Sensory Processing: Identifying Patterns and Support Strategies

by Winnie Dun

Chapter 6

Sensory Processing

A person’s way of noticing and responding to sensory events that occur during everyday life

Sensory Processing Patterns

Certain common patterns of sensory processing affect how people respond in situations

Sensory Processing and ASDs People with ASDs have more intense

reactions to sensory input than their typically developing peers

Children with Asperger Syndrome appear to be significantly more sensitive to certain types of sensory input than either typically developing children or children with “classical” autism

The 7 Senses

Sight (visual system) Hearing (auditory system) Smell (olfactory system) Taste (gustatory system) Touch (somatosensory system) Body position (proprioceptive system) Movement (vestibular system)

History of Sensory Processing Concepts “Sensory integration theory” was originally

proposed by A. Jean Ayres in the 1970s to explain how the interaction between the brain and the sensory systems could explain learning difficulties

Research has since expanded to look at how sensory processing difficulties apply to individuals with a variety of challenges

How Sensory Processing Affects Children w/ ASDs

Poor modulation of sensory inputIf sensitive to too many sensory

inputs, can’t tell where to look/what to listen to

If over-fixate on one sensory input, won’t notice others

How Sensory Processing Affects Children w/ ASDs Atypical thresholds (the point at which

the system responds to sensory input)If thresholds are too low, child will

respond too frequently and be distracted from everyday tasks

If thresholds are too high, child will miss important cues about what’s going on around him

The Jobs of the Sensory Systems

1. Generate awareness in the brain (arousal/alerting)

2. Gather information for the brain to make maps of self and environment (discrimination and mapping)

When the Sensory Systems Aren’t Doing Their Jobs

In children with ASDs, arousal input frequently overpowers discriminating inputChildren then respond with unusual

behaviors as they try to manage the distorted information

Dunn’s Model of Sensory Processing

Looks at interaction of:Sensory thresholds andSelf-regulation strategies

• Active Strategies: Children work to control their sensory input

• Passive Strategies: Children let sensory input occur and then respond to it

Dunn’s 4 Patterns

High Thresholds

Low Thresholds

Passive Strategy

Active Strategy

SensorySeeking

SensorySensitivity

SensoryAvoiding

LowRegistration

Seeking

High thresholds + active regulation Seekers add movement, touch,

sounds, and visual stimuli to every life event to increase sensory input

May lack caution in play, display excitability, and engage in impulsive behavior

Low Registration

High thresholds + passive self-regulation

Don’t notice what is going on around them, because brain isn’t activating enough

May be withdrawn or difficult to engage

Need extra sensory input to be able to participate in school activities

Sensitivity

Low thresholds + passive self-regulation Tend to be more hyperactive,

distracted, and easily upset Have difficulty completing tasks as new

stimuli keep capturing their attention Frequent disruptions in routine make it

difficult to learn

Avoiding

Low thresholds + active self-regulation

Children actively work to reduce input in order to avoid discomfort

Resistant and unwilling to participate in activities, especially new ones

Sensory Patterns & ASDs

Children with ASDs are more likely to:Be sensitive to touchBe sensitive to soundsHave significantly different scores

from their peers on low registration and avoiding

Low Registration & Avoiding

Children with ASDs may seem oblivious to their environment (low registration) up until a certain point …

Then, when they notice the sensory stimulus, they overreact, becoming threatened, withdrawing, or tantruming (avoiding)

This makes is difficult to develop adaptive responses

The Role of Rituals

Rituals provide comfort because they stimulate a familiar sensory input pattern

Assessing Sensory Processing Differences

Occupational therapists use observations, interviews, and assessments to determine how the student’s sensory processing patterns are affecting his participation/learning

Assessments

Several validated and standardized instruments (all by Dunn):Sensory Profile for Children Infant/Toddler Sensory Profile Adolescent/Adult Sensory ProfileSensory Profile School Companion

Designing Interventions

When using a “sensory processing” framework for intervention, the goal is to improve participation (not “cure” the sensory processing pattern)

Take advantage of naturally occurring situations during the day

Incorporate strategies that use the student’s strengths

Students with a Seeking Pattern Need More Sensory Input Built into Their Day

Chewy or crunchy snacks

Change in positions while working

Textured blankets, mats, materials

Bright colors and contrasts

Heavy tasks like moving furniture or erasing boards

Breaks that include hopping, running, crawling, etc.

Singing/humming Scented lotions and lip

balms Finger paint with added

texture Longer routes to

library, lunch room

A Note on Sensory Seeking Behavior

Children with true seeking behavior crave sensory experiences

When a child engages in a repeated behavior that seems to be more “driven” than enjoyable, it may actually be an avoiding behavior Repeating the familiar behavior keeps

out new sensations

Students with an Avoiding Pattern Need an Environment with Less Sensory Input

Keep away from fans or vents

Keep out of crowded spaces

Use unscented materials, no air fresheners

Build short periods of “alone-time” into the day (but limit large blocks of unstructured time)

Serve food at room temperature

Remove other materials from the work surface

Use heavy blankets for safe spots

Dress in form-fitted clothing

Use visual cues, rather than touching to gain attention

Helping the Student with an Avoiding Patterns Be careful not to push student into

overwhelming sensory situations The result will be a “fight or flight” response Learning is not possible when the brain is in

protective mode Some rituals are harmless; leave those alone If a ritual needs to be expanded, do so

gradually, with a blend of familiar and new stimuli

Students with Low Registration Need More Intense Sensory Experiences

Talk with varying voice intonation

Use textured paper for writing

Provide “fidgets” that student can manipulate while working

Use bright colors, varied textures

Provide a rocking chair in the room

Create opportunities for working on different surfaces

Allow a walkman w/ lively background music during seatwork

Allow student to stand up to eat or do seat work

Helping the Student with Low Registration

Provide enough continuous, intense sensory input so he can persist in his work

Find ways to intensify the sensory input available in activities and environmentsIncrease the contrast and reduce the

predictability of eventsAdd sensory input to every task

Students with Sensory Sensitivity Need More Structured Patterns of Sensory Experiences

Stick w/ favorite food flavors, textures

Use unscented markers, materials

Use table lamps instead of overhead fluorescent bulbs

Use firm pressure on skin to calm

Provide ear plugs, ear muffs, or earphones during work time

Provide a buffer space for student to play without getting bumped

Identify preferred surface textures and make them available

Provide written or taped instruction

Provide a space with heavy blankets and beanbag chairs

Helping the Student with Sensory Sensitivities

Light touch is often upsetting to students w/ sensory sensitivities

Firm pressure, on the other hand, may provide organizing information without increasing arousal and distractibilityThat’s why wearing form-fitting

clothing or getting under a beanbag chair may be calming

Best Serving Students with ASDs Interdisciplinary teams need to

integrate sensory processing and educational strategies, for example:PrimingVisual supportsHome baseWorking independentlySocial Stories™

Conclusion

Sensory processing difficulties can lead to challenging behaviors, including work avoidance, class disruption, aggression, and explosive outbursts

Learning about a student’s sensory processing pattern allows you to plan strategies that will help him participate more fully in school