Info for Teachers

It is estimated that between 5-13% of children entering school have Sensory Processing Disorder (SPD) and that three out of four of them are boys.

Have you ever worked with a child like Sam or Anna?

 

Meet Sam

 

 

Meet Anna

 

What is Sensory Processing Disorder (SPD)?

Sensory Processing Disorder describes when an individual experiencing challenges with processing and organizing sensory information (i.e., sight, sound, touch, taste, smell, movement, and body awareness).  In a neurotypical model, an individual will detect, modulate, interpret, and respond to sensory input without even thinking about it.  Challenges occur when there are disruptions in this process.  

Sensory processing challenges can be experienced throughout the lifespan and can present differently from person to person.  Some individuals can be easily bothered or overwhelmed by certain or multiple sensory stimuli (i.e., clothing preferences, food textures, specific sounds, etc.).  Often seemingly benign stimuli are experienced as noxious, uncomfortable, and/or even painful by individuals with sensory processing challenges.  This can result in strong emotional reactions, avoidance, and/or fight or flight response.  Challenges with processing sensory information can also impact how a person organizes their motor skills.  They may have challenges with balance, appear clumsy, and/or need extra time and effort to complete motor tasks.  Collectively these challenges can impact how a person participates at home, school, and the community.

Identifying SPD

Since sensory processing challenges can manifest differently for every individual, an evaluation by an occupational therapist trained in sensory processing principles would be recommended. A combination of standardized testing, structured observations, parent report, teacher report, and/or self- report are utilized to fully evaluate the different areas of sensory processing and determine how they impact areas of functioning.  Research suggests 5-16% of people present with sensory processing challenges.

SPD can be an identified on its own. It can also be associated with other diagnoses and profiles including:

  • Autism Spectrum Disorder
  • Learning disabilities
  • Attention deficit/hyperactivity disorder
  • Developmental delays
  • Anxiety and other mental health conditions
  • Emotional regulation challenges
  • Developmental trauma or trauma experience
  • Relational or attachment challenges
  • Other psychological and neurological conditions

What does SPD look like in the classroom?

This pattern is marked by difficulty regulating responses to sensory input which results in withdrawal or strong negative responses to sensation that do not usually bother others. This can result in fluctuating emotions and energy states that can made worse by stress and vary with the situation. Common signs that you might see in the classroom include but are not limited to:

  • Easily distracted by noise visual stimuli
  • Oversensitivity to sounds
  • Reacts defensively to being touched lightly or unexpectedly (i.e. in groups, waiting in line)
  • Overly active or difficulty adjusting activity state between activities (i.e. after recess)
  • Easily distracted by visual stimuli
  • Strong outburst of anger
  • Low frustration tolerance

 

This profile is marked by challenges recognizing and interpreting differences or similarities in the quality of sensory stimuli – for example, identifying an item in one’s pocket as a quarter or a paper clip.  It is commonly related to limitations in processing sensations from touch, muscles and joints (proprioception) and head movements (vestibular). Common signs that you might see in the classroom include but are not limited to:

  • Bumps or pushes into others
  • Grasps objects too tightly or uses too much force on objects
  • Frequently drops things or knocks things over
  • Mouths, licks, chews, or sucks on non-food items
  • Craves movement, e.g., likes to spin self around
  • Afraid of heights, swings or slides

This pattern is marked by limitations in one’s control of posture and quality of movements. This can include low muscle tone, joint instability and/or limitations in functional use of vision. It is often seen with underlying vestibular and proprioceptive processing challenges. Common signs that you might see in the classroom include but are not limited to:

  • Seems weaker than other children
  • Fatigues easily
  • Frequently moves in and out of seat
  • Slumps while sitting
  • Difficulty with visual based tasks such as reading and copying from the board
  • Falls and tumbles frequently
  • May seek quantities of swinging or spinning

This is marked by challenges with planning, sequencing and executing unfamiliar actions resulting in awkward and poorly coordinated motor skills. It is common for individuals with this profile to either avoid or have difficultly learning new activities. Common signs that you might see in the classroom include but are not limited to:

  • Difficulty following multistep directions
  • Strong desire for sameness and routine
  • Has an awkward pencil grasp
  • Has poor handwriting
  • Dislikes or reluctant to participate in sports or physical education class
  • Intense and easily frustrated
  • Work hard to perform daily tasks such as opening snack packages and organizing their backpack

How do I know if I should refer a child to occupational therapy?

Click here to print off a teacher checklist.

If a child has overall difficulty in one category, or shows several items in three or more categories, this may indicate a need for an occupational therapy evaluation.

How do I help a child with SPD?

Individuals with SPD may present with very different challenges and needs.  However there are a variety of accommodations that will help most children with SPD and will probably help all of the children in your class to remain organized and focused and support them to complete daily activities and routines. Many of the ideas and accommodations are adaptions and activities that you may already use with your class but the child with SPD may need a little more support or a little more intensity to benefit from the activity.

Many children with SPD can become easily overwhelmed by extraneous touch, visual and auditory input. They can also be overwhelmed by the demands of everyday tasks, ranging from sitting for extended periods of time to organizing their backpack. By controlling the classroom environment, you can maximize children's ability to remain focused and organized.

