Every day we experience the world through our senses – sight, smell, touch, sound, taste and even body awareness and movement. How we interpret and translate the information received through our senses is called sensory processing. While this may sound simple enough, we all process sensory information differently.
When it comes to our senses, there are things we like and things we don’t like. Take a sandpit, as an example. Some children love running their hands though the sand, with the grains slipping through their fingers, while others dislike this sensation and will avoid playing in a sandpit.
These likes and dislikes, or different sensory preferences may not have a big impact on how a child plays, learns or interacts with the world around them. But what if a child has challenges with filtering out or making sense of sensory stimuli?
When you think about it, our daily lives (including our children’s lives) are bombarded with constant sensory information. There could be traffic noise, bright lights, strange smells, even clothing that feels odd on the skin. During these ‘busy’ situations we need to try and stay focused on what is important and filter out certain stimuli. However, if a child is over or under-responsive to one or more of these stimuli it can impact their ability to attend, participate and successfully complete tasks.
To help you understand sensory processing, I will break down the eight senses, how your child may respond to the sensory stimuli and how Occupational Therapists can assist with Sensory Processing Disorders (SPD).
It is important to note that ‘Sensory Processing Disorder’ or SPD is not currently recognised as a medical diagnosis in Australia. Occupational Therapists, however, understand and treat this condition on a daily basis.
The Eight Sensory Systems
Many people may be surprised by the fact that we do have eight senses. These senses include:
- Visual
- Auditory
- Olfactory System (smell)
- Gustatory System (taste)
- Tactile System (touch)
- Vestibular System (balance and orientation in space)
- Proprioception System (sense of muscle and/or joint movements including the position, location, and orientation)
- Interoceptive System (sensations related to the physiological condition of the body e.g. hunger or thirst)
While you would be familiar with the first five, the additional three senses that relate to the body, how it moves and feels are what we call the ‘hidden’ senses and they are incredibly important when it comes to understanding the amount of information we receive through our senses.
When it comes to effective sensory processing, all these senses need to work together and the information our brain receives via these senses become the building blocks to many other skills.
What is Sensory Processing?
Sensory processing, also known as sensory integration, is the effective registration and accurate interpretation of information received through our senses.
It is the way our brain organises the information we receive through the eight senses and facilitates our response to certain situations, ability to participate and even how we behave.
Sensory processing is an important component of how a child learns. When a child is born, they can hear, see and sense their body, but they are unable to organise this sensory input effectively. At this stage of life, the information received through the senses means very little. But as they grow and are exposed to various sensory inputs, they gradually learn to organise and process the information received and give meaning to it.
Children start to focus on one sense and their performance improves because of it. Their movement transitions from awkward and clumsy, to fluid and they can manage multiple sensory inputs at one time. Ultimately this ensures they become connected with the world around them and in control of their emotions.
When a child can effectively process the information received through their senses, they are better equipped at mastering certain skills, able to attend (particularly in academic situations) and self-regulate (control their physical activity, emotional and cognitive responses).
But what if this isn’t the case? For many children sensory information goes into the brain but does not get organised into appropriate responses. They may be over-responsive or under-responsive to certain senses making it difficult for them to respond appropriately. This is known as a sensory processing disorder.
What is a Sensory Processing Disorder?
Sensory Processing Disorders can affect all kinds of people. These might include those with developmental delays, ADHD, learning difficulties, Autism Spectrum Disorder (ASD) or those without a formal diagnosis or existing difficulties.
The ‘formal’ definition of Sensory Processing Disorder is that it is a neurophysiologic condition in which sensory input either from the environment or from one’s body is poorly detected, modulated, or interpreted and/or to which atypical responses are observed.
Essentially, if a child has a Sensory Processing Disorder they may perceive or respond to sensory information differently. Some professionals have likened the way an individual with a Sensory Processing Disorder receives the information in their brain to a traffic jam.
Picture many pieces of information coming into the brain like streams of traffic. They are travelling in all directions, many of which are fast. If this traffic does not have a direction or route to follow, chaos will occur. This is perhaps what it might be like for those with a sensory processing disorder – there is plenty of information, but it is difficult to organise and prevents the brain from interpreting the information correctly.
Children with sensory processing difficulties might be over-responsive to certain stimuli where, as an example, they may notice every little sound in the room including the turning of a page or the whirring of a fan. Some children may find that sounds hurt their ears and will try and avoid this stimulus or block it out with their own noise such as humming. Conversely, some children may be under-responsive to certain stimuli. Continuing with the example of sound, these children may not notice when their name is being called and may ‘seek’ sound by making it themselves.
