What is Sensory Processing Disorder?

To describe what Sensory Processing Disorder (SPD) is, we need to first look at what the terms Sensory Integration and Sensory Processing mean.

What is Sensory Integration?

Sensory Integration (SI) is a normal, neurological, developmental process which begins in the womb and continues throughout ones’ life. It is the process by which the brain receives information from the direct five senses (vision, hearing, movement, touch, taste), and interprets it so we can respond in an appropriate, effective, and meaningful way.

What is Sensory Processing?

Sensory Processing (SP) is the process by which our brain takes in sensory input, organizes it and interprets this information for use.

What is Sensory Integration Dysfunction?

Sensory Integration Dysfunction is difficulty with sensory integration. SID was first studied in-depth by Anna Jean Ayers who described SI as the ability to organize sensory information for use by the brain.

The more current diagnostic study uses the Sensory Processing Disorder (SPD) term. SPD is a condition where sensory integration is not adequately processed in order to provide appropriate responses to the demands of the environment.

Sensory processing is something most of us don’t think about as it happens naturally, unconsciously, and spontaneously throughout our day.

However, some children’s central nervous system has difficulty accurately perceiving or integrating the information it receives. If this neurological process becomes disrupted somewhere in the loop of intake, organization or output, then normal development and adaptive responses will not be achieved. As a result, learning, physical and emotional development, as well as the behavior may be impacted.

It is this disruption which yields a neurological dysfunction called Sensory Integration Dysfunction/Sensory Processing Disorder.

What Does SPD Look Like?

A child with sensory processing disorder would have an inability to organize sensory information that comes through the senses.

It can affect a child in only one-sense or in multiple senses. A child with SPD might overreact to sensation and find light, sound, contact, or food to be unbearable. It could also cause an individual to not react to stimulation (e.g. not reacting to extreme cold).

Posture and motor skills can be affected in children with impaired sensory processing messages from the muscles and joints. These are the “floppy babies” who worry new parents and the kids who get called “klutz” on the playground. Still, other children exhibit an appetite for sensation that is in perpetual overdrive. These kids often are misdiagnosed – and inappropriately medicated – for ADHD.

Do all children on the Autism spectrum have Sensory Processing Disorder?

It is believed that 95% of children on the Autism spectrum have sensory integration difficulties.

Children on the spectrum typically have a different way of perceiving the environment. This different sensory perception can interfere with the child’s ability to attend, learn, interact with the environment, handle unpredictable situations and develop appropriate peer relationships.

Occupational Therapy utilizes Sensory Integration therapy to help these children manage and master their environment as best as possible.

Can SPD be cured?

SPD can’t be fully cured. However, with OT and related interventions, the symptoms can be lessened.

Research has shown that the nervous system and neural pathways are constantly changing and can be reprogrammed. This coupled with learned behavior and effective strategies help children lead normal and productive lives.

I Think My Child Has SPD. What Should I Do?

If you suspect your child might have SPD, do the following:

  • Try to identify triggers that set off these behaviors with your child
  • Start writing in log behaviors that seem unusual
  • Try to identify what helps soothe your child
  • Try using Red Flags of Sensory Processing Disorder checklist to help organize your thoughts.
  • Schedule an appointment with your pediatrician and discuss your child’s behaviors
  • Ask for a referral to an Occupational Therapist. If you’re in Orange County California, consider contacting our pediatric occupational therapy clinic.
  • Provide sensory input at home using our Sensory Processing activities.

A Week of Sensory and Motor Development Activity Ideas

Sometimes it’s not easy to come up with fresh new fun ideas for sensory and motor development activities. We don’t want to use the same activities over and over because it eventually gets boring for us and the kids.

The following list shows a week of therapeutic activity ideas with common materials that you can do at home.

Click the link for each activity for detailed steps and additional images.

Sensory Salad

Sensory Salad
Sensory Salad

The Sensory Salad activity promotes bilateral hand use, cutting, finger strength, pincer grasp, sensory processing, tactile perception, and also social interaction.

You’ll need a bowl, construction paper, paper plate, pom-poms, scissors, straws, and tongs to complete the activity.


Sunflower Handprint

Hand Flower
Sunflower Handprint

The Sunflower Handprint activity promotes bilateral hand use , cutting, eye-hand coordination, fine motor control, sensory processing, tactile perception, and also visual motor.

You’ll need brown construction paper, green construction paper, glue, markers, scissors, and tempera paint to complete the handprint activity.

Cut the Line

Cut The Line activity
Cut The Line

The Cut the Line activity promotes bilateral hand use and cutting.

You’ll need construction paper or index cards, markers, ruler, scissors, and stickers.