  • For the student who experiences sensitivity to touch (tactile defensiveness), allow the child to stand at the end of the line and arrange the classroom seating to minimize the risk of being jostled or bumped by classmates (i.e. have the child's desk either near the teacher or at the back of the room).
  • When planning an art activity, modifications to the activity may need to be made to accommodate the child who is sensitive to touch (i.e., be aware that materials such as glue, finger paints, clay, paper mache´, etc. may cause the child to have an aversive response). Using tools (i.e. hammer, paint brush, etc.) may help child participate more fully.
  • As much as possible limit the amount of extraneous visual material you have hanging from the ceiling and on the walls.
  • Store fine motor and math manipulative inside plastic containers or cubbies to decrease visual clutter.
  • All materials should have an organized and labeled place where they belong.
  • Help desk organization with a picture template of where each item inside the desk belongs.
  • By closing your classroom door, you can limit extraneous auditory input from the hallway, rugs and carpet also help to reduce noise.
  • Seat the child who has sensory sensitivities and distractibility away from open windows and doors.
  • As much as possible prepare the child who is sensitive to noise for clean-up bells, fire drills and morning announcements.
  • For a child who has difficulty with their body position in space, try allowing them to sit in a bean bag chair or on a small rug remnant on the floor during circle or group activities to let them know where "their" space is. Create a quiet corner in the room (e.g. refrigerator box, reading corner, and “listening center" with headphones and music or books on tape).
  • During times of independent work try playing classical music in the background. Mozart and Vivaldi are thought to be conducive to learning.
  • Adjust the chair and table to a height suitable for the student to best perform tabletop work. (Feet touching the floor and the table height so the child's elbows can rest comfortably on top without hunched shoulders).

Provide alternative seating options such as standing desks and beanbag chairs.

Many children with SPD work hard to complete planning-based tasks.  They benefit from structure and a predictable schedule and additional support with new and unfamiliar tasks.

  • Each morning outline the schedule for the day with the class. Highlight any changes from the typical routine that will occur that day.
  • Discuss or create a "story" about unexpected events before they occur, (e.g. fire drills or assemblies) to help children prepare for these potentially overwhelming situations.
  • Help younger children make transitions between activities by creating a "clean up" song or "new game" song.
  • Older children will benefit from a homework organizer to keep their schedule and homework assignments in. The teacher may have to check this after each class to make sure the homework assignments are correct and the child understands what the homework entails.
  • Give simple step-by-step directions in various formats (i.e. verbal, written) to support various learning styles.
  • Help the child identify the steps needed to accomplish the task. Demonstrate or ask another student to model the motor activity and then ask the child to try.
  • Help the student plan out a task by asking questions such as "What materials do you need?" "What do you do first?" etc. A child with motor planning difficulties may need assistance to recognize and improve on performance/work that is not accurate.

Many children with SPD will benefit from sensory diet activities incorporated throughout their day to support functional abilities such as organization and focus.  When establishing a sensory diet, it is important to consider the duration, intensity and frequency of the input. Deep touch pressure, rhythm, oral-motor input, and muscle activation are types of sensory input that help a child organize themselves.   

  • To provide "heavy work" input, have the child push the chairs under the table or carry heavy objects when it is clean up time.
  • Have the student become a teacher's assistant and bring back books to library for increased heavy work input or be office messenger to allow more movement opportunities.
  • Providing opportunities for a student to bounce on a therapy ball to potentially support organization and postural control.
  • Placing your hands on the student’s shoulders or head with safe, firm pressure can help them slow down.
  • Teach kids to take several deep breaths before making a transition to a busy environment or working on a difficult project.
  • Have younger children engage in physical activities such as marching during transitions between activities or as part of learning.
  • Input to the mouth through drinking or eating chewy or crunchy foods helps with focus and organization. Allow children to have water bottles, gum or crunchy snacks at their desks as needed.
  • Have younger children try to "hold the walls up" or "push the walls down" while waiting in line at the bathroom, etc. Teach older children to do push-ups with their hands in their seats.
  • People often "fiddle" with small objects such as erasers or paper clips as a way to maintain attention. If it is not interfering with classroom learning allow "fiddle" objects during listening activities.
  • Take "movement breaks" to stand up and stretch
  • To decrease fidgeting at the desk and to promote improved postural adjustments, allow the student to stand at the desk or to work on the floor in a prone-on-elbows position (on stomach). Theraband wrapped around chair legs provide sensory input to assist a child in remaining seated longer.
  • Using a partially inflated air pillow (stadium seat) may also enhance maintaining a seated position and attention.

How do I talk about SPD with a parent?

Some children perform well within the home environment and challenges become more evident when they enter a classroom setting. Other children have demonstrated challenges throughout infancy and childhood during which time challenges like SPD may or may not have been identified. It is important to understand and support students with unique needs, as well as to communicate with their family to best understand their needs and how to support them. Sometimes initiating a discussion with a family about their child’s struggles can be challenging. When bringing up areas of concern you create an approachable and supportive line of communication by providing clear examples as well as both areas of concern as well as strength. Asking parents what they see at home can be one way of working together to gain an understanding of their child’s needs. Click here to connect to The SPIRAL Foundation for more information and resources related to SPD.