Interview Questions for Sensory Processing Disorder (SPD) Strategies

Sensory Processing Disorder (SPD) involves difficulties in the way the nervous system receives, organizes, and uses sensory information. While all three concepts are interconnected, they represent distinct aspects of sensory processing:

• Sensory Modulation: This refers to the ability to regulate the intensity and duration of responses to sensory input. Individuals with modulation difficulties may overreact (sensory defensiveness) or underreact (sensory seeking) to stimuli. For example, a child with sensory defensiveness might scream at the touch of a feather, while a child with sensory seeking might constantly crash into things or seek deep pressure.
• Sensory Discrimination: This is the ability to accurately distinguish between different sensory stimuli. Difficulties here mean a child might struggle to tell the difference between hot and cold, rough and smooth, or loud and soft. Imagine a child who mixes up colors consistently or can’t differentiate between similar sounds like a cough and a whisper.
• Sensory-Based Motor Disorders: These involve problems with motor planning and execution due to sensory processing challenges. Difficulties in posture, balance, coordination, and sequencing of movements are common. A child with this might trip frequently, struggle with handwriting, or have difficulty catching a ball, despite good vision and motor strength.

In essence, modulation is about how the brain responds to input, discrimination is about what the brain perceives, and sensory-based motor disorders are about the impact of those perceptions on movement.

There isn’t one universally accepted diagnostic criteria for SPD. The diagnosis is complex and requires a comprehensive evaluation by an occupational therapist specializing in sensory integration. However, a diagnosis typically considers the following:

• Significant and persistent difficulties in sensory modulation, discrimination, or praxis (motor planning).
• Interference in daily life, impacting social participation, academics, and overall functioning.
• Rule out of other conditions that could explain the symptoms, such as autism spectrum disorder, ADHD, or neurological conditions.
• Detailed observational assessment, including parent/teacher reports and standardized sensory assessments.

The emphasis is on the functional impact of sensory challenges rather than simply the presence of specific symptoms. It’s important to remember that SPD is a spectrum disorder, meaning its presentation varies greatly from person to person.

Children with SPD exhibit a wide range of signs and symptoms, often varying in severity and type. Here are some common examples:

• Sensory Modulation Issues: Over- or under-sensitivity to touch, light, sound, movement, taste, or smell. This could manifest as avoiding certain textures, being easily overwhelmed by crowds, seeking intense physical pressure, or being unusually insensitive to pain.
• Sensory Discrimination Issues: Difficulty distinguishing between different sensory inputs. This could lead to problems with tasks involving visual-motor coordination, handwriting, or following instructions involving spatial relationships.
• Sensory-Based Motor Issues: Clumsiness, poor balance, difficulty with fine motor skills (like buttoning shirts), and challenges with planning and executing movements.
• Behavioral Challenges: Irritability, anxiety, frustration, difficulty regulating emotions, meltdowns, or withdrawal.

It’s crucial to understand that these symptoms can overlap significantly with other conditions, highlighting the need for a thorough professional assessment.

Assessing a child’s sensory processing abilities is a multi-faceted process involving various methods:

• Parent and Teacher Questionnaires: These provide valuable information on the child’s sensory behaviours across different environments.
• Clinical Observation: Observing the child in various activities, noting responses to different stimuli (e.g., touch, sound, movement).
• Standardized Sensory Assessments: These are formal tests designed to measure specific sensory processing abilities, such as the Sensory Profile or the Sensory Integration and Praxis Test.
• Informal Sensory Assessments: These may involve observing the child’s response to specific stimuli during play or occupational therapy sessions.

The assessment should aim to identify the specific sensory challenges the child faces and how these challenges impact their daily life. This information is then used to develop an individualized intervention plan.

Three commonly used sensory integration therapy techniques are:

• Sensory-Based Motor Activities: These activities are designed to improve postural control, balance, coordination, and motor planning. Examples include activities like climbing, swinging, and using weighted vests.
• Vestibular Interventions: The vestibular system governs balance and spatial orientation. Activities might include spinning, rolling, swinging, or using specific types of movement-based equipment to stimulate and regulate the vestibular system.
• Proprioceptive Activities: These focus on body awareness and the sense of where one’s body is in space. Heavy work activities (like pushing, pulling, carrying heavy objects, or playing with resistance putty) help to improve body awareness and stability.

These techniques aren’t applied in isolation; they’re often combined to create a holistic approach tailored to the child’s individual needs.

