Sensory Processing
Definition and general overview: Sensory processing is the ability to receive, interpret, and respond to sensory input from the environment and one’s own body.
You can scroll to the bottom to find specific areas of sensory processing: tactile, proprioceptive, vestibular, visual, gustatory, olfactory, auditory, interoception, and sensory seeking behaviors.
Importance: Proper sensory processing is essential for a child’s ability to regulate emotions, focus, and participate in everyday activities.
Examples:
Tolerating different textures in clothing and food
Responding appropriately to sounds, lights, and movement
Maintaining balance and body awareness
Physical Manifestations of Delays:
Over- or under-reacting to sensory stimuli
Difficulty with balance and coordination
Avoidance of certain textures or activities
Developmental Impact:
Delays in fine and gross motor skills
Poor self-regulation and attention
Challenges with academic tasks
Emotional Impact:
Frequent frustration or meltdowns
Anxiety in new environments
Difficulty with self-soothing
Educational Impact:
Trouble sitting still and paying attention
Difficulty handling noise or classroom stimuli
Challenges following multi-step instructions
Social Impact:
Struggles with group activities
Difficulty playing with peers due to sensory aversions
Avoidance of new experiences
Activities and Ideas for Improvement:
Sensory bins with different textures
Swinging, jumping, and heavy work activities
Deep pressure activities like weighted blankets or compression garments
Useful Websites:
Sensory Processing -detailed information
Lucy Jane Miller is one of the experts on sensory processing. The excerpt below is from her website (STAR Institute) if you are interested in learning more about sensory processing.
Our bodies and brains use specialized systems to register all the different sensory information in our environment and piece it together to build a complete picture of: what is going on around us, with our bodies, within our bodies, where we are, and what time of day it is. Sensory processing shapes our experiences in the world and impacts our feelings.
Touch, sight, sound, movement, body position, smell, taste, internal sensation. Each of these senses comes together to build your conscious reality.
This brain-body process is taking place every second of every day and through the attention, it pays to external and internal information we form our perception of the world, our lived conscious experienced.
How we sense, experience, and feel the world is critical to safety and helps us move our bodies, complete tasks, make friends, and fall in love. Making sense of sensation is what makes us successful.
This is sensory processing.
(Miller, L. J. (n.d.). Understanding the sensory integration process. Sensory Processing – STAR Institute. https://sensoryhealth.org/basic/understanding-sensory-integration-process)Lucy
Tactile (Over-Responsive)
Definition
Children who are tactile over-responsive are highly sensitive to touch. Everyday sensations that may not bother others, like the feel of certain fabrics or being touched unexpectedly, can feel overwhelming or even painful to them.
Physical Manifestations
May avoid certain textures (e.g., tags in clothing, sticky or slimy foods, sand, etc.)
React strongly to light touches or unexpected physical contact (e.g., flinching, pulling away)
Might appear to be uncomfortable in certain environments, such as crowded spaces or places with lots of sensory stimuli.
Emotional Impact
Can feel anxious or distressed in situations where they are touched, leading to frustration.
Might exhibit heightened irritability or emotional outbursts when feeling “overloaded” by touch sensations.
Educational Impact
Difficulty sitting comfortably in class due to discomfort with uniforms, materials, or seating arrangements.
May struggle with group activities or hands-on learning experiences like art or science experiments that involve tactile sensations.
Social Impact
Could seem overly sensitive or even “picky” to peers, leading to social isolation or frustration.
May withdraw from social interactions or avoid physical games or activities that involve touch, affecting social relationships.
Tactile (Under-Responsive)
Definition
Children who are under-responsive to tactile input may not notice certain types of touch or may seek out excessive tactile experiences. They might have trouble recognizing when they are too hot, too cold, or in need of personal space.
Physical Manifestations
May not react to extreme temperatures or textures, like touching something sharp or too hot.
Might be drawn to intense sensory experiences, such as touching objects frequently, rubbing their skin, or engaging in repetitive physical movements.
Emotional Impact
May seem disengaged or unaware of their own body, which can be frustrating for caregivers.
May be prone to seeking out more tactile experiences to “feel” more connected, potentially leading to impulsive behavior.
Educational Impact
Difficulty staying focused on tasks that require fine motor skills (e.g., writing, drawing) because they don’t sense or recognize the pressure they are applying.
May struggle with tasks that require self-regulation, such as controlling the volume of their voice or maintaining personal space during group activities.
Social Impact
May appear clumsy or uninterested in social interactions, as they don’t notice or respond appropriately to physical cues.
Can be perceived as intrusive or overly physical in social situations (e.g., too much hugging or touching).
Proprioceptive (Over-Responsive)
Definition
Children who are proprioceptively over-responsive are highly sensitive to their own body’s movements or position. They may feel overwhelmed by the need to adjust their body’s position in space, and excessive movements can lead to discomfort.
