Autism ServicesA Short Overview of Sensory Processing and Regulation

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Objectives

Participants will:

• Develop their knowledge of:• The functions of behaviour• Sensory processing• Self regulation

• Identify some triggers of dysregulation

• Explore tools to support regulation at home

Functions of Behaviour: Escape

•The person wants to get away from something or avoid something.

• Avoidance - "I don't want to do this."• Delay - "How long can I put this off."• Attenuation - "I won't do everything

you want me to."

Functions of Behaviour: Attention

• A person may engage in a certain behaviour to gain some form of attention or a reaction from others.

• “I want you”

Functions of Behaviour: Tangible

• Obtain a tangible item or gain access to a preferred activity.

• “I want something”

Functions of Behaviour: Sensory

• Some behaviours do not rely on anything external to the person and instead are internally pleasing in some way.

• “This feels good”

Sensory Processing Difficulties

And how they impact us day to day…

What is Sensory Processing?

• Information comes in from the senses

• Attend to what is important• Understand the information• Respond appropriately

Why is Sensory Processing Important to Understand for My Child?

• When you understand this…• More effectively help modify the

environment or task to manage over responders

OR • Provide more productive and safe

opportunities for under-responders

• Helps you understand their sensory needs or deficits

• Over-responders vs. Under-responders

Sensory Components

Tactile System• Helps us understand information about

touch through receptors in the skin• What is touching me?• Where am I being touched?• Is the touch safe for me?• Do I need less or more touch to understand

the information?

Difficulties with Tactile Processing• Avoids messy things/dirty hands• Dislikes touch/cuddling• Dislikes certain types of clothing or

grooming/personal hygiene activities

• Excessively ticklish

• Avoids using hands for play/self care

• Excessive mouthing of objects

• Seeks out different textures (e.g., water, bumpy surfaces, hair, etc.)

Proprioceptive System• Helps us understand where our body is in

space through receptors located in the muscles and joints

• What is my body doing?• Where is my body?• How does my body need to move to walk or

ride a bike?• Linked to regulation

Difficulties with Proprioception• Appears clumsy or uncoordinated

• Becomes easily frustrated by motor tasks, especially novel motor tasks

• Difficulty with pressure gradation

• Engages in rough play without intention

• Enjoys chewing on non-edible objects• May rely heavily on vision for motor

tasks

Vestibular System• Helps us understand movement, gravity

and balance, through receptors located in the inner ear

• Where am I in relation to gravity?• How fast am I moving?• In what direction am I moving?• Do I need to be afraid of this movement to be

safe?

Difficulties with Vestibular Processing• Appears uncoordinated and clumsy• May fall often, bump into things or lose

balance easily

• Difficulty sitting still and described as always on the go/moving

• Spins and/or rocks excessively

• Seeks movement with little regard for safety

• Fear of movement – swing, putting head back, being upside down, etc.

Other Sensory Systems• Visual

• Auditory

• Taste (Gustatory)

• Smell (Olfactory)

Self Regulation = The Just Right Challenge

• Tired• Moving

slowly

Low

• Calm• Focused

Just right• Impulsive• Moving

quickly

High

Development of Regulation• 0-3 months – external regulation from others; swaddling, rocking,

bouncing, pacifying, etc.

• 4-24 months – co-regulation; begin to regulate mood and behaviour

• 24 months and on – self regulation begins, but it is a life long process• Independent self regulation is not developed until adulthood

Behavioural Responses to Stress• Fight – aggression

• Flight – avoidance

• Fright - freeze

• This is not:

• A response to an unwanted task

• A response to task that is too difficulty

• Wanting something tangible

Childhood Stressors for Dysregulation

• Lack of sleep or poor quality of sleep

• Lack of exercise

• Nature deficit

• Super stimulants (e.g. junk food and junk media, video games)

• Family stress

(Shankar, 2015)

What Can You Do?

Parent Emotions/Co-regulation• How you react to a situation will

effect your child’s behaviour

• Identifying your own emotions, triggers and cues will help you stay calm

General Calming/Organizing Techniques● Simplify instructions● Inform them of transitions and changes

• Follow routine – be consistent• Coping at Home:

https://grandviewkids.ca/programs-services/services/parent-caregiver-education/

● Give choices● Compromise ● Provide access to breaks

• Calm voice• Slow rhythmic movement• Deep breathing• Simplify environment• Heavy work

• See blog post on how to incorporate at home: https://grandviewkids.ca/whats-the-deal-with-heavy-work/

General Calming/Organizing Techniques Continued

• Deep pressure

• Warmth

• Fidget tools

• Chewing gum, hard, chewy snacks

• Chewy tubes/chewelry

• Soft, rhythmic music

• Air cushions (e.g., wiggle seats)

• Noise reduction/cancelling headphones

Where can I find Sensory Equipment?• Scholar’s choice – fidgets, air cushions, chewlery,

headphones

• Mastermind – fidgets

• Dollar store – fidgets, tactile activities

• Amazon – chewlery, fidgets, air cushions, headphones

• Weighted items – please talk to an occupational therapist or medical professional first due to safety concerns and guidelines around weights and use

• See the SSAH Eligible Expenses blog post for more information https://grandviewkids.ca/ssah-eligible-expenses/

Useful Equipment Found in the Home• Couch cushions or pillows

• Mattresses

• Chairs

• Blankets or sleeping bags

• Balls

• Lotion

• Bags of dried foods (e.g., rice)

• Phones or iPad for music

Finally…The biggest challenge is figuring out your child’s sensory needs – once you have an understanding of their needs it’s about finding safe and productive ways for them to meet those needs.

Be patient, finding the right strategies can be a trial and error process.

Questions?

ReferencesCameron, S. (2018). Sensory Systems - what are they and how do they affect children's behaviour? Retrieved from https://www.pencil.com.au/blog/2018/2/21/do-you-now-someone-who-loves-to-move-jump-and-climb-5-must-haves-for-sensory-seekers

Kranowitz, C. S. (2005). The Out-of-Sync Child : Recognizing and Coping with Sensory Processing Disorder. New York: A Skylight Press Book/A Perigee Book.

Miller, L. J. & Fuller, D. A. (2006). Sensational kids: Hope and help for children with sensory processing disorder (SPD). New York: G. P. Putnam's Sons

Miller, L. J. (2014). Sensational Kids: Hope and Help for Children with Sensory Processing Disorder (SPD). New York: TarcherPerigee

Miltenberger, R. (2008). Behaviour Modification. Belmont, CA. Wadsworth Publishing.

O'Neill, R., Horner, R., Albin, R., Sprague, J., Storey, K., & Newton, J. (1997). Functional Assessment and Program Development for Problem Behaviour: A Practical Handbook. Pacific Grove, CA. Brooks/Cole Publishing Company.

Sensory Processing Disorder (SPD) Foundation. (2020). About SPD. Retrieved from http://www.spdfoundation.net/about-sensory-processing-disorder.html

Shankar, S. (2013). Calm, alert, and learning. Don Mills, ON: Pearson

Thompson, S. D., & Rains, K. W. (2009). Learning about sensory integration dysfunction: Strategies to meet young children's sensory needs at home. Young Exceptional Children, 12(16), 16-26.

Williams, M.S., & Shellenberger, S. (1996). “How Does Your Engine Run?”® A leader’s guide to the Alert Program® for self-regulation. Albuquerque, NM: TherapyWorks, Inc

Yack, E., Sutton, S., & Aquilla, P. (2015). Building Bridges through Sensory Integration, 3rd Edition: Therapy for Children with Autism and Other Pervasive Developmental Disorders. Texas: Sensory World