One of the things we love most about being an occupational therapists is that we never stop learning.
Every child we meet teaches us something new. Every family shares a different perspective. And every now and then, we come across a piece of research that doesn’t just add to what we know—it can change how we think.
Recently, we read a paper published in Research in Neurodiversity titled Sensory-Processing Informed Autism Practice for Child-Centred Therapists by Daniel and colleagues (2026). The paper was written by an interdisciplinary team that included occupational therapists, speech pathologists, psychologists, play therapists and, importantly, autistic researchers and clinicians themselves. More than half of the authors identify as autistic, bringing invaluable lived experience to the discussion.
As we read through the article, we found oursleves reflecting on many of the children we have worked with over the years.
The paper didn’t necessarily teach us something completely new—but it helped us see familiar behaviours through an even more compassionate lens.
Looking Beyond Behaviour
One sentence that stayed with us throughout the article was the idea that therapy should adapt to the child’s sensory world, rather than expecting the child to adapt to ours.
As occupational therapists, we often remind parents that behaviour is communication.
This paper reinforced that message.
When a child covers their ears, hides under a table, constantly seeks movement, refuses certain clothing, or appears to “switch off”, it can be tempting for others to focus on changing the behaviour.
Instead, the authors encourage us to ask:
What is this child’s nervous system experiencing right now?
That small shift in thinking changes everything.
Rather than seeing behaviours as problems to eliminate, we begin to see them as meaningful attempts to cope, communicate and regulate.
Every Child Has Their Own Sensory Story
Another idea we found particularly powerful was the reminder that there is no single autistic sensory profile.
The paper explains that autistic children can experience sensory information in incredibly different ways. One child may find everyday sounds physically painful, while another seeks constant movement. Some children may not notice hunger until they are extremely distressed, while others become overwhelmed by clothing labels or bright lighting.
As therapists, we sometimes talk about “sensory profiles,” but reading this reminded us that behind every profile is an individual child.
No assessment can fully replace spending time observing, listening and learning from families about what makes their child feel safe.
A Reflection on Interoception
Perhaps the biggest takeaway for us was the discussion around interoception—our ability to notice what is happening inside our bodies.
The authors describe interoception as the foundation for recognising hunger, thirst, pain, tiredness, needing the toilet and many of the early signs that tell us we need to regulate ourselves.
As occupational therapists, we often help children identify emotions.
But this paper made us pause.
If a child struggles to notice what is happening inside their body, expecting them to accurately label feelings like anxiety, frustration or excitement may simply be asking too much.
Instead, perhaps we first need to help children notice:
“My tummy feels funny.”
“My body feels tight.”
“I feel wobbly.”
“My head feels noisy.”
Only then can emotions begin to make sense.
We Need to Be Careful Not to Guess How a Child Feels
One section of the paper challenged something many therapists—including all of us—have probably done at times.
The authors suggest that we should be cautious about telling autistic children what emotion we think they are feeling. Instead, they recommend describing what we actually observe.
For example, rather than saying:
“You look frustrated.”
We might say:
“I noticed your hands are moving really fast and you’re gripping the toy tightly.”
It’s a subtle difference, but an important one.
The observation is always true.
The emotion is our interpretation.
By staying curious rather than assuming, we leave space for the child to make sense of their own experience.
Regulation Before Participation
One of the strongest messages throughout the paper is that children cannot engage in learning, play or relationships when their nervous system feels unsafe.
That aligns perfectly with what we see every day at TTN.
Sometimes therapy isn’t about practising handwriting.
Sometimes it isn’t about completing an obstacle course.
Sometimes our first job is helping a child’s nervous system settle enough that learning becomes possible.
The authors describe creating sensory stability by reducing unnecessary sensory stressors, adapting the environment and allowing the child to feel physically and emotionally safe before expecting participation.
We found ourselves thinking that this principle doesn’t just apply to therapy rooms.
It applies at home.
In classrooms.
On the playground.
At birthday parties.
Children do better when their environments help them succeed.
What This Means for Parents
If there’s one thing we hope families take away from this research, it’s this:
Your child isn’t giving you a hard time.
They’re often having a hard time.
Their behaviours may be their best attempt to communicate needs that even they don’t fully understand yet.
As parents, you know your child better than anyone.
You notice the small patterns.
You know which jumper they’ll happily wear.
Which shopping centre they avoid.
Which swing calms them.
Which music helps them settle.
Those observations matter.
They are the beginning of understanding your child’s unique sensory world.
Our Biggest Reflection
Reading this paper reminded us that occupational therapy isn’t about helping children become “less autistic.”
It’s about understanding how each child experiences the world and adapting our support so they can participate, connect and thrive as themselves.
As therapists, we often talk about meeting children where they are.
This article challenged us to think even more deeply about what that truly means.
Sometimes the most meaningful intervention isn’t teaching a new skill.
Sometimes it’s changing the environment.
Sometimes it’s slowing down.
Sometimes it’s listening a little longer.
And sometimes, it’s simply recognising that the child in front of us may be experiencing the world in a way we could never fully imagine—and choosing to be curious instead of making assumptions.
References
Daniel, S., Mahler, K., Ray, D. C., Sharp, K., Clairy, K., Inderbitzen, S. M., Laurenti, A. C., Fede, J., & Delafield-Butt, J. T. (2026). Sensory-processing informed autism practice for child-centred therapists. Research in Neurodiversity, 2, 100015.
