Sensory Workbook PDF

Sensory Challenge
Day 1: The Ultimate Guide to Decoding

a Child’s Sensory System
Sensory play, sensory bins, sensory tables, and sensory diets. We hear the words all the time, but what do those
really mean? Why are they so important? Should all kids do these or just those with sensory issues? What are
sensory issues? How would a parent know if their child had sensory issues? What would those look like? And will
any of this ever make sense for you in your home?
Of course, they will! The answers are all very simple, but with all the information out there, it’s overwhelming to
know where to start. Don’t worry, I’ve got your back and am determined to give you a solid understanding of all
this in the next 7 days.
As a former elementary school teacher, I value simplicity. As a mom with three young kids, I value it even more.
So, here we will keep it simple while giving you a great understanding of all the technical terms to help you truly
understand your child’s sensory system. You’ll learn about each of the senses, what they look like in a daily setting,
and how to tell if your child is avoiding or seeking a certain kind of sensory stimulation.
The beauty of understanding the sensory system is that we all have one and the more we know about it, the more
we can understand ourselves and those around us. Years ago when I dove into learning all about the sensory
system, I realized the more I learned about sensory, the more behavior made sense in my home. I saw reasons
for my own reactions to different things, and instead of trying to control or change those reactions, I now focus
on dealing with my sensory system. The same goes for so many previously unexplained behaviors in my kids. Now
they all make sense and I get why my best parenting strategies weren’t working to change the behavior. By simply
addressing the sensory system, most of those behaviors disappear.
Learning about sensory is something everyone can benefit from, I’m glad you are here and can’t wait to see what
discoveries you will make during these next 7 days.
What is the Sensory System?
Before we get into anything else, let’s figure out what this sensory system even is.
Every living person has a sensory system. For the most part, we don’t pay much attention to the function and
importance of this system when it works well and allows people to function in a typical manner. When that
doesn’t happen, things like tantrums, poor focus, short attention span, delayed speech, and many other “issues”
seem puzzling and unexplained.
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© Wendy Bertagnole 2017
Sensory Challenge
In my own life, I’ve found that a solid understanding of the sensory system is the key to understanding all other
aspects of life. It explains behavior, it helps me know how to address it, and shows me where I need to make
changes in our daily lives. It all comes back to sensory.
What is sensory exactly? It is what helps a person experience and process the information around them at any
given moment in time. For this reason, sometimes you’ll hear people referring to it as “sensory processing” which
simply refers to the way the body interprets stimulation. Things like the brightness of the sun, the noise level in
a room, the amount of force to use when shutting a door, and how to stay balanced when walking up the stairs
are all possible because of a properly functioning sensory system.
There’s a saying that goes something like this, “Everything I needed to know in life, I learned in kindergarten.” This
time that isn’t true. What we were taught in kindergarten and all our lives for that matter, was wrong. Completely
wrong. We’ve all been taught that the sensory system is comprised of 5 senses; see, hear smell, touch, and taste.
While those do make up a portion of the sensory system, there’s more, MUCH more!
Our bodies actually have 7 sensory systems. The two you may not have heard of are the proprioceptive, and
vestibular senses which are two of the biggest and most influential senses in the sensory system. What we weren’t
taught is actually the explanation for most behavior, most quirks, and most of the unexplained things in life. Crazy,
right?!
For now, I’ll give you a quick rundown on each of the seven senses and what they do (we will go into depth on
each of these later...trust me, we will spend AMPLE time studying the vestibular and proprioceptive senses! I
don’t want to rush through them.)
Vision- all things pertaining to sight (colors, light, etc.)

Hearing (auditory)- all things pertaining to hearing (volume, noise, amount of sound, etc.)
Smell (olfactory)- all things pertaining to smell
Taste (oral)- all things pertaining to the way things taste
Touch (tactile)- all things dealing with how things feel on any part of the body (mouth, hands, feet, head,
etc.)
Proprioception- all things dealing with the position of the body in space, anything dealing with pressure,
and movement.
Vestibular- all things dealing with balance, gravity, and head movement.
Proprioception and vestibular likely still seem a bit confusing right now, and that is ok. Right now, let’s look at the
whole sensory system to find out how all seven senses work together and how it affects a child.
How It All Works

To describe the sensory system, I like to use the analogy of cups. Each person has a set of “sensory cups” that are
always fluctuating in size and fullness (is that a word?). Each cup represents one of the seven senses; see, hear,
smell, touch, taste, feel, proprioception, vestibular.
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The size of the sensory cup in each person is different. This means that while some people can tolerate a lot of
one type of stimulation, others might only be able to tolerate a little. For instance, I have a bigger visual cup than
my son whose cup seems to be very small and squints any time he is in the sun. My husband has a bigger tactile
cup and tolerates touch more than I can.
Those people with bigger cups are those who need more sensory stimulation to feel right inside. These people
are often referred to as “sensory seekers.” Those with smaller cups will become easily stressed out, frustrated,
irritated, or can even feel physical pain with even a little stimulation to that particular sense. These people are
referred to as “sensory avoiders” because they are typically trying to avoid any stimulation that would cause their
sensory cup to overflow.
Being able to detect when a person has a big cup or small cup is fairly easy. When one particular stimulation
causes a person stress, discomfort, or irritation, we know that particular cup is full therefore the child AVOIDS it.
On the other hand, if a person is feeling like they need more of something; more movement, more music, or a
more spicy taste in the food they eat, it is a sign of the cup for a particular sense being too empty and needing to
be filled, therefore they SEEK it.
To help you really understand this concept, I’ve created a chart on the next page of typical seeking and avoiding
behaviors for each of the senses. Take a minute to look at each of the cups in your system. Using the worksheet
at the very end of this document write down where you feel you have small and large cups. After that, do the
same thing for your child. (print out two copies of the worksheet). You will use this worksheet for the remainder
of the challenge so hang on to it.
Do It Now
Write down little things that irritate you. Seriously. While you may not know WHY these things irritate you,
identifying them is the first step towards UNDERSTANDING them, which will come over the next 6 days.
Do the same thing for your child.
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Sensory Challenge
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Sensory Challenge Workbook
Day 1: The Ultimate Guide to Decoding a Child’s Sensory System
Little things that irritate me Little things that irritate my child
©Wendy Bertagnole 2017

