sensory processing differences

7/28/2019 Sensory Processing Differences

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SENSORY PROCESSING

DIFFERENCESExploring the Line Between

Personal Quirks and Functional

Impairmentsby Jenny Lujan, OTR



Definition of Sensory

ProcessingSensory processing refers to theability to take information from our

senses (touch, movement, smell,taste, vision, and hearing) and put ittogether with prior information,

memories, and knowledge stored inthe brain to make a meaningfulresponse.



Definition of Sensory

ProcessingSensory processing occurs in thecentral nervous system and is

generally thought to take place in theportions of the brain responsible forsuch tasks as coordination, muscletone, attention, arousal levels,

autonomic functioning, emotions,memory and higher-level cognitivefunctions.



Sensory Processing AbilitiesThe way an individual processes andresponds to sensation has an impact ontheir daily life activities and activitychoices. (Zuckerman, 1994, & Dunn, 1997)

Atypical sensory processing refers to bothhyper and hypo reactivity to sensation.

Poor or atypical sensory processing abilitieshave been associated with problems in socialparticipation and behavioral self-regulation, aswell as learning, leisure, and occupationalactivities. (Dunn, 2001)



Sensory Processing AbilitiesOther common behavioralmanifestations of atypical sensory

processing include distractibility,impulsiveness, abnormal activity level,disorganization, anxiety, and

emotional lability. (Mallioux and Parham, 1995)



Sensory Systems are the

Building Blocks



Position Sense

(Proprioception)Proprioception is the information you receive from

your muscles about where your body parts are andwhere your body is in space :

This information allows us to know where our body iswhen we close our eyes.

These sensory receptors are in our muscles and tendons.

It also helps to regulate how you feels about your body

and the environment around you.The brain needs continuous and current informationabout your body, so it can plan how to use the body to dothings.



Movement Sense

(Vestibular)This is the sensory system that responds tochanges in head position, to body movementthrough space, and regulates our balance system.

It also coordinates movements of the eyes, head, andbody.

The receptors are located in the inner ear.

Accurate processing of vestibular information is what

allows us to easily move through our environments.The vestibular system also helps keep the level of arousalof the nervous system balanced.



Touch Sense (Tactile)Tactile refers to our sense of touch and to theinformation our body gets through the skin.

Our sense of touch is important because it helps us learn

about our body and the environment we live in.Some of the tactile receptors are close to the surface ofthe skin and others are deep in the skin.

Light Touch gives the brain an alerting message, “Payattention”. It is a useful sensation to increase a person’sawareness of what is going on.Touch Pressure sensation occurs when you get a firmtouch on your skin. Many people find comfort in touchpressure input.



Oral Sense (Gustatory)The sense of taste provides sensoryinformation that is critical for monitoring

and controlling the ingestion of food,including swallowing and salivation.There are many gustatory sense receptors inour mouth that we can get a lot of information

quickly.



Visual SenseVision is the process of gathering,analyzing, storing, and responding to light

information.Vision includes visual acuity (seeing),coordination of the two eyes, focusing, eyemovement control, and visual perceptual skills.

When we use our eyes, we are developing visualmaps, which we use with our body maps tofigure out how to move around successfully.



Sound Sense (Auditory)Audition is the process of hearing.

Hearing, adequate auditory processing

(understanding what is being said), and languageresponse is an important aspect for one'sinteraction with the environment.

We collect sound memories that allow us todistinguish what an object is or who a person isby sound alone.

Sound travels across distances and we learn toassociate sound with distance.



Smell Sense (Olfactory)Your sense of smell processes odors andcan distinguish between thousands of

scents.Olfactory information travels not only to thelimbic system (which governs emotions,behaviors, and memory storage) but also to the

brain's cortex, where conscious thought occurs.It combines with taste information in the brainto create the sensation of flavor.



Sensory Processing

Differences“The way a person processes sensory informationis just that-the way the person processes sensoryinformation. No way of processing sensory

information is inherently good or bad-it just is.”“People with every pattern of sensory processingare living successfully and unsuccessfully…”

[A sensory difference] “is not a problem to

resolve; living a satisfying life is the challenge toaddress.”

(Dunn, 2001)



Sensory Processing

DifferencesThere are many ways to look at how individualsprocess sensory information.Instead of looking at how an individual process

each type of sensory input, Winnie Dunn, OTRdeveloped a working foundation that there arefour sensory preferences that influence how eachof us relate to the sensory stimuli that are in oureveryday life.

After determining what are the sensory preferences, wecan look at if an individual’s processing is causingfunctional impairments in his or her life.

Dunn describes the four types of sensorydifferences as follows:



Low Registration



Types of Sensory

DifferencesLow Registration.

Individuals with low registration tend to miss ortake longer to respond to things in their

environment.These individuals tend to have trouble reacting torapidly presented or low-intensity stimuli.

However, these individuals find it easier to focus on

tasks of interest in distracting environments.They tend to be more flexible and comfortable in awide range of sensory environments.



