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Sensory Dysfunction and Impact on Behavior and Learning

Sensory dysfunction significantly impacts a child's ability to process sensory information, influencing their behavior and learning experiences. Children may display various sensory responses, including being hyper-reactive, hypo-reactive, or sensory seekers. Those with hyper-reactivity may become overwhelmed, while hypo-reactive children might lack engagement. Interventions can be tailored to individual needs through occupational therapy (OT), focusing on preferred sensory inputs and appropriate activities. By understanding these sensory processing systems, caregivers can create supportive environments that enhance focus, calmness, and overall well-being.

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Sensory Dysfunction and Impact on Behavior and Learning

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  1. Sensory Dysfunction and Impact on Behavior and Learning Debbie Shatrowsky OT Jenn Jensen OT

  2. What is sensory integration? Every day, we receive a great deal of information from our senses. We use this information to organize our behavior and successfully interact with the world. Example: Putting on Jacket http://www.incrediblehorizons.com

  3. What happens if our senses are not being interpreted properly? A child with hazy feedback about his sense of touch, body position and movement is in a world totally foreign to ours. Imagine a world where something as basic as another child’s touch is perceived as something unreliable, inconsistent or even THREATENING! Would you feel secure and safe?

  4. Sensory Processing Systems • Tactile/touch • Vestibular/movement • Proprioceptive/deep pressure

  5. When we have trouble with Sensory Input • Hyper-reactive…. • Sensory Avoiders…. • Hypo-reactive… • Sensory Seekers………

  6. Hyper-reactive • Easily overwhelmed • Reactive/impulsive • Negative affect • Unable to focus & attend • Pulls away when being touched • May over react to stimuli: smells, food/materials (textures or consistency), unexpected touch, sound

  7. Sensory Avoiders • Actively Withdraws • Doesn’t interact with others • Wants to control everything • Limits exposure to sensory input, movement, food, clothing, etc. • Explosive when control is lost • Affect is fearful or anxious

  8. Hypo-reactive • “Wall Flowers” • Need a ‘jump start’ • Don’t notice details • Misses sensory information • Tend to have low tone • Flat Affect • Action is passive

  9. Sensory Seekers • Enjoys sensation • Creates sensations in the environment • Risk Takers, Action is impulsive • “Crash and Bang”, bouncers, climbers • Spins or rocks desk or chair incessantly • Touches, smells, moves constantly • may use others to meet sensory needs

  10. We may use sensory for the following Reasons • Increase focus and attention to task • Calming • To decrease self injurious behavior • To replace disruptive behaviors • To rev up an under responsive system • To increase a child’s ability to motor plan unfamiliar motor tasks

  11. Preferred Sensory Input • Some children need less stimulation. Dim the lights and play soft soothing music. Comfort with deep pressure bear hugs. Provide a retreat. • Some children require more sensory stimulation. Take frequent walks, trampoline, bouncing on ball, engage in gentle roughhousing.

  12. How do we help? • Determine child’s preferred sensory intake • Consult with OT on child’s needs/ appropriate activities • Come into the sensory room with a plan (understanding of what the child needs, why he needs these activities, and knowledge of which activities will meet these needs. • Follow up with the OT on how activities are working.

  13. Precautions and Contraindications

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