Sensory Challenge
Day 2: What Happens When the
Sensory Systems are Off?
We all have different sensory tendencies, according to the size of our sensory cups. Whether our cups are big or
small, the end goal is to keep them filled to a “just right” point, which is referred to as “sensory regulation”.
Achieving a perfect balance across all seven senses is ideal, but takes a little work. Think for a minute of the cups
being part of a scale.
If one cup is overflowing, it sets the weight of everything off and can make the other cups unbalanced or
“dysregulated” as you’ll sometimes hear. On the other hand, regulating one sense can help tip the scales into a
balanced state for the rest of the senses as well. The key to keeping all the sensory cups balanced is having regular
access to sensory activities specific to the child’s unique sensory needs.
Have you ever done a sensory activity, only for it to completely fail or even cause more problems than you started
with? That happens when you’re trying to fill a cup that is already regulated or trying to add more stimulation to
a small cup. Most people blindly add sensory activities to a child’s day, assuming the child will benefit from it
because “sensory activities are good.” As you can now see, sensory activities aren’t always good and can actually
do more harm if they are done at the wrong time. The truth is, sensory activities at the right time that target the
right sensory system are VERY good things, but it takes a little work to know how to do that in a way that is
effective. Don’t worry, you’re getting there!
Balancing the Sensory Cups

So why is it so important for the sensory cups to all be balanced anyways? When all the senses are balanced, the
brain is able to focus on things like language, emotions, creativity, learning, etc. When even one of the senses is
out of balance, the brain puts all those skills (and more) on hold until it feels like the sensory system is once again
regulated. So, those kids who just can’t pay attention at school, can’t seem to hold still, or don’t focus during
certain situations? Yep, you guessed it! Those kids are likely experiencing a sensory imbalance, and with a little
help, their “behaviors” would all disappear!
I don’t know about you, but ANYTHING that will help behavior disappear is worth its weight in gold in my house!
Anyone else with me?
Identifying the sensory preferences of your child and keeping those sensory cups full is key to preventing
dysregulation, and therefore minimizing behaviors. Fewer behaviors from your kid creates a happier, less stressful
environment for you! So, in the next chapters we will dig into each of the 7 senses, what they look like, and how
to keep them regulated EASILY and NATURALLY (hint, it has NOTHING to do with spending hours looking up
sensory activities on Pinterest).
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Do It Now
Write down a list of behaviors you see that you feel MIGHT be related to sensory. Keep those out as they will
serve as reminders to you in the next few chapters. If you aren’t quite sure if a behavior is linked to sensory, write
it down anyway. In my years of coaching parents, nearly ALL “mystery” or “challenging” behaviors are rooted in
sensory. So, stay on the safe side and write it down.
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Day 2: What Happens When the Sensory Systems are Off?
Write down a list of behaviors you see that you feel MIGHT be related to sensory. If you
aren’t quite sure if a behavior is linked to sensory, write it down anyway.

Sensory Challenge
Day 3: All About PROPRIOCEPTION
As we learned earlier, all the senses are connected, which means regulating one sense can help regulate others.
When it comes to understanding the senses, I like to start with the biggest and most influential ones first. If
regulating one sense can help regulate others, let’s take a look at the first of those big regulating senses to see
what we can decode.
According to Asensorylife.com- the proprioceptive, vestibular, and tactile systems are referred to as "sensory
anchors" meaning they are the three big senses that can help produce the greatest regulating effects. So, for the
next three days we will focus on each of these three to maximize any of our sensory efforts.
Today we will decode the proprioceptive sense
Proprioception refers to the sensory information caused by the movement of muscles and joints. Any kind of
bending, straightening, pulling, or compression of the joints activates the proprioceptive sense. WOW! That’s a
lot!
Let’s take a minute to really experience what proprioceptive input can feel like. If you were to stand up and walk
on carpet, where would you feel pressure? Possibly light pressure in your ankles, toes, and lower extremities.
That pressure is providing the body with light proprioceptive input from those joints affected. It isn’t much, but
it is some. Now imagine if you were to skip as high as you could along the sidewalk. The movement is very similar
to what you were doing in a walk, but likely, you would feel the pounding of your feet on the hard surface
throughout your entire body. With every pound, jump, and skip through the air, a large amount of proprioceptive
input is felt through the body.
Pulling is also a way to receive proprioceptive input. Think of the force it takes to move a dining room chair across
the floor to clean up after dinner. It is force, but for an adult, that force isn’t much. An activity like that for an
adult would provide a little proprioceptive input through the arms and core, but not much. Now think of the
pulling effect of hanging from monkey bars. That pull can be felt deeply throughout much of the body. The deep
pull means deep proprioceptive input.
Vibrating can also be added into this category. Have you ever held a vibrating toothbrush on the outside of your
cheek and felt the vibration through your entire head? That sends a lot of proprioceptive input to all the joints
affected in that area. Vibration is powerful proprioceptive input. Vibration with a toy, or even the vibration felt
while riding a bike over rocks are all great ways of giving the body access to proprioceptive input.
Are you starting to get the idea of proprioceptive input yet? To help you out, we will go deeper into what it looks
like in the next section. Before we move on, I do want to mention that proprioceptive input can be very calming
or very alerting, depending on the type of proprioceptive movement a person does. Generally, slow and deep

