I am a sensory kid.
When I was nine, my mom and our elementary school secretary had to drag me into school most days. I couldn't explain why. I didn't really understand it myself until years later, when I was studying occupational therapy.
Looking back, sensory needs were at the root of a lot of it.
This article is sponsored by the Achievement Center of LECOM Health, supported by Project LAUNCH of Erie County.
Learn more about Early Intervention services at the Achievement Center of LECOM Health→
I needed my hair completely out of my face.
The smells – freshly waxed floors, library books, perfumes, the cafeteria – they were all too much.
If a banana sat next to my sandwich, suddenly I had a banana-bread ham sandwich. I didn't want to buy lunch because the cardboard milk containers smelled and tasted like cardboard, and the spouts felt fuzzy on my lips.
Sitting still all day was hard. I needed to move.
Eventually, I learned what helped: my banana traveled separately and I packed a straw.
No soggy sandwiches. No fuzzy cardboard spouts.
Recess and gym class were favorites, and I added every opportunity for pushing, pulling, carrying, balancing, seeing and moving in new ways – a heavy backpack, classroom helper tasks, hopping my way to class.
Today, I'm an occupational therapist, and I have words for what nine-year-old me couldn't explain.
Want to learn more?
Join a FREE event Supporting Every Child: Sensory Strategies for Every Caregiver on September 17 at 6 p.m. at the Achievement Center of LECOM Health. You'll discover how sensory processing influences everyday behavior—and learn simple strategies to reduce stress, support regulation, and make everyday routines a little easier—for both you and your child.
What Might Your Child Be Telling You?
Young children don't always have the words to say, “That sound is too much,” “I need to move,” or “This texture feels terrible.”
Sometimes, their behavior tells us instead.
Fussiness
A child may be hungry or tired, but they may also be overwhelmed by sound, or seeking movement, rhythm or a familiar voice.
Try this: Rock or gently bounce together. Sing a favorite song. Offer safe opportunities to move or swing.
Dumping Everything
Dumping toys, food or other objects may be more than making a mess. A child might enjoy watching things fall or hearing them hit the floor. Dumping elsewhere also provides a “clean slate” when the area in front of them is visually overwhelming.
Try this: Give them safe opportunities to scoop, pour and dump. Try offering an activity on a cleared table or another plain surface.
 |
Gagging or Avoiding Foods
Eating involves all eight of our sensory systems. A child may react to a food's smell, sound, appearance, texture or taste, or may have difficulty with balance, body awareness or positioning while eating. Eating challenges can also have oral-motor or medical causes.
Try this: Make sure your child is comfortably seated with their feet supported. Try placing a small amount of a new food next to a preferred food. Offer comfort and model eating skills by sitting next to them at mealtimes.
If gagging, discomfort or food selectivity is making mealtimes difficult, talk with your child's healthcare provider.
Climbing, Jumping and Crashing
Some children seek more movement and physical input. Climbing, jumping, pushing and crashing may help their bodies feel more organized and aware of where they are in space.
Try this: Build a couch-cushion fort, make a tunnel under a table or find other safe ways to climb, crawl, push and move. Even short walks together can add safe and practical movement to the day.
Start With Curiosity
Not every behavior is sensory related, and not every sensory preference is a problem.
But instead of only asking, “Why are they doing that?” try asking: “What might their body be telling me?”
Notice patterns. Do certain sounds, foods, environments or activities seem harder? Does movement help? Does simplifying the environment make a difference?
If sensory-seeking or sensory-avoiding behaviors are unsafe or are making it difficult for your child to play, learn, eat or interact with others— talk with your child's doctor. An occupational therapist can help families better understand a child's needs and find practical ways to support everyday routines.
As an occupational therapist, I now have the words and knowledge I didn't have as a child. Together with my teammates at the Achievement Center of LECOM Health, supported by Project LAUNCH of Erie County, I'm working to help our community become more sensory informed.
Because sensory needs are so much more than fidget toys.
Sometimes, understanding what a child's behavior may be communicating — and responding in a way that supports their needs — can help set them up for greater comfort and success.
Author Hilary Hobbs, MS, OTR/L, is an occupational therapist and Early Intervention Clinical Supervisor at the Achievement Center of LECOM Health, where she helps Erie County families better understand and support their children’s developmental needs.
