There are different types of sensory processing patterns observable in all of us. Today, we will focus on sensory seekers, based on Dunn’s Model of Sensory Processing. This blog is the second in a five-part series on sensory processing – check out the first blog here.
What are sensory seekers?
Children with seeking patterns (sensory seekers) are driven to experience more sensory input. They actively seek out opportunities to increase sensory stimulation to meet their needs.
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. Sensory seekers tend to have much larger cups, therefore they need a lot more and/or intense sensory input. They will also use ‘active strategies’ to make sure they fill their big cups (high neurological threshold).
In some cases, these children may seek sensory input in ways that are excessive or disruptive, impacting their interactions and participation.
Those with seeking patterns often show an interest in exploring their environment and find sensory experiences enjoyable.
What might a sensory seeker look like?
Seekers may be busier and more engaged than others. They might make noises while working, and engage in behaviours such as fidgeting, rubbing, exploring objects with their skin, and wrapping body parts around furniture or people.
They can present as:
- Fidgety and excitable, often the centre of attention
- Having difficulties sitting still
- Enjoying making noises, e.g., humming, whistling
- Constantly touching items or people around them
- Liking rough-and-tumble games
- Constantly on the go
- Chewing on items, e.g., school ties, pencils, etc.
- Enjoys tight hugs, heavy blankets, or squeezing into small spaces.
- Seeks out activities that challenge balance and coordination, like climbing or balancing on uneven surfaces.
Seekers may display some or maybe even all of these behaviours!
How to support
Teachers and parents supporting seekers should aim to intensify sensory experiences in a structured format. This could include incorporating variety into a child’s routine and finding new ways for them to perform tasks.
Other examples of intensifying sensory experiences include:
- Using background music
- Selecting bright colours, shapes, or patterns
- Using a variety of textures such as blankets, towels, cushions
- Incorporating movement activities, e.g., class helper jobs; moving chairs
- Wobble stool, or cushions
- Fidgets
- Engaging in physical activities before thinking activities (brain breaks)
- Using weighted items during transitions.
Case study
Emma is a six-year-old first-grader who loves dancing and bluey. In the classroom, she will often be seen moving around and appears to find it difficult to sit down for learning time. She likes to run her hands over different surfaces, and will often be swaying or tapping her hands. She makes noises while she draws and is often described as a social butterfly, often chatting away to friends in class.
Emma’s drive for sensory input and experiences has started to have a big impact on her ability to learn, she appears to have a hard time focusing as she is often seeking out sensory input.
Noticing this, her teacher, Mr. Johnson, OT and her parents worked together to find ways to help her focus in the classroom. They came up with several fun and helpful ideas:
- Dance / movement breaks: Emma was given a chance to dance for a few minutes at certain times during the day – in particular she enjoyed go-noodle dances (found on youtube). This let her move her body in a fun way and helped her to concentrate better afterward. The whole class ended up engaging in these breaks, and it also helped several other students concentrate.
- Classroom helper jobs: When Emma’s teacher noticed Emma was starting to become more restless, she would ask Emma to take a book to the library. This helped provide the movement she needed to focus.
- Weighted objects: Emma would sometimes choose to use a weighted lap pad during table top tasks.
- Fidget Tools: Emma was given small fidget tools she could use at her desk, like stress balls and bendable toys. These tools helped her keep her hands busy in a good way.
- Movement before thinking tasks: Before starting difficult tasks, Emma did a quick exercise routine like stretching or hopping in place. This helped her get ready to learn and focus.
After these changes, Emma started to find it easier to focus in class. She was able to pay attention and join in activities more at school.
This example shows why it’s good to know how kids like Emma process things around them. By understanding and helping Emma with what she needs, school became a better place for her, her friends and caregivers.
This is the second blog, in a 5 part blog series exploring Dunn’s model of sensory progression. You can find the first blog 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.
