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Sensory Processing

For most people sensory integration develops in the course of ordinary childhood activities. When a person has good sensory integration then they are able to process information automatically and efficiently. But for some people, sensory integration does not develop as efficiently as it should and can affect activities of daily living, academic achievement, behaviour or social participation.

Individuals can present with different types of sensory integration difficulties (also known as sensory processing difficulties). These include:

• Fear of heights
• Dislike of touch experiences e.g. nail cutting, messy play, hair cutting
• Dislike of loud and sudden sounds
• Avoidance of playground equipment (swings and slides)
• Appears to have no fear or doesn’t feel pain
• Seeks movement or touch opportunities (fidgets, rocks, runs about, leans on peers)
• Mouths or chews things
• Poor attention to the environment or people around
• Appears clumsy
• Difficulty creating movement ideas
• Difficulty planning and executing new movements
• Slouches at desk
• Fidgets/difficulty sitting in one position for extended period of time
• Impact on fine motor coordination & ball skills
• Poor balance

Sensory Processing Disorder/Difficulties (SPD) is a condition where the brain has difficulty receiving, organizing, and responding to sensory input from the environment. This can affect how an individual perceives and reacts to sensory stimuli, including sounds, sights, touch, tastes, and smells. People with SPD may over-respond (sensory sensitivity), under-respond (sensory under-responsivity), or have difficulty processing and integrating sensory information in an organised manner.

The disorder can significantly impact daily life, making it difficult to function in home, school, work, or social settings. Early assessment and intervention are crucial for individuals with SPD to develop effective strategies, improve their sensory integration, and enhance overall quality of life.

Sensory processing issues vary widely between individuals, but they generally fall into a few categories:

Sensory Modulation difficulties:

Sensory Sensitivity (Over-Responsivity):

Hyper-reactivity to sensory input, such as light, sound, texture, taste, or smell.

Overwhelmed by ordinary stimuli that most people can tolerate, like bright lights, loud noises, certain textures, or certain food smells. This might lead to behaviours such as avoidance, irritability, or meltdowns when faced with these sensory triggers.

Sensory Under-Responsivity (Under-Reactivity):

Under-reacting or being less sensitive to sensory stimuli, meaning an individual may not notice things that others do, such as not feeling pain or being unaware of touch or movement.

Appearing disengaged or withdrawn in social situations. For example, a child may not respond to a name being called or may not feel the temperature of water and might be at risk for injury.

Sensory Seeking:

Some individuals seek intense sensory input, often in the form of activities like jumping, spinning, crashing into things, or seeking out strong tastes or sounds. This is due to a desire to stimulate the sensory system when it isn’t getting enough input, or when they feel under-stimulated or disconnected.

Sensory Perception difficulties:

Sensory Perception difficulties refer to problems that individuals experience in how they interpret and respond to sensory input from their environment. Sensory perception is the process by which the brain receives, organizes, and makes sense of information from the five senses (sight, hearing, touch, taste, and smell), as well as from internal sensory systems such as balance and body awareness (proprioception and vestibular sense). 

When sensory perception is impaired, it can affect how a person experiences the world, leading to difficulties in daily life, communication, and emotional regulation. Impact on Social and Emotional Functioning.

Motor Planning (Praxis)

Motor planning (also called praxis) refers to the ability to plan and organise the necessary actions to complete a task. This includes imagining, sequencing, and deciding how to carry out the movements needed for a given activity. 

For example, when you reach for a cup, your brain processes sensory input (the location of the cup, the texture of the handle, and the weight of the cup), and then creates a motor plan for how to grasp it, lift it, and bring it to your mouth.

The final stage is the execution of the planned action. This involves coordinating the muscles and movements required to perform the task. The brain sends signals to the appropriate muscles, telling them to move in a specific sequence or pattern to complete the desired action.

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“Sensory Integration is the organization of sensations for use. Our senses give us information about the physical conditions of our body and the environment around us”.

