Sensory Processing Difficulties – Dressing For Success
Many children on the Autism Spectrum experience sensory processing difficulties or sensory processing disorder (SPD). Sensory Processing is the neurological processing and interpretation of sensation within one’s own body and from the environment. In short, it is the brain’s organization and interpretation of the sensory input from everyday use.
This is a complex interrelationship of processes, hence the term sensory integration. “Modulation” is a term you may hear describing the neurological process which an individual’s central nervous system appropriately regulates, and continually adjusts, behavior responses to external and internal sensory stimuli. If this modulation is not working well, a person with SPD may seem under responsive, over responsive (seeking stimuli), both—or may be overwhelmed to sensory stimuli.
When this behavior interferes with an individual’s “occupation” in life (social, emotional, play, school, attention, body mechanics, self-care, etc.), then it is termed a disorder, hence sensory processing/integration disorder. Anyone and everyone have some sensory processing or integration problems from time to time. This is because any kind of sensory stimuli can temporarily disrupt one’s normal functioning.
The three main sensory systems are tactile/touch (influencing motor control and emotional development); proprioception (sense obtain through one’s own muscles, ligaments, deep pressure to the skin that in turn give a sense of body position, organization and calibration of movement); and vestibular (sense of movement and gravity, specifically postural control, muscle tone, coordinated use of both sides of the body, coordinating eye movements, etc.). Other sensory systems include olfactory (smell), auditory, visual and gustatory (taste).
Sensory difficulties are individual to each person and some may be mildly affected while others have greater difficulty functioning in life. Symptoms vary and not all are present, and it is also a marker of neurological dysfunction that an individual may show symptoms one day, or with one activity, and not the next. Therapy for SPD is mainly performed by a trained Sensory Certified Occupational Therapist, and includes a safe and challenging level of sensory stimulation.
Activities are performed to encourage movement that focuses the individual on tolerating and integrating sensory input, which is driven by the individual’s interests and the “occupation” of play. Other therapy focuses on making environmental adaptations (such as in the home and school).
Common symptoms of SPD include: clumsiness (tripping, bumping, falling); poor fine motor skills; delayed self-care skills; poor muscle tone; difficulty initiating tasks; poor timing; poor posture; poor hand-eye coordination; learning disabilities; poor handwriting; poor organization skills; becomes easily frustrated; difficulty with social relations; constantly touching objects; doesn’t like to be groomed (hair, teeth, etc.); difficulty with clothing seams, socks, waistbands; seeks only soft clothes; likes tight clothing, small spaces, weight of blankets; opposed to being touched, would rather be the one to touch; hates being tickled or cuddled; often touches people or objects too hard; difficulty with eye contact; often smells objects; poor attention skills; picky eater; stuffing food or objects into mouth; difficulty with transitioning; hypersensitive to noise (things are too loud); hyposensitive to noise (doesn’t seem to notice); Hypersensitive to touch (certain fabrics, surfaces, etc.); little awareness to pain and temperature; hyposensitive to touch (may not notice when clothes are twisted or on improperly); hypersensitive to light; movement produces an anxious reaction (swinging, roller coasters, bike riding, spinning, rolling); overseeks movement (swinging, spinning, rolling); takes excessive risks in movement, extreme activity levels; walking on tiptoes.
Dressing for Success! As mentioned above, making adaptations within the child’s everyday life is also a part of understanding the child. Every child deserves to feel comfortable and confident in his or her clothing. What if that same clothing could offer qualities that address sensory discomfort and therapeutic input?
A child’s image of themselves, and how they feel in their environment, can enhance the social and emotional quality of life when that child feels organized and calm. We all have sensory qualities that make us who we are. However, when these neurological qualities interrupt our participation in life in a negative way, it should be recognized and accommodated.
There are many children with an array of diagnoses that are subject to sensory hyper- or hypo-sensitivities, motor difficulties and social differences, including Autism and Aspergers, ADHD, Sensory Processing Disabilities, Anxiety and many other Developmental Disabilities. Why not make their clothing possess some of the very neuroscience qualities that could help enhance their social and emotional well-being? As a mother of a child who suffered from sensory processing disorder, and as a long-time Sensory Pediatric Occupational Therapist and advocate, I know first-hand it is not easy for our children. Parents, therapists and educators often express to me the benefits of weighed garments, chew objects, compression garments and a child’s desire for soft materials. However, they frequently state that what is offered to them is too “therapeutic looking” and therefore, stigmatizing. It’s hard to use many of these garments throughout “normal” life. Construction of a garment for children who suffer sensory processing difficulties should include specific consideration to address such sensitivities. These can include ease-of-function, tactile sensitivity, relevant design, safety, consistency in design for spatial orientation and proprioceptive input (the unconscious awareness of sensations coming from receptor’s in one’s joints, muscles, tendons and ligaments). These considerations help promote independence as well as organization, alertness and simplicity where quickness of dressing is often expected throughout an individual’s day.
When choosing a weighted vest or blanket for instance, it is significant to hear the child ask specifically for the “soft one,” the “cool one,” or the “nice one.” It is as significant to give their parents beautiful, easy-to-use and superior fabrics that are relevant and stylish. It is the right of the individual and their parents to have non-stigmatizing products. Just as important is the idea of play, and accommodating products should express the darling nature and playfulness inherent in children. Respect, pleasure, playfulness, comfort and a feeling of security are aspects that can be inherent in children’s clothing. As the design of the child’s apparel and play products are considered, it is important that as many of their personal characteristics are taken into consideration, in addition to the ability for children to take some therapeutic qualities along with them anywhere all day long. There are so many strategies that help a child with SPD. Considering the aspects in their clothing is just another way a parent can simply use a non-invasive strategy aimed at helping their child and letting the child know that you understand and accept what they are feeling! Susan Donohoe, OTR/L is a Pediatric Occupational Therapist with certification in Sensory Integration and SIPT Testing, and an advocate for children with special needs. Susan graduated from the University of Pennsylvania and has been practicing O.T. for 33 years. Through many years of active practice and working closely with educators, therapists, manufacturers, nursing, and experts in Design founded Kozie Clothes (www.kozieclothes.com) as a way to incorporate Neuroscience Principles into relevant designed apparel for children with special needs.
Susan Donohoe OT SI/SIPT Certified
Owner Kozie Clothes
www.Kozieclothes.com