Sensory Processing

Emotional Regulation & Sensory Processing

Emotional regulation is the ability to understand and manage emotions constructively. It includes controlling reactions, calming oneself when upset, and dealing with challenging feelings. This skill helps children manage stress, frustration, and excitement, and plays an important role in decision-making and forming relationships.

Sensory processing can have a significant impact on emotional regulation. When a child’s sensory system is either under-responsive (seeking more input) or over-responsive (avoiding input), it can make it harder for them to regulate their emotions.

For example:

Sensory Overload/Over responsive/Sensory Avoidant:

If a child is overly sensitive to sensory stimuli (like loud noises, bright lights, certain textures or temperature), they may become easily overwhelmed. This can lead to heightened stress, frustration, or anxiety, making it difficult for them to manage their emotions effectively.

Sensory Seeking/Under-responsive:

Conversely, if a child doesn’t get enough sensory input (for example, they may seek out intense movement or touch), they might feel restless or frustrated. This can also impact a child's emotional control, as they might act out or become easily upset if they don’t get the sensory input their body needs to feel grounded.

Pivot and Peaks Occupational Therapy Can Help!

Sensory processing difficulties can affect a child's participation in school, social interactions, community experiences, and daily life at home. We are here to support both you and your child, providing the tools and strategies to help make their experiences in the world more positive.

Our individualized, sensory-based interventions are tailored to each child, focusing on their unique sensory processing patterns and areas of difficulty, as identified through formal evaluation.

Since a child’s primary occupation is "play," we believe they should have the freedom to explore and engage with the world around them without limitations.

What To Look For

Children with difficulties with sensory processing may display sensory seeking behaviors or sensory avoidant behaviors.

Sensory seeking behaviors are actions that children might engage in to get more sensory input when they feel under-stimulated or crave more sensory input. Some common sensory-seeking behaviors include:

Touching or rubbing objects or people (e.g., constantly touching fabric, skin, or toys).
Jumping, running, or crashing into things (to get a sense of pressure or movement).
Chewing or sucking on non-food items (like pencils, clothing, or fingers).
Grinding teeth
Spinning, swinging, or rocking (to seek vestibular input).
Making loud noises (to engage their auditory senses).
Engaging in fast or repetitive movements (e.g., shaking hands or tapping feet).
Seeking strong smells or tastes (e.g., sniffing things or eating unusual objects).
Difficulty Falling asleep

These behaviors help children self-regulate or feel more grounded. It’s important to note that every child is different, and these behaviors may vary in intensity.

Sensory avoidant behaviors are actions children might display when they feel overwhelmed or distressed by certain sensory input. They often try to avoid or escape sensations that feel too intense or uncomfortable for them. Some common sensory avoidant behaviors include:

Covering ears or avoiding loud noises (e.g., refusing to go near loud areas or covering ears during loud events).
Avoiding certain textures, or materials (e.g., refusing to wear certain clothes or touching certain fabrics).
Shying away from bright lights (e.g., squinting or avoiding brightly lit rooms).
Not wanting to engage in messy play (e.g., avoiding finger painting, sand, or mud).
Avoiding crowded places or social situations (e.g., resisting busy environments like parties or stores).
Withdrawing from touch or physical contact (e.g., not wanting hugs, being sensitive to physical touch).
Discomfort with certain food textures or tastes (e.g., refusing certain foods based on their texture, like crunchy or mushy foods).
Getting upset or anxious in new environments (e.g., becoming distressed in unfamiliar settings or with new people).

These behaviors are often a way for children to manage sensory input that feels overwhelming or distressing to them. It's important to be understanding and provide a supportive environment to help them feel more comfortable.

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