Sensory processing is the way our body receives, process and integrate the information provided by all the senses within our body and our environments.
As a Paediatric Occupational Therapist, I often get questions about how sensory processing challenges can affect a child’s behaviour, learning as well as their engagement in their daily activities. Here’s a brief introduction to the seven sensory systems and what are the common issues that come with impairments in these systems.
1. Visual System (Sight)
The visual system uses one’s eyes to receive visual input from the environment. Visual processing refers to how our brain receives and respond to visual input. It allows us to process what we see.
Children with issues processing visual input may present as having difficulties in reading, writing, locating items, judging distances when playing sports. For example, a child may struggle to visually locate an item or skip a word or two when reading. You may also notice the child missing some information when copying from the board.
Other difficulties with visual processing may present as the child being startled by unexpected light changes, which may be indicative of the child being sensitive to visual input. On the flip side, the child may be observed to be staring at bright or flashing lights, which may be indicative of seeking visual input.
2. Auditory System (Hearing)
Auditory System refers to using our ears to receive sound input. Auditory processing refers to how our brain receives and make sense of the sound input. It is essential for communication, learning and awareness of our surroundings. There are two types of auditory processing difficulties:
- Overresponsive or Hypersensitive to sounds
- Underresponsive or Hyposensitive to sounds.
Children who are overresponsive to sound input may present as the following:
- Finding certain sounds distressing (i.e. running away from certain sounds)
- Covering ears at unexpected and loud noises
- Easily distracted by background noise
On the other hand, children who are underresponsive to sound input may present as the following:
- Does not appear to hear when name is being called
- Does not seem to hear and register sudden noises
- May make noises (i.e. humming) to concentrate better
3. Olfactory System (Smell)
The Olfactory System refers to our sense of smell. It is closely linked to our sense of taste and can trigger memories and emotions. For example, smelling your favourite food when you’re working, can lead to increased anticipation of your meal. The Olfactory System is also crucial in detecting hazards like smoke or spoiled food. Problems with the olfactory system can lead to reduced or altered sense of smell, which might affect a child’s appetite as well as enjoyment of food.
Children who are overresponsive to smell may present as the following:
- Being picky and selective of their food
- Gagging on certain foods
- Being anxious by smell of food cooking
Children who are underresponsive to smell may present as the following:
- Smelling their food before eating
- Smelling toys before playing
- Sniffing people
4. Gustatory System (Taste)
The Gustatory System refers to our sense of taste. Sensory processing issues related to taste may result in picky eating or aversions to certain food textures and flavours.
Children who are overresponsive to taste may present as the following:
- Being picky and selective of their food
- Gagging on certain foods
Children who are underresponsive to taste may present as the following:
- Tendency to overfill his/her mouth
- Tendency to chew or mouth items
- Licking objects or people
- Being unaware of leftover pieces of food in his/her mouth
- Prefers stronger flavoured foods
5. Tactile System (Touch)
The Tactile System refers to our sense of touch. This can include light touch, pressure, temperature and pain. The tactile system is crucial in alerting us to potential threats as well as helping us to engage effectively in day-to-day tasks like dressing, grooming and playing.
Children who are overresponsive to touch may present as the following:
- Finds certain fabrics or clothing tag distressing
- Easily ticklish
- Avoids messy play
- Avoids being cuddled
- Avoids being touched
- Distressed during haircuts or toothbrushing
Children who are underresponsive to tactile input may present as the following:
- Likes being wrapped up tight in fabric
- Likes being hugged
- May not notice when they are messy or have food around their face
6. Vestibular System (Balance and Movement)
The vestibular system is located in the inner ear and it is our sense of movement and balance. This system helps us to maintain balance and coordinate movements. It informs our brain about the position and movement of our head and body in space.
Children who are overresponsive to vestibular input may present as the following:
- Dislike playing on swings and slides
- Avoid participating in fast-moving activities or activities which require unpredictable movements
- Avoid activities where their feet leave the floor
- Gets carsick more easily than others
Children who are underresponsive to vestibular input may present as the following:
- Difficulties with sitting still
- Seeking out movement (i.e. rocking in chair, spinning on the spot, running around)
- Likes swings and slides
- Reduced sense of danger
7. Proprioceptive System (Body Awareness)
The proprioception system is located in our joints and muscles and it is our sense of body position and movement. Think of proprioception like your ‘third eye’. Now close your eyes, and you should be able to know where your body parts are without having to look at your limbs. Proprioception helps us to be able to grade our force and pressure, as well as coordinate our movements effectively.
Problems with proprioception can lead to a child appearing uncoordinated, climbing on things excessively, tripping over items, bumping into things, difficulty with manipulating objects with hands or applying too much pressure when writing.
Tips
One of the most common questions I receive as an Occupational Therapist is how to help children who struggle with sensory processing issues. Here are a few tips:
- Get an assessment done with an Occupational Therapist to determine your child’s sensory needs and preferences.
- Discuss with the Occupational Therapist to create a Sensory-Friendly Environment at home. This could be modifying the environment such as adjusting the lighting, making sure that the environment is visually clutter-free, providing sensory-friendly spaces where the child can feel calm and comfortable.
- Come up with Sensory Diets with your Occupational Therapist: Incorporating activities throughout the day that provide the needed sensory input.
- Teach coping strategies: Help the child learn ways to manage their responses to sensory input, such as deep breathing, using fidget tools, sitting on a wobble cushion, or taking movement breaks.
Understanding the meaning of a child’s behaviour from a sensory processing perspective and providing the appropriate support can enhance the child’s ability to manage situations successfully and fully engage in daily activities.
Disclaimer: The information on this post is for educational purposes and information sharing only. It is not intended as a medical advice. Always seek the advice of your physician or a qualified allied health provider with any questions you may have. Full disclaimer.
References
- Humber Sensory Processing Hub. (2020). What is Sensory Processing?. https://sensoryprocessinghub.humber.nhs.uk/what-is-sensory-processing/
- Leicestershire Partnership NHS Trust, Leicestershire County Council, Leicester City Council, Rutland County Council and Leicestershire Parent Carer Forum. (2020). Sensory Processing Resource Pack: Early Years. N.P., https://www.leicspart.nhs.uk/wp-content/uploads/2019/02/Early-Years-Sensory-Resource-Pack.pdf
- Dunn, Winnie PhD, OTR, FAOTA. Supporting Children to Participate Successfully in Everyday Life by Using Sensory Processing Knowledge. Infants & Young Children 20(2):p 84–101, April 2007. | DOI: 10.1097/01.IYC.0000264477.05076.5d
- Mª Inmaculada Fernández-Andrés, Gemma Pastor-Cerezuela, Pilar Sanz-Cervera, Raúl Tárraga-Mínguez (2015), A comparative study of sensory processing in children with and without Autism Spectrum Disorder in the home and classroom environments, Research in Developmental Disabilities, Volume 38, 2015, Pages 202–212.
First published on Medium on 22 July 2024.