Disclaimer: Sensory Processing Disorders is a VERY specialized field. Information and suggestions on this website are to be used as guidelines, not treatment. This website CANNOT and SHOULD NOT replace medical advice. Do NOT attempt sensory strategies without first discussing the issue with your child's health care provider.
SI: PROBLEMS IN REGISTRATION
Understanding "Threshold"
Many of the problems I see as an Occupational Therapist usually has to do with issues in threshold. Like we discussed, in order for the information to reach the brain, the information travels through "checkpoint". Think of the "checkpoint" as a cup. Information comes into the cup until it is full, or until it reaches it's THRESHOLD. This is the neurological system's attempt at ensuring that we are not "over-reacting" or "under-reacting" to sensory input.
Threshold vary by type of sensory input. For example, one would hope that the threshold for pain is much lower than another threshold. We want it to be low, so the checkpoint can activate quickly, the information can quickly get to the brain, and we can quickly tell our body to get away from whatever is causing the pain.
In addition to variations in threshold based on type of sensation, each individual person's threshold for activation is different.. Variations in thresholds can be thought of as a spectrum. On one side are the extremely low threshold, where just a little bit of input activates the pathway. On the other side are the extremely high threshold, which require a lot of input to activate the pathway. And in between are the normal varieties of slightly higher and slightly lower.
Variations in thresholds between individuals is completely normal. You may have a child who is sensitive to noise, or a child that seems to need to move around a lot in order to pay attention. Problems occur when the variation is SO extreme that the child's sensory needs can not be meet by reasonable environmental accommodations.
Before diving into threshold issues, let's discuss what I mean by reasonable accommodations. Whenever a parent or teacher approaches me about a child with "sensory needs", my first step is NOT to look at the child, BUT to instead, look at the com-plaintiff . I'll tell you why.....
Threshold vary by type of sensory input. For example, one would hope that the threshold for pain is much lower than another threshold. We want it to be low, so the checkpoint can activate quickly, the information can quickly get to the brain, and we can quickly tell our body to get away from whatever is causing the pain.
In addition to variations in threshold based on type of sensation, each individual person's threshold for activation is different.. Variations in thresholds can be thought of as a spectrum. On one side are the extremely low threshold, where just a little bit of input activates the pathway. On the other side are the extremely high threshold, which require a lot of input to activate the pathway. And in between are the normal varieties of slightly higher and slightly lower.
Variations in thresholds between individuals is completely normal. You may have a child who is sensitive to noise, or a child that seems to need to move around a lot in order to pay attention. Problems occur when the variation is SO extreme that the child's sensory needs can not be meet by reasonable environmental accommodations.
Before diving into threshold issues, let's discuss what I mean by reasonable accommodations. Whenever a parent or teacher approaches me about a child with "sensory needs", my first step is NOT to look at the child, BUT to instead, look at the com-plaintiff . I'll tell you why.....
The Story of Mr. X and Mrs. Y
This is a true story.
When I worked in Great Beginnings (a program geared towards development in kindergarten and first grade students), I had the experience of working with a number of teachers and learned to appreciate the many different styles of teaching their were.
Mr. X taught kindergarten. Mr. X came from a school of thought that 5 year-olds learned from experience. He was an auditory, vestibular and tactile learner himself. He was bored with watch and learn techniques. His classroom was full of music, movement, and toys. They sang songs to talk about days of the week and months of the year. They were allowed to call out answers if they knew them. They could openly ask peers "if they were making good choices" or help peers with tasks that were challenging. Desktop work was minimal, and the kids spent most of their time at the carpet, determining themselves how they would like to sit (or lay, or stand, or squat.....) Emphasis was placed on auditorily recalling lessons, and written work was minimal.
Stage 1 of Problems: While Mr. X's class was an wonderful mix of fun and education - it was loud, busy and unpredictable. I, myself, would leave overwhelmed at times - and I am a grown adult who is aware of my sensory needs. As an OT, I knew that there were children in that classroom that could not function BECAUSE of the sensory overload the day to day routine induced. When you are dealing with a child that is acting out or shutting down - think about whether the environment YOU create is too much for their neurological system. If so, change your teaching, or find an environment that works better for that child.
So, Mr. X's kids grew. They graduated, with cute little hats and gowns and moved onto first grade. At least 50% of Mr. X's class went to Mrs. Y's first grade classroom. Mrs. Y came from the school of thought that children yearned for structure. She was a visual learner herself, and was overwhelmed by noise and movement. Each day was organized, well thought out and planned down to the minute. Children were expected to sit at their desks, raise their hand to speak, read to themselves, problem solve in their own minds. Touching materials required Mrs. X's permission. Out of seat behavior was not tolerated. Emphasis was placed on writing learned materials.
