In the diverse landscape of sensory processing, we all exhibit unique patterns that influence how we perceive the world around us. We can think about this as different types of sensory processing patterns which are observable in all of us. Today, we will focus on sensory sensitivity, based on Dunn’s model of sensory processing. This blog is the fourth in a five-part series on sensory processing – check out the first blog here.
For those new to the series, I recommend starting with the first instalment for a comprehensive understanding.
What exactly is sensory sensitivity?
Children with sensitivity patterns (sometimes known as sensors) tend to notice things more than others. These children cannot block out or dampen unimportant or irrelevant sensory input.
One way to think about this is like a volume switch. Imagine you and your friend are walking down the road having a conversation – it’s loud – cars are beeping horns, there are some interesting smells, and lots of people. You are able to turn the volume down on the background noise, people and smells and turn the volume switch up on your conversation (your brain is helping you pay attention to what you need to do).
However your friend is not able to turn their volume switch down on the background sensory input, it’s on high for beeping, smells & people. Because their brain is processing all this sensory input (their volume switch is on high) it is very difficult for them to focus on your conversation. Their cup has overfilled and they have become overwhelmed. This is what it can be like for someone who is sensory sensitive.
This is because they have a ‘low neurological threshold’, and therefore need less sensory input to be able to notice and react to what’s happening in their environment. An easier way to grasp this is the “cup analogy”. Think of neurological thresholds as cups. We all have different-sized cups that we need to fill with sensory input to be able to attend to our environment.
Sensors tend to have small cups, therefore they don’t need that much sensory input to attend and notice. They notice sensory input more quickly and their cups can become overwhelmed and overfilled easily. Sensors tend to be passive, they do not use active strategies to reduce the sensory input to their cups (low neurological threshold).
Children with sensory sensitivity have nervous systems that experience sensation too intensely. These children may also react after the fact to overwhelming stimuli. For example, they may become overwhelmed by noise, but unable to move themselves away or ask for help.
Because these children notice more, they may present as more easily distracted than their peers, and bothered by things that others don’t notice (e.g. smells, noises, etc.). These children may notice changes in setting or mood quickly. However noticing more, can mean they are distractible and have difficulty completing tasks in a timely manner.
A strength of these sensory processing patterns is that sensors tend to be great at identifying details in their environments! In the right environment/task this can be a massive strength!
What can sensory sensitivity look like?
Children who have sensory sensitivity are discerning and can be counted on to detect errors or patterns others may miss. Sensory sensitivity can vary in terms of presentation, but common behaviours you may observe include:
- Easily distractible (cannot block out unnecessary information)
- Notices details others may not
- Can misinterpret a nudge as being pushed
- Difficulty participating in self-care routines – e.g. does not tolerate having hair brushed, teeth brushes, etc.
- Can respond to unfamiliar situations and people negatively
- Difficulty tolerating changes in plans our routines
- Can be jumpy, fearful and cautious
- Sensitive to sensory information such light, touch, smells
- Avoids certain foods due to their texture or temperature
- Overwhelmed by crowded or noisy environments, possibly leading to distress or a need to escape
- Shows a strong preference for certain types of clothing or textures and becomes distressed if forced to wear something different.
How to support these kids?
Providing more structured patterns of sensory experiences during daily life can support these children. Providing structure and routines, also creates predictability which can help children continue to pay attention during their day-to-day activities. Because sensors tend not to use active strategies to reduce the amount of sensory input they receive, caregivers may need to anticipate and support these children.
Strategies should also consider what sensory input is arousing (distracting) and what sensory input may be organising (regulating) for the child.
- Arousing inputs may include – light touch, unexpected sights, sounds or smells
- Organising inputs may include – firm touch / pressure, linear movement (trampoline, swing, etc.), or predictable patterns of visual and auditory cues. By helping create opportunities for kids to receive organising / regulating input to their bodies, this supports them to increase their bandwidth to manage sensory input.
This might look like:
- Minimising exposure to overwhelming stimuli (bright lights, loud noises, crowded places).
- Providing a quiet, safe space where the child can retreat to when feeling overwhelmed.
- Providing a buffer space during play to reduce bumping
- Incorporate breaks or time outs
- Break tasks down into smaller tasks
As always when introducing new tools, strategies or approaches, incorporate the child’s voice whenever possible. Change takes time, especially when trying to establish supportive sensory routines.
This is the fourth blog, in a five-part blog series exploring Dunn’s model of sensory progression. You can find the first blog here! Each blog provides a deep dive into each sensory processing pattern, and explores different strategies to support students with the pattern.
Questions
If you have any questions or need further assistance in implementing visual schedules, please do not hesitate to get in touch here or at sophia.occupationaltherapy@gmail.com.