Sensory Challenge
pressure is calming while fast movements are alerting. So, while jumping on the trampoline is alerting (think of
all the pressure to every part of the body!), something like a deep bear hug is very calming.
Seeking or Avoiding?
Having a proprioceptive aversion (or avoiding proprioceptive stimulation) is very rare. So rare that we actually
won’t even cover it, so check that off your list of things to learn.
While basically any movement provides proprioceptive stimulation to the body, I want to make sure you TRULY
understand what it looks like in as many ways as possible. So, let me take you through a few common scenarios
and point out signs of seeking proprioceptive stimulation.
Chewing
Moving the jaw is proprioceptive input. Clenching the jaw is even more powerful. Think of the amount of force
and all the work a typical jaw must do when chewing something extra chewy like a dried mango, a large piece of
gum, or a tootsie roll. Your jaw may be hurting just thinking about it. Now, take that and imagine how much
proprioceptive stimulation the body is receiving when the jaw has to work that hard to chew something.
Chewing crunchy food is also a source of deep proprioceptive input. Chips, apples, raw carrots, celery, nuts, etc.
are all things I like to take with me on car trips when my kids are strapped into their car seats for multiple hours.
The deep pressure in their mouths helps calm their bodies and give them a way to receive proprioceptive input
on our trip.
Kids who seek proprioceptive input often chew inedible objects as well. Grinding teeth, chewing fingernails
(remember, proprioceptive input is calming so when a person gets nervous, going for the proprioception is a
smart move), chewing shirt collars, pens, pencils, etc.
Sucking
Just as chewing is great for proprioceptive input, sucking can be as well. Have you ever tried to drink a frosty or a
milkshake out of a straw? Or any milkshake for that matter? After about three seconds your jaw aches from
having to do so much work. THAT is proprioceptive input. Kids who seek that will love smoothies, sucking liquid
from a straw, or anything similar to that movement.
If you are starting to imagine that same “hurt jaw” feeling after blowing up balloons, you are right, blowing is also
a proprioceptive activity. Blowing balloons requires a lot of force, while blowing bubbles doesn’t. By now, you are
starting to see which one provides more proprioceptive input.
Wiggling
There are few things worse than needing to move and being told you can’t. Proprioceptive seekers find creative
ways to sit while still getting that proprioceptive input. By wiggling the hips, kicking the feet, bouncing legs,

Sensory Challenge
wiggling a foot, fidgeting with an object, some joints are activated which gives small amounts of proprioceptive
input. It isn’t much, but at least it is something.
Deep Pressure
Since deep pressure is a really strong proprioceptive activity, it is common for seekers to go after it more than
most people. Often this can look like aggressive behavior. While hurting people is not ok, an aggressive child does
need to be shown other equally powerful proprioceptive movements to fulfill that need before the behavior will
ever stop.
Deep hugs, jumping, running, riding bikes over bumpy surfaces (think of all the vibration felt all over the body
with that activity!), stomping, lifting heavy objects, pushing heavy objects, pulling heavy objects, all those are
ways to add deep pressure to typical play situations.
Deep pressure is very calming and will help a person relax and focus. Kids who have a hard time focusing in school
tend to really benefit from having a weighted lap pad, a sock filled with rice (weighted sock) or something heavy
to help provide constant deep pressure. Imagine the pressure felt when carrying a heavy backpack on the
shoulders. For kids who have large proprioceptive cups, this is a great way to naturally give a little extra
proprioceptive input during the school day.
Often proprioceptive seekers are not great sleepers. Think about it, if proprioceptive input is mostly calming, and
the proprioceptive cup is always needing to be filled, a child won’t be able to calm down enough to fall asleep. It
is very common for sensory seekers to have a hard time sleeping through the night or have a hard time going to
sleep. Their bodies simply need more calming proprioceptive input.
Any kind of pressure will help this situation tremendously. Giving a child a lotion massage after a bath is great
proprioceptive input. Holding a child in a bear hug while reading a book or two will also work. Wrapping the child
up tight in a blanket OR placing heavy blankets on top of them will help as well.
I happen to be a proprioceptive seeker at night. As such, it doesn’t matter how hot it is outside, I HAVE to have a
heavy blanket on me to relax. I also have to sleep with my hands underneath my body to give them the maximum
level of squish throughout the night. I tuck my feet in the blanket, and as a result, my proprioceptive cup is full
and I sleep great. Without all those, I’d be a mess.
That pressure can also come from clothing. I’ve had parents tell me their kids only wear tight clothing, love to
layer, and insist on having it that way. If the child is seeking pressure, tight clothing is a great and very natural
way of getting it.
Are you seeing the pattern? All those activities are a way for a child to fill a very large proprioceptive cup by
gaining access to movements that provide a lot of pressure or force on their body. The bigger the force, the more
input the body receives. So, if you have a child who is constantly moving, pushing, or seems overly aggressive,
chances are, that child just needs regular access to proprioceptive activities!
Isn't proprioception amazing? It is all around and so much vaster than you may have imagined!

Sensory Challenge
Do It Now
Ok, now it is your turn. Which of those behaviors you wrote down might indicate a large proprioceptive cup? Did
any other behaviors come to mind as ways your child seeks proprioceptive input? Write those down.

Day 3: All About PROPRIOCEPTION
Which of the behaviors from day 2 could be proprioceptive?

Can you think of any others?

Sensory Challenge
Day 4: All About Vestibular Input
Spinning, spinning, and spinning. That is what most people think of when they hear about
vestibular input. While that is true, there is so much more to it than spinning.
The vestibular system includes all things related to gravity, head movement, and balance. The
receptors for this sense are located in the inner ear which means any time the inner ear senses a
tipping or movement of the head in any way, the vestibular sense is activated. That includes a LOT
of different movements! So, simply tilting the head, rocking back and forth, riding a bike,
swimming, and of course spinning are all ways to activate the vestibular sense.
As with any sense, some kids crave it because they have a big vestibular cup, while other kids avoid
it because they have a small vestibular cup. I'm sure just thinking about it, you know what kind of
cup your child has. Let’s take a few minutes to explore the sense just to be sure.
Avoiding
There are children, who have a very small vestibular cup and therefore avoid this type of input.
For these kids, even the slightest bit of stimulation overflows their cup and can cause
dysregulation.
This can be the child doesn’t like to swing, has a fear of tipping his head back during a bath, refuses
to go under water, or avoids riding on a two wheel bike as if it was the plague. Other things such
as walking up the stairs (which involves balancing on one foot momentarily) is also a sign of a
vestibular aversion. Having a fear of heights also fits into this category, as does motion sickness.
As with any sensory aversion, it is never beneficial for a child to be forced into it. If the body is
interpreting vestibular input as ”dangerous or uncomfortable,” it will go into fight or flight mode
any time the child gets close to that stimulation. It isn’t something that a child can just “get over.”
Working with an aversion is a more complicated process that I take an entire day to cover very
thoroughly in the Sensory Solutions course with Alisha Grogan. For the sake of keeping it simple
in this challenge, here are some general rules to follow.
1. Never force a child into an aversion.