So, when a child can’t make sense of what they are receiving form their body or environment, many will adapt behaviours that help them to feel more comfortable. These behaviours can often be put into two categories – sensory seeking or sensory avoidance.
Sensory Seeking and Sensory Avoidance
In the examples above you can see that children may ‘seek’ their own sensory input by creating noise to either block out an overstimulated sense or create their own sensory stimuli. Most sensory seekers are under-responsive to sensory input and will look for more of that stimuli. They may repeat a sound or movement (stimming), stare intently at lights or colours, look for certain textures to suck or chew or embrace or stroke a certain texture.
Sensory avoiders, on the other hand, are often over-responsive and will experience sensory input more intensely than the average person. It is because of this that they will avoid certain situations that may become overwhelming. This could include a loud environment such as a shopping centre or school assembly, a place with bright lights or somewhere with strange and unusual smells.
It is important to note, however, that a child with sensory processing difficulties can exhibit a combination of both reactions. This is because their responses can change based on their level of arousal or how well they’re able to self-regulate.
Sounds complicated? It can be, and that is why Paediatric Occupational Therapists work closely with families to discover a child’s reaction to certain sensory input and find ways to help children cope with sensory processing difficulties.
How OT’s Help with Sensory Processing Disorders
A Paediatric Occupational Therapist can work with children experiencing difficulties with sensory processing to ensure they can:
- Engage in learning tasks
- Develop appropriate social and play skills
- Cope in unfamiliar and / or busy environments
- Follow instructions and participate in educational and social settings
- Understand and manage their reactions to sensory input and adapt various tools and strategies
When it comes to ongoing therapy associated with sensory processing difficulties, an OT will first and foremost talk with parents and carers about what the sensory processing difficulties are and what that means for participation in every-day life. This conversation may be complimented with a ‘sensory profile’ that can be completed by the parents / carers and the child’s teacher / educator.
Following thorough assessment and discussion of the sensory processing challenges, therapy support and education relating to various strategies can be implemented. It is important to note that the strategies are tailored to suit the child’s individual needs and that which may work for one, may not be effective for another.
Some of the strategies an OT may utilise to help with sensory processing challenges include (but are not limited to):
Creating a Sensory Diet or Sensory Activity Schedule
A Sensory Diet or Sensory Activity Schedule includes an individually tailored range of activities that provide sensory feedback to the body and enable effective sensory regulation. The schedule should include whole-body sensory rich activities and involve a combination of altering (increase arousal or body awareness), organising (‘just right’ activities to help maintain focus and regulate) and calming (decrease arousal and relaxing) activities. An example of these activities might be:
Altering:
- Bouncing on an exercise ball
- Swinging
- Jumping on a trampoline
- Safe crashing and falling into cushions
- Dancing and Running
- Red Light / Green Light (stopping and starting)
- Ninja / Army crawls and climbing
- Animal Walks
Organising:
- Linear movements i.e. swinging
- Sitting in a rocking chair
- Wheelbarrow walks on hands
- Carrying a heavy weight from one place to another (i.e. load of books)
- Painting / building / crafts / cooking / gardening
- Rolling up in a blanket (Burrito Game)
- Using a weighted blanket or pillow
Calming:
- Drinking through a straw
- Chewing resistive food
- Retreating to a quiet space
- Turn off lights / dim lights
- Using a weighted blanket or pillow
- Deep breaths and quiet voices
- Blowing a pin wheel or bubbles
Creating Visual Schedules
Visual schedules enable a child to see and understand what is going to happen next. Children can use visual schedules to organise themselves, manage expectations and plan. Visual schedules can also incorporate the sensory activities identified, and help children build independence when it comes to self-care and self-regulation.
Implementing Visual Timers
When a child feels busy because of the amount of information their brain is trying to manage and organise, their understanding of what is going on around them will diminish. Utilising visual timers like a sand timer or clock can help children transition from one task to another and remove the ‘unknown’ that may cause anxiety. They are particularly useful for letting children know when a fun task is about to start or finish.
When it comes to sensory processing, it is important to remember that people (children included) receive information from their environment and body in different ways. Our senses are incredible information gatherers, but without the right skills, support and assistance; some children may not be able to interpret and utilise this information effectively.
If your child has sensory processing difficulties, or if you find that they respond to feelings, smells, sights and sounds differently, talk to one of our Paediatric Occupational Therapists today.