Physical Manifestations
May seem stiff or rigid when moving, as they are sensitive to changes in posture or movement.
Often avoids activities that require heavy movement, like running, jumping, or climbing.
Emotional Impact
Might feel anxious or tense in situations that require movement or physical effort, leading to avoidance or refusal of certain activities.
Struggles with managing emotions due to a heightened awareness of bodily sensations.
Educational Impact
Difficulty sitting still for long periods of time, may appear restless or uncomfortable in class.
Needs frequent breaks or activities that involve gross motor movement to help regulate their sensory system.
Social Impact
May avoid sports or physical play, leading to feelings of exclusion or frustration with peers.
Can become upset or withdrawn when their physical space is encroached upon or if they feel physically uncomfortable.
Proprioceptive (Under-Responsive)
Definition
Children who are under-responsive to proprioceptive input may appear unaware of their body’s position or movements. They might seek out physical activities to get the feedback their body needs, sometimes engaging in risky behaviors or acting impulsively.
Physical Manifestations
May appear clumsy or uncoordinated, bumping into things or having trouble with body control.
Enjoys intense physical activity (e.g., jumping, crashing, spinning) or constantly seeks out deep pressure (like squeezing tight into spaces, or pressing hard on objects).
Emotional Impact
Often seeks more physical interaction or stimulation to feel “regulated,” which can be misinterpreted as disruptive or hyperactive.
Can become frustrated when they feel they are not getting enough physical input or struggle with self-regulation.
Educational Impact
Needs frequent movement breaks to help with focus, which may disrupt the flow of class or cause difficulty with sitting through lessons.
Struggles with fine motor tasks like writing or cutting because they do not sense how much force is needed for these activities.
Social Impact
May be perceived as overly active or disruptive in social settings, often seeking out intense physical interactions (e.g., roughhousing).
Could engage in risky behavior or seek attention through physical actions, which can affect peer relationships.
Vestibular (Over-Responsive)
Definition
Children who are vestibular over-responsive are highly sensitive to movement or changes in position. They may feel dizzy or overwhelmed by swinging, spinning, or even walking on uneven surfaces.
Physical Manifestations
Avoids activities like swinging, spinning, or riding bikes due to feelings of nausea or dizziness.
Might prefer to stay in one place and avoid activities that involve movement or challenge their balance.
Emotional Impact
Can become fearful or anxious in situations that involve movement, leading to avoidance or meltdowns.
May struggle with transitions, particularly those that involve changes in physical position (e.g., sitting down to standing up).
Educational Impact
Difficulty with activities that require balance or coordination, such as gym class, playground activities, or even tasks like writing on a chalkboard.
May feel overwhelmed or anxious in crowded or noisy environments, which can impact learning.
Social Impact
May avoid group activities or games that involve movement, potentially leading to social withdrawal or isolation.
Can be seen as “shy” or overly cautious, as they avoid activities that other children enjoy.
Vestibular (Under-Responsive)
Definition
Children who are vestibular under-responsive seek out movement because they do not get the same feedback or stimulation from normal activities. They may constantly seek out more intense physical experiences to “feel” their body.
Physical Manifestations
Often enjoys spinning, swinging, or running around at high speeds and may seek out dangerous activities.
May engage in repetitive movements like rocking, jumping, or running to get the movement input they crave.
Emotional Impact
Can become restless, impulsive, or even agitated when they don’t get enough physical stimulation.
May be perceived as overactive or disruptive in settings where calm or stillness is expected.
Educational Impact
Difficulty focusing on academic tasks because they feel the need to move or engage in active play.
May struggle with tasks that require concentration or sitting still, like completing homework or listening to instructions.
Social Impact
Often draws attention in social settings through active or exaggerated movements, which can either help them connect with peers or cause friction if others perceive them as “too much.”
May engage in risky behavior, which can lead to social issues or misunderstandings with peers.
Visual (Over-Responsive)
Definition
Children who are visually over-responsive have a heightened sensitivity to light, colors, or visual stimuli. They may become overwhelmed or distracted by bright lights, busy patterns, or fast-moving objects.
Physical Manifestations
Avoids bright lights or glare, may squint or cover eyes in response to lighting conditions.
Easily distracted by visual stimuli, like flickering lights, patterns, or movement in their environment.
Emotional Impact
Can feel irritable, anxious, or overstimulated in visually busy or bright environments.
May have difficulty focusing or completing tasks due to visual distractions.
Educational Impact
May have difficulty concentrating in classrooms that are brightly lit or have lots of visual stimuli (e.g., posters, decorations).
Struggles with visual tasks that require focus, such as reading or writing on a whiteboard.
