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It is estimated that between 5-13% of children entering school have Sensory Processing Disorder (SPD) and that three out of four of them are boys.
Sensory Processing Disorder describes when an individual experiencing challenges with processing and organizing sensory information (i.e., sight, sound, touch, taste, smell, movement, and body awareness). In a neurotypical model, an individual will detect, modulate, interpret, and respond to sensory input without even thinking about it. Challenges occur when there are disruptions in this process.
Sensory processing challenges can be experienced throughout the lifespan and can present differently from person to person. Some individuals can be easily bothered or overwhelmed by certain or multiple sensory stimuli (i.e., clothing preferences, food textures, specific sounds, etc.). Often seemingly benign stimuli are experienced as noxious, uncomfortable, and/or even painful by individuals with sensory processing challenges. This can result in strong emotional reactions, avoidance, and/or fight or flight response. Challenges with processing sensory information can also impact how a person organizes their motor skills. They may have challenges with balance, appear clumsy, and/or need extra time and effort to complete motor tasks. Collectively these challenges can impact how a person participates at home, school, and the community.
Since sensory processing challenges can manifest differently for every individual, an evaluation by an occupational therapist trained in sensory processing principles would be recommended.
A combination of standardized testing, structured observations, parent report, teacher report, and/or self- report are utilized to fully evaluate the different areas of sensory processing and determine how they impact areas of functioning. Research suggests 5-16% of people present with sensory processing challenges.
SPD can be an identified on its own. It can also be associated with other diagnoses and profiles including:
This profile is marked by challenges recognizing and interpreting differences or similarities in the quality of sensory stimuli – for example, identifying an item in one’s pocket as a quarter or a paper clip. It is commonly related to limitations in processing sensations from touch, muscles and joints (proprioception) and head movements (vestibular). Common signs that you might see in the classroom include but are not limited to:
This pattern is marked by limitations in one’s control of posture and quality of movements. This can include low muscle tone, joint instability and/or limitations in functional use of vision. It is often seen with underlying vestibular and proprioceptive processing challenges. Common signs that you might see in the classroom include but are not limited to:
This is marked by challenges with planning, sequencing and executing unfamiliar actions resulting in awkward and poorly coordinated motor skills. It is common for individuals with this profile to either avoid or have difficultly learning new activities. Common signs that you might see in the classroom include but are not limited to:
Click here to print off a teacher checklist.
If a child has overall difficulty in one category, or shows several items in three or more categories, this may indicate a need for an occupational therapy evaluation.
Individuals with SPD may present with very different challenges and needs. However there are a variety of accommodations that will help most children with SPD and will probably help all of the children in your class to remain organized and focused and support them to complete daily activities and routines. Many of the ideas and accommodations are adaptions and activities that you may already use with your class but the child with SPD may need a little more support or a little more intensity to benefit from the activity.
Many children with SPD can become easily overwhelmed by extraneous touch, visual and auditory input. They can also be overwhelmed by the demands of everyday tasks, ranging from sitting for extended periods of time to organizing their backpack. By controlling the classroom environment, you can maximize children’s ability to remain focused and organized.
Many children with SPD work hard to complete planning-based tasks. They benefit from structure and a predictable schedule and additional support with new and unfamiliar tasks.
Many children with SPD can become easily overwhelmed by extraneous touch, visual and auditory input. They can also be overwhelmed by the demands of everyday tasks, ranging from sitting for extended periods of time to organizing their backpack. By controlling the classroom environment, you can maximize children’s ability to remain focused and organized.
Some children perform well within the home environment and challenges become more evident when they enter a classroom setting. Other children have demonstrated challenges throughout infancy and childhood during which time challenges like SPD may or may not have been identified. It is important to understand and support students with unique needs, as well as to communicate with their family to best understand their needs and how to support them. Sometimes initiating a discussion with a family about their child’s struggles can be challenging. When bringing up areas of concern you create an approachable and supportive line of communication by providing clear examples as well as both areas of concern as well as strength. Asking parents what they see at home can be one way of working together to gain an understanding of their child’s needs. Click here to connect to The SPIRAL Foundation for more information and resources related to SPD.
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