Sensory Processing & Occupational Therapy

What is sensory processing?

Sensory processing is the way our nervous system (sensory receptors, neural pathways and brain) receives, filters and integrates the messages from our senses in order to make sense of the world in and around us. We all have sensory preferences (things we like and don’t like) and this influences our lifestyle and choices.

You may have heard of the terms sensory processing disorder or sensory modulation disorder. These are not recognised disorders in Australia however they may be used to describe an individual’s difficulty in processing sensory information. The way our nervous system processes sensation becomes significant only when it impacts our ability to participate in everyday activities.

What are the different senses?

Touch - what tour skin feels. (texture, tightness, pressure, temperature, etc.) from either something touching you or you touching an object.
Auditory - the sound waves that your ears register, including different pictures and frequencies.
Taste/Oral - the signals that your taste buds receive in your mouth (sweet, salty, sour, bitter, umami).
Vestibular/Movement - what constitutes your sense of balance and spatial. orientation or coordination of your head and body.
Vision - the colours and depth perception signals that your eyes received from your surroundings.
Proprioception (body position) - the system that focuses on the bodies muscle and joint movements.
Smell/Olfactory - the scents and aromas that your nose picks up from the objects around you.
Interoception - what gives you signals of your internal organs such as hunger, pain, urination, bowel movements and temperature etc.

The strengths and challenges

There are many strengths that can be considered with being over/under sensitive to our environment, but it can also become incapacitating.

Does your child cover their ears and dislike loud noises? Are they a “fussy eater” with a diet restricted to particular flavours or textures? Do they find it difficult to sit still? Maybe they love throwing themselves onto the couch or hanging upside down to watch TV? Do they dislike having their hair cut or brushed? Is getting dressed a challenge for your child because the clothes just don’t feel right?

 If any of this sound familiar your child may be having difficulty regulating sensory input from their environment.

Although being hyper or hypo sensitive to sensory input can come with many challenges it also comes with its benefits!

Consider someone with a keen sense of smell and taste they may make an excellent chef, someone with acute hearing can tell you your phone is ringing in your bag at the other end of the house, someone who enjoys looking at minute details may become an engineer or be more socially aware as they notice people facial expressions change, an individual who is hyposensitive to sound may thrive in a loud and busy environment and be unbothered by the noise.

How do Occupational Therapists support people with sensory difficulties?

During the initial session an OT will ask questions about the child’s sensory needs and explore your child’s sensory-related behaviours and how these impact your child and family’s everyday function. 

The OT may then recommend completing a sensory assessment to establish the child’s unique sensory profile. If the child is of school age and the challenges are exhibited within the school environment the OT may also recommend having the school complete a similar assessment which may provide further clarity as to the sensory preferences in various settings.

The OT will then complete a report highlighting the child’s profile and provide recommendations and strategies to help target and manage the child’s distinctive sensory needs. 

It is recommended to ensure better outcomes for the child that the recommendations be implemented in the home and other relevant settings. The OT may also spend therapy sessions using a multisensory approach where the child will engage in various sensory activities to help them manage their emotions.

Approaches may include:

·       Changes to the environment

Example: dimming lights, removing posters in a classroom, using fragrance diffusers in a toilet, removing tags on clothes.

·        Implementing assistive devices

Example: noise cancelling headphones, wobble stools, wearing sunglasses, chewing gum, wearing gloves.

·       Sensory diets (activities to meet sensory seeking needs)

Example: Tactile bins, regular movement breaks, heavy work activities, messy play.

·       Graded exposure or desensitising (increasing tolerance)

Example: Food play and food chaining, firm pressure to the child’s joints before dressing or going to bed, scalp massages before hair brushing.  

·       Changing how things have been done to avoid triggers

Example: empowering the child to be more independent in grooming teaching them to brush their own hair or cut their own nails, play first then eat when the bell goes to assist with calming down and regulating and ensuring the child doesn’t skip eating to play.