There are different types of sensory processing patterns observable in all of us. Today, we will focus on low registration, based on Dunn’s Model of Sensory Processing. This blog is the third in a five-part series on sensory processing – check out the first blog for an overview of Dunn’s model here and the second blog on sensory seeking here.
What is low registration?
Children with low registration patterns often fail to detect or notice stimuli from their environments that are needed to support their participation. These children may find it easier to focus in distracting environments, and tend to be more flexible and comfortable in a wide range of environments. This is because they have a ‘high neurological threshold’, and therefore need more intense 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. People with low registration (sometimes called bystanders) tend to have much larger cups, therefore they need a lot more and/or intense sensory input to notice and attend to what is happening in their environment.
This is similar to sensory seekers, however unlike sensory seekers these kids will not use active strategies’ to fill their big cups (high neurological threshold). Because of this they tend to miss a lot of important information in their environments, and they may fly under the radar.
Parents or teachers may report the child appears uninterested, self-absorbed or has flat / dull affect. They may also be reported to have low energy or frequently appear tired. This is because the child has a high threshold for sensory input, and requires a higher intensity of sensory input to detect what is going on. Families and teachers need to provide extra cues to keep these children engaged.
What might low registration look like in students?
Low registration children often miss important sensory stimuli and cues from their environment. For example, they miss their name being called, lose focus easily or have trouble maintaining their attention.
Here are some characteristics students with low registration may display:
- Tend to be passive and/or fatigue easily: These children might show little interest in participating in physical activities or games that are typically popular among their peers. They may tire easily when participating in activities.
- Appear lethargic and may lack initiative: In classroom settings, they might not volunteer for activities or answer questions unless directly prompted. At home, they may need frequent encouragement to start or complete everyday tasks like getting dressed or doing homework.
- May appear uncoordinated or clumsy: This could look like difficulty with fine motor skills, such as buttoning clothes or using scissors. They might also be more prone to bumping into objects, tripping, or having trouble engaging in sports or activities that require coordinated movements.
- Last to get the joke: They may have a delayed response to social cues – can mean they laugh at jokes or react to amusing situations after others have already moved on.
- Do not notice other sensory cues: For example they might not notice smells others do, or they might fail to react to changes in lighting or temperature that others find obvious.
- Difficulty following multi-step instructions: Given their challenges with noticing and processing sensory information, these children may struggle to remember or follow through on instructions involving several steps.
- Overlook details in tasks or instructions: They may complete tasks in a superficial manner, missing out on finer details or making errors that seem due to carelessness but are actually a result of their low registration to sensory cues.
How to support children with low registration
Children with this pattern benefit from incorporating more intensity into sensory experiences in everyday life. Because they do not tend to use active strategies to fill their cups, caregivers can help provide more structured sensory experiences.
Some examples:
- Make visuals more salient: Use bright, contrasting colours for visuals. Underline, bold, highlight, or use colour coding to differentiate important information or tasks. This can help in drawing the child’s attention to specific details or instructions.
- Environmental modifications: Label drawers, doors, and storage containers with large, colourful labels. This not only aids in identifying items but also encourages organisational skills and independence.
- Provide verbal and written/visual information: Combine verbal instructions with written notes or visual guides.
- Use alerts/reminders: These extra cues could look like alarms, timers, or apps that provide reminders for transitions or tasks.
- Add texture to objects: Incorporate various textures into everyday objects, learning materials, and play. Think textured tapes, fabrics, or sensory mats.
- Use of weighted items: Weighted blankets, or lap pads provide proprioceptive input, which can be calming and help the child to register sensory information more effectively (*Please note there are guidelines around the use of weighted products. Consult health care professionals*). This input can be particularly beneficial in situations where the child needs to remain seated or focused for extended periods.
- Incorporate movement: Use activities that involve gross motor skills, such as jumping, stretching, or balancing. These activities can help fill their cups and improve focus and engagement.
- Interactive learning: Encourage hands-on learning where the child can manipulate materials, engage in building or crafting activities, and explore through touch.
- Take notes to process later: Teach the child to jot down key points or instructions, which can later be reviewed in a quieter, less distracting environment. This strategy helps in reinforcing memory and understanding of the tasks at hand.
- Structured routines with sensory breaks: Implement a structured daily routine that includes scheduled sensory breaks. These breaks can involve activities specifically designed to provide intense sensory experiences, such as jumping on a trampoline, using a swing, or engaging in deep pressure activities, allowing the child to reset and refocus.
As always when introducing new tools, strategies or approaches, incorporate the child’s voice whenever possible. By starting to increase the sensory intensity of experiences for these kids, we can give them more clues to what’s happening in their environment (fill their cups) and support their participation.
This is the third blog, in a 5 part blog series exploring Dunn’s model of sensory progression. Check out the first blog for an overview of Dunn’s model here and the second blog on sensory seeking here. Each blog will provide a deep dive into each sensory processing pattern, and explore 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.
