Sensory Seeking THE LAST FEW MONTHS WE HAVE BEEN CHATTING ABOUT SENSORY PROCESSING, AND THE WAY IN WHICH OUR CHILDREN MODULATE THEIR SENSORY INPUT, AND THE CONTRIBUTION THIS HAS TO THEIR EMOTIONAL REGULATION, BEHAVIOUR, ANXIETY, ATTENTIONAL ABILITY AND THEIR ABILITY TO LEARN.
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o recap - the sensory system is comprised of the brain, spinal cord, and neurons. It is the neurological wiring by which we perceive and process sensory information coming from outside and even inside our bodies. Everybody is wired differently, and sometimes wires get confused, or carry messages too quickly, or intensely. Sometimes we have blown fuses or short circuits. This can cause difficulties in the way we process our sensory information. When all of the wires work well, all of our senses work together to make sure that we are in an optimum level of “alertness” and “regulated” perfectly, so that we are able to function optimally. When a person or child’s wires get mixed up, it results in sensory overloads or low arousal levels. These are what we call sensory modulation difficulties. Modulation is, simply put, our volume control - do we feel our sensory input too intensely? Or not strongly enough? This child does not re-
ceive enough sensory input and is constantly looking for it to get to that “justright” level of arousal. They receive sensory information at a lower volume. Movement, for example, is alerting. It alerts us and wakes us up so that we are in a space to learn. So if these kiddies aren’t getting ENOUGH movement, they tend to seek out more, to put them in the right state of arousal to learn, play etc. These kiddies are often known as Sensory Seekers, and may be labelled as ADHD. These sensory seeking behaviours can impact the child’s ability to learn, because they are not able to focus or attend to tasks until they are at that “just-right level”, and may be seen as disruptive in a classroom environment. These children NEED to move, fidget, look or hear etc., in order to be “ok”. So it is Important to find ways for them to do this in a non-disruptive way. Let them stand while they work in the classroom, use movement cushions, give
them fidget toys, stress balls etc. It is also important to be mindful that sometimes these kiddies seek out TOO much, they push themselves too far, and get dysregulated. They then need regulating input (as above), to get back to their “ok” state. If you feel that your child’s sensory processing pattern is affecting their ability to participate in daily life optimally, it may be helpful to visit an Occupational Therapist for a sensory consult. They will be able to provide you with strategies to manage behaviour and facilitate learning. Emma Wijnberg is an Occupational Therapist and Parenting Mentor at Little Lives Occupational Therapy. You can contact her on emma@littlelivesoccupationaltherapy.com or visit www. littlelivesoccupationaltherapy.com.
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