When you hear the word “sensory”, what do you think of? Do you think of rice, sand or shaving cream? These things may provide sensory experiences but “sensory” is much than that!
We all interact with the world around us. Taking in sensory information, interacting with it and managing a balance to perform our daily activities.
Or do we?
Some of the children we see, struggle with this.
What is a neurological threshold? Are we trying to reach it or not? Why?
What is the self-regulation continuum?
Last year, I shared information about the Winnie Dunn’s Sensory Profile framework (keep reading as I’m also giving you an overview in this article), but I feel like we need to go back to the beginning… well the theoretical background. Dunn describes this framework as an explanation of the “interplay between neurological thresholds and self-regulatory behavioural responses to explain how we process sensory information”.
The “neurological threshold” is the nervous system’s responsiveness to stimuli. A “low” threshold means that only a low amount or intensity of stimuli is needed as they nervous system is easily activated for awareness and response. This child may be seen as hyperresponsive. A “high” threshold means that more intense stimuli is needed before the nervous system responds. A child may be seen as hyporesponsive.
Sensitization is the process that enhances the awareness of important stimuli, screening anticipated harm or danger in the environment while engaged in play or learning. We need to be able to respond quickly to risky situations that could hurt us.
Habituation is the process of recognising familiar stimuli that does not require further attention, allowing focused attention of the task at hand without becoming distracted, agitated or inattentive. There is comfort and security found in familiar sights, sounds, people, routines, textures, schedules and expectations that reassure us.
Modulation is the balance of activation needed so that a child can be alert to selected information while screening out other stimuli in order for functional participation in everyday life. The child selects the appropriate responses to environmental cues.
The children we see for occupational therapy may have difficulty processing sensory information … eg. could be alert to sensory information that interferes with tasks, could be unaware of sensory information, may perceive something as dangerous when it isn’t, or can’t get enough sensory information.
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Passive – A child may let stimuli happen and then respond.
Active – A child attempts to control the amount and type of sensory input they encounter in daily life.
We see a range of responses to sensory input. This may change depending on the activity, the environment, familiarity, routines, people around the child, play!
If you take the example of a “jumping on a trampoline” in the picture above, you can see that children may respond in different ways. A child who is processing sensory information appropriately for the task is detecting and noticing the trampoline, the other children, how their body moves… and manages that information to jump or do whatever they want on the trampoline.
We may also see passive responses such as not noticing that it is there and looking at something else, seeing but being fearful and overwelmed, seeing but being unsure how to get on or get what to do, being present but letting it all happen around them, or even jumping but then not sure what’s next.
We may see active responses such as seeking more sensory experience by adding extra moves like a forward roll or back flips, actively running away or saying no, actively pursuing other activities like reading a book or climbing a tree nearby.
As I mentioned previously, the way a child interacts with their sensory input may depend on the activity, the environment or even other people around them.
When a child responds much more than others in these profiles we see the following:
- The “bystander” may miss sensory cues, has a high threshold (takes a lot for them to notice) and passive response (may need help to interact with stimuli).
- The “sensor” reacts more quickly and more intensely to sensory cues, has a low threshold (high level of awareness of their environment (may need help to cope with stimuli).
- The “seeker” is busier and more engaged in sensory experiences, has a high threshold (manages more input than others but is difficult to satisfy) and actively pursues these experiences.
- The “avoider” is more likely to retreat from unfamilar situations, has a low threshold (prefers activities or environments with limited sensory experiences) and may actively withdraw, be disruptive or try to control their environment.
We may also see a combination of these responses.
I am currently working on creating a guidebook with more information about sensory profiling and intervention strategies. This continues to be a work in progress, however it is progressing! Stay tuned! Thank you for those of you who periodically email to check if it is still coming – 🙂
If you love learning about sensory processing, then make sure that you have obtained your FREE ticket to the upcoming SENSORY SUMMIT. I’m not presenting, however the speakers are very engaging and experienced. They bring you practical case studies this year with examples of how to implement strategies for every day life. I’ve been told that there are already 5000 registrants! Don’t miss out!
The FREE event is being held October 27-29 (Northern Hemisphere dates).
If you want the most out of the experience, the VIP ticket ($US) is at a discount before the event begins. I receive a commission from any VIP tickets that you purchase using my link.
The VIP Ticket includes:
- Accredited CEUS for OTs, PTs, SLPs, and EI providers (10 contact hours)
- Private podcast feed for flexible listening
- Workbook and speaker bonuses
- Lifetime access to all sessions.
Until next time,
