In the Out-Of-Sync Child (Kranowitz, 2005) the author defines Sensory Processing Disorder (SPD), as “The inability to use information received from the senses in order to function smoothly in daily life” (p.9). She goes on to say that “SPD is not one specific disorder, as blindness or deafness is, but rather an umbrella term to cover a variety of neurological disabilities” (p.9). In my last post, I focused on sensory integration and the development of the central nervous system. In this post, I’ll provide an overview of sensory processing disorders. Finally in my third post of this series, I’ll go over some ways that teachers can support students with sensory processing disorders.
There are 3 general categories that children with SPD might fall under. The first category is Sensory Modulation Disorder. Children in this category may either seek, under respond to, or avoid sensations. The second category is Sensory Discrimination Disorder. Children in this category may have a hard time telling sensations apart. The final category is Sensory-based Motor Disorder. These children may seem uncoordinated and have poor motor planning, meaning they may have difficulty with planning how to move their bodies to accomplish even ordinary tasks, or may have poor balance, low endurance, and move cautiously.
Breaking Down Sensory Processing Disorders
Below are some of the symptoms and behaviors early childhood teachers may see in children with sensory processing disorder, broken down by sense. I’m focusing on early childhood because this is when SPD is usually identified, and when teachers can make the biggest impact.
Tactile:
Sensory seekers crave sensation. Teachers often get annoyed with these children because they are always touching, poking, bumping into, or rolling into other children. These children love activities like finger painting and playing in the sand. A tactile under responder may be the child who doesn’t notice when he has had an accident, or when he has paint or food all over himself. This child may also have trouble with his interoceptive sense and may not realize he is too warm and should take his jacket off. A sensory avoider may act defensively when another child touches her. She may be the child who is always getting in trouble while standing in line for pushing another child. She probably also doesn’t like messy activities and may refuse to eat certain foods.
Visual:
Visual seekers may seem drawn to lights or moving objects. If there are screens in the classroom, this may be the child that always wants to use it, and the teacher may see him put the screen or other items up near his eyes, often to the side. Visual avoiders may not like bright lights or the bright sun. He may avoid eye contact, and too much visual stimulation may actually make him physically sick. The visual under responder may not seem to notice obstacles in his way or be able to accurately judge items coming towards him.
Auditory:
The auditory seeker is drawn to sounds and may be the child the teacher is always telling to be quiet. Auditory avoiders on the other hand, may be frightened by loud, sudden and unexpected noise, or become dysregulated in certain environments for what may seem like no apparent reason. She may cover her ears and/or cry or become otherwise agitated. The auditory under responder may not notice sounds at all and the teacher may think he is ignoring her requests or questions.
Vestibular:
The vestibular seeker is the child that just never seems to stop moving. He likely gravitates towards the swings or merry-go-round and doesn’t get dizzy, likes to hang upside down, or rocks his body back and forth. The vestibular avoider is just the opposite. He may avoid playground equipment and toys like bikes, and appear to move cautiously. He may not like being picked up, going up and down stairs, escalators or elevators. This child may get dizzy or car sick. “Children with Sensory Integration Dysfunction may appear to be lazy or intentionally oppositional. In reality, they are struggling to simply get through the day and participate in the world around them.” (Balzer-Martin & Kranowitz, 2001) This is especially true for the vestibular under responder who parents and teachers often perceive as ‘lazy’ or unmotivated. These children are often uncoordinated and seem to fall or trip for no reason.
Proprioception:
The proprioceptive seeker loves deep body pressure and may ‘crash’ into things or other children. He may be the one always in trouble for wrestling, hitting or biting. This child may suck his thumb or bite his nails, and not notice when he is too close to others. In an excellent example of how sensory disorders may overlap, the proprioceptive avoider, like the tactile avoider, may not eat certain foods; like the vestibular avoider, may not like to picked up or moved; and like the vestibular under responder, may seem lazy or easily tired. The proprioceptive under responder may not notice minor injuries or when another child bumps into her. She may have difficulty completing simple fine motor tasks and be uncoordinated, making gross motor activities difficult as well.
In my experience, most of what we consider to be ‘challenging behaviors’ can actually be reduced when a student’s sensory, and/or communication needs are met. The challenge for teachers is, of course, determining what the student is communicating to us, or what he needs from us and the space around him. For me, this is my favorite part of my work as an autism-focus teacher. In my next post, I’ll go over some ways that teachers can support students with sensory processing disorders.
Balzer-Martin, L. A., & Kranowitz, C. S. (2001). Sensory Integration Dysfunction. In F. M. Kline, Ph.D., L. B. Silver, M.D., & S. C. Russell, Ph.D., The Educator’s Guide to Medical issues in the Classroom (pp. 103-119). Baltimore, MD: Paul H. Brookes Publishing Co.
Carol Stock Kranowitz, M. (2005). The Out-Of-Sync Child: Recognizing and Coping With Sensory Processing Disorder, 2nd Edition. Perigee.