2. Validate your child’s feelings, “It looks like that makes you uncomfortable.”
3. Ask your child to help you think of other ways to accomplish the task at hand, “How can
we wash your hair without tipping your head back?”
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Seeking
A vestibular seeker is a risk taker. This is the child who can’t get enough movement. The more the
head is tipped upside down or spins, the quicker that large vestibular cup will be filled. Kids who
hang upside down often, love swinging, crave spinning, or love to dance like a crazy person are all
likely craving vestibular input.
As mentioned before, any tipping of the head or balance activities involve vestibular input. For my
son, he loves hanging upside down off the couch. When he does he is calmed and happy. Jumping
on the trampoline is also a favorite activity for him because it fills his vestibular cup. Jumping alone
isn’t enough, though, he has to do flips, spins, and as much movement as he possibly can.
You may be wondering if an activity can fill a need in more than one sense, and the answer is yes.
As I mentioned jumping on the trampoline and riding a bike can both be proprioceptive activities,
they also are great vestibular activities. There is often overlap in activities, which makes that
activity a very powerful sensory activity. As long as the child is seeking both types of input, the
activity will be a great one.
Do It Now
Write down any behaviors that are linked to a vestibular aversion or a vestibular need. Did
anything else come up? Write those down as well.
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Day 4: All About Vestibular Input
Write down any behaviors that are linked to a vestibular aversion or a vestibular need.
Seeking
Avoiding

Sensory Challenge
Day 5: Tactile
Tactile or touch is the third of the big 3 senses. It is one of the largest because we have "touch" receptors all over
our bodies. Most people are aware of this sensation, because this is where most “sensory activities” are focused.
All the sensory bins, finger painting, squishing goo, and everything else “messy” is a tactile activity. As you now
know, tactile is great, but there is SO much more to sensory than just the touch sense.
For today, though, let’s really dive in and explore the touch sense to know when a child actually needs that kind
of sensory stimulation.
Seeking
A tactile seeker will be one who seeks out the opportunity to feel things.
That can be expressed in a number of different ways as there are touch receptors all over the body.
We think of feeling things most often with our hands, so let’s start there. A tactile seeker will be the one who
likes to touch things all the time. I have a friend whose son touches his food before eating it. He likes to run his
food through his fingers to give his body the extra tactile sensation. Other people might just love to touch the
walls, carpet, clothes, a soft blanket, etc. The tactile seeker is one that is pretty obvious when it comes to touching
things with the hands.
One form of tactile seeking you may not have realized is found in the mouth. Oral seekers love to be able to feel
the food in the mouth. These people enjoy a wide variety of textures of food and seek out texture as often as
possible. My husband is one of those. He can’t eat just oatmeal by itself because there isn’t enough texture in it.
He has to put nuts and fruit in it to give his tactile seeking mouth the right amount of input from his eating
experience.
Tactile seeking can also happen in the feet. These would be the people who like to walk around with bare feet so
they can feel all the different textures below them. If a child has a large tactile cup, walking around barefoot is
one of the easiest ways to give added sensory input naturally throughout the day.
One thing you may not know about a tactile seeker is that they typically have a high tolerance to pain. They enjoy
tactile stimulation that it takes quite a bit for them to feel discomfort from it. But, there are also those who are
exactly the opposite. Let’s shift gears and talk about those.
Avoiding
A tactile avoider, on the other hand is something that might not be as obvious.
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Yes, you guessed it, often times the tactile avoider has a very low tolerance to pain, winces when you brush her
hair, insists that the smallest scratch is like losing a limb, and would certainly be one who can’t tolerate much
tactile stimulation. Also, included in this category are the kids who become irritated or aggressive with
unexpected touch (a child bumps into him in line and ends up getting smacked). Any small amount of touch can
overflow their small tactile cup and will then feel painful, irritating, or completely dysregulating. None of those
are pleasant to feel. Being aware that even minor things to us might be big things to them is important. These
kids need to feel heard and understood for what they are experiencing.
Just as we talked about oral tactile seekers, there are also oral tactile avoiders. These are the kids who are
particular about the temperature or texture of food, and will literally gag or vomit if something isn’t just right.
Once again, we may look at that as simply picky eating and think a child needs to get over it, but if there is a tactile
aversion, it is a real situation that needs to be taken seriously.
Other signs of a tactile avoider are discomfort or refusal to have their fingernails clipped, hair brushed, or body
dried off after a shower. Some can’t even tolerate the feeling of little drops of water pelting their body in a
shower.
Clothing can also be a big deal for these kids. The texture of clothing might irritate the body, the seams on socks,
or the tag on shirt or pants could all be so irritating it would send the child into dysregulation. Some kids prefer
only soft and loose clothing so it won’t irritate the skin. Others prefer tight and soft clothing so it won’t move
against the skin all day. Whatever the preference, the goal is to keep the clothes from overflowing that tactile
cup.
Before moving on, I should mention that it is possible for a child to be more sensitive on certain parts of the body
and not others. Some kids might love walking around barefoot, but hate having their nails trimmed and hair
brushed because it feels painful. In this case, think of each body part as a separate tactile cup to really figure out
where the sensitivities are.
Now we’ve covered the three biggest systems and my hope is that you are starting to see some reasons for the
little tendencies and habits your child has. By linking it all to sensory, we are better able to support our kids. BUT,
it isn’t over yet. The other 4 senses, while smaller, all play a huge role in a child’s daily life. As we talked about
before, there is so much overlap between the senses and even though these remaining four are more familiar, I
can guarantee there will be things that surprise you.
Do It Now
Are you seeing any tactile aversions or seeking tendencies in your home? Write those down.
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Day 5: Tactile
Are you seeing any tactile aversions or seeking tendencies in your home?
Write those down.