A sensory diet is a personalized plan of sensory activities designed to help individuals regulate their sensory input and improve their overall functioning. The “diet” is not about food but about sensory experiences. Here are some examples tailored to specific sensory needs:

• For Sensory Seeking: Activities involving heavy work (e.g., pushing a weighted cart), deep pressure (e.g., using a weighted blanket), or movement (e.g., jumping on a trampoline). For example, a child who always needs to touch everything might benefit from regularly scheduled activities involving various textures.
• For Sensory Defensiveness: Gradual introduction to stimuli that cause discomfort, using desensitization techniques. This may involve slowly introducing new textures or sounds, starting with less intense stimuli and gradually increasing intensity. For example, a child who is sensitive to touch might need a gradual introduction to different textures through sensory bins.
• For Sensory Discrimination Difficulties: Activities that help improve the ability to distinguish between different sensory inputs (e.g., sorting objects by size, shape, or texture, playing matching games, auditory discrimination games).

Sensory diets must be created and supervised by a qualified occupational therapist who understands the child’s individual sensory needs and challenges. The diet should be reviewed and adjusted regularly as the child’s needs change.

Adapting a classroom to accommodate children with SPD involves creating a sensory-friendly environment that minimizes overstimulation and provides opportunities for self-regulation. Strategies include:

• Minimize Distractions: Reduce visual clutter, use calming colours, and minimize noise levels as much as possible. Consider designated quiet areas for breaks.
• Provide Sensory Supports: Offer fidget toys, weighted blankets, or other tactile objects that the child can use to self-regulate. Create tactile surfaces like a rug or textured wall.
• Organize Space Strategically: Provide clearly defined workspaces, minimize transitions, and consider using visual schedules or timers to help the child understand routines.
• Modify Activities: Adapt tasks to reduce sensory overload. This could involve breaking down tasks into smaller steps, allowing extra time for completion, or modifying materials used.
• Collaborate with Parents and Therapists: Work closely with parents and occupational therapists to create a consistent and supportive approach across different settings.

Remember that the goal is to create an inclusive environment where children with SPD can participate fully and comfortably.

Managing sensory overload in a child with Sensory Processing Disorder (SPD) requires a multifaceted approach focusing on identifying triggers and implementing calming strategies. Think of it like turning down the volume on an overwhelmed nervous system.

• Identify Sensory Triggers: Keep a detailed diary noting times, places, and activities that seem to trigger overload (e.g., bright lights, loud noises, crowded places, certain textures). This helps pinpoint specific sensitivities.
• Create a Calming Space: Designate a quiet, dimly lit area with minimal stimulation. This could include soft blankets, comfortable seating, and calming visuals or sounds. Think of it as a sensory ‘safe haven’.
• Provide Sensory Breaks: Incorporate regular breaks throughout the day where the child can engage in calming sensory activities, such as deep pressure therapy (weighted blanket, firm hugs), rocking, or listening to calming music. These breaks prevent escalation.
• Sensory Diet: Develop a personalized ‘sensory diet’ that includes regular sensory input to help regulate the child’s nervous system. This could involve activities like swinging, jumping, or playing with textured materials throughout the day. It’s about providing the ‘right’ sensory input, not just less.
• Environmental Modifications: Adjust the environment to reduce sensory stimulation, e.g., using noise-canceling headphones, dimming lights, or providing a designated quiet space at school.
• Teach Self-Regulation Strategies: Help the child learn coping mechanisms like deep breathing exercises, mindfulness techniques, or visual cues to help them manage their reactions to sensory input. This empowers them to take control.

For example, a child sensitive to bright lights might benefit from wearing sunglasses indoors or having a desk positioned away from bright windows. A child overwhelmed by loud noises might use earplugs in crowded environments.

Collaboration is crucial in supporting a child with SPD. I work closely with parents, teachers, occupational therapists, and other professionals to create a cohesive and consistent approach.

• Parent Collaboration: Regular meetings with parents involve sharing observations, discussing strategies implemented at home, and adjusting the intervention plan based on the child’s progress. Open communication is key.
• Teacher Collaboration: Working with teachers involves modifying classroom environments, adapting learning activities, and providing strategies for managing sensory challenges in the classroom. For instance, modifying testing environments to reduce distractions.
• Multidisciplinary Team Approach: Collaboration with other professionals ensures a holistic approach. This might include a psychologist for addressing emotional regulation, a speech-language pathologist for communication difficulties, and other specialists as needed.
• Shared Information Systems: Utilizing shared online platforms, progress trackers, and communication logs facilitates seamless information exchange, ensuring consistent messaging and interventions across settings.

