Sensory Processing
Strategies to facilitate your child’s regulation in home
and at school
Kathryn Polidoro, MOTR/L
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Sensory Processing refers to the method or manner in which
sensation is detected and sent to the central nervous system
to be interpreted.
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The inputs are processed and organized in the brain to
produce useful body responses, perceptions, emotions, and
thoughts in order for an individual to engage in their
environment appropriately.
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When the process of sensory integration is not developed
properly, the ability to process and respond appropriately to
sensory input may be disrupted and difficulties in learning,
behaviors, engagement with peers, and motor development
may be present
Sensory Processing
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Five Senses:
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Auditory (Hearing)
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Visual (Sight)
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Ta c t i l e ( To u c h )
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Olfactory (Smell)
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Oral Tactile/Gustatory (Taste)
++Plus 2 more “heavy hitters” not widely spoken about!
Vestibular (Movement, Posture, and Balance)
Proprioception (Body Awareness and Coordination)
Where is the information
coming from?
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The first and foremost responsibility of an OT in
school is to help your child access their education!
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We do not treat or help to correct things that are
NOT educationally relevant
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Clinic based services have a wider scope of
practice
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Function vs. Perfection
Application to School vs. Clinic
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Sensory Processing Disorder is not a recognized DSM-V disorder
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Not qualifying diagnosis for school
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This is not meant to diagnose or treat your child in ANY way
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Comorbidities (co-existing conditions) can complicate
situations
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Clinical observation by a professional is needed to determine
underlying causes
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I may or may not be your child’s therapist and these strategies
do not take the place of consultation/treatment with an OT
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Information is only useful if we receive it- communication is
key!
Disclaimer
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Arousal: A child’s level of alertness at any given moment. Too
little arousal often has an inert affect on learners, whereas
they will have more difficulty with tasks requiring strength
and endurance. Too high of an arousal level decreases
attention and cognitive learning ability.
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Self-Regulation: The ability to manage emotions and
behavior in accordance with the demands of the situation
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Seeking: The degree to which a child obtains sensory input
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Avoiding: The degree to which a child is bothered by sensory
input
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Sensitivity: The degree to which a child detects sensory input
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Registration: The degree to which a child misses sensory
input
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Modulation: The ability to “tune in” important or “ignore”
irrelevant stimuli to produce proper response
Te r m s t o Kn o w
Examples
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Information is gathered by hearing.
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Behaviors observed can include:
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Covering ears
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Becoming emotional/distressed in crowded or noisy
places
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Humming
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Talking too loudly
Auditory
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Headphones
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Cause and effect with noise
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Controlling the stimulus that is causing discomfort (i.e.
blender, vacuum)
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Slow rhythmic music
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White noise machines with a steady beat or sound
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Be aware of background noise
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Be aware of fluctuating volume
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Give warnings when possible
Strategies
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Information gathered by sight
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Different from acuity (ability to see clearly)
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Observable behaviors:
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Squinting or avoiding bright lights
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Staring intensely at objects
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Watching objects or people out of the corner of their
eyes
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Watching items spin or roll
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Difficulty scanning their environment
Visual
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Change the lighting
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Wear lightly tinted glasses
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Create a barrier when reading or writing
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Reduce clutter
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Flashlight tag
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Balloon tennis
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I Spy
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Highlighting written work or lines on a page
Strategies
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Information via touch
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First system to operate in utero
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Receptors all over our body respond to light touch,
pressure, vibration, temperature, and pain
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Both protective (danger) and discriminative
(quality) properties
Ta c t i l e
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High fives throughout the day
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Engagement with various tactile mediums
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Theraputty or koosh balls
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Hand massage
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Wheelbarrow walking
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Deep pressure to back, hips, shoulders
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Weighted vest
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Fidget toys
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Defining a spot (example: carpet square)
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Front or back of line
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Use firm pressure when directing or touching the child
Strategies
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Information gathered by taste and/or in the mouth
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When therapists or professionals assess difficulty,
we look for the 3 T’s
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Ta s t e
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Texture
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Te m p e r a t u r e
Oral Tactile
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NUK brush or smooth chew toy
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Jaw pressure techniques
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Massaging temporal mandibular joint
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Vibrating toothbrush
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Crunchy, chewy snacks
Strategies
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The vestibular is a sensory system that responds to
changes in the position of an individual’s head in
relation to gravity and accelerated or decelerated
movements. It influences a child’s equilibrium,
posture, balance, and muscle tone, directs eye
gaze, and preserves a constant plane of vision.
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Over-reactive- fearful of change in head position
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Under-reactive can crave movement or seem
unaware of gravity
Vestibular
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Trampolin e
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Slow rocking or swaying
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Swinging can be alerting or calming
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Fidget toys
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T-stools
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Movement breaks in chair and desk or structured
throughout the day
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Upside down
Strategies
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Proprioception is the internal awareness received
from muscles, tendons, and joints that help to
provide and individual with a sense of effort.
Proprioceptive input informs the brain when and
how muscles are contracting or stretching, as well
as when and how the joints are bending, extending,
or being pulled or compressed. The information sent
to the brain allows an individual to unconsciously
sense where their body is in space, how it is moving,
and helps guide the execution of future motor tasks.
Proprioception
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Joint compressions
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Wheelbarrow walking
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Lap “snake” (weighted)
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Deep pressure massage
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Stretches
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Blanket wrap
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Neoprene vest
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Lycra/spandex clothing
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Hideout, fort, or quiet corner
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Weighted utensils
Strategies