Social Impact
May withdraw from social situations or avoid places with bright lights or visual clutter, such as birthday parties or school assemblies.
Can seem overly sensitive to certain environments, leading to social misunderstandings or isolation.
Visual (Under-Responsive)
Definition
Children who are visually under-responsive may not notice certain visual cues or stimuli, leading them to miss important details in their environment. They may need to be prompted to look at things closely or might seek out high-stimulation visual activities.
Physical Manifestations
May not notice changes in their environment (e.g., new objects, people entering the room).
Enjoys visually intense experiences, like watching flashing lights or engaging in activities that require constant visual tracking (e.g., video games).
Emotional Impact
Can seem disengaged or uninterested in the world around them, which may cause frustration in social situations.
Might seek visual stimuli, such as watching TV or focusing on screens, to feel more connected.
Educational Impact
Difficulty with tasks that require visual attention, like reading, writing, or following along in a group activity.
May miss visual cues from teachers or peers, leading to confusion or a lack of understanding.
Social Impact
May appear distracted or disinterested in interactions, leading to misunderstandings with peers.
Could miss important social cues or body language, which affects their ability to engage in conversations.
Gustatory (Over-Responsive)
Definition
Children who are gustatorily over-responsive are highly sensitive to tastes, and foods that others might find enjoyable can seem overwhelming, unpleasant, or even intolerable to them.
Physical Manifestations
Refuses certain foods or avoids eating altogether due to strong reactions to tastes.
May gag, grimace, or even vomit when encountering specific tastes or textures of food.
Emotional Impact
Can become anxious, upset, or distressed during mealtimes due to their intense reactions to food.
May develop food aversions, which can lead to nutritional concerns or eating difficulties.
Educational Impact
Can struggle with social situations involving food, such as snack time, birthday parties, or lunch in the cafeteria.
May have trouble participating in activities that involve food, like cooking or science experiments with edible items.
Social Impact
Might feel socially isolated or different from peers who enjoy eating or sharing food.
Can be teased or misunderstood by others who don’t understand their sensitivity to taste.
Gustatory (Under-Responsive)
Definition
Children who are gustatorily under-responsive have a reduced sense of taste. They may seek out strong flavors or textures in food to satisfy their sensory needs, often preferring spicy, sour, or strong-tasting foods.
Physical Manifestations
Consumes large amounts of food or seeks out particularly strong or intense flavors.
May crave foods that others avoid, like sour candies, spicy foods, or foods with strong textures (e.g., crunchy, sticky).
Emotional Impact
Can become frustrated or overwhelmed when they don’t get the sensory input they crave from food.
Might exhibit disruptive behavior during mealtimes or refuse to eat foods that are less stimulating.
Educational Impact
Difficulty with mealtime routines or school lunch, as the food may not meet their sensory preferences.
Can struggle to focus if their sensory needs related to taste are not being met.
Social Impact
May be teased or labeled as “picky” because of their specific taste preferences, affecting their social relationships.
May prefer eating alone or in isolation to avoid feeling judged for their food choices.
Olfactory (Over-Responsive)
Definition
Children who are olfactorily over-responsive are highly sensitive to smells. They may become easily overwhelmed or disgusted by certain odors that others might not notice or react to as strongly.
Physical Manifestations
Avoids strong scents, such as perfumes, food smells, or cleaning products.
May cover their nose or express discomfort when exposed to certain smells.
Emotional Impact
Can feel anxious or overwhelmed in environments with strong odors, leading to irritability or distress.
Might have strong negative associations with places or activities due to particular smells.
Educational Impact
Difficulty concentrating in environments with strong smells (e.g., cafeterias, school bathrooms).
May avoid certain areas of the classroom or school due to sensory overload from odors.
Social Impact
May appear overly sensitive or “picky” to peers regarding odors, causing social misunderstandings.
Might isolate themselves or refuse to participate in group activities if strong smells are present.
Olfactory (Under-Responsive)
Definition
Children who are olfactorily under-responsive may not notice or react to smells, which can lead them to be unaware of potentially unpleasant or dangerous situations (e.g., food going bad, strong odors in the environment).
Physical Manifestations
May not notice or be bothered by strong smells, like a dirty diaper or unpleasant food smells.
Might seek out intense smells, such as sniffing markers or perfumes.
Emotional Impact
May be unaware of sensory cues that others react to, potentially leading to social or safety concerns.
Can seem disengaged or uninterested in certain activities that involve scent, like cooking or cleaning.
Educational Impact
May have difficulty following instructions related to smells (e.g., identifying a specific odor in a science experiment).
Could put themselves at risk by not noticing dangerous smells, like gas or smoke.
Social Impact
May engage in behaviors like sniffing or seeking out strong smells, which could be perceived as odd or disruptive by peers.