For instance, if a child struggles with auditory processing, the teacher might use visual aids alongside auditory instructions, while parents might create a quieter space at home for homework.

Weighted blankets and vests provide deep pressure touch, which can be calming and organizing for children with SPD. However, it’s crucial to understand both their benefits and limitations.

• Benefits: Deep pressure can reduce anxiety, improve focus, and promote a sense of security. They can be particularly helpful during times of stress or sensory overload. It’s like a constant, gentle hug.
• Limitations: They are not a cure-all. They might not be effective for all children, and overuse can lead to dependence. Some children might find them uncomfortable or claustrophobic. It’s also important to select appropriate weight and size.

Before introducing a weighted blanket or vest, it’s essential to assess the child’s individual needs and preferences. A gradual introduction is recommended to avoid overwhelming the child.

Proprioception is the sense of body awareness and position in space. It’s crucial for sensory integration because it provides the foundation for coordinated movement and motor skills. Think of it as your body’s internal GPS.

Proprioceptive input helps the brain understand where the body is in space and how much force is needed for activities. This input comes from muscles, tendons, and joints. Examples include:

• Heavy Work Activities: Activities like pushing, pulling, lifting, and carrying heavy objects.
• Resistance Exercises: Activities like playing tug-of-war or using resistance bands.
• Body-Weight Activities: Activities like climbing, jumping, and crawling. These activities increase awareness of body position.

In sensory integration, proprioceptive input helps to regulate the nervous system, improve postural control, and enhance motor planning. A child lacking sufficient proprioceptive input might appear clumsy, have difficulty with fine motor tasks, or struggle with body awareness. Providing targeted proprioceptive activities helps to improve these skills.

Differentiating SPD from other developmental disorders requires a comprehensive assessment considering several factors. There is significant overlap, and a diagnosis often involves ruling out other conditions.

• Comprehensive Evaluation: This involves thorough observation, parent interviews, standardized assessments, and possibly consultation with other specialists (e.g., pediatrician, psychologist).
• Developmental History: Reviewing the child’s developmental milestones and identifying any delays or inconsistencies is important. SPD often co-occurs with other conditions, so a detailed history is necessary.
• Specific Sensory Challenges: The focus is on identifying patterns of sensory sensitivities or avoidance, rather than simply having sensory preferences. SPD involves significant dysfunction that impacts daily life.
• Impact on Daily Functioning: A key differentiator is how the sensory challenges affect the child’s ability to participate in everyday activities. SPD significantly impacts daily routines, learning, and social interactions.

For example, a child with autism might exhibit sensory sensitivities, but the sensory issues are often one piece of a broader constellation of symptoms that include social communication difficulties and repetitive behaviors. SPD symptoms are primarily focused on sensory processing challenges that create significant impairments.

Sensory strategies can significantly improve attention and focus in children with SPD. These strategies aim to regulate the nervous system, reducing distractions and enhancing responsiveness.

• Movement Breaks: Incorporating short bursts of physical activity, such as jumping jacks, running in place, or stretching, can help reduce restlessness and improve focus. Movement helps release pent-up energy.
• Tactile Input: Providing opportunities for tactile stimulation such as playing with playdough, finger painting, or using textured materials, can ground the child and enhance focus. This is a grounding technique.
• Oral-Motor Activities: Activities like chewing gum (if age-appropriate), using a chewy tube, or drinking through a straw can provide oral sensory input, which can be calming and improve concentration. Oral input can help regulate arousal levels.
• Auditory Input: Using calming background music or nature sounds can help mask distracting noises and create a more focused environment. Consider the type of music carefully, as some can be overstimulating.
• Visual Organization: Creating a visually organized workspace with clear instructions and minimal clutter can reduce visual distractions and enhance focus.

For instance, a child might use a fidget toy during class to help maintain focus, or they might listen to calming music while completing homework.

Modifying a task to be more sensory appropriate involves considering the child’s specific sensory sensitivities and preferences. It’s about making the task less overwhelming and more manageable.

