help meet their child’s sensory needs, especially as they age.
What can help?
- Early identification of sensory differences is key.
- It’s important to ask individuals with FASD and their caregivers about their sensory processing concerns. Include questions about sensory processing in screening, clinical evaluations, and other assessments.
- Consider contextual and environmental factors and build on individual strengths and resources.
- Service providers can support individuals with FASD by adapting their environment and educating other professionals on how differences may impact behaviour across settings.
Some promising interventions and strategies include:
- Virtual sensorimotor training
- Sensory-friendly therapy rooms (like “Snoezelen” rooms)
- Self-regulation tools (like music, coloring, or fidgets)
- Simple classroom accommodations (like a quiet work area)
“My youngest son was unable to focus on working rather than socializing in the busy classroom. He became great ‘friends’ with the principal at his school. The teachers recognized his sensory challenges and encouraged him to go to the principal’s office to do his classwork in a quiet, yet supervised space. A simple yet effective accommodation.” – Caregiver
Gaps in research
We still need to learn more about:
- How sensory differences show up in teens and adults with FASD
- How to design effective FASD-informed sensory interventions
- How sensory processing differences are related to functional challenges for people with FASD
- Which assessment tools best identify sensory needs among individuals with FASD
Final takeaway
Sensory processing differences are a major – but often overlooked – part of having FASD. By recognizing and addressing these challenges early and consistently, we can better support individuals with FASD throughout their lives, helping them thrive at home, in school, and in the community.