Sensation Seeking



Types of Sensory

DifferencesSensation Seeking

Individuals with sensory seeking behaviors createadditional stimuli or look for environments that

provide sensory stimuli. They do this in order toactivate their arousal system.An interest in exploring the environment is afeature of individuals with sensory seekingbehavior.

These individuals find sensory experiencespleasurable.However, these individuals tend to become boredeasily and may find low-stimulus environmentsintolerable.



Sensory Sensitivity



Types of Sensory

DifferencesSensory Sensitivity

Individuals with sensory sensitivity respond readilyto sensory stimuli.

Behaviors associated with sensory sensitivityinclude distractibility and discomfort caused byintense stimuli.

These individuals have a tendency to notice each

stimulus as it presents itself.However, some advantages of sensory sensitivityinclude a high level of awareness of the environmentand an ability to discriminate or attend to detail



Sensation Avoiding



Types of Sensory

DifferencesSensation Avoiding

Individuals who engage in sensation avoidingbehaviors are overwhelmed or bothered by sensory

stimuli. Consequently, sensation avoiders activelyengage with their environments to reduce sensorystimuli.Individuals with sensation avoiding tendencies mayuse ritual to increase predictability of their sensory

environment.However, advantages of sensation avoiding includethe ability to create structure and environmentsthat provided limited sensory stimuli, as well astolerance-even an enjoyment- of being alone.



General Treatment Ideas For All Types

of Sensory Processing DifferencesUse of visuals can be especially helpfulwith helping others deal with sensory

processing differences.Use of visual schedules can providestructure so that children and adolescentswho are sensory seekers will know whenmore movement activities will happen.A visual schedule will also provide childrenand adolescents who are sensory sensitiveor avoiders with the opportunity to preparefor the upcoming activity.



General Treatment Ideas For All Types

of Sensory Processing DifferencesThe use of sensory choice boards canprovide younger children with the

opportunity to control what type ofsensory input they receive to help calmtheir bodies.

The use of social stories about sensorybehaviors can be helpful.These can also be called “Sensory Stories”.



Sample Visual



General Treatment Ideas ForLow Registration

Goal of Intervention is to IncreaseIntensity of Sensory Experiences inDaily Activities.

Ask others to slow down, speak up, andrepeat as needed.Have child/adolescent explain or repeatinformation back to you to make sure he or

she has processed what was said.Use an alarm for reminders.Make visual cues more noticeable- underline,bold, highlight, use color, etc.



Ideas For Low RegistrationMore Ideas include:

Place important objects (school supplies, backpack)in the same obvious place each day.Use lists, reminders, date books, calendars, etc. ascues.Talk self through a task to make sure of awarenessof all steps.Visit places that have a variety of sensoryexperiences (parks, zoos, interactive exhibits).Be aware of safety measures when the child oradolescent is moving about (may not notice objects,stairs, changes in terrain).

Information obtained in part from Sensory Profile Supplement, Winnie Dunn.Information is reproducible.



General Treatment Ideas For

Sensory SeekingGoal of Intervention is to IncreaseIntensity of Sensory Experiences In Daily

Activities.This will help the child/adolescent to use moreappropriate avenues to get the sensorystimulation that their bodies are seeking.

A caveat for remembering generaltreatment ideas for sensory seeking isthat Proprioception (deep pressure) is achild’s/adolescent’s friend.



Ideas For Sensory SeekingIdeas that can easily be incorporated into everyday include:

Several times a day, provide a crunchy or chewy type ofsnack such as fresh apples, carrots, fruit roll-ups, freshalmonds, fruit leather, dried pasta, gum etc

Provide with regular opportunities to run and playthroughout the day. Be sure to monitor for safety.

Because actions are often driven by the need for increasedsensory input, the child or adolescent requires concreteinformation about what activities are safe.

For example, tell and show what places can safely be jumpedoff of (i.e. the front porch, the last 2 steps of the staircase, etc.). Also tell and show what places can not jumpedor fallen off of. (i.e. the top of the tree, the top of theplayground equipment, the top of the stairs, etc.)



Ideas For Sensory SeekingEncourage participation in a "hard work" activity3x/day (mopping the floor, pushing or pulling heavyobjects, doing push-ups, etc.). More ideas include:

Staple paper onto the bulletin boardsMove the furniture in the classroom.Carrying a heavy backpack.

Be sure to only put weight in the backpack thatequals 10%-20% of the child's body weight.

At home, encourage participation in physically

demanding work activities such as:Yard workDigging in the dirt to help plant flowers.Sweep the sidewalks, playground, etc.Raking grass/leaves.



Ideas For Sensory SeekingPromote engagement in a physical activitybefore a thinking task.

Allow child/adolescent to hold onto objects

such as fidget toys or weighted lap buddyduring table top activities and/orcircle/group time.

Allow use of disc-o-sit cushions or therapy

ball chairs in the classroom.