• Reduce Sensory Input: If a child is sensitive to noise, the task might be moved to a quieter location. If sensitive to visual clutter, simplify the visual aspects of the task.
• Increase Sensory Input (if needed): If a child needs more sensory input to focus, incorporate activities such as movement breaks, tactile stimulation, or weighted tools.
• Change the Task Format: If a child struggles with fine motor tasks, consider adapting the task or using assistive tools. For instance, using larger crayons or a typing aid.
• Break Down the Task: Large tasks can be overwhelming. Breaking them into smaller, more manageable steps can reduce anxiety and improve success.
• Provide Sensory Supports: Offering sensory tools like fidget toys, weighted blankets, or noise-canceling headphones can provide needed sensory input and help manage sensory overload during the task.

For example, if a child is sensitive to the texture of paper, they might use a textured surface or a different type of paper. If a child struggles with writing, they might use a voice-to-text program or a larger writing utensil.

Sensory tools are essential for supporting children with Sensory Processing Disorder (SPD). These tools help regulate sensory input, allowing children to better manage their responses to the environment. The specific tools used depend on the child’s individual sensory needs and challenges. Some examples include:

• Weighted blankets or vests: These provide deep pressure touch input, which can be calming and organizing for many children.
• Therabands or resistance balls: These are great for proprioceptive input (awareness of body in space), helping improve body awareness and coordination.
• Swinging equipment (trapeze bars, swings): Vestibular input (related to balance and movement) can be very beneficial, helping to improve balance and coordination.
• Fidget toys: These offer tactile input and can help children regulate their arousal levels. Examples include textured balls, putty, or small manipulatives.
• Noise-canceling headphones or earplugs: For children sensitive to auditory input, these can reduce overwhelming sounds.
• Visual timers or schedules: Visual aids can help children anticipate transitions and reduce anxiety related to unexpected changes.
• Brush rollers or textured brushes: These offer tactile stimulation that can be calming or activating, depending on the child’s needs and the type of brush used.

The selection and use of these tools are always individualized, based on a thorough assessment of the child’s sensory profile.

My approach to sensory integration is highly individualized and adapts to the child’s age and developmental stage. While the underlying principles remain consistent, the activities and methods change.

• Infants and Toddlers: For this age group, therapy focuses on providing safe and engaging sensory experiences through play. This might involve incorporating different textures during tummy time, using brightly colored toys, singing songs, or providing gentle rocking and swaying. The focus is on building foundational sensory experiences.
• Preschoolers: With preschoolers, we start incorporating more structured activities. We might use sensory bins with various materials, engage in obstacle courses to improve motor planning and proprioception, or play games that involve following directions or engaging multiple senses. The emphasis is on developing self-regulation skills and improving sensory processing.
• School-aged Children: For older children, we focus on developing adaptive strategies for managing sensory challenges in school and social settings. This may involve teaching coping mechanisms for dealing with loud noises or bright lights, developing organizational skills to improve task completion, or practicing social interaction skills in sensory-friendly environments. We often collaborate with teachers and parents to create a supportive and consistent environment.
• Adolescents: With adolescents, the focus shifts toward self-advocacy and independence. We might work on strategies to manage sensory overload in stressful situations, such as exams or social gatherings, and explore assistive technology or accommodations that can support their academic or social success. We also explore strategies for self-regulation and stress management.

Throughout all age groups, play remains a central component of therapy, making the process fun and engaging while promoting sensory integration.

Measuring the effectiveness of sensory integration interventions is crucial. We utilize a multi-faceted approach that combines qualitative and quantitative data.

• Observation: Careful observation of the child’s behavior and responses during therapy sessions provides valuable qualitative data. We document changes in sensory seeking/avoidance behaviors, improvements in self-regulation, and increased participation in activities.
• Standardized Assessments: We use standardized sensory processing assessments, such as the Sensory Profile or the Sensory Processing Measure, both before and after intervention. These provide quantitative data that can track changes in sensory processing abilities over time.
• Parent and Teacher Report Measures: We obtain feedback from parents and teachers on the child’s behavior and functioning at home and school. These reports offer valuable insights into the impact of therapy in real-world settings. This might involve questionnaires or structured interviews.
• Functional Outcomes: We assess the child’s functional progress in various areas, such as improved attention, decreased anxiety, increased social participation, and improved academic performance. This can involve direct observation, review of school reports, or parent/teacher interviews.

By combining these various methods, we can obtain a comprehensive understanding of the effectiveness of the interventions and make adjustments as needed.

Addressing sensory sensitivities to light, sound, and touch requires a multi-pronged approach focusing on environmental modifications and self-regulation strategies.

