Understanding Sensory Seeking
Sensory seeking behavior is a term used to describe the actions of individuals actively seeking out sensory experiences to fulfill their sensory needs. These individuals have a high neurological threshold and are under-responsive, requiring more frequent, intense, and longer-lasting sensory input compared to typical individuals.
Definition of Sensory Seeking
Sensory seeking refers to the behavior of actively seeking sensory input to regulate and stimulate oneself. It is characterized by a strong desire for sensory experiences that excite and engage the individual. Sensory seekers often have a high threshold for sensory stimulation, requiring more intense or prolonged input to feel satisfied.
Examples of Sensory Seeking Behavior
Sensory seeking behavior can manifest in various ways, and the specific behaviors may vary from person to person. Some common examples of sensory seeking behavior include:
Understanding sensory seeking behavior is crucial for identifying and addressing the unique sensory needs of individuals, particularly children, who may require additional support and accommodations in various settings, including home and school environments.
Exploring Sensory Avoiding
Understanding sensory avoiding is essential in comprehending the sensory experiences of individuals. Sensory avoiding refers to a behavior where individuals actively avoid or withdraw from sensory stimuli that they find overwhelming or uncomfortable. It is a response to sensory input that can be challenging for them to process.
Definition of Sensory Avoiding
Sensory avoiding is characterized by actively avoiding or withdrawing from sensory stimuli that can be overwhelming or uncomfortable for an individual. This type of behavior occurs when individuals try to minimize or escape from sensory input that they find challenging to process. Examples of sensory avoiding behavior include covering ears in response to loud noises, avoiding certain textures or fabrics, or becoming anxious in crowded places [2].
Examples of Sensory Avoiding Behavior
Individuals who engage in sensory avoiding behavior may exhibit various signs and behaviors as a way of managing overwhelming sensory input. Some common examples of sensory avoiding behavior include:
It is important to note that sensory avoiding behavior can vary among individuals and may manifest differently based on their unique sensory profiles. Understanding and identifying these behaviors can help caregivers, teachers, and therapists provide appropriate support and accommodations to individuals who experience sensory challenges.
Managing Sensory Needs
When it comes to managing sensory needs, it's essential to have strategies in place that cater to both sensory seeking and sensory avoiding behaviors. By implementing appropriate techniques, parents and caregivers can help create a more comfortable and supportive environment for children with sensory processing differences.
Strategies for Sensory Seeking
Sensory seeking behavior refers to actively seeking out sensory experiences to fulfill sensory needs. This can include seeking loud noises, tactile stimulation, or engaging in repetitive movements. Here are some strategies to address sensory seeking behavior:
Strategies for Sensory Avoiding
Sensory avoiding behavior refers to actively avoiding or withdrawing from sensory stimuli that individuals find overwhelming or uncomfortable [2]. Here are some strategies to support children with sensory avoiding behavior:
By implementing these strategies, parents and caregivers can help children with sensory processing differences better manage their sensory needs. It's important to remember that every child is unique, and what works for one may not work for another. Seeking professional guidance from occupational therapists or sensory integration specialists can provide further support and tailored strategies for individual children.
Sensory Processing Disorder (SPD)
Sensory Processing Disorder (SPD) is a condition that affects how the brain processes and responds to sensory information. It can cause individuals to have difficulty with sensory seeking and sensory avoiding behaviors, which can impact their daily lives. In this section, we will explore two aspects of SPD: sensory craving and sensory modulation disorder.
Sensory Craving in SPD
Sensory craving is a subtype of Sensory Modulation Disorder within SPD. It is described as being "driven to obtain sensory stimulation, but getting the stimulation results in disorganization and does not satisfy the drive for more". Individuals who experience sensory craving seek out sensory input in a disorganized manner and may engage in behaviors such as spinning without getting dizzy, making random noises, touching everything in the environment, or playing too rough for the situation [4].
Sensory seekers often have a heightened need for sensory input compared to others. However, they struggle to effectively process or modulate this input, which can lead to increased dysregulation. This can cause difficulties during daily activities such as routines, going to school, and running errands.
Sensory seekers may exhibit seeking behaviors across different sensory systems, including vestibular (movement), proprioception (body awareness), visual, auditory, tactile (touch), gustatory (taste) and olfactory (smell), and interoception (internal body awareness). They may seek out specific types of input to regulate themselves, but struggle with managing and integrating the input they receive.
