Sensory Help Now

Some of the questions I get asked frequently are: “Should I tell my child that they have sensory difficulties”, “How do I tell my child that they have sensory difficulties, or “How do I talk to my child about their sensory processing differences”? The good news is that most children are acutely aware of what they like and don’t like and even if they don’t know that their dislikes are due to sensory processing differences, they will know that they experience something that makes them feel uncomfortable.

Before children are assessed, many parents might observe some behaviours in their child that might get them to think that their child is processing sensory information differently. For example, some children might be picky eaters or fearful of hand dryers or vacuum cleaners that could suggest oversensitivity to loud noises. Other children may be under-responsive to sensory input and not realise when they bump or injure themselves or be constantly on the go. Some children might realise that they experience sensations differently from their parents and siblings (i.e., not enjoying food or outings that others do) whilst for some children they are only aware of their own discomfort or feelings.

So when is a good time to talk to your child about sensory experiences and their processing of sensory information? I would say the moment you notice this. If your child is able to, ask them to describe what they are experiencing. Their answers might surprise you. One child told me that their socks felt like sandpaper. In this case, the child did not realise that they were over-responsive to tactile sensory input but had an understanding that they disliked the feel of their socks. To avoid complaints and meltdowns, a solution would be for this child to pick their own socks if possible or to look for soft seamless socks. This information was also useful in order to consider other tactile experiences for this particular child.

Normalising conversations about sensory processing and sharing some of your own sensory experiences help children understand that anyone can experience sensory processing differences. Talking about the sensory aspects of activities can also be useful to learn more about why your child dislikes certain activities and prefers to do other activities. That in itself is very empowering for children and young people with sensory processing differences.

For children who are nonverbal or with communication difficulties, talking about sensory differences is more difficult but it is still worth talking about the sensory aspects of daily life in your conversations with your child. Even if children are unable to vocalise their thoughts or feelings, you are presenting them with the opportunity to respond yes or no through signs or pictures or any other way they communicate.

Finally, I cannot overstate the value of sharing examples through stories. There are a number of books available that help children understand their sensory needs and how everyone can experience sensations differently. Some helpful books include: Sensory Seeking Sloth which also contains useful tips and strategies on how to meet sensory needs; Rosalee the Seeker which is part of the Sensory Stories Series; and Monty Needs Help which shares a child’s experience of how frustrating their sensory experiences can be. These stories are a great way to help explain children’s sensory needs to them and for them to realise that they are not alone in their experiences. For teens who want to read up on sensory differences themselves, The Teen Guide to Sensory Issues is a great resource.

Best wishes

Lelanie

PS You may also be interested in our blog ‘Learn More About How Sensory Processing Impacts Your Child’ which takes a closer look at the practical aspects of sensory processing—what it entails, how it impacts daily functioning and its implications for your child's health and well-being – as well as figuring out whether certain behaviours are connected to your child's sensory needs and the impact these can have on their everyday activities.

Sensory Snapshot is a regular series by Advanced SI Practitioner and OT Lelanie Brewer. Lelanie gained her MSc in OT at Brunel University, London, and is pursuing a PhD with Newcastle University. Experienced in the NHS, charity and private sectors, as well as being a UK university senior lecturer, Lelanie is the Lead for Continuous Professional Development at Sensory Integration Education.