• Light Sensitivity: Strategies include using dimmer switches, curtains or blinds to reduce bright light, wearing sunglasses indoors or outdoors, and creating calming visual environments with soft lighting or natural light.
• Sound Sensitivity: Noise-canceling headphones or earplugs can significantly reduce overwhelming sounds. Creating quiet spaces or using white noise machines can help mask distracting noises. Teaching the child relaxation techniques to manage auditory overstimulation is also beneficial.
• Touch Sensitivity: Introducing gradual tactile exposure through different textures can desensitize the child. Starting with soft, smooth textures and gradually moving to rougher ones, or using weighted blankets or vests for deep pressure can be helpful. Educating the child about appropriate touch and personal space is also important.

It’s vital to remember that every child is different, and the best approach will depend on their specific sensitivities and preferences. A gradual, consistent, and supportive approach is key.

I recall a child, let’s call him Alex, who had extreme tactile defensiveness and significant auditory sensitivities. He would recoil from the slightest touch and become overwhelmed in noisy environments. My initial approach, which involved gradually exposing him to different textures, wasn’t effective. He remained intensely anxious and withdrawn.

I then adapted my approach by focusing on his preferred sensory input – movement. We started with swinging activities which provided vestibular input, a sensory system he found calming. As his comfort level increased, I gradually introduced light tactile activities during the swing, such as gently brushing his arm while he swung. I also incorporated auditory desensitization by starting with quiet sounds and gradually increasing volume, using a sound machine to control the environment.

By focusing on his strengths and preferences, I built trust and gradually introduced activities that addressed his challenges. Alex’s progress demonstrated the importance of adapting my approach based on each child’s unique sensory profile and preferences.

Helping parents understand and manage their child’s sensory challenges at home is crucial for consistent support. I provide parents with information, strategies, and tools to create a sensory-friendly environment.

• Education: I educate parents about SPD, explaining the sensory system’s impact on their child’s behavior. I help them understand their child’s specific sensory profile and its impact on daily life.
• Environmental Modifications: We collaborate on modifying the home environment to reduce sensory overload. This might involve adjusting lighting, sound levels, and organizing the child’s space to minimize clutter and create calm zones.
• Sensory Strategies: I teach parents specific strategies for managing sensory sensitivities, including using sensory tools at home, creating sensory diets (a planned routine of sensory activities), and teaching the child self-regulation techniques.
• Communication and Collaboration: Open communication and collaboration are essential. I provide regular updates, answer questions, and offer ongoing support to parents. I encourage parents to track their child’s responses to different sensory interventions and report their observations to me.

Parent involvement is crucial for the success of sensory integration therapy. By empowering parents with knowledge and strategies, we create a supportive and consistent approach to managing the child’s sensory needs.

Ethical considerations in diagnosing and treating SPD are paramount. It’s crucial to adhere to a strict code of ethics that prioritizes the child’s well-being and avoids misdiagnosis or inappropriate treatment.

• Accurate Diagnosis: SPD is often misdiagnosed. A thorough assessment that includes observation, parent interviews, and standardized tests is essential to rule out other conditions before diagnosing SPD. It’s important to collaborate with other professionals, such as pediatricians, psychologists, and occupational therapists.
• Informed Consent: Parents must provide informed consent regarding all aspects of assessment and treatment. This includes explaining the process, potential risks and benefits, and alternative treatment options.
• Cultural Sensitivity: Cultural factors can influence sensory experiences and responses. Therapists must be aware of cultural differences and avoid making assumptions or judgments based on cultural norms.
• Confidentiality: Maintaining confidentiality is crucial. All information shared by parents and the child should be treated with strict confidentiality.
• Evidence-Based Practice: Treatment plans should be based on evidence-based practices, using interventions with demonstrable effectiveness.

By adhering to these ethical principles, we ensure that children with SPD receive appropriate and ethical care.

Current research on Sensory Processing Disorder (SPD) is expanding our understanding of its neurological basis and effective interventions. Studies are increasingly focusing on brain imaging techniques to identify specific neurological patterns associated with SPD. For example, research using fMRI is exploring differences in brain activation patterns in individuals with SPD compared to neurotypical individuals in response to sensory stimuli. Another area of focus is the genetic component of SPD; researchers are investigating potential genetic markers that might contribute to its development. Furthermore, there’s growing interest in the effectiveness of various therapeutic approaches, including occupational therapy, sensory integration therapy, and other interventions targeting specific sensory sensitivities. This research helps refine diagnostic criteria and personalize treatment plans.