Sensory Challenge
Day 6: Auditory, Vision, Taste, Smell

We've covered nearly half of the senses, now it is time to learn a little about the rest. As you know, the first 3
were the biggest and will be the ones you focus most your efforts on. But, now that we’ve come this far, we can’t
stop now. So, on to the other 4.
Auditory
Anything involving hearing is considered auditory input. As with all the cups, some kids have large auditory cups
and others have small cups. It seems as though once we become a mom, our auditory cup shrinks dramatically
making our threshold much smaller for tolerating noise. Because of this, we also are keenly aware of the stress,
frustration, and irritability that happens when our auditory cup is overflowing. That feeling is what kids feel any
time they experience dysregulation in any of the senses. For now, keep that in mind as we discuss kids who have
small auditory cups.
Avoiding
Auditory avoiders can’t handle much noise, especially unexpected noise. These kids will often be the ones who
cover their ears at loud or unexpected sounds, or they could just start crying, get angry, or lash out at people
around them to show that they are uncomfortable with the noise around. Often the little noises such as the
humming of fluorescent lights, the buzzing of traffic, or the hush of air from an air vent can all be too much for a
child and can cause irritation. Auditory avoiders can be sensitive to not only how loud sounds are, but also how
many sounds there are. Being in a place where too many people are talking can cause an auditory cup to spill
over just as quickly as anything else.
Auditory aversions are a very common cause of grocery store meltdowns in kids. While it certainly isn’t the only
reason, it is one to look for. If a child is overstimulated, frustrated, and stressed by the volume or amount of noise
in a store, they will certainly be more testy and end up in tears sooner rather than later.
While most of us move on with our day without really noticing most of these noises, an auditory avoider won’t
be able to tune them out. Being sensitive to that reality is important to being able to truly support that child.
For these small cup kids, wearing headphones or earbuds (even if not plugged in to music but just to buffer the
excess sounds) is a fun way to make noisy public places a little more tolerable. Other times it is just a matter of
preparing your child ahead of time to be in a situation that might be louder than normal.
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Seeking
On the opposite end of the spectrum, there are also those who seek that auditory input to fill a large cup. Those
would be the kids who are noisy, loud, and don't seem to notice or care about their volume. An auditory seeker
will find ways to fill that cup, but it is important to give those children the space to fill that cup without driving
everyone else crazy.
As a brief side note, CREATING noise and TOLERATING noise are two different things. So while a child may be
noisy, he/she can also have a very small auditory cup when it comes to tolerating noise (especially unexpected
noise).
Taste
Avoiding
Avoiding taste sensation is a big deal that can appear to be a choice to be stubborn and picky. I can assure you,
avoiding taste sensation is a real thing and should be taken seriously. The kids who have small taste cups are
the ones who say things are too spicy, too sour, too salty, or too sweet. They likely have some food aversions
and are picky eaters as well. Remember, being a picky eater is not all about having a small taste cup, it can also
be proprioceptive or tactile.
Seeking
Those kids who have large taste cups will be the ones who seek out spicy, sour, or particularly salty foods more
often than not. They can also be the ones who lick inedible things. To help fill this cup, provide access to lots of
different (spicy, salty, sour, sweet) flavors. The stronger the flavor, the more taste input is achieved.
Vision
This is one I didn't notice as much before, but can be the source for a lot of inattention in social or public (school)
settings, which makes it very important to understand.
Avoiding
If a child has a small vision cup and is surrounded with colorful artwork, blazing fluorescent lights, and a lot of
movement, it can be very over stimulating and distracting. A child will lose focus really quickly when he/she is in
a visually stimulating environment. Some kids zone out to try to tune it out, other kids will get frequent headaches
when they are overstimulated.
Dimming the lights, providing sunglasses or a brimmed hat for outside time, or asking a teacher to decrease the
amount of visual distractions in the front of the room can be great ways to help a child with a small vision cup to
focus better. Other options would be to move the child to a less stimulating portion of the class, or provide access
to a dark corner for a quiet break regularly to give the sensory system a little break.
2
Sensory Challenge
Seeking
While bright lights, bright colors, and clutter are all visually stimulating, the opposites of those are visually
calming. Organization, soft colors, slow moving objects (lava lamp) and soft lights are very calming.
A child who seeks out visual stimulation would be one who loves bright lights, colors, and fast moving
objects/pictures. The TV is a perfect example of a visually stimulating activity. Too much of it overstimulates any
sensory system, though, so keep a limit on the amount of TV watched because nobody likes to have an
overstimulated kid!
Smell
Avoiding
Just as much as taste can contribute to eating aversions, so too can smell. A child who complains about the
smell of food is most likely experiencing a very small smell cup. Keeping the window open during meal prep
time, a fan blowing smells away from your child, or other similar actions can help the aversion to not be as
nauseating. These kids are also the ones who can get headaches when exposed to regular household cleaner
smells or in public places when smells can be particularly strong.
Seeking
On the flip side, there are those kids who have a large smell cup to fill. Those would be the ones who smell
everything they find. It might be smelling food before it is eaten, or smelling everything they pass in the grocery
store. Filling the smell cup can be hard indoors, but by going outside often, the cup can be filled a lot more easily.
Those are the 7 sensory systems we all have! My hope is that by learning more about each one of these, you will
more clearly understand the mannerisms, tendencies, and behaviors your child might display. All behavior is a
form of communication, and most often, behavior is driven by a sensory need or a sensory aversion. For that
reason, our final day will focus on sensory behavior. We all have sensory behavior when our cups are either too
full or too empty. Being able to address the behavior by focusing on the sensory aspect will be like a golden ticket
to solving so many frustrating behaviors. I can’t wait to get into it! For now, go over the senses we covered today,
and see what new things came up for you.
Do It Now
Fill in the other senses on the worksheet for your child. Did anything new come up for you?
3
Day 6: Auditory, Vision, Taste, Smell
Can you think of any seeking or avoiding behavior for the other senses?
Auditory
Vision
Taste
Smell

