Understanding Sensory Processing Disorders

How Occupational Therapy Can Help You or Your Child Thrive

By Chenoa Scott, 4th year occupational therapy student, UON

As an occupational therapy student in my final year, one thing I have seen frequently is how

sensory processing differences can affect a child’s behavior, learning, and everyday life.

That’s why understanding Sensory Processing Disorder (SPD) is so important. It helps to

explain why some children may react in big ways to things that you and I may barely notice,

or why they may struggle with certain movements, sounds, or textures.

What is Sensory Processing?

Sensory processing (sometimes known as sensory integration) is the way the brain takes in

and makes sense of information from the world around us and from within our bodies. This

includes the five senses we usually think of like sight, sound, touch, taste, and smell, plus two important ones we often forget about:

• Proprioception: our sense of body position and movement

• Vestibular input: our sense of balance and motion

Our brains use this constant stream of sensory information to help us move, focus, behave,

and feel secure in our environment.

To break it down simply, the brain goes through 4 main steps in processing sensory input:

1. Noticing the sensation (e.g., feeling the tag on a shirt)

2. Regulating how strong or important it is (e.g., deciding if it’s something to ignore or

   pay attention to)

3. Understanding what it is (e.g., realising it’s just a clothing tag, not a threat)

4. Responding in a way that makes sense (e.g., adjusting the shirt or ignoring it)

When this process works smoothly, we are able to stay calm, focused, and in control.

However, for children with sensory processing challenges, one or more steps in the system

may not be working as efficiently. This can lead to meltdowns, avoidance behaviors,

constant movement, or difficulty with learning and attention.

Understanding why these things happen is the first step to supporting your child in a way

that’s compassionate, practical, and tailored to their needs.

What Can You Do at Home?

The big question is often what you can do at home to support your child’s sensory needs and

while every child is different, there are some general strategies that can help, especially when matched with your child’s sensory profile.

For sensory-seeking or under-responsive kids:

These children are often on the move and crave input to feel ‘just right.’ Try activities like:

• Jumping on a trampoline

• Swinging or climbing at the park

• Swimming or other ‘heavy work’ like carrying, pushing, or digging.

These can help give their body the input it’s craving and can improve their focus and

regulation. For sensory-sensitive or over-responsive kids:

These children may be easily overwhelmed by sound, light, touch, or movement.

Calming strategies include:

• Creating a quiet space with cushions or a tent

• Using noise-cancelling headphones or dim lighting

• Keeping routines predictable and transitions gentle

These strategies can help reduce overwhelm and build a sense of safety.

Parenting a child with sensory differences often looks different too, and that’s okay. It’s about

understanding what your child needs and responding in ways that support regulation rather

than stress.

If you’re unsure where to start, or feel like nothing is quite working, that’s where we come in.

The occupational therapy team at Harpers Health can assess your child’s sensory needs and

develop a personalized plan that fits your family’s daily life. We offer hands-on therapy,

practical strategies, and parent support to help your child feel more confident, calm, and

capable.

Sensory needs don’t have to be overwhelming. With the right support, kids can thrive.

References:

Mulligan, S., Douglas, S., & Armstrong, C. (2021). Characteristics of idiopathic sensory

processing disorder in young children. Frontiers in Integrative Neuroscience, 15,

647928.

Critz, C., Blake, K., & Nogueira, E. (2015). Sensory processing challenges in children. The

Journal for Nurse Practitioners, 11(7), 710-716.

Crasta, J. E., Salzinger, E., Lin, M. H., Gavin, W. J., & Davies, P. L. (2020). Sensory

processing and attention profiles among children with sensory processing disorders

and autism spectrum disorders. Frontiers in Integrative Neuroscience, 14, 22.

Galiana-Simal, A., Vela-Romero, M., Romero-Vela, V. M., Oliver-Tercero, N., García-Olmo,

V., Benito-Castellanos, P. J., Munoz-Martinez, V., Beato-Fernandez, L. (2020).

Sensory processing disorder: Key points of a frequent alteration in

neurodevelopmental disorders. Cogent Medicine, 7(1), 1736829.

Mitchell, A. W., Moore, E. M., Roberts, E. J., Hachtel, K. W., & Brown, M. S. (2015).

Sensory processing disorder in children ages birth–3 years born prematurely: A

systematic review. The American Journal of Occupational Therapy, 69(1),

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