For example, a recent study showed a correlation between atypical vestibular processing (related to balance and movement) and difficulties with motor planning in children diagnosed with SPD. This highlights the interconnected nature of sensory systems and their impact on daily function.

Untreated sensory processing difficulties can have significant long-term implications impacting various aspects of a child’s life. Academically, difficulties with attention, focus, and organization, common in SPD, can lead to lower academic achievement and increased frustration. Socially, sensory sensitivities can impact social interactions, leading to social isolation or difficulties with peer relationships. Emotionally, the constant barrage of overwhelming sensory input can lead to anxiety, frustration, and emotional dysregulation. Furthermore, untreated SPD can contribute to the development of other conditions such as anxiety disorders, depression, and even autism spectrum disorder (ASD).

For example, a child struggling with auditory sensitivities might avoid noisy environments like classrooms or playgrounds, impacting their learning and social development. Over time, this avoidance can lead to social isolation and a reduced ability to participate in age-appropriate activities.

I frequently work with children who have SPD alongside other conditions, such as ADHD, autism spectrum disorder, anxiety disorders, and learning disabilities. These co-occurring conditions often complicate the presentation of SPD, making diagnosis and treatment more challenging. It’s crucial to understand the interplay between these conditions. For example, a child with both ADHD and SPD might exhibit hyperactivity partly due to sensory overload, or difficulty with attention might stem from a sensory processing issue rather than solely ADHD.

My approach involves a holistic assessment that considers all aspects of the child’s functioning. This requires careful observation, detailed parent interviews, and collaboration with other professionals like psychologists, psychiatrists, and educators. Treatment plans need to be tailored to address the unique needs and challenges presented by the co-occurring conditions. A collaborative approach ensures a comprehensive and effective intervention strategy.

Resistance or non-compliance during sensory integration therapy is common, especially with children who find sensory input overwhelming or distressing. Addressing this requires patience, understanding, and a flexible approach. I begin by trying to understand the reason for the resistance. Is it fear, discomfort, or simply a preference for other activities? Then, I work collaboratively with the child, offering choices and creating a sense of control. I might adjust the activity’s intensity, duration, or even the sensory input itself. Instead of forcing participation, I might use positive reinforcement, rewards, and breaks.

For example, if a child resists deep pressure activities, I might start with lighter pressure, gradually increasing the intensity as the child becomes more comfortable. If a child refuses to participate in a specific activity, I might offer alternative activities that provide similar sensory input in a different way. Ultimately, building a trusting relationship is key to overcoming resistance.

Building rapport and trust with children who have sensory sensitivities requires a sensitive and individualized approach. I start by observing the child’s reactions to different stimuli, paying close attention to their comfort levels and preferences. I make a conscious effort to minimize overwhelming sensory input in the therapy environment. This includes adjusting lighting, sounds, and even the texture of the surfaces. I communicate clearly and simply, using child-friendly language and avoiding overwhelming instructions. I also incorporate play-based activities to make the experience enjoyable and engaging, rather than a clinical process.

For example, if a child is sensitive to touch, I would introduce tactile activities gradually, using soft materials and gentle movements. Building trust takes time and patience; establishing a safe and predictable environment is paramount to successful therapy.

Sensory Processing Disorder (SPD) is a neurological condition affecting how the brain receives and interprets sensory information from the body and the environment. Think of the brain as a computer processing information from various ‘input devices’: sight, sound, touch, taste, smell, movement, and body awareness. In SPD, this processing goes awry. Children with SPD might overreact or underreact to sensory input, leading to difficulties with everyday tasks.

For example, a child might be overwhelmed by loud noises (sensory over-responsivity) or seem oblivious to pain (sensory under-responsivity). These difficulties can manifest in various ways, impacting social interactions, academic performance, and daily living skills. It’s important to note that SPD is not a learning disability, but it can significantly impact learning and development.

I often recommend various resources to parents of children with SPD, depending on their specific needs and concerns. These include books and websites offering information about SPD, such as those from the Star Institute for Sensory Processing Disorder and the American Occupational Therapy Association. Furthermore, I encourage parents to connect with support groups and online communities for parents of children with SPD where they can share experiences and find mutual support. Finally, I guide parents toward finding qualified occupational therapists specializing in sensory integration therapy; a skilled therapist can provide personalized strategies and create an individualized treatment plan.

Connecting with other parents who have children with SPD can offer invaluable emotional and practical support during the journey.