fbpx Sensory Differences - Leeds Mencap

Sensory Differences

Introduction

Our bodies constantly receive, register and process information from our senses. The commonly known senses are sight, hearing, smell, taste, touch but it is helpful to also think of other senses such as:

  • Body Position also known as proprioception – A sense of where parts of our body are in relation to one other and the environment.
  • Movement also known as vestibular – Tells us if we are moving, and, if so, in what direction and how fast.
  • Internal Body Sense or interoception – Information about hunger, thirst, pain, illness, body temperature, if we need to sleep, use the toilet, changes in heart rate, breathing, alertness and feelings like ‘butterflies’ or a ‘sinking feeling’ when we experience strong emotions.

Some children may have a sensory difference relating to one or several of the senses. Many children with Autism have sensory differences and/or have a sensory disorder.

Types of Sensory difference

A child may be over-sensitive (hypersensitive) or under sensitive (hyposensitive) or both.

Hypersensitivity

If someone is hypersensitive, they may experience a very strong reaction to sensory information in the environment. Their senses can feel overloaded and that can cause anxiety, stress and real physical pain. Sensory overload can lead to distressed behaviour, meltdowns or a need to escape.

Hyposensitivity

If someone is hyposensitive, they may experience weak sensory information. People who have a low sensitivity to sensory information may be less sensitive to pain and may be less able to control balance or physical coordination as they are less aware of their body’s position. 

Examples of Sensory difference

SENSEHYPERSENSITIVITYHYPOSENSITIVITY
Sight  Distracted by certain lighting
Over sensitive to bright lighting
Finds busy rooms challenging
Looks for bright/flashing lights
Enjoys playing with toys that spin
Poor depth perception – problems throwing and catching
Hearing  Strong dislike of loud unexpected noises
Avoids certain areas of school/home that are often to loud (school hall)
Covers/ puts fingers in ears to avoid noise
Makes noise but seems unaware – banging, tapping, humming
Loves loud equipment
SmellReacts to slight smells that don’t appear to bother others
Certain smells cause them to feel or be sick
Dislike of individuals with distinctive perfume or shampoo
Smells food before tasting it
Does not notice strong odours (that most people would complain about)
May lick objects
TasteOnly eats bland foods
Certain food textures cause discomfort
Eats the same food repeatedly
Preference for strong flavours
Eats non-food items
Chews on clothing such as jumper sleeves
TouchOnly tolerates certain materials for clothing
Dislikes being touched unexpectedly
Dislikes hands getting messy, may wash hands frequently  
Enjoys touching everyone/thing
Seeks out messy play
Prefers tight clothing
ProprioceptionDislikes busy environments and crowded areas
Dislikes tight clothing
Difficulties with fine motor skills
Enjoys rough play
Limited awareness of personal space
Enjoys bear hugs and deep pressure exercises
VestibularDifficulties in activities that involve movement
Easily loses balance
Dislikes going up and down stairs
Need to rock, spin, swing
Seeks opportunities for movement
Climbs on furniture/equipment

Interoception – examples include:

  • Difficulty regulating emotions
  • Not recognising feeling hot/cold, hungry
  • Poor sleep routine
  • Over or under sensitive to pain

Link to video about the impact of sensory differences: https://youtu.be/PA7F8LBG4Iw

Strategies to help

Below are examples of practical tips to help with sensory differences. There is also help available from your GP who may be able to refer your child to other NHS services such as Occupational Therapy.

HYPERSENSITIVEHYPOSENSITIVE
Use a blackout tent or low light area for child to useChoose clothing made from fabric your child prefers and cut off tagsProvide ear defendersManage transitions to avoid busy timesMake a feely box with regularly changing items of different texturesUse visual prompts to help your child understand instructionsUse a wobble cushion to help with sittingRegular sensory breaks with opportunities to climb and balanceWeighted blankets

Sensory Circuits:

Childrens Choice Therapy describes a sensory circuit as:

‘A sequence of physical activities that are designed to alertorganise and calm the child. The sensory circuit aims to facilitate sensory processing to help children regulate and organise their senses in order to achieve the ‘just right’ or optimum level of alertness required for effective learning. The circuit should be an active, physical and fun activity that children enjoy doing.’

Sensory circuits should ideally be completed first thing in the morning any many schools now incorporate this into the daily routine for children who may have sensory differences. For more information about sensory circuits read Leeds MENCAP’s information sheet here.

Sensory Overload

Sensory overload is when one or more of the senses is receiving lots of information at once and is unable to process it properly, causing overload. This is usually something in the environment such as a fire alarm going off or being in a busy, noisy place. Sensory overload can cause stress, anxiety and discomfort.

Signs that children are experiencing sensory overload could include:

  • A change in their behaviour
  • Trying to block out certain senses by covering their ears, eyes etc.
  • Refusing to go to or running away from certain places

Learning to recognise sensory overload is very important. It is better to prevent it than to ‘deal with the consequences’. Autism Help suggest the following tips to help reduce the chance of sensory overload:

  • Keep a journal – when visiting places you think your child may be experiencing sensory overload write down where you are, the behaviour they display and what could be the possible cause e.g. noise. You could complete a sensory checklist for your child – Link here to an example from STARS Sensory Checklist (colourful).docx (live.com)
  • Have a sensory kit – once you have an idea about what may be causing the overload you can take things with you that might help, for example ear defenders
  • Visit comfortable environments – make a note of places where your child does not seem to experience sensory overload so you can visit them again

Additional support from Leeds MENCAP

Speak to other parents with children with SEN and disabilities on our closed Facebook group.

Follow us on Facebook to hear about our upcoming events.

Check out the rest of our Family Support offer. We have:

  • Weekly Chats and Tots coffee morning
  • Family Support workers who can offer advice, signposting and support
  • Lots of tips and resources about sensory difference on our website

Additional support and resources

This information is not affiliated with Leeds MENCAP.

Watch a video about Autism and sensory sensitivity here: Autism and sensory sensitivity – YouTube

Read  Top 5 autism tips to manage sensory differences here: Top 5 autism tips: managing sensory differences

Read a guide for parents about intervention for sensory differences here: sensory%20differences%20and%20approaches%20to%20interven.pdf (councilfordisabledchildren.org.uk)

Website by Agency For Good

Copyright 2024. All Rights Reserved