Everyday Sensory Experiences of Autistic University Students in Australia: An Experience Sampling Approach

Authors

Abstract

Sensory differences and discomfort are significant on-campus barriers for many autistic postsecondary students, but we know relatively little about what makes sensory environments accessible or inaccessible for autistic students. In this study, 19 autistic university students in Australia responded to experience sampling questions several times a day for two weeks. Quantitative sensory comfort ratings were significantly poorer when participants reported states of greater anxiety, irritability or emotional reactivity, and exhaustion. Participants also reported more quantitative sensory discomfort when open-ended answers described feeling tired/exhausted, anxious, or stressed/overwhelmed, rather than feeling relaxed/good. However, our study cannot resolve whether sensory discomfort causes experiences such as anxiety and exhaustion, whether those states exacerbate sensory discomfort, or both. Qualitative-quantitative triangulation also suggested that participants experienced less sensory comfort: in open-access spaces (notably, on campus, travelling, and shopping) compared to closed-access spaces (notably, at home); to high-intensity (e.g., loud) than low-intensity (e.g., quiet) or non-notable stimulation; to most sounds over visual, feel, and taste stimuli; to people-related sounds than touch sensations; and to crowds over environments with fewer people. These findings suggest sensory environments systematically shape many autistic people’s everyday experiences and thus that we should modify these environments to be more accessible and inclusive.

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