What is SPD?

SENSORY PROCESSING is a complex neurological process that influences the functional skills in most individuals. People with Sensory Processing Difficulties misinterpret everyday sensory information, such as touch, sound and movement. They may feel overwhelmed by sensory information, may seek out sensory experiences or may avoid certain experiences. Sensory Processing Disorder is not a recognised disorder and is not listed on the DSM-5. 

People with SPD experience their world as either Hypersensitive (over reactive, sensory avoidance) or Hyposensitive (under reactive, sensory seeker). They may also present with motor skill problems. They may react with strong emotional behaviours and experience what may be described as ‘melt downs’.

The brain and nervous system receive input from body parts as well as from the outside world. The central nervous system is also a means of transmitting messages throughout the body and functions somewhat like a computer system. The messages that are transmitted, however, affect functions such as muscle movement, coordination, learning, memory, emotion, behaviour and thought. As with a computer, a breakdown or malfunction in one part of the system often affects other functions of the system.

Sensations from hearing, vision, taste, smell, touch, pressure, and movement provide the input to the brain which is organized for movement, cognition and learning. The richness of the sensory environment and the interactive experience of the individual with the environment contibute to optimal development of function.

When there is a Sensory Processing dysfunction, it is hypothesized that the brain does not process or organise the flow of sensory impulses in a way that gives the child precise information about themselves and their world.

As a result, learning can be difficult and children may feel uncomfortable, or have difficulty coping with the stress of daily sensory and organizational demands. This often results in additional or behavioural difficulties.

Sensory Integration (S.I.) is the term used to describe the way in which the brain sorts out and organizes for our use the many sensations which we receive.

Dr Jean Ayres defined sensory integration as, ‘the neurological process that organizes sensations from one’s own body and from the environment and makes it possible to use the body effectively within the environment” (Ayres, p11, 1989).

Sensory Integration is the body’s ability to:

  1. Receive or take in sensory stimuli

  2. Interpret the stimuli

  3. Process the stimuli into a response; and

  4. Adaptively respond to the stimuli

The sensory system takes information from the surrounding environment through touch, smell, sound, vision, taste, movement and gravity. It processes or interprets these sensations together to make sense of the environment. The process of sensory integration lays the foundation for efficient operation of the nervous system and other parts of the body that respond to the signals sent by the nervous system. The child then responds to these sensory inputs and makes appropriate responses to perform skills required.

These difficulties put children with SPD at high risk for many emotional, social, and educational problems, including the inability to make friends or be a part of a group, poor self-concept, academic failure, and being labelled clumsy, uncooperative, belligerent, disruptive, or “out of control.” Anxiety, depression, aggression, or other behaviour problems can follow. Parents may be blamed for their children’s behaviour by people who are unaware of the child’s “hidden handicap.”

Effective treatment for SPD is available, but far too many children with sensory symptoms are misdiagnosed and not properly treated. Untreated SPD that persists into adulthood can affect an individual’s ability to succeed in marriage, work, and social environments.

  • The following is a short list of indicators that may suggest your child has a Sensory Processing Difficulties:

    Child may seem to be in constant motion, unable to sit still for an activity

    Has trouble focusing or concentrating, can’t stay on task

    Seems to be always running, jumping, stomping rather than walking

    Bumps into things or frequently knocks things over

    Reacts strongly to being bumped or touched

    Avoids messy play and doesn’t like to get hands dirty

    Hates having hair washed, brushed or cut.

    Resists wearing new clothing and is bothered by tags or socks

    Distressed by loud or sudden sounds such as a siren or a vacuum

    Has poor fine motor skills such as writing and cutting, difficulty with buttons and tying shoelaces

    Has poor gross motor skills such as body co-ordination, riding a bike, swimming, running

    Hesitates to play or climb on playground equipment

    Difficulties with balance

    Difficulty with eyes tracking objects and often loses place when reading or copying from board

    Marked mood variations and tendency to outbursts and tantrums

    Avoids eye contact

    Has trouble following and remembering a 2—3 step instruction

    Fussy eater, often gags on food

    Reacts to smells not noticed by others

  • If a child is any of the following, an early childhood intervention/developmental therapy referral may be appropriate.

    • Very busy, always on the go, and has a very short attention to task

    • Often lethargic or low arousal (appears to be tired/slow to respond, all the time, even after a nap)

    • A picky eater

    • Not aware of when they get hurt (no crying, startle, or reaction to injury)

    • Afraid of swinging/movement activities; does not like to be picked up or be upside down

    • Showing difficulty learning new activities (motor planning)

    • Having a hard time calming themselves down appropriately, difficult to settle and hard to put to sleep

    • Appearing to be constantly moving around, even while sitting

    • Showing poor or no eye contact

    • Frequently jumping and/or purposely falling to the floor/crashing into things

    • Seeking opportunities to fall without regard to his/her safety or that of others

    • Constantly touching everything they see, including other children

    • Hypotonic (floppy body, like a wet noodle)

    • Having a difficult time with transitions between activity or location

    • Overly upset with change in routine

    • Hates bath time or grooming activities such as; tooth brushing, hair brushing, hair cuts, having nails cut, etc.

    • Afraid of/aversive to/avoids being messy, or touching different textures such as grass, sand, carpet, paint, playdoh, etc.

    NOTE: sensory integration/sensory processing issues should only be diagnosed by a qualified professional (primarily, occupational therapists and physical therapists). Some behaviours that appear to be related to sensory issues are actually behavioural issues independent of sensory needs.