1. Sensory Processing: Identifying Patterns and Support Strategies
by Winnie Dun
Chapter 6

2. Sensory Processing
A person’s way of noticing and responding to sensory events that occur during everyday life

3. Sensory Processing Patterns
Certain common patterns of sensory processing affect how people respond in situations

4. Sensory Processing and ASDs
People with ASDs have more intense reactions to sensory input than their typically developing peers
Children with Asperger Syndrome appear to be significantly more sensitive to certain types of sensory input than either typically developing children or children with “classical” autism

5. The 7 Senses Sight (visual system) Hearing (auditory system)
Smell (olfactory system)
Taste (gustatory system)
Touch (somatosensory system)
Body position (proprioceptive system)
Movement (vestibular system)

6. History of Sensory Processing Concepts
“Sensory integration theory” was originally proposed by A. Jean Ayres in the 1970s to explain how the interaction between the brain and the sensory systems could explain learning difficulties
Research has since expanded to look at how sensory processing difficulties apply to individuals with a variety of challenges

7. How Sensory Processing Affects Children w/ ASDs
Poor modulation of sensory input
If sensitive to too many sensory inputs, can’t tell where to look/what to listen to
If over-fixate on one sensory input, won’t notice others

8. How Sensory Processing Affects Children w/ ASDs
Atypical thresholds (the point at which the system responds to sensory input)
If thresholds are too low, child will respond too frequently and be distracted from everyday tasks
If thresholds are too high, child will miss important cues about what’s going on around him

9. The Jobs of the Sensory Systems
Generate awareness in the brain (arousal/alerting)
Gather information for the brain to make maps of self and environment (discrimination and mapping)

10. When the Sensory Systems Aren’t Doing Their Jobs
In children with ASDs, arousal input frequently overpowers discriminating input
Children then respond with unusual behaviors as they try to manage the distorted information

11. Dunn’s Model of Sensory Processing
Looks at interaction of:
Sensory thresholds and
Self-regulation strategies
Active Strategies: Children work to control their sensory input
Passive Strategies: Children let sensory input occur and then respond to it

12. Dunn’s 4 Patterns High Thresholds Low Registration Sensory Seeking
Passive Strategy
Active Strategy
Sensory
Avoiding
Sensory
Sensitivity
Low Thresholds

13. Seeking High thresholds + active regulation
Seekers add movement, touch, sounds, and visual stimuli to every life event to increase sensory input
May lack caution in play, display excitability, and engage in impulsive behavior

14. Low Registration High thresholds + passive self-regulation
Don’t notice what is going on around them, because brain isn’t activating enough
May be withdrawn or difficult to engage
Need extra sensory input to be able to participate in school activities

15. Sensitivity Low thresholds + passive self-regulation
Tend to be more hyperactive, distracted, and easily upset
Have difficulty completing tasks as new stimuli keep capturing their attention
Frequent disruptions in routine make it difficult to learn

16. Avoiding Low thresholds + active self-regulation
Children actively work to reduce input in order to avoid discomfort
Resistant and unwilling to participate in activities, especially new ones

17. Sensory Patterns & ASDs
Children with ASDs are more likely to:
Be sensitive to touch
Be sensitive to sounds
Have significantly different scores from their peers on low registration and avoiding

18. Low Registration & Avoiding
Children with ASDs may seem oblivious to their environment (low registration) up until a certain point …
Then, when they notice the sensory stimulus, they overreact, becoming threatened, withdrawing, or tantruming (avoiding)
This makes is difficult to develop adaptive responses

19. The Role of Rituals
Rituals provide comfort because they stimulate a familiar sensory input pattern

20. Assessing Sensory Processing Differences
Occupational therapists use observations, interviews, and assessments to determine how the student’s sensory processing patterns are affecting his participation/learning

21. Assessments
Several validated and standardized instruments (all by Dunn):
Sensory Profile for Children
Infant/Toddler Sensory Profile
Adolescent/Adult Sensory Profile
Sensory Profile School Companion

22. Designing Interventions
When using a “sensory processing” framework for intervention, the goal is to improve participation (not “cure” the sensory processing pattern)
Take advantage of naturally occurring situations during the day
Incorporate strategies that use the student’s strengths

23. Students with a Seeking Pattern Need More Sensory Input Built into Their Day
Chewy or crunchy snacks
Change in positions while working
Textured blankets, mats, materials
Bright colors and contrasts
Heavy tasks like moving furniture or erasing boards
Breaks that include hopping, running, crawling, etc.
Singing/humming
Scented lotions and lip balms
Finger paint with added texture
Longer routes to library, lunch room

24. A Note on Sensory Seeking Behavior
Children with true seeking behavior crave sensory experiences
When a child engages in a repeated behavior that seems to be more “driven” than enjoyable, it may actually be an avoiding behavior
Repeating the familiar behavior keeps out new sensations

25. Students with an Avoiding Pattern Need an Environment with Less Sensory Input
Keep away from fans or vents
Keep out of crowded spaces
Use unscented materials, no air fresheners
Build short periods of “alone-time” into the day (but limit large blocks of unstructured time)
Serve food at room temperature
Remove other materials from the work surface
Use heavy blankets for safe spots
Dress in form-fitted clothing
Use visual cues, rather than touching to gain attention

26. Helping the Student with an Avoiding Patterns
Be careful not to push student into overwhelming sensory situations
The result will be a “fight or flight” response
Learning is not possible when the brain is in protective mode
Some rituals are harmless; leave those alone
If a ritual needs to be expanded, do so gradually, with a blend of familiar and new stimuli

27. Students with Low Registration Need More Intense Sensory Experiences
Talk with varying voice intonation
Use textured paper for writing
Provide “fidgets” that student can manipulate while working
Use bright colors, varied textures
Provide a rocking chair in the room
Create opportunities for working on different surfaces
Allow a walkman w/ lively background music during seatwork
Allow student to stand up to eat or do seat work

28. Helping the Student with Low Registration
Provide enough continuous, intense sensory input so he can persist in his work
Find ways to intensify the sensory input available in activities and environments
Increase the contrast and reduce the predictability of events
Add sensory input to every task

29. Students with Sensory Sensitivity Need More Structured Patterns of Sensory Experiences
Stick w/ favorite food flavors, textures
Use unscented markers, materials
Use table lamps instead of overhead fluorescent bulbs
Use firm pressure on skin to calm
Provide ear plugs, ear muffs, or earphones during work time
Provide a buffer space for student to play without getting bumped
Identify preferred surface textures and make them available
Provide written or taped instruction
Provide a space with heavy blankets and beanbag chairs

30. Helping the Student with Sensory Sensitivities
Light touch is often upsetting to students w/ sensory sensitivities
Firm pressure, on the other hand, may provide organizing information without increasing arousal and distractibility
That’s why wearing form-fitting clothing or getting under a beanbag chair may be calming

31. Best Serving Students with ASDs
Interdisciplinary teams need to integrate sensory processing and educational strategies, for example:
Priming
Visual supports
Home base
Working independently
Social Stories™

32. Conclusion
Sensory processing difficulties can lead to challenging behaviors, including work avoidance, class disruption, aggression, and explosive outbursts
Learning about a student’s sensory processing pattern allows you to plan strategies that will help him participate more fully in school