The SLP’s Role in Supporting Sensory Regulation with Autistic Kids

As speech-language pathologists (SLPs), our role extends beyond spoken words: communication is a whole-body experience. For many autistic individuals, sensory processing and self-regulation deeply influence their ability to engage, connect, and express themselves. Recognizing and supporting these needs is not only within our scope of practice; it’s essential for fostering authentic, meaningful communication.

1. Sensory Processing Differences are a core characteristic of autism.

Autistic individuals may process sensory input differently than neurotypical individuals, which can influence how they engage with their environment, regulate emotions, and communicate. Research shows that 42-88% of autistic individuals have sensory processing differences (Baranek et al., 2018). These can include:

• Sensory seeking (e.g., rocking, humming, movement)

• Sensory sensitivity (e.g., discomfort with noise, bright lights, textures)

• Mixed sensory needs (e.g., seeking deep pressure but avoiding light touch)

These differences are not “disruptions” to communication but an inherent part of how autistic individuals navigate the world. When we support sensory needs, we are removing barriers to engagement rather than forcing a child to “push through” discomfort.

2. Regulation supports communication.

A regulated nervous system is the foundation for meaningful interaction. When a child is dysregulated, overwhelmed, anxious, or disconnected, they may be unable to access language, whether through speech, AAC, or other means.

Research highlights that sensory regulation and co-regulation (supporting a child's ability to feel safe and engaged) are directly linked to increased communication, engagement, and social connection (Pfeiffer et al., 2023).

As SLPs, we:
✔ Identify what helps each child feel safe and regulated
✔ Adjust our approach to match their sensory and emotional needs
✔ Support co-regulation by respecting movement, stimming, and breaks
✔ Create communication environments where kids don’t have to mask to be heard

This is not outside of our scope: it’s meeting the child where they are so communication can happen meaningfully.

3. SLPs are communication partners, not just language teachers.

Traditional therapy models often focus on getting a child to “sit still and listen,” but this ignores how many autistic individuals communicate through movement, stimming, and alternative means.

✔A child rocking while using AAC? They’re regulating. Let them rock.
✔A child covering their ears while you model language? They’re protecting themselves. Lower your volume.
✔A child scripting? They’re communicating. Validate and respond.

When we understand regulation and sensory needs, we shift from compliance-based therapy to true connection-based communication support.

4. Research supports sensory-informed communication approaches.

Studies show that sensory integration strategies improve communication and engagement in autistic individuals (Case-Smith et al., 2015; Schaaf et al., 2014).

✔ Sensory-informed speech therapy helps children stay regulated enough to engage in communication.
✔ Supporting movement, stimming, and self-regulation leads to more engaged participation in interactions.
✔ Collaboration between SLPs and OTs has been found to be highly effective in supporting both communication and self-regulation (Spiral Foundation, 2022).

Our work isn’t just about teaching language, it’s about reducing barriers so that every child can communicate in ways that feel natural to them.

5. Regulation and sensory support are within ALL of our practices.

ASHA defines our role as SLPs as supporting all aspects of communication that impact participation and engagement. This includes understanding how:

• Sensory processing affects engagement

• Co-regulation supports connection

• Movement and multimodal communication (e.g., echolalia, AAC, gestures) are valid ways of engaging

Supporting regulation helps create the conditions necessary for communication to thrive. Ignoring regulation is ignoring the core of how many autistic children interact with the world.

We can support communication by honoring regulation

SLPs don’t just teach words. We facilitate connection, autonomy, and authentic self-expression. When we respect sensory and regulation needs, we are not "doing OT;” we are doing our job better by making communication accessible in a way that aligns with each child’s neurology.

Communication cannot happen without safety, regulation, and respect. Supporting these is not extra: it’s essential.

Want to learn more about supporting regulation? Check out this episode of The GLP Podcast with Nikki Smit, OT:

References

• Baranek, G. T., et al. (2018). Sensory features as predictors of language development in children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 48(11), 3807–3819.

• Case-Smith, J., Weaver, L. L., & Fristad, M. A. (2015). A systematic review of sensory processing interventions for children with autism spectrum disorders. Autism, 19(2), 133–148.

• Pfeiffer, B., et al. (2023). Sensory processing and communication development in autistic children: A systematic review. Journal of Pediatric Neurodevelopmental Therapy, 14(3), 245–260.

• Schaaf, R. C., et al. (2014). An intervention for sensory difficulties in children with autism: A randomized trial. Journal of Autism and Developmental Disorders, 44(7), 1493–1506.

• Spiral Foundation. (2022). Sensory integration-informed speech therapy services in an interprofessional OT-SLP specialty clinic. The Spiral Foundation for Sensory Integration Research and Education.