Stage 1 of Problems: I would thrive in Mrs. X's classroom. I need structure, a predictable routine and above all - QUIET. But that's me, and not the 23 other students in that classroom. Just watching the instructor isn't enough for many children. Likewise, the environment did not reflect the needs of the children that need to fidget, re-position tap, or hum - in order to stay alert and focused. Do the demands you put on your child reflect YOUR learning preference or THEIRS ? What is your sensory pet peeve versus when is the environment truly too chaotic for learning? When you are dealing with a child that can't focus or tunes out, maybe they need some input to awaken their senses.
Now, here's the Stage 2 of Problems:
Mr. X's students were in one environment for 10 months. In September, those students' expectations of school and learning did not change. However, Mrs. Y's expectations of them versus Mr. X's expectation of them were as different as night and day. How unfair to a child, to make such a huge change in expectations! Needless to say, Mrs. Y had numerous "behavioral" referrals. And I got called to the scene to evaluation a class worth of students with "sensory processing deficits".
Conclusion: Teaching (and parenting) is not about how YOU learn best. Remember that when planning your rules and routines in September. Not all children will thrive in structured settings. Not all students will enjoy a hands on learning environment. Tune into each child's individual needs - it really isn't difficult to determine who are your movers and shakers, and who are your sit back and watchers. Most likely you will have a little of both. Remember to cater to each set's needs.
When I worked in Great Beginnings (a program geared towards development in kindergarten and first grade students), I had the experience of working with a number of teachers and learned to appreciate the many different styles of teaching their were.
Mr. X taught kindergarten. Mr. X came from a school of thought that 5 year-olds learned from experience. He was an auditory, vestibular and tactile learner himself. He was bored with watch and learn techniques. His classroom was full of music, movement, and toys. They sang songs to talk about days of the week and months of the year. They were allowed to call out answers if they knew them. They could openly ask peers "if they were making good choices" or help peers with tasks that were challenging. Desktop work was minimal, and the kids spent most of their time at the carpet, determining themselves how they would like to sit (or lay, or stand, or squat.....) Emphasis was placed on auditorily recalling lessons, and written work was minimal.
Stage 1 of Problems: While Mr. X's class was an wonderful mix of fun and education - it was loud, busy and unpredictable. I, myself, would leave overwhelmed at times - and I am a grown adult who is aware of my sensory needs. As an OT, I knew that there were children in that classroom that could not function BECAUSE of the sensory overload the day to day routine induced. When you are dealing with a child that is acting out or shutting down - think about whether the environment YOU create is too much for their neurological system. If so, change your teaching, or find an environment that works better for that child.
So, Mr. X's kids grew. They graduated, with cute little hats and gowns and moved onto first grade. At least 50% of Mr. X's class went to Mrs. Y's first grade classroom. Mrs. Y came from the school of thought that children yearned for structure. She was a visual learner herself, and was overwhelmed by noise and movement. Each day was organized, well thought out and planned down to the minute. Children were expected to sit at their desks, raise their hand to speak, read to themselves, problem solve in their own minds. Touching materials required Mrs. X's permission. Out of seat behavior was not tolerated. Emphasis was placed on writing learned materials.
Stage 1 of Problems: I would thrive in Mrs. X's classroom. I need structure, a predictable routine and above all - QUIET. But that's me, and not the 23 other students in that classroom. Just watching the instructor isn't enough for many children. Likewise, the environment did not reflect the needs of the children that need to fidget, re-position tap, or hum - in order to stay alert and focused. Do the demands you put on your child reflect YOUR learning preference or THEIRS ? What is your sensory pet peeve versus when is the environment truly too chaotic for learning? When you are dealing with a child that can't focus or tunes out, maybe they need some input to awaken their senses.
Now, here's the Stage 2 of Problems:
Mr. X's students were in one environment for 10 months. In September, those students' expectations of school and learning did not change. However, Mrs. Y's expectations of them versus Mr. X's expectation of them were as different as night and day. How unfair to a child, to make such a huge change in expectations! Needless to say, Mrs. Y had numerous "behavioral" referrals. And I got called to the scene to evaluation a class worth of students with "sensory processing deficits".
Conclusion: Teaching (and parenting) is not about how YOU learn best. Remember that when planning your rules and routines in September. Not all children will thrive in structured settings. Not all students will enjoy a hands on learning environment. Tune into each child's individual needs - it really isn't difficult to determine who are your movers and shakers, and who are your sit back and watchers. Most likely you will have a little of both. Remember to cater to each set's needs.
Determining Your Sensory Needs As An Adult
Before you go fixing your child, tune into what your sensory needs are as their educator. More than likely, you can figure out what sensory input you are sensitive to, and what sensory input you crave, just by reflecting on your day to day routines. However, if you need a little jump start, ask your OT to go over an Adult Sensory Profile (see an example of this tool by clicking here).
Building A Sensory Friendly EnvironmentThe book, Building Sensory Friendly Classrooms, by Rebecca A. Moyes is a great resource for modifying your classroom to foster sensory learning.
For more resources and printables on how to build a sensory friendly classroom, check out my TPT page - AnOTMomLife, by clicking the image. |