The document discusses the challenges faced by individuals with sensory processing issues, highlighting difficulties with stress management, sensory overload, and social interactions. It emphasizes the need for support systems to provide calm and predictable environments, as well as strategies for effective communication and stress reduction. The author, Bill Nason, seeks to inform and guide caregivers on how to help these individuals feel safe and competent.

1. FRAGILE WORLD ON THE SPECTRUM
MY WORLD IS “CONFUSING” AND “OVERWHELMING”!!
OVERWHELMING WEAK & FRAGILE STRESS FIGHT, FLIGHT,
ENVIRONMENTAL NERVOUS SYSTEM OVERLOAD! OR FREEZE!
DEMANDS
o Sensory defensive; over-reacting o Build up of stress o Shut-downs: Withdraw;
o Too much, too fast! to stimulation. chemicals. unresponsive; nervous
o Too loud, too bright! o Poor registration of information. o Feeling confused, system shuts down in
o I don’t understand! o Problems integrating senses. overwhelmed. order to rebound.
o What do they mean? o Becomes overloaded easily. o Feeling frustrated, o Meltdowns: Tantrums,
o I don’t know how to act! o Poor digestive and weaken anxious and scared. aggression, property
o What is expected? immune systems o Break down of disruption, self-abuse,
o How should I respond? o Areas of brain do not work well thought processes and all in attempt to release
together to give meaning to event. ability to regulate stress chemicals and to
emotions. escape/avoid stressors.
PLEASE HELP ME TO UNDERSTAND AND FEEL SAFE, ACCEPTED, AND COMPETENT!!
Author: Bill Nason

2. SOURCES OF STRESS
I Don’t Understand! Sensory Overload! Social Performance
Cognitive Deficits
Expectations!
o Too bright, too loud,
o Delayed informational too strong, too much!.
o Difficulty integrating o Strong social anxiety
processing.
sensory input. o Difficulty reading and
o Difficulty processing
o Over or under aroused. interpreting social cues.
multiple information.
o Sensory overload! o Impaired ability to understand
o Focus on detail, often
o Physical demands too intent and perspective of others
missing the big picture.
difficult. o Hard to coordinate and repair
o Rigid, inflexible thinking.
interaction.
o Problems processing rapid
o What is expected?
change, shifting gears
o What is he saying?
o Difficulty planning,
o What does he mean?
organizing and following a
o What should I say?
plan of action.
o How should I act?.
o Trouble understanding what
o Interaction moving too fast!
is required.
o I DON’T WANT TO STAND
o Must process too much, too
OUT!
fast! CONFUSED! o Often unaware of how behavior
o Need simple, concrete, visual
instructions. OVERWHELMED! is seen by others.
FRUSTRATED!
SCARED!
ANXIOUS!
Poor Emotional Structured Routine
Control
o Demands of routine, too
much, too fast.
o Poor frustration tolerance. o Transitions/change is hard.
o Poor self control. o Difficulty understanding
o Often anxious, easily Communication
rules, roles & expectations.
upset, disorganized. o Need rigid schedule that is
o Unpredictable emotional o Difficulty processing familiar and predictable.
outbursts. what others are saying. o Avoids novelty and change.
o Difficulty identifying, o Problems reading non- o Difficulty with mediating
interpreting, & regulating verbal communication. time and schedule
emotions. o Very literal; cannot read o Unexpected shifting gears.
between the lines. o Unstructured time causes
o Trouble formulating a stress.
verbal response.
o Problem communicating
feelings, needs and
wants.
o Verbal skills deteriorate
when upset!
Author: Bill Nason

3. STRESS REACTION
SENSORY DEMANDS
(STRESSORS)
TASK DEMANDS SOCIAL DEMANDS
(STRESSORS) (STRESSORS)
HELP!!!!
CONFUSED! OVERWHELMED!
(INSECURE! UNSAFE!)
INCREASED STRESS CHEMICALS
(ANXIETY)
FIGHT OR FLIGHT RESPONSE
(SHUT DOWN OR MELT DOWN)
Author: Bill Nason

4. STRESS REDUCTION
Calm and Organize
Nervous System
o Reduce stimulation
o Provide calming input
o Deep pressure to calm
o Proprioception to organize
o Slow vestibular as
Reduce Confusion Reduce Social
tolerated.
o Physical activity to release Demands
o Reduce demands stress chemicals
o Slow down, one step at a o Sensory diet to calm and o Encourage and support,
time. organize nervous system but do not pressure.
o Keep directions simple, o Help interpret intent and
concrete, with visual cues. expectations of others.
o Don’t assume child o Assume social anxiety.
understands; provide o Role play and/or guide
added support. through interaction
o Preview and review often. o Use social stories
o Ensure concrete beginning o Awareness training for
and end to tasks. peers.
Support When Structured Routine
Agitated
o Consistent, predictable
o Intervene/support at first routine.
signs of agitation. o Visual schedule
o Remove demands, slow o Slow down, space out
down, stay calm. activity.
o Be supportive not punitive PLEASE HELP o Tailor demands/expectations
o Help child calm and feel ME…. to maximize success.
safe. o Minimize fatigue, sensory
o Coach alternative overload
responses. FEEL SAFE & o Support for transitions
o Provide “safe area” to ACCEPTED!! o Preparation for
escape to when anxious novelty/change
o Help problem solve if o Patterned routine and
calm enough. FEEL demands to individual needs
COMPETENT!!
Author: Bill Nason