Sensory Challenge
Day 7: Sensory Behavior

First off, I just want to congratulate you and show you how far you've come in this past week.
Learning about the sensory system is not an easy thing. Take a minute to give yourself a pat on the back and
congratulate yourself for sticking with this, taking the time to learn, and for taking this leap to learn more about
sensory.
But the question remains...
NOW WHAT?
We know that the sensory cups fluctuate, one day they can all be regulated and the stars in the sky all seem to
be aligned and the next day it is as if everything is off and chaotic. Sensory needs change day to day and even
hour to hour. So, having said that, a parent is left wondering what to do now that they know what sensory systems
are off. How can a parent help? What is a parent to do when a child is in dysregulation? How can a parent keep
a child’s sensory cups from overflowing or being underfilled?
Most of the answer lies in a sensory diet. Just like a food diet provides the body with the appropriate nutrition it
needs to function, a sensory diet provides the senses with the right amounts of sensory stimulation the body
needs. A sensory diet will look different for one person as it will the next because, as we know, we all have
different sensory needs.
Giving the right sensory stimulation at the right time, while using the right sensory activity is not an easy task, we
will keep it simple.
If there was one easy way to know when a child needs sensory stimulation, it would be through something we
like to avoid...behavior.
BEHAVIOR!?!..... (record scratch) say what?! You thought that was what we were trying to avoid! That is true, but
first, let me explain.
Sensory Behavior
When the sensory cups are off and need some attention, the body tries to signal to others that it needs a break.
Most of the time, kids don’t have words to say, “Hey! I need a little proprioceptive stimulation so I can focus and
concentrate on this task!” Because of that, the body chooses behavior as a form of communication.
1
Sensory Challenge
Behavior can appear in any way from withdrawing, exploding, whining, screaming, hitting, or anything else
imaginable. While not all those behaviors are acceptable, one thing is clear, they are all a form of communication.
Most of the time, the message being communicated is that the sensory system is needing attention.
So, while those may be irritating behaviors, they also serve a great purpose. They let a parent know that the
sensory system is off. Let’s take a minute to discover exactly why that happens.
Sensory is one of the biggest drivers of behavior! It is true! The easiest way to help people understand it is to
think of a time when you were really hungry. Not just kind of hungry, but really truly hungry. During that time,
how was your patience level? What about your stress level? How logical were your decisions? There's a reason
we have coined a new term "hangry" (hungry + angry = hangry).
When our physical needs are not met, logic decreases, emotions increase, and irrational behavior is more
apparent. As adults, we have a little more control over it because we've learned the skills to deal with the stress
of feeling a little "off." Kids have yet to learn that skill.
Dr. Ross Greene, author of The Explosive Child, has done extensive research on challenging behavior. From that
he has developed a solid theory. His theory is that as adults we tend to address behavior with the mindset that
"kids do well when they wanna" so we make them "wanna" by punishing, overpowering, bribing, etc. In the end,
that isn't the problem. Ross Greene says challenging behavior happens because kids lack skills. He suggests that
we instead approach behavior with the mindset that "kids do well when they can."
The job of a parent addressing behavior changes drastically with Ross Greene's theory. Instead of being the
disciplinarian, the parent becomes a teacher. One who teaches skills that have not been mastered.
For sensory kids, those skills are typically;
dealing with disappointment
problem solving
communicating needs/feelings
regulating sensory needs/aversions
flexibility (being open to accepting other options)
Is any of this sounding familiar? Likely it is, because most kids who deal with sensory differences also exhibit
sensory behavior.
While that behavior is communicating a sensory need, we know it isn’t okay for kids to always hit, scream,
tantrum, and meltdown any time their sensory system is off. Addressing those behaviors typically involves the
following process along with a carefully planned sensory diet to meet your child’s needs. Once those sensory
needs are met, the behaviors disappear on their own because there is no longer a need to communicate that the
sensory system is off. When a child can spend more time with a more regulated sensory system; learning
increases, communication increases, logical thinking increases, and the child you knew you had is able to be
present more often than not.
2
Sensory Challenge
Next Steps
Keep your papers nearby and refer back to them often. Watch for behavior to see when the sensory systems
need attention and see how those disappear as you support those sensory needs more intentionally at home.
3
Name:
Seeking Avoiding
Proprioception
(avoiding proprioceptive input is extremely
rare so for thiscourse, don’t worry about it)
Vestibular
See
Hear
Taste
Touch
Smell
Sensory Behaviors
Checklist

This list should be used as a guide to give you an indication of where your child’s sensory needs
are. It is not any type of diagnostic tool. Note that there is some overlap between the senses
with some of the behaviors and you may see some listed in several areas. Also, your child’s
behaviors may change over time, and this list may be helpful to re‐visit from time to time.
Remember, over processing is an overfilled cup and displays as avoiding behaviors. Under
processing is an underfilled cup and displays as seeking behaviors.

Tactile Over Processing
Irritated by feel of clothing
Particular about tags or seams in clothes
Doesn’t like touching certain textures
Overreacts to unexpected touch
Avoids swimming or playing in sand
Wears clothing to cover skin
Wears few clothes even when it is cold
Avoids glue, paint, chalk or tape on skin
Avoids most messy activities
Always wiping hands or face
Particular about room and/or water temperature
Wipes off kisses or avoids them
Seems irritated by showers
Overreacts to minor scrapes, scratches, bug bites
Avoids being held or cuddled
Doesn’t like face or nose being wiped
Avoids having nails trimmed
Extremely ticklish
Frequently walks on toes, especially on different surfaces
Avoids lotions or sunscreen
Dislikes showers

Tactile Under Processing
Touches people and objects constantly
Not sure where body was touched
High tolerance for pain
Sensory Solutions with Wendy Bertagnole MA Sp. Ed., and Alisha Grogan MOT, OTR/L
Twirls hair often
Bites nails
Clothing is often twisted
Unaware of food or other messes on mouth
May not notice bruises or scrapes
Likes playing with food
Enjoys splashing in water
Will often immerse whole body in a texture instead of just hands
Does not seem to notice or care about changes in temperature

Vestibular Over Processing
Avoids movement
Gets car sick
Has a fear of heights
Dislikes playground equipment
Avoids swinging, sliding, merry go round
Very cautious, not a risk taker
Avoids elevators and escalators
Fearful of jumping, hopping
Afraid of being upside down
Dislikes riding a bike
Holds head stiffly
Doesn’t like to lay back in water or get diaper changed
Dislikes riding in a car
Fearful of walking down steps

Vestibular Under Processing
Poor balance
Fatigues easily
Bumps into objects
Constantly moving, rocking, etc.
Craves fast, spinning movement
Loves being tossed in the air
Spins without getting dizzy
Spins in chairs
Loves being upside down
Loves to swing as high as possible
Enjoys rolling
Always running, jumping, hopping rather than walking
Rocks body back and forth
May have difficulty sitting upright for long periods of time
Shakes legs while sitting
Tips chair when sitting