Hand Strengthening Artwork

Hand strength artwork
Hand Strengthening Artwork

The Hand Strengthening Artwork activity promotes crossing midline, eye-hand coordination, finger strength, hand arches/separation, and also visual motor skill.

For this messy activity, you will need paper, paper cup, paper plate, and tempera paint.

The end result is a visually satisfying creation and all ages can participate in this fun activity.

Balance on the Web

Balance on the Web
Balance on the Web

The Balance on the Web activity was designed to promote balance and body awareness. It also enhances core strength, eye-hand coordination, motor planning, and visual perception.

In this activity, the child will promote motor planning skills, as he plans his route on the spider web. In addition, he will strengthen his balance skills and his core, while walking on the web lines and squatting down to pick up objects.

Bean Mosaic

Bean Mosaic
Bean Mosaic

The Bean Mosaic activity promotes distal finger control, eye-hand coordination, fine motor control, finger strength, grasp, finger translation, and many other skills.

When we use small pellets such as beans or small buttons we strengthen finger muscles and promote pincer grasp pattern.

Hang Up a Pattern

Hang Up a Pattern
Hang Up a Pattern

The Hang Up a Pattern activity promotes bilateral hand use, eye-hand coordination, grasp, visual perception, pincer control, and also promoting crossing midline.

It is a simple activity that uses clothespins, hanger, some index cards, and stickers.

Through the use of clothespins and a visual pattern, the child promotes visual perception skills, develops pincer grasp, and practices crossing mid-line by matching patterns on a hanger or writing words using clothespins with character stickers attached.

What else can you do?

If you’re looking for additional OT activity ideas in addition to the “Week of Occupational Therapy Activity Ideas” above, you can search OTPlan by the specific skill to promote or based on the materials you have handy.

Pyramid of Learning

Pyramid-of-Learning

“Where do I begin?”

This question often comes about when thinking of ways to support our children. Many of us benefit from having a structure or general guidelines; the “Pyramid of Learning” is a source for that. The Pyramid of Learning is an illustration that depicts a general idea of our children’s foundational skills, and what other skills build upon those. This information is useful, as it helps breakdown skill sets into underlying characteristics and helps prioritize what to address.

The Pyramid of Learning

The Pyramid of Learning
The Pyramid of Learning

The Pyramid of Learning was developed by occupational therapist Kathleen Taylor and special educator Maryann Trott. They utilized the Sensory Integration theorist, Jean Ayres’, concepts to display the foundational skills that support academic learning.

This illustration outlines the foundational skills at the bottom of the pyramid, and the skills that are supported by the foundational skills on the tiers above. Once the bottom tiers of the pyramid are adequate, the tiers above can be more efficiently developed. Addressing the skills in this order is known as utilizing the bottom-up approach.

The Pyramid of Learning Tiers

The very bottom box in the illustration is the central nervous system, which most closely supports the second tier.

The second tier identifies our children’s sensory systems:

  • Olfactory (smell)
  • Visual (vision)
  • Auditory (hearing)
  • Gustatory (taste)
  • Tactile (touch)
  • Vestibular (balance)
  • Proprioception (knowing where their bodies are in space)

The third tier depicts their sensory-motor development:

  • Body scheme (body awareness through movement)
  • Reflex maturity (having developed reflexes, for safety purposes)
  • Ability to screen input (knowing what sensory experiences are important to pay more attention to)
  • Postural security (confidence in maintaining certain postures to prevent falling)
  • Awareness of two sides of the body (bilateral integration)
  • Motor planning (ability to plan their movement)

The fourth tier depicts perceptual motor development:

  • Auditory language skills (hearing and speaking appropriately)
  • Visual-spatial perception (identifying what is seen in space). Parents may want to help assist their children in this area by checking out the Little Thinkers Center (littlethinkerscenter.com) to learn more about this and to see how they can implement this development into their day to day lives.
  • Attention center functions (maintaining attention to tasks)
  • Eye-hand coordination (when they use what they see to guide the movement of their hands)
  • Ocular motor control (locating and fixating on something in their environment)
  • Postural adjustment (adjusting their posture to maintain balance)

The fifth/top tier depicts cognition intellect:

  • Academic learning
  • Daily living activities (such as eating, toileting, bathing)
  • Behavior
  • This means that the quality of our children’s sensory systems (the second tier) is closely linked to adequate functioning of their central nervous system (the first tier).

Our children’s ability to plan their own movements, use both the left and right sides of their body efficiently, along with other sensory motor development characteristics (the third tier), depend on the quality of their vision, touch, proprioception, and other sensory systems (the second tier).

Their ability to use their eyes and hands in a coordinated manner, their ability to adjust their posture for balance, and other perceptual motor development characteristics (the fourth tier), depend on their ability to plan their own movements, and other sensory motor development characteristics (the third tier).

