We humans are a sensory species. Every single hour, minute, and second of our lives are made up of sensory input and integration. What we see, taste, smell, hear, touch, feel, and the lack of, are all important parts of sensory experience. These different forms of sensory input not only affect our senses themselves but also take root in our central nervous system, which directly affects motor output. So, what does this mean for us adults? More importantly, what does this mean for our children?
I would like to start by saying that I am not an occupational therapist; I am simply a mom of two children, one of which has an extraordinarily complex sensory system that affects every aspect of her life. I also have a history of working with both children and adults throughout my career in schools, facilities, and homes. It is within all these experiences that I truly began to understand the vital role that sensory processing plays in every person’s life.
When we think of the sensory system, most people think of the five basic senses: taste, touch, smell, sight, and hearing. However, science has introduced three other senses: proprioceptive (our awareness of our body in space), vestibular (our body’s movement, balance, and gravity), and interoceptive (what we feel inside of our body physiologically).
Everybody’s sensory system is different, and the way our brain and our body respond to, avoid, and seek sensory input are unique. Here is an analogy I like to use to help describe a sensory system: each individual sense is a different-sized mug. If you are pouring 12oz of coffee into your different-sized mugs, what will you see? Some cups will fill to perfection, some will only be partially full, and others will overflow and make a huge mess all over your kitchen counter. This is what can happen to our sensory system.
So, what happens if that cup overflows? What does that look like inside of our bodies? This is something that is often referred to as sensory overload. This can be very overwhelming and dysregulating. Someone who is experiencing a sensory overload will avoid or try to escape the input that is overwhelming to them. Some examples of this include covering ears, shutting down, task refusal, fatigue, irritability, elopement, fidgeting, heightened anxiety, and angry outbursts. These behaviors may be misinterpreted as misbehavior, defiance, or disrespect, but they are really completely out of the child’s control. What happens when the sensory cup is not full enough? These instances are known as sensory seeking or sensory- craving. In this case, the person will need a large amount of sensory input for them to be regulated and calm. This can look like running, jumping, using too much force to grab things or complete motor tasks, making loud noises, spinning, chewing, needing touch, and having difficulty sitting still. Sensory seekers need a larger, more intense, and longer exposure to sensory-based activities. Sensory seekers can have sensory meltdowns if they are not exposed to enough sensory stimuli. These can look like what some people would refer to as a “temper tantrum.” In my personal case, my daughter, when she is unable to move, make noise, or gain enough sensory stimuli, will seek it in much more significant ways- these can include biting, kicking, throwing objects, head banging, hitting objects, breaking objects, and inappropriate laughter. It’s important to note that each child is different and can have both sensory seeking and sensory sensitivity at the same time.
As parents, educators, and caregivers, we do not always view behaviors through a sensory lens. Our first reaction is getting the behavior to stop and have the child follow the demands that we have placed on them. Children who are not suffering from a sensory-related dysfunction may be able to be talked out of a behavior, or the behavior is able to be stopped successfully within a short amount of time using regular behavioral intervention skills. Children who are suffering from a sensory-based meltdown will not be able to become calm, respond to verbal cues, or complete tasks until their sensory system has once again become regulated. Until we take steps to regulate a child’s sensory system, these meltdown moments will often become larger and more difficult to handle. In classrooms, these behaviors are seen daily, and in turn, children are being sent to the office, reprimanded, and punished instead of accommodated and supported. This is due to a lack of awareness, support, and resources in a school setting.
If we were able to recognize, support and work through sensory related behaviors in school, it is my opinion that we would see the number of referrals, disciplinary actions and the use of restraints and seclusions drastically decrease. We would have students who are regulated and ready to learn, be engaged, and comfortable in their environment. The next time you see a child struggling whether as a parent, educator, family member or caregiver, before viewing the behavior as inherently bad-take a look at the environment and see if there are adjustments that can be made that will help either fill a child’s cup or stop a cup from overflowing. Let’s work together to make our children feel safe and supported within their environments.
Source: Dunn, W. (1997) The Impact of Sensory Processing Abilities on the Daily Lives of Young Children and Their Families: A Conceptual Model. Infants & Young Children