Proprioceptive Under Processing
Seeks out jumping, bumping, crashing activities
Stomps feet when walking
Has a limp, “floppy” body
Loves to be wrapped in tight blankets
Prefers clothes to be tight
Too rough when playing with other children
Bumps into things, appears clumsy
Plays aggressively
Falls intentionally
Grinds teeth
Loves pushing, pulling, dragging things
Hits, bumps or pushes other kids
Rips paper when erasing or coloring
Does everything with too much force (slams doors)
Climbs furniture
Jumps on furniture frequently
Gives and enjoys bear hugs
Likes hanging from things
Finds tight spaces to squeeze into or under
Enjoys vibration
May lean up against washer, dryer, or loud speakers to feel vibration

Auditory Over Processing
Upset by fire drills or sudden noises
Distracted by background sounds like humming of lights or clocks ticking
Fearful of flushing toilet, vacuum, hair dryer, etc.
Startled by unexpected sounds
Insists people/things are too loud
Covers ears with loud sounds
Can’t read silently while others read out loud
Tries to escape from noisy environments
May hide at parties or in crowds

Auditory Under Processing
Oblivious to sudden sounds
Can’t locate source of sounds
Always hums or makes noise constantly
Loves loud TV or music
Needs directions repeated often
Have to be spoken loudly to
May have to be touched to get their attention
Takes a long time to respond to familiar voices or their name being called
Seems to ignore others when talking

Oral Sensory Over Processing
Won’t try new foods
Extremely picky eater
Gags on food
Refuses to drink from a cup
Dislikes tooth brushing
Prefers bland foods
Only eats certain textures
Prefers foods smaller in size

Oral Sensory Under Processing
Always has something in the mouth
Bites or sucks on fingers or lip
Drools excessively
Unaware of food left on lips
Seeks vibration in the mouth
Excessive or frequent chewing of non‐food objects like shirt sleeves, wood, paper, pencils, toys, etc.
Bites toys or people, especially when unprovoked or when overly excited
Chews on inside of cheeks
Difficulty eating soft foods
Stuffs food in mouth
Craves spicy, sour, or salty foods
Mouths or sucks on various objects or toys
Sucks thumb or takes a pacifier past toddler years
Bites nails
Difficulty using a straw
Drools and spits frequently
Seems to have difficulty chewing some foods
Frequently spits food out of mouth when eating
Food seems to accidentally fall out of mouth
Excessive or frequent Licking of various or random objects
Smell Over Processing
Becomes irritated by smells
Refuses to eat food due to smell
Nauseated by bathroom odors
Bothered by perfume or air fresheners
Complains of smells other’s don’t notice
Gets headaches from certain smells

Smell Under Processing
Smells everything
Enjoys strong or particular smells
Doesn’t notice smells other’s do, and may not smell anything at all

Visual Over Processing
Likes to read in dim light
Likes to wear sunglasses often
Sensitive to bright lights
Distracted by things in the room
Rubs eyes often
Avoids eye contact
Likes to be in dark or dimly lit places
May refuses to look at books
Difficulty attending to tasks when under florescent lights
May have meltdowns in public places due to bright lights
Squints

Visual Under Processing
Doesn’t notice detail of pictures
Craves bright and colorful places
Lines things up
Looks at spinning or shiny objects
Enjoys looking own reflection in mirror
Prefers fast‐paced, bright television shows

Sensory Activities
(Arrows indicate activities that tend to be alerting ↑ or calming ↓,
although each child is unique in how they respond.)
Proprioceptive
Jumping ↑
Joint compressions ↓
Swimming ↑
Climbing ↑
Crawling
Pushing
Pulling
Hopping ↑
Skipping ↑
Galloping ↑
Marching ↑
Hanging
Wall pushups
Jump on trampoline ↑
Jump on bed, couch ↑
Squeeze in tight spots (behind or under furniture) ↓
Rough house/wrestle ↑
Animal walks (bear, crab, army crawl) ↑
Hugging ↓
Squishing ↓
Snuggling ↓
Carry heavy objects
Squeeze Toys
Wear a weighted or pressure vest
Use a weighted lap pad ↓
Sleep or snuggle with a weighted blanket ↓
Carry a weighted backpack ↓
Dancing ↑
Hop scotch ↑
Bounce on a large ball
Roll large ball over child while laying face down with firm pressure
Pile pillows and blankets on top of child
Jump rope ↑
Climb and hang from monkey bars ↑
Have a pillow fights ↑
Jump on and crash into a pile of pillows and cushions ↑
Wear tight fitting clothes
Climb through a fabric tunnel
Scooter board ↑
Play tug of war
Ice or roller skating
Tear paper
Practice belly breathing ↓
Run up and down stairs ↑
Throw heavy pillows/cushions/medicine ball
Wheelbarrow walking ↑
Wrap up tightly in a blanket like a burrito
Use yoga strap or theraband to strech, pull, or tie to bottom of chair rungs and push with feet
Wear a body sock
Play leap frog
Climb a rock wall
Yoga
Sit in a Cozy Canoe
Row, Row, Row Your Boat with two people tugging back and forth
Household chores (vacuuming, scrubbing, mopping)
Yardwork (raking, wheelbarrowing, shoveling, digging, cutting grass)
Vestibular
Swing on a swing, hammock, porch swing (back and forth, in a circle, rotating)
Slides ↑
Ride a merry go round ↑
Hang upside down (while watching tv, on a jungle gym, rough housing)
Ride a bike
Ride a see‐saw ↑
Sit on a large ball ↑
Wagon rides
Bounce on trampoline ↑
Jump rope ↑
Slip and slide ↑
Ball pit
Ride a sit‐n‐spin ↑
Use a dizzy disc ↑
Log rolling (self propelled on the ground/down a hill, in a tunnel, tube, barrel or tire)
Play sports (kickball, soccer, etc.)
Rocking ↓
Ride a rocking horse
Sit in a rocking chair
Rock or spin in a bilibo or a rocking saucer
Ride scooters, push toys
Stretch, Yoga (especially inverted poses)
Slight bouncing ↓
Spinning (swivel chair, swing, independently)
Balance activities (balance beam, walking on a curb, rock wall)
Slow rhythmic motion ↓
Horseback riding
Swimming, diving, jumping into water
Climb and use playground equipment ↑
Roll over a large ball ↑
Scooter board ↑
Ice skating, rollerblading, skateboarding ↑
Amusement park rides ↑
Singing Row, Row, Row Your Boat with another person while pushing and pulling each other ↑
Somersaults, cartwheels
For the Avoider
Slow roll forward on a medium to large ball
Climbing to low heights
Slow swinging with feet on ground
Pushing a scooter board with feet on ground

