Children with avoiding patterns have a lower threshold for sensory input and tend to use active self-regulation strategies to avoid feeling overwhelmed.
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.
Children with avoiding patterns tend to have small cups, therefore they don’t need that much sensory input to attend and notice (e.g. they hear someone say their name straight away, or maybe they notice when something is out of place). They notice sensory input more quickly and their cups can become overwhelmed and overfilled easily. Children with avoiding patterns will use active strategies to reduce the sensory input to their cups (low neurological threshold). This could look like avoiding a new task, removing themselves from an overwhelming environment or covering their ears when they hear sounds that are too much.
Avoiders find it useful to create structure, because it provides more predictable sensory experiences. Children with these patterns tend to be more content to be alone, prefer environments with limited sensory input, such as being alone in their room or at the library.
What might sensory avoiding look like?
Parents or teachers often report these students as withdrawn or disruptive, and controlling or stubborn – these are strategies to reduce new activities. These children also tend to create rituals (e.g. wearing certain clothes, eating certain foods a specific way) and if the ritual is altered they can have a bad day. These children may disengage from group work or become upset when plans change. Avoiders are great at creating routines and order because they need habitual routines.
They can present as:
- Actively engages in reducing the frequency and intensity of sensations received – Avoiders are not just passive in their interactions with the world; they’re proactive about it. They might use noise-cancelling headphones to damper overwhelming sounds or wear sunglasses on bright days. In social settings, they might prefer corner seats or spots away from the crowd.
- Tend to resist change – For avoiders, predictability is not just a preference; it’s a necessity. The introduction of a new routine, like changing the layout of furniture at home or altering their daily schedule, can be very disorienting.
- May avoid or be distressed by touch, sound, light, and movement – Each avoider has unique sensitivities. This might look like recoiling at the light brush of a hand, or running away from unexpected sounds.
- Create rituals & routines – A morning routine, for example, might involve the same sequence of activities in the exact same order and timing, providing a comforting predictability to start the day. Rituals may look like wearing the same shirt, having a desk set out in a certain way each day or always eating the same ritual. If the ritual is altered they may have a bad day.
Children with avoiding patterns may display some or maybe even all of these behaviours.
How to support
For those with avoidant sensory processing patterns, particularly children, navigating daily life can feel like moving through an obstacle course of overwhelming stimuli.
As caregivers it is important that we honour their need for less sensory input when developing strategies to support.
- Use of sunglasses: Bright lights can be overwhelming for sensory avoiders. Sunglasses act as a barrier, reducing the amount of sensory stimuli.
- Adapt the lighting: Utilising lamps, dimmer switches with adjustable brightness or opting for natural light when possible can create a soothing environment.
- Auditory strategies: Earplugs or noise-cancelling headphones can offer a respite from overwhelming sounds. Reducing background noise and incorporating white noise or nature sounds can help mask distracting or distressing noises. This may support better focus and reduce sensory overload, making environments like classrooms and homes more manageable.
- Provide a getaway space: Having a designated quiet space where they can retreat and decompress when sensory input is overwhelming can be really helpful for some children. Think about using items, such as soft lighting, weighted toys (please note there are guidelines around the use of weighted products) and favourite regulating objects.
- Avoid high traffic areas/crowds: High traffic areas and crowded spaces can be overwhelming due to the unpredictable nature of the stimuli they present. Planning routes that avoid crowded hallways, choosing less busy times for outings, or even selecting seating at restaurants that are away from high traffic areas can significantly reduce sensory input and stress.
- Establish comforting and supportive routines: A structured daily schedule, where activities are consistent and predictable, can help reduce anxiety. This includes having regular meal times, a consistent bedtime routine, and structured times for homework or play.
Case study – Emma
Emma is a 9-year-old who sees and hears the world more intensely than most. She finds bright lights and loud noises overwhelming, making everyday places like school and the shops challenging.
Emma’s challenges: At first, it was hard for those around her to understand why Emma felt so uncomfortable with things that didn’t bother others. The lights in her classroom seemed too bright, and the noise of many kids talking at once was a lot for her to handle and she would try to run away or reduce to try and do new things out of her routine. She often felt better staying quiet and away from the noise.
Emma, her parents, teacher and OT worked together to make the following changes:
- Lighting: Emma’s classroom got a little change that made a big difference. A lamp was added to her desk, giving her softer light that didn’t bother her as much as the overhead lights did.
- Noise: Emma got headphones that helped block out the loud sounds around her. This made it easier for her to be around busy places like the school assembly without feeling overwhelmed.
- Space to retreat: At home, Emma got a special quiet spot just for her. This place had comfy pillows, some of her favourite books, and a lava lamp. It was her go-to place to relax and recharge when things were becoming too much.
- Keeping things predictable: Emma’s family and teachers helped by keeping her day-to-day life predictable. This meant having a regular schedule for meals, bedtime, and schoolwork. Knowing what to expect helped Emma feel more at ease.
With these changes, Emma started to feel better at school and at home. She would still use her retreat space when needed, however she started to need it less than before. She began to join in more on group projects and activities, bringing her own unique ideas.
This is the last blog, in a 5 part blog series exploring Dunn’s model of sensory processing. 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.