Sensory Modulation Disorder
Sensory modulation disorder is a specific subtype of SPD that encompasses both sensory craving and sensory avoiding behaviors. It refers to difficulties in regulating and responding appropriately to sensory input. Individuals with sensory modulation disorder may have challenges with filtering and organizing sensory information, which can impact their ability to effectively engage with their environment.
For individuals with sensory modulation disorder, everyday tasks and routines can be challenging. Sensory seekers may struggle with transitions, sitting in the classroom, safely moving through their environment, sitting to eat a meal, or any other daily routine task if their sensory seeking habits interfere with their ability to navigate the day.
Understanding these aspects of SPD, including sensory craving and sensory modulation disorder, is crucial for supporting individuals who experience sensory seeking and sensory avoiding behaviors. By recognizing and addressing their unique sensory needs, we can create environments and implement strategies that promote their well-being and help them thrive.
Supporting Sensory Seekers
Children who exhibit sensory seeking behavior require support and strategies to help them regulate their sensory needs. By providing appropriate activities and building self-awareness, parents and caregivers can create a nurturing environment that promotes sensory integration.
Activities for Sensory Seekers
Engaging in specific activities can help sensory seekers fulfill their need for sensory input and promote self-regulation. Here are some examples of activities that can benefit sensory seekers:
Remember, each child is unique, and it's important to observe their preferences and tailor activities to their specific sensory seeking behaviors. Consulting with an occupational therapist can provide additional guidance and personalized recommendations.
Building Self-Awareness
Building self-awareness is crucial for sensory seekers to understand their sensory needs and develop effective coping strategies. Here are some ways to promote self-awareness in sensory seekers:
By fostering self-awareness, sensory seekers can develop a better understanding of their sensory needs and learn to advocate for themselves. This self-awareness empowers them to make choices that promote their well-being and engage in activities that help regulate their sensory system.
Supporting sensory seekers involves a combination of engaging activities and building self-awareness. By providing a supportive environment and incorporating strategies tailored to their sensory needs, parents and caregivers can help sensory seekers thrive and navigate their sensory world with confidence.
Classroom Accommodations
When it comes to supporting children with sensory processing challenges in the classroom, creating a sensory-friendly environment and providing appropriate tools are essential. These accommodations can help students feel more comfortable and engaged, allowing them to focus on their learning.
Creating a Sensory-Friendly Environment
To create a sensory-friendly classroom environment, educators can consider the following accommodations:
AccommodationDescriptionProvide a quiet work spaceDesignate a quiet area in the classroom where students can retreat when they feel overwhelmed by sensory stimulation. This space should be free from loud noises, bright lights, and other distractions.Seat the student away from doors, windows, or buzzing lightsPlacing the student in a location that minimizes exposure to potential sensory triggers can help them concentrate better during class.Alternative seating optionsConsider offering alternative seating options such as exercise ball chairs, wobble stools, or stand-up desks. These options can provide sensory input and allow students to release excess energy, improving their focus.
(Table adapted from Understood)
Tools for Sensory Processing Challenges
Providing appropriate sensory tools can also greatly benefit students with sensory processing challenges. Some tools that can be considered include:
ToolDescriptionWeighted lap pads and vestsThese tools provide deep pressure input, which can help students feel grounded and calm. Weighted items can be placed on the student's lap or worn as a vest.Sensory cushionsAir-filled seat cushions or cushions with texture can provide additional sensory input and promote better focus and attention.Fidget toys and stress ballsThese handheld objects can help students regulate their sensory input and improve concentration.Noise-muffling headphonesEarplugs or noise-muffling headphones can help reduce auditory distractions and provide a quieter learning environment.Chewable itemsProviding options for chewing gum or attaching chewable items to pencils can support students who benefit from oral sensory input.
(Table adapted from Understood)
In addition to these accommodations and tools, it's important to consider individual student needs and consult with occupational therapists, who specialize in working with children with sensory issues. Occupational therapists can provide valuable insights and recommendations tailored to each student's specific needs. By implementing these classroom accommodations, educators can create an inclusive and supportive learning environment for all students.
References
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