– Jean Ayres

Why Early Assessment and Intervention Are Important

Sensory Processing Difficulties can have a profound effect on an individual’s daily functioning, learning, relationships, and emotional well-being. Early assessment and intervention can help improve sensory regulation and develop strategies, reducing the impact of SPD on various areas of life. Here are some key reasons why early identification and support are vital

Improved Sensory Regulation
  • Assessment helps to identify the specific sensory challenges an individual faces and their unique sensory profile—whether they are hypersensitive (over-responsive), hyposensitive (under-responsive), or sensory-seeking.
  • Once the sensory issues are identified, intervention can be tailored to help the individual learn how to regulate their responses to sensory stimuli and develop their sensory-motor performance skills. This could involve strategies such as sensory diets (specific sensory activities that provide the right input), Ayres’ sensory integration therapy, or environmental adaptations to reduce overwhelm and improve tolerance.
  • Ayres Sensory Integration (ASI) Therapy is a therapeutic approach developed by A. Jean Ayres, an occupational therapist and psychologist, in the 1970s. ASI therapy is designed to help individuals, particularly children, improve their sensory processing abilities and how their brain organizes and responds to sensory information. The goal of ASI is to enhance the brain’s ability to process sensory input, which in turn supports motor skills, learning, and behaviour.
  • Sensory overload or under-reactivity can lead to frustration, irritability, anxiety, and meltdowns. These emotional reactions are often the result of the person being unable to effectively function with or communicate their sensory experiences.
  • With early intervention, individuals can develop more adaptive strategies for managing sensory experiences, reducing the likelihood of dysregulation, anxiety, and avoidance behaviours.
  • Behavioural therapy and self-regulation techniques can help individuals better manage their sensory experiences and emotions.
  • Sensory processing difficulties often interfere with social interactions. For example, a child who is sensitive to touch might avoid physical contact with peers, or an individual with sensory-seeking behaviour might engage in actions that make others uncomfortable, such as excessive noisemaking or jumping around.
  • Social skills training, combined with sensory integration therapy, can help individuals understand their sensory needs and how to interact more comfortably with others.
  • Early intervention can teach individuals how to recognise sensory triggers, use self-soothing techniques, and communicate their needs more effectively in social situations, leading to improved relationships.
  • Sensory processing difficulties can affect a person’s ability to focus, learn, and participate in school activities. For example, a child who is sensitive to noise might struggle to concentrate in a noisy classroom, or someone who is not sensitive to pain might have trouble noticing when they are hurt.
  • Educational accommodations, such as providing a quiet space for sensory breaks, allowing alternative seating arrangements, or offering visual or auditory supports, can help individuals with SPD succeed in the classroom.
  • Therapy may also address fine motor skills (e.g., handwriting, cutting, or drawing), which are often affected by sensory processing issues.
  • Sensory difficulties can lead to social isolation, anxiety, and low self-esteem, especially when individuals feel misunderstood or overwhelmed by their sensory experiences.
  • Therapeutic interventions can help individuals develop coping strategies to handle overwhelming stimuli, build self-confidence, and feel more in control of their sensory responses.
  • Early intervention helps individuals gain a better understanding of their unique sensory needs and how to manage them independently. This can improve self-regulation and self-awareness.
  • Developing effective coping strategies and building adaptive skills can lead to greater independence in daily tasks and activities, helping individuals to navigate the world with more confidence and less frustration.
  • For individuals who are under-responsive to sensory input (e.g., not feeling pain or not noticing dangers), sensory integration therapy can help increase their awareness of sensory cues and their environment, improving safety.
  • For those who engage in sensory-seeking behaviours (e.g., spinning, crashing, or jumping), early intervention can help redirect these impulses in a safer, more appropriate way, reducing the risk of injury.
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“We find that individuals who have gone through the comprehensive assessment process with us here at Bloom Clinical for their sensory integration needs, have been given the targeted tools to bloom and flourish”

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