Their ability to attend to formal, academic learning, eat, bathe, toilet, and perform other cognition intellect characteristics (the fifth tier), depend on their abilities to adjust their posture for balance, and coordinate their eyes and hands together, and other perceptual motor development characteristics (the fourth tier).

Classroom Sensory Strategies for Proprioception Input

What is Proprioception?

Kids playing wheelbarrow
Proprioception Input

Refers to compression (weight-bearing or pushing, etc.) and traction which stimulates proprioceptive nerves in the joints where muscles attach. This gives the body very important sensory feedback and the internal awareness of our body parts to allow us to perform tasks with coordination.

What are the benefits?

To stimulate proprioceptive sensors, do heavy work tasks. A benefit of doing heavy jobs is that you are using groups of larger muscles, which helps your brain work better so you can focus on fine motor tasks like writing, reading, and drawing. The movement provided during heavy work activities often helps increase a child’s level of alertness. Heavy work activities contribute to a child’s body awareness, motor planning ability, and the development of stability for coordination.

How can I offer heavy work activities to the student?

You can try having them do some heavy work as a break between work time, before engaging in a quiet/fine motor/cognitive tasks, or anytime to promote coordination. See below for examples of heavy work.

How can I offer heavy work activities to the student?

Classroom Sensory Strategies

You can try having them do some heavy work as a break between work time, before engaging in a quiet/fine motor/cognitive tasks, or anytime to promote coordination. See below for examples of heavy work.

Being a Classroom Helper:

  • Place chairs on desks at end of the day or take down at beginning of the day.
  • Erase or wash the chalkboard.
  • Help rearrange desks in the classroom.
  • Help out the janitor with emptying wastebaskets, mop the floor, etc.
  • Sharpen pencils with a manual sharpener.
  • Cut out items for display with heavy weight paper like tag board.
  • Have students carry heavy notebooks to the office or from class to class (or if he/she is bringing attendance up to the office, have the student wear a weighted vest or backpack with a heavy book inside).
  • Carry books with both hands hugging the book to yourself.
  • Have child pass out papers/objects to the class members.
  • Push the lunch cart or carry lunch bin to the cafeteria.
  • Staple paper onto bulletin boards.
  • Open doors for people.
      •  

Playground or in Class:

  • Help the P.E. teacher move mats, etc.
  • Climbing activities (such as playground equipment)
  • Run around the track at school
  • Push against a wall (do “push-ups” for a count of 10 against a wall)
  • Sports activities involving running and jumping
  • Animal walks (crab walk, bear walk, army crawl)
  • Jumping jacks
  • Sitting and bouncing on a therapy ball counting down from 100.
  • Slowly roll a ball over child a few times like steamroller with sight pressure as she lays on her back or tummy
  • Mini trampoline, jumping 30 times
  • Push another child on a swing
  • Playing tug of war with a big exercise rubberband or rope

Other Exercises and Tips:

  • Teachers have successfully used beanbag chairs in their classroom, allowing kids to use them during a silent reading time or to lay over or under them during independent work tasks to get a chair in position and the benefit of consistent pressure input. More of a passive mechanism, but definitely helpful for many students.
  • Give child firm pressure on shoulders
  • Have the child color a rainbow with large paper on the floor in quadruped position.
  • Chair push-ups (seated in a chair, try to push your body up for 10 counts; works better with a chair with arms)
  • Quiet squeeze toys such as a squishy cow. Kids can be taught to squeeze the cow or the likes of him on their laps under their desks so as not to disturb the class.
  • Prior to seat work, have child pinch, roll, pull theraputty or squeeze balloons filled with flour.
  • Finder fidget activities for fine motor: do these before a fine-motor academic task for 1-3 minutes
    • pinches
    • spider push-ups
    • rubber band stretches
    • fidget balls
    • theraputty
    • hole punching

Search OTPlan for activity ideas for proprioception.

The idea is to do these regularly and frequently to give the child the sensory input the body may need to regulate itself.

These same strategies may be used during times to help calm the child if the child is frustrated or overly aroused.

Occupational Therapy Requirements per State

Regulations are used to protect consumers in a state or jurisdiction. These regulations protect from unqualified, unscrupulous, or unethical OT practitioners.

Regulations are developed by regulators, who are appointed public officials of various departments in state government.

In the USA, Occupational Therapy is regulated in all 50 states, the District of Columbia, Puerto Rico and Guam.

Different states have various types of regulations. The strongest form of regulation is licensure.

Most states, the District of Columbia, and Puerto Rico require occupational therapists and occupational therapy assistants to be licensed. A few states have certification or registration by a state agency.

