Sensory Integration Red Flags

© 2014 Kim Adams, Seattle Daily Photo

As our babies grow we become acquainted with the typical developmental milestones that mark their way. Our pediatricians guide us in what to expect. One area I find parents don't get much information about is children's sensory processing development and how differences or delays in sensory integration can affect everyday and long-term aspects of their children's lives. Some children experience issues with one or more of their sensory systems when the brain has trouble organizing and processing information from the senses. Children with sensory processing issues can be over- or under-sensitive to sights, sounds, textures, flavors, smells, touch, joint pressure, movement and balance, and other sensory input. These rough edges in sensory processing can be addressed through occupational, speech, and vision therapies. Early therapeutic intervention (ages 2 to 5) with sensory processing differences is very helpful and very important in supporting children's later school success. I found this concise article by pediatric occupational therapist Claire Heffron to be very helpful. She gives clear information on sensory processing difficulties to be aware of, what these look like, and when to seek support for your child. 

Sensory Integration Red Flags

We all have our own unique preferences and aversions when it comes to the way we perceive the sensory information in our surroundings.  But for some children, these preferences and aversions can become problematic, leading to difficulty participating in everyday activities and routines.

The following behaviors are sensory integration or sensory processing red flags and may indicate that a child requires additional support.

The Auditory System

·      -Extreme reactions (crying, screaming, running away) or significant difficulty with tolerating sudden noises, specific noises, crowds, and/or loud noises

·      -Startling easily, becoming agitated in noisy environments

·      -Distracted by all sounds

·      -Covering ears even at the anticipation of a sound or in uncertain/unfamiliar environments

·      -Difficulty responding to and following directions presented verbally

·      -Making constant noises (singing, humming, clicking)

·      -Not responding when name is called

The Vestibular System

·      -Constantly moving, fidgeting, spinning around

·      -Fearful of movement (e.g. stairs, playground equipment, swings)

·      -Uncoordinated, clumsy, bumping into things, falling, difficulty learning new motor tasks

·      -Slumping, slouching, leaning on desk or on walls when walking in the hallway

·      -Difficulty with maintaining balance when walking and during gross motor play

The Proprioceptive System

·      -Coloring/writing with heavy pressure or not enough pressure

·      -Pushing others, playing aggressively

·      -Doing everything with 100% force, not grading the force of movements adequately

·      -Crashing/falling on the floor constantly throughout the day

·      -Difficulty with body awareness (runs into objects/others)

·      -Appearing tired or sluggish (slumping and leaning)

The Visual System

·      -Easily distracted by surrounding visual stimuli (e.g. posters or art on the walls, activity in the room).

·      -Difficulty visually focusing on a task like coloring a picture or completing a worksheet

·      -Not noticing surroundings unless things are pointed out

·      -Staring intently at objects or becoming fixated on visual stimuli (e.g. fans, lights)

·      -Arranging objects in a specific way repeatedly (e.g. lining objects up, stacking objects up)

The Oral Sensory System

·      -Very reluctant to trying new foods, extremely picky eater

·      -Extreme resistance to oral sensory experiences like brushing teeth

·      -Refusal to use utensils to eat

·      -Choking or gagging during eating or brushing teeth

·      -Constant biting, chewing on, or mouthing hands, clothing, fingers, toys, and other objects

·      -Biting others

·      -Constantly making mouth noises (clicking, buzzing, humming)

·      -Stuffing mouth with food at mealtimes

·      -Difficulty with chewing or drinking from a cup or straw

The Tactile System

·      -Avoiding getting hands or face messy

·      -Avoiding activities like finger painting, play dough, and eating messy foods

·      -Extreme reactions or tantrums during tooth brushing, bathing, haircuts, dressing

·      -Difficulty tolerating certain clothing, textures on skin (e.g. tags on clothing)

·      -Needing to touch everything and everyone (e.g. craving hugs and closeness with others, fidgeting with objects, seeking out textures and touch experiences) 

When to Get Help

It’s time to get some help if your child is experiencing any of the behaviors described above (or behaviors in multiple sensory areas) to such a significant degree that it impacts his or her ability to:

·      -Interact with others

·      -Participate successfully in age/grade-level developmentally appropriate school work and activities  (hold pencil, cut with scissors, track with eyes, sequence actions, clear/understandable speech, organizational challenges, attentional and self-regulation deficits)  

·      -Go out in public

·      -Tolerate basic self care and grooming experiences (bath/shower, brushing teeth, getting dressed)

·      -Attend family and other social events

·      -Eat a healthy diet and maintain a healthy weight

·      -Get an adequate amount of sleep

Talk to your pediatrician about getting a referral to an occupational therapist who is trained to evaluate children’s specific sensory needs, provide therapeutic intervention to address them, and give you sensory strategies and suggestions to use at home.