Sensory Processing

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By Kerrie Harrison

Sensory Processing is the ability to organise and interpret information that we receive through our senses.

To maintain our levels of arouselTo receive and interpret information from our

environment and our place within itTo engage an awareness of our body and

where it is in spaceTo organise our body and take actionFor purpose of movement flowTo survive

Kohn (2008)

Our body uses this information in the following ways:-

Sensory processing also includes the following:- Visual, Auditory, Olfactory, Taste.

The receptors needed for Sensory Processing are located in the peripheral nervous system.

Sensory integration focuses primarily on three basic senses – tactile, vestibular and proprioceptive.

Allows us to interpret:-

The Tactile System

•Touch•Pain•Temperature•Pressure

Withdrawal from touchRefusing to eat food of different texturesContinuously removing clothing that can be

“irritating” to the skinAvoiding sensory stimuli, eg. dirt, slime, etc.Information received from sensory stimuli

can be over-interpretted (pain) or underinterpretted (breaks to bones may not be apparent through response by child).

In Children with ASD, Dysfunction of the Tactile System Can Mean:-

This system is responsible for detecting changes in the position of the head.

Hatch-Rasmussen, (2007)

Vestibular System

A child may experience heightened levels of anxiety and resistance to attempting new movements.

A child may withdraw from activities that involve changes in ground levels, balancing tasks and climbing.

Alternatively, a child may continuously seek out spinning and jumping.

Dysfunction of Vestibular System Means:-

Where Our Bodies are in spaceHow to manipulate objectsHow to judge distances between approaching

objects so that we can move safely around and over them.

How to sit.

The Proprioceptive System Provides The Body With Information About:-

ClumsinessDifficulties in progressing through fine and

gross motor movements developmentally and effectively

Awkward gait and flow of movementPoor postureAn inability to judge distances of objects and

the body’s place in spaceResistance to new tasks

When there is a disfunction in the Proprioception System this results in:-

Having an over- or under-responsive sensory system

Having unusually high or unusually low activity levels

May fluctuate between both extremesEasily fatiguingExperiencing gross and fine motor difficultiesExperiencing Developmental Delays in one or

more domainsExperiencing behaviour challenges due to high

anxiety levels, frustration and resistance.

According to Hatch-Rasmussen(2007), Dysfunction in the three systems may result in the child:-

Where possible, consult an Allied-Health Professional Include parents in discussions Include tasks that can be carried through consistently at homeEnsure the environment is not over- or under-stimulating to

the child, eg. provide supports to reduce stimulation (mats to sit on, move focus area into a space that is sheltered) or take away items that will over stimulate, eg. posters and hanging up children’s work

Introduce activities that will support child through experiences safely and calmly (Do not force experiences)

Introduce functional activities that are meaningful in small achievable steps, eg. if introducing a new food, provide a small piece do not put a whole item in front of them as this is quite confronting.

Strategies for Working Through Sensory Dysfunction:-

Try to determine the function of the behaviour, eg. are they seeking salt or are they seeking oral stimulation.

The following could be provided daily to assist a child to expore their oral needs and to work through inappropriate behaviours

Alternatively, if it is found to be the result of salt, thensalty biscuits may be usedto work through this andto replace the behaviour

Some Children May Suck on Clothing or their Fingers Because they are Sensory Seeking.

Without gross motor endurance, fine motor development cannot take place, eg. without should stability, we would not be able to use our fingers to manipulate objects

Whilst there may be some resistance to challenges, eg. some children are fearful of removing their feet from the ground, it is important to persist

It is important to remember that children with ASD fatigue very easily but this is not an excuse

Introduce tasks to their ability and increase time of activity to build strength and endurance

Provide tasks with obstacles to develop proprioception Include balancing, uneven surfaces, stepping activities,

climbing, etc. Less active tasks can be introduced into the classroom

regularly throughout the day to break up extended periods as well as improve strength and endurance

Gross Motor Tasks Are Important To Ensure the Child is Developing Strength, Endurance and Developmental Milestones.

Regular fine motor activities can be introduced into the curriculum to break up extended periods and to reduce behaviours

These can be introduced in small spurts dailySchedule tasksReduce the need for perfection as this can become

an engrained behaviour that may cause problemsTeach perseverance but introduce slowly,

extending period to develop strengthChildren with ASD may experience difficulty using

scissors and holding pencils

Many Children Have Difficulties Developing a Pincer Grasp and Manipulating Objects.

Northern School For Autism, (2008)

EXAMPLES OF FINE MOTOR TASKS TO SUPPORT

DEVELOPMENT

Provide sensory activities, eg. footspas, waterplay, bubbles, playdough, slime, etc.

Do not force use of items, find alternative ways of performing the task-at-hand

Soft brushing techniques over the arms and legs could be introduced to help child develop an awareness of his/her body

Deep pressure can be applied to the body, again to develop body-awareness

These are also calming and settling techniques.

Children With ASD May Have Difficulty Touching or Being Touched

Hatch-Rasmussen, C. (2007) Sensory Integration. http://www.autism.org/si.html (accessed 17/10/2007)

Kohn, H (2008) Motor Issues. Western Autistic School, Melbourne 16th May, 2008

Kohn, H. (2008) Sensory Approaches as a Management Strategy. Western Autistic School, Melbourne , 2008

Northern School For Autism, (2008) Classroom Fine Motor Strategies, Preston

References