States have similar, but not identical requirements and procedures for obtaining an OT license.

For an up to date, state-specific, licensure requirement, consult the state occupational therapy regulatory agency at your state.

State NBCOT Exam Required Website
Alabama Yes http://www.ot.alabama.gov
Alaska Yes http://commerce.alaska.gov/dnn/cbpl/ProfessionalLicensing/

PhysicalTherapy

OccupationalTherapy.aspx

Arizona Yes https://ot.az.gov/
Arkansas Yes http://www.armedicalboard.org/Professionals/pro.aspx?type=4
California Yes http://www.bot.ca.gov/
Colorado Yes http://cdn.colorado.gov/cs/Satellite?c=Page&childpagename=DORA-Reg%2FDORALayout&cid=1251632299230&pagename=CBONWrapper
Connecticut Yes http://www.ct.gov/dph/cwp/view.asp?a=3121&q=389442
Delaware Yes http://dpr.delaware.gov/boards/occupationaltherapy/index.shtml
District of Columbia Yes http://doh.dc.gov/node/157592
Florida Yes http://floridasoccupationaltherapy.gov/
Georgia Yes http://sos.ga.gov/index.php/licensing/plb/36
Hawaii Yes http://www.hawaii.gov/dcca/areas/pvl/programs/occupational/
Idaho Yes http://www.ibol.idaho.gov/IBOL/BoardPage.aspx?Bureau=OCT
Illinois Yes http://www.idfpr.com/profs/info/OccTherapy.asp
Indiana Yes http://www.in.gov/pla/ot.htm
Iowa Yes http://www.idph.state.ia.us/licensure/

PhysicalandOccupationalTherapy.aspx

Kansas Yes http://www.ksbha.org/main.html
Kentucky Yes http://bot.ky.gov/
Louisiana Yes http://www.lsbme.la.gov/licensure/

occupational-therapistsassistants

Maine Yes http://www.maine.gov/pfr/professionallicensing/

professions/occupational/index.htm

Maryland Yes http://dhmh.maryland.gov/botp/SitePages/Home_revision.aspx
Massachusetts Yes http://www.mass.gov/ocabr/government/oca-agencies/dpl-lp/
Michigan Yes http://www.michigan.gov/mdch/0,1607,7-132-27417

_27529_27545—,00.html

Minnesota Yes http://www.health.state.mn.us/divs/hpsc/hop/otp/index.html
Mississippi Yes http://www.msdh.state.ms.us/msdhsite/_static/30,0,82.html
Missouri Yes http://pr.mo.gov/octherapy.asp
Montana Yes http://bsd.dli.mt.gov/license/bsd_boards/otp_board/board_page.asp
Nebraska Yes http://dhhs.ne.gov/publichealth/Pages/crl_rcs_ot_ot.aspx
Nevada Yes http://www.nvot.org/
New Hampshire Yes http://www.nh.gov/alliedhealth/boards/occupationaltherapy/

index.htm

New Jersey Yes http://www.njconsumeraffairs.gov/occup/
New Mexico Yes http://www.rld.state.nm.us/boards/Occupational_Therapy.aspx
New York Yes http://www.op.nysed.gov/prof/ot/
North Carolina Yes http://www.ncbot.org/
North Dakota Yes http://www.ndotboard.com/
Ohio Yes http://www.otptat.ohio.gov/
Oklahoma Yes http://www.okmedicalboard.org/occupational_therapists
Oregon Yes http://www.oregon.gov/OTLB/pages/index.aspx
Pennsylvania Yes http://www.portal.state.pa.us/portal/server.pt/

community/state_board_of_

occupational_therapy/12518

Rhode Island Yes http://health.ri.gov/licensing/
South Carolina Yes http://www.llr.state.sc.us/POL/OccupationalTherapy
South Dakota Yes http://www.sdbmoe.gov/content/occupational-therapist-ot
Tennessee Yes http://health.state.tn.us/Boards/OT/index.htm
Texas Yes http://www.ptot.texas.gov/page/home
Utah Yes http://www.dopl.utah.gov/licensing/occupational_therapy.html
Vermont Yes http://vtprofessionals.org/opr1/o_therapists/
Virginia Yes http://www.dhp.virginia.gov/medicine/
Washington Yes http://www.doh.wa.gov/LicensesPermitsandCertificates/

ProfessionsNewRenewor

Update/OccupationalTherapist.aspx

West Virginia Yes http://www.wvbot.org/
Wisconsin Yes http://dsps.wi.gov/Default.aspx?Page=f9cebe65-aead-44e8-a876-35ce5f920eb1
Wyoming Yes http://ot.state.wy.us/