Sensory diet interventions for children with autism: A structured approach to enhancing self-regulation and participation

Within the context of sensory health, the term sensory diet - first coined by two American occupational therapists, P. Wilbarger and J. L. Wilbager, in 1991 - refers to an individualized program of sensory-based activities designed to support regulation, attention, and adaptive behavior in children with sensory processing differences. For children with autism spectrum disorder (ASD) and/or attention deficit/hyperactivity disorder (ADHD), sensory diets play an especially crucial role because atypical sensory responsivity, whether hyper- or hypo-responsive, is highly prevalent and significantly affects daily functioning, transitions, learning, and emotional well-being. Current research demonstrates that structured sensory diets, when grounded in thorough assessment and implemented consistently across routines, improve sensory modulation, reduce behavioral dysregulation, and enhance participation at home, in school, as well as in community environments. These benefits are strongest when sensory strategies are personalized, developmentally appropriate, and coordinated collaboratively among allied health professionals, parents, and educators. The aim of this paper is to synthesize contemporary findings and highlight the practical steps to be taken in identifying sensory needs, designing a sensory diet plan, selecting appropriate sensory activities that target varied sensory needs, and monitoring the child’s sensory responsiveness.