Can be misunderstood if they don’t react to smells in ways that are socially expected.
Auditory (Over-Responsive)
Definition
Children who are auditory over-responsive have an increased sensitivity to sounds. Everyday noises like the hum of a refrigerator, loud conversations, or background music can feel overwhelming or even painful to them.
Physical Manifestations
Covers ears, cries, or becomes distressed in noisy environments.
May avoid places or activities with loud sounds, such as concerts, parties, or busy playgrounds.
Emotional Impact
Can become anxious or distressed in noisy settings, leading to emotional outbursts.
May feel misunderstood or frustrated when others don’t recognize their sensitivity to sound.
Educational Impact
Difficulty concentrating in classrooms with background noise, like hallway chatter, loud ventilation, or overhead announcements.
May struggle with group discussions or activities involving sound, like listening exercises or group presentations.
Social Impact
May withdraw from social activities if they are noisy or overstimulating.
Could be perceived as overly sensitive, leading to social isolation or misunderstanding from peers.
Auditory (Under-Responsive)
Definition
Children who are auditory under-responsive may not notice sounds or have difficulty distinguishing important auditory cues. They might not respond to their name being called, or fail to notice noises that others react to.
Physical Manifestations
May not respond to verbal instructions or conversations happening around them.
Seeks out loud or intense noises, like music or TV at high volume, or enjoys making noise.
Emotional Impact
May feel disconnected from conversations or interactions, leading to frustration or social withdrawal.
Could crave loud or intense sounds to feel more connected to their environment.
Educational Impact
Might miss auditory cues in the classroom, such as verbal instructions, announcements, or warnings.
Can have difficulty with tasks that require listening and focus, such as group discussions or following multi-step directions.
Social Impact
May appear unengaged or inattentive during conversations or group activities, leading to misunderstandings with peers and adults.
Could miss social cues or struggle to maintain conversations due to a lack of attention to auditory information.
Interoception (Over-Responsive)
Definition
Children who are interoceptively over-responsive are highly sensitive to internal body signals, like hunger, thirst, temperature, or pain. They may become distressed by sensations like a full bladder or feeling too hot or too cold.
Physical Manifestations
Complains frequently about feeling too hot or too cold, even when others are comfortable.
May express discomfort or distress over minor sensations, such as a scratchy throat or a slight stomach ache.
Emotional Impact
Can become anxious or overwhelmed when their internal sensations feel out of balance.
May have difficulty focusing due to constant awareness of bodily feelings.
Educational Impact
May be easily distracted by physical discomfort, such as hunger or the need to use the bathroom.
Can become frustrated when their sensory system is overloaded by internal cues.
Social Impact
May seem overly sensitive or “whiny” to peers when expressing discomfort about bodily sensations.
Might avoid social interactions if they feel physically uncomfortable or overwhelmed by their own sensations.
Interoception (Under-Responsive)
Definition
Children who are interoceptively under-responsive may have difficulty noticing or reacting to internal bodily signals, like hunger, thirst, pain, or the need for rest. This can lead to them becoming overly fatigued or not realizing when they need food or water.
Physical Manifestations
May not notice when they are hungry, thirsty, or tired.
Could push through physical discomfort, such as playing through pain or neglecting basic self-care needs.
Emotional Impact
May appear disinterested in taking care of their needs or neglect bodily cues, leading to frustration or irritability when needs are unmet.
Can be perceived as “disconnected” or not paying attention to their body.
Educational Impact
May struggle to focus in class if they don’t recognize when they need a break or snack.
Difficulty with self-regulation, which may lead to emotional outbursts when their basic needs are not addressed.
Social Impact
May be misunderstood by peers, who may notice their disregard for basic needs (e.g., not taking breaks, not eating).
Can become socially isolated if their behaviors are misinterpreted as disinterest or inattentiveness.
Sensory Seeking Behaviors
Definition
Sensory seeking behaviors occur when children actively seek out sensory experiences to meet their needs. This could involve seeking intense stimuli, such as jumping, spinning, or touching different textures.
Physical Manifestations
Engages in repetitive behaviors like jumping, spinning, or making loud noises to get sensory input.
May engage in behaviors that seem impulsive or risky, such as crashing into things or touching everything around them.
Emotional Impact
Can be frustrating for children who are unable to get the sensory input they crave, leading to meltdowns or irritability.
May feel a need to constantly move or interact with their environment to feel regulated.
Educational Impact
Might struggle to focus during class because they need constant sensory stimulation.
Can distract others or disrupt classroom activities due to their need for sensory input.
Social Impact
May engage in disruptive behavior during play or social activities, which could lead to social difficulties or conflicts with peers.
Can struggle with peer relationships if their sensory seeking behaviors are misunderstood or deemed inappropriate.