Ideas For Sensory SeekingA study was completed by Pfeiffer B, Henry A, Miller S, andWitherell, S. and was reported in the American Journal ofOccupational Therapy, 2008, May-June.“Effectiveness of Disc 'O' Sit cushions on attention to taskin second-grade students with attention difficulties”.

Sixty-three second-grade students participated in the study. 31

students were assigned to a treatment group, and 32 were assignedto a control group. Treatment group participants used Disc 'O' Sitcushions throughout the school day for a 2-week period.The teachers completed the Behavior Rating Inventory ofExecutive Functioning (Gioia, Isquith, Guy, & Kenworthy, 1996) foreach participant before and after the intervention.An analysis of variance identified a statistically significantdifference in the attention to task before and after theintervention for the treatment group.The results of the study provide preliminary evidence for the useof the Disc 'O' Sit cushion as an occupational therapy interventionto improve attention in the school setting.



Ideas For Sensory Seeking

More ideas include:Make a "Smell Good Station“ using cotton balls andsmall containers (film canisters)

Certain types of smells can be calming andcomforting. The following are calming Scents(generally)

almond extract, apple extract, bananaextract, chamomile, cinnamon extract,lavender, pine needles, vanilla extract,peppermint extract,gingerbread cookies

Organized sports

FootballTrack and FieldMartial Arts




Sensory SensitivityGoal of Intervention is to Provide StructuredPatterns of Sensory Experiences in DailyActivities.

Limit the amount of information/steps provided atany one time.

Reduce the volume or the amount of auditorystimuli.

Use earplugs, white noise, or calming repetitivesounds (i.e. fan) to drown out distracting noises.

When having a conversation or passing on importantinformation, decrease background noise



Ideas For Sensory SensitivityMore ideas include.

Look for opportunities to engage in small groupsactivities or in one-on-one situations versus largecrowds.When completing work that requires focus, go to aquiet area of the room.Maintain consistency and try to reduce disruptions.Establish routines that are comforting andsupportive.

Incorporate breaks and time-outs into her dailyroutine.Use proprioceptive activities to help calm the body.Information obtained in part from Sensory Profile Supplement, Winnie Dunn. Information isreproducible.




Sensory AvoidingGoal of Intervention is to DecreaseSensory Experiences in Daily Activities.

Provide written instructions or pictures tosupplement verbal information.Designate an assigned desk or work areawith sufficient space to prevent

jostling/bumping.Incorporate need for personal distancefrom others in sitting arrangements andactivities.



Ideas For Sensory Avoiding

More Ideas include:Limit large group exposure; find opportunities forsmall groups or one-on-one interaction.

Develop routines for outings to familiar places.

Limit large unstructured time in public.

Select non-peak times for outings and errands.

Incorporate routine and repetition in movement

activities.Encourage “quiet”time or opportunities forsedentary activities.Information obtained in part from Sensory Profile Supplement, Winnie Dunn. Information isreproducible



Questions?



ReferencesBundy, A.C., Lane, S., & Murray, E.A., (Eds). (2002) Sensory Integration: Theory and Practice (2nd ed). Philadelphia: F.A.Davis

Davies, P., & Chang, W., Studying Sensory Processing Disorders in Children Using Electroencephalography

Dunn, W. (1997). The impact of sensory processing abilitieson the daily lives for young children and their families: Aconceptual model. Infants and Young Children , 9 (4), 23-35.

Dunn, W. (2001). The sensations of everyday life: Empirical,theoretical, and pragmatic considerations. American Journal of Occupational Therapy, 55, 608-620



ReferencesKinnealey, M., & Fuiel, M., (2006). The relationship betweensensory defensiveness, anxiety, depression, and perceptionof pain. Occupational Therapy International. 6(3), 195-2006.

McIntosh, D., Miller, L., Shyu, V., & Hagerman, R. (1999).Sensory modulation disruption, electrodermal responses andfunctional behaviors. Developmental Medicine and ChildNeurology, 41, 608-615.

Parham, D. & Mailloux, Z. (1995). Sensory Integrative

principles in intervention with children with autisticdisorder. In J. Case-Smith, A.S. Allen, & P.N. Pratt(Eds.),Occupational Therapy for Children (pp. 329-382). St..Louis, MO: Mosby.



ReferencesPfeiffer, B., & Kinnealey, M., (2006). Treatment of sensorydefensiveness in adults. Occupational Therapy International, 10(3), 175-184.

Stephens, C.L., & Royeen, C.B., (1998). Investigation oftactile defensiveness and self-esteem in typically developingchildren. Occupational Therapy International, 5(4), 273-280.

Wakeford, L. (2006), Sensory Processing: Strategies to Increase Engagement #3.

Zuckerman, M. (1994). Biological Bases of Sensation Seeking,Impulsivity, and Anxiety. Hillsdale, NJ. Larenece ErlbaumAssociates, Publishers.

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