Sensory processing disorder (SPD) occurs when the brain has difficulty receiving and responding to sensory information from the environment. Children with SPD may struggle with tasks due to hypersensitivity or hyposensitivity to touch, movement, sights, sounds, and smells. This can impact social skills, motor skills, attention, and behavior. While estimates vary, around 1 in 20 children experience SPD symptoms significant enough to interfere with daily life. Educators need to understand SPD to better recognize signs in students and help implement strategies to support their learning. Occupational therapy can also help children process sensory information more effectively.

1. Sensory Processing
Disorder
Chelsea Young

2. What is sensory processing?
Sensory processing is the process by which our
brain takes in sensory input and interprets this
information for use.

3. Sensory processing
 When talking about typical sensory processing in
someone without the disorder the response is
 our neurological system takes in sensory information
 the brain organizes and makes sense of it
 this enables us to use the information and act accordingly
within our environment
 Sensory processing abilities are used for
 Social interaction
 Motor skills
 Focusing and paying attention

4. Sensory processing disorder
 A person with SPD finds it difficult to process and act
upon information received through the senses, which
creates challenges in performing countless everyday
tasks.
 Motor clumsiness, behavioral
problems, anxiety, depression, school failure, and other
impacts may result if the disorder is not treated
effectively.
 the SPD Foundation indicates that 1 in every 20
children experiences symptoms of Sensory Processing
Disorder that are significant enough to affect their
ability to participate fully in everyday life.

5. What does it look like?
 7 categories
 Tactile
 Vestibular
 Proprioception
 Auditory
 Oral
 Olfactory
 Visual

6. Tactile Dysfunction
 Hypersensitivity to touch (Tactile Defensiveness)
 becomes fearful, anxious or aggressive with light or unexpected touch
 bothered by rough bed sheets (i.e., if old and "bumpy")
 may refuse to walk barefoot on grass or sand may walk on toes only
 Hyposensitivity To Touch (Under-Responsive)*
 may crave touch, needs to touch everything and everyone
 mouths objects excessively
 repeatedly touches surfaces or objects that are soothing (i.e., blanket)
 seeks out surfaces and textures that provide strong tactile feedback
 Poor Tactile Perception And Discrimination
 has difficulty with fine motor tasks such as buttoning, zipping, and fastening
clothes
 has difficulty using scissors, crayons, or silverware
 may not be able to identify objects by feel, uses vision to help; such as, reaching
into backpack or desk to retrieve an item

7. Vestibular Dysfunction
 Hypersensitivity To Movement (Over-Responsive)
 avoids/dislikes playground equipment; i.e., swings, ladders, slides, or
merry-go-rounds
 prefers sedentary tasks, moves slowly and cautiously, avoids taking risks,
and may appear "wimpy“
 may be fearful of, and have difficulty riding a bike, jumping, hopping, or
balancing on one foot (especially if eyes are closed)
 Hyposensitivity To Movement (Under-Responsive)
 in constant motion, can't seem to sit still
 loves the fast, intense, and/or scary rides at amusement parks
 always running, jumping, hopping etc. instead of walking

8. Proprioceptive Dysfunction*
 Sensory Seeking Behaviors
 seeks out jumping, bumping, and crashing activities
 bites or sucks on fingers and/or frequently cracks his/her
knuckles
 loves to be tightly wrapped in many or weighted
blankets, especially at bedtime
 grinds his/her teeth throughout the day
 chews on pens, straws, shirt sleeves etc.

9. Auditory Dysfunction: (no diagnosed
hearing problem)
 Hypersensitivity To Sounds (Auditory Defensiveness)
 distracted by sounds not normally noticed by others; i.e., humming of
lights or refrigerators, fans, heaters, or clocks ticking
 fearful of the sound of a flushing toilet (especially in public
bathrooms), vacuum, hairdryer, squeaky shoes, or a dog barking
 Hyposensitivity To Sounds (Under-Registers)
 appears to "make noise for noise's sake"
 loves excessively loud music or TV
 seems to have difficulty understanding or remembering what was said

10. Oral Input Dysfunction
 Hypersensitivity To Oral Input (Oral Defensiveness)
 picky eater, often with extreme food preferences; (i.e., limited repertoire
of foods, picky about brands, resistive to trying new foods or
restaurants, and may not eat at other people's houses)
 has difficulty with sucking, chewing, and swallowing; may choke or have a
fear of choking
 avoids seasoned, spicy, sweet, sour or salty foods; prefers bland foods
 Hyposensitivity To Oral Input (Under-Registers)*
 may lick, taste, or chew on inedible objects
 prefers foods with intense flavor; i.e., excessively spicy, sweet, sour, or
salty
 frequently chews on hair, shirt, or fingers
 can never get enough condiments or seasonings on his/her food
 loves vibrating toothbrushes and even trips to the dentist

11. Olfactory Dysfunction (Smells)
 Hypersensitivity To Smells (Over-Responsive)
 reacts negatively to, or dislikes smells which do not usually
bother, or get noticed, by other people
 refuses to eat certain foods because of their smell
 decides whether he/she likes someone or some place by the
way it smells
 Hyposensitivity To Smells (Under-Responsive)
 has difficulty discriminating unpleasant odors
 does not notice odors that others usually complain about
 uses smell to interact with objects

12. Visual Input Dysfunction (No
Diagnosed Visual Deficit)
 Hypersensitivity To Visual Input (Over-Responsiveness)
 sensitive to bright lights; will squint, cover eyes, cry and/or get headaches
from the light
 has difficulty keeping eyes focused on task/activity he/she is working on
for an appropriate amount of time
 avoids eye contact
 Hyposensitivity To Visual Input (Under-Responsive)*
 has difficulty telling the difference between similar printed letters or
figures; i.e., p & q, b & d, + and x, or square and rectangle
 often loses his/her place while reading or doing math problems
 difficulty with jigsaw puzzles, copying shapes, and/or cutting/tracing
along a line
 difficulty judging spatial relationships in the environment; i.e., bumps into
objects/people or missteps on curbs and stairs

13. Why do educators need to understand
SPD?
 Almost all students will have some sensory processing
issues. Not all are diagnosed.
 Knowing about SPD can help you have a better
understand of why some of your students may have
some “odd” behaviors.
 Can help you help your students with sensory
processing disorders

14. Teaching Strategies
 There are many books. One that is very good at
explaining SPD to parents and other educators is
 The Out-of-Sync Child by Carol Stock Kranowitz
 http://www.youtube.com/watch?v=6O6Cm0WxEZA
 Bring in an occupational therapist to talk to students
and their parents about sensory issues and what they
can do to help

15. How will this influence me?
 I will understand that many of my students will have
SPD and will be able to understand their behaviors.
 I will be able to provide parents with information about
SPD and help them understand that it is very common
and that occupational therapy can help
 I will be able to recognize when a child in my class has
sensory processing disorder and will be able to research
methods to better help them in the classroom.

16. Websites
 www.sensory-processing-disorder.com