Understand Your Child

Skill Development - Sensory Processing

What is it?

Sensory Processing - or Integration as it is also known - is the effective registration (and accurate interpretation) of sensory input in the environment (including one’s body). It is the way the brain receives, organises and responds to sensory input in order to behave in a meaningful & consistent manner.

Why is it important?
When both these skills are efficient in their processing, appropriate responses to the environment around us occurs and is demonstrated by appropriate skill mastery, behaviour and attention. Difficulties with the processing of sensory input may result in compromised attention and concentration, behaviour, learning in general, co-ordination (fine and/or gross motor) and speech and language skills.

Building blocks necessary to develop efficient sensory processing:
• All the sensory systems need to work together for effective sensory processing. It is important to recognise that there are in fact 7 senses that make up the sensory system – sight, smell, taste, touch, sound, and also movement (vestibular) and body awareness (proprioception).

You tell there are problems with sensory integration if the child:
• Shows heightened reactivity to sound, touch or movement
• Is under-reactive to certain sensations (e.g. not noticing name being called, being touched, high pain threshold)
• Appears lethargic/disinterested; appearing to mostly be in their ‘own world’
• Has difficulty regulating their own behavioural and emotional responses; increased tantrums, emotional reactive, need for control, impulsive behaviours, easily frustrated or overly compliant
• Is easily distracted, shoes poor attention and concentration
• Has poor motor skills; appears clumsy, has immature coordination, balance and motor planning skills, and/or poor handwriting skills
• Has poor sleep patterns
• Has a restricted eating habits or picky eater
• Becomes distressed during self-care tasks (e.g. hair-brushing, hair-washing, nail cutting, dressing, tying shoe laces, self-feeding)
• Loves movement. Seeks out intense pressure (e.g. constant spinning, running around, jumping, crashing in objects/people)
• Avoids movement based equipment (e.g. swings, slides etc)
• Appears floppy or has ‘low muscle tone’, tires easily and is often slumped in postures
• Performs tasks with too much force, has big movements, moves too fast, writes too light or too hard
• Has delayed communication and social skills, is hard to engage in two-way interactions
• Prefers to play on their own or has difficulty in knowing how to play with other children
• Has difficulty accepting changes in routine or transitioning between tasks
• Has difficulty engaging with peers and sustaining friendships

When sensory processing skills are less than ideal, you might also see difficulties with:
• Compromised attention and concentration
• Behaviour difficulties
• Learning in general
• Co-ordination (fine and/or gross motor)
• Speech and language skills.

What can be done to improve organization skills?
• Education around varying management strategies
• Enhancing the child’s efficient and appropriate response to sensory stimulation
• Enhancing the child’s adult carers (parents, teachers etc) of the trigger factors that spark inappropriate sensory reactions, and where appropriate knowledge of how to reduce the environmental factors that contribute to sensory issues.
• Implementation of the Engine program to promote to self-regulation

Activities that can improve this skill include:
• Sensory diet activities such as:
• Jumping on a trampoline
• Going for a bike ride
• Moving furniture around
• Carrying books to the library
• Wrapping tightly in a blanket
• Environmental modifications to support a child’s sensory processing patterns
• Fidget toys
• Deep Pressure Proproceptive Technique