Tactile

Draw in the sand/dirt
Squeeze or touch a texture/feel bag (storage bag filled with hair gel or other textures)
Finger paint ↑
Walk barefoot on different surfaces
Play in a sprinkler ↑
Water play
Splash water on face ↑
Play with food
Craft with various textures
Play with playdoh
Handle a fidget toy (koosh ball, paper clip, rubber bands)
Brushing program
Firm touch ↓
Back rubs ↓
Ball pit
Squeeze a balloon filled with flour (another example of a fidget toy)
Draw with fingers in sand/dirt/shaving cream, etc.
Vibrating toys or objects
Handle pets
Apply lotion ↓
Mix cooking ingredients with hands
Wrap up like a burrito in a blanket
Use various sponges or loofahs to wash skin ↑
Identify objects in a bag with eyes closed
Play in a Sandbox
Play with textured toys
Joint Compressions ↓
Massage ↓
Dig in dirt/plant flowers
Manipulate silly putty or theraputty
Draw (shapes, letters, numbers) on child’s back with hand or finger
Use hands to draw and erase chalk
Glue with fingers
Play in Sensory Bins/Various Textures

Sensory Bin Ideas (Listed left to right, dry to wet, and generally easiest to most difficult)
Dry beans Split peas Marbles Popcorn kernels Pasta Cotton balls Pom poms
Packing peanuts Easter eggs Scraps of fabric Koosh balls Craft feathers Shredded mylar
Easter grass Birdseed Grass clippings Oatmeal Flour Dirt Leaves Corn husks
Rice Sand Corn meal Coffee grinds Flour Ice Water Snow Bubbles
Water Beads Cooked pasta Cooked beans/chick peas Jello Shaving cream Soap Foam
Pudding Finger Paints Pumpkin Guts Whipped cream Cooked oatmeal Cornstarch/water
(oobleck)
For Avoiders
Sensory bins to desensitize
Gloves as needed and appropriate
Wet wipes, wet and dry washcloths
Oral
Drink carbonated beverages ↑
Vibrating oral toys
Vibrating toothbrush
Nuk brush or z‐vibe
Sour foods (grapefruit, lemons, pickles, Sweet Tarts, Lemonheads) ↑
Spicy foods ↑
Salty foods
Chewing ↑
Crunchy Foods (raw veggies, pretzels, chips, nuts, hard granola bars, popcorn, apples) ↑
Chewy jewelry or toys
Chewing gum
Chewy foods (fruit leather, dried fruits, licorice, fruit snacks, beef jerky, bagels, marshmallows, raisins, tootsie
roll)
Sucking/Licking ↑
Hard candies (try different tastes: sour, sweet, bitter)
Popsicles
Thick drinks through a straw (applesauce, milkshake, smoothie)
Suckers
Drink from a sports bottle
Ice cubes
Blowing
Blowing up balloons
Blowing bubbles
Whistles ↑
Harmonicas ↑
Party blowers
Pinwheels
For Avoiders
Slowly increase tolerance of a vibrating toothbrush
Use a firm pressure when brushing teeth, brush cheeks, tongue, and along gums well, too!
Explore new foods with no pressure to eat them. Talk about the foods color, texture, and smell
Nuk brush or z‐vibe (before meals for picky eaters with sensory component)
Smell
Cinnamon sticks
Essential oils in diffusers, cleaning products, and to smell directly
Paint with spices and water
Cook together
Scented lotions and soaps
Smelly stickers
Scented pillows/stuffed animals
Scented playdough
Scented markers
Potpourri
Visit flower shop, pick flowers
Fresh flowers in environment
For Avoiders
Handkerchief, possibly scented with a preferred smell
Vision

Bright lights in environment ↑
Bright colors in books, crafts, and nature ↑
Read picture books
Dim lights ↓
Organize environment
Lava lamp ↓
Aquarium ↓
Fireplace flame or candle from safe distance ↓
Oil and water toys ↓
Light up toys (Lite Bright, Simon, spinning globes, finger lights, flashing balls and fidgets)
Glow Sticks
Glow in the dark decals and clothing
Night lights
Flashlights
Shadow puppets
For Avoiders
Sunglasses
Brimmed hat
Muted room colors
Slow moving, duller television shows

Auditory
Soft music ↓
Loud/fast music ↑
Musical instruments accessible ↑
Whistles ↑
Nature sounds
White nose
Click pen
For Avoiders
Noise cancelling headphones
Earbuds
Earmuffs

Please note that for your convenience we have included links for items that may be new to you. There are a
variety of websites listed to keep in mind as resources, as needed, and for you to peruse for inspiration. There are
many specific sensory tools that we did not list. We feel strongly that no special items are needed, although they
can be beneficial. Many adaptations can be made creatively in the home without the use of additional equipment.

We also want to stress that no sensory activity should ever be forced, always respect your child’s feelings. In
addition, vestibular input, in particular, can be very powerful. Whenever possible have your child be in control of
the movement. If you are spinning your child or providing some other type of movement be aware of
overstimulation. Signs of overstimulation include: sweating, nausea, disorganized behavior, excessive activity or
increasing anxiety.

Lastly, you will notice some activities overlap between the senses, and that there are specific activities or supports
listed for “avoiders” or kids that have an aversion to that particular sense because of over processing. However,
avoiders will likely benefit from other activities in the main list, the ones listed will be a particular help. It may also
be beneficial to combine activities, like chewing gum while listening to soft music or riding a scooter board and
blowing a party horn. Be creative, watch your child’s responses, and have fun!

Hourly Sensory Solutions Chart
(Optional use for families that prefer or benefit from a clearer schedule, remember some activities will need to be offered at unexpected times.)
Auditory and Visual Oral and Smell Proprioception Touch Vestibular
6:00 AM
7:00 AM
8:00 AM
9:00 AM
10:00 AM
11:00 AM
12:00 PM
1:00 PM
2:00 PM
3:00 PM
4:00 PM
5:00 PM
6:00 PM
7:00 PM
8:00 PM
9:00 PM
10:00 PM

The Big Picture: Story of a Sensory
Solution
1. Target the Dysregulation

Emily is 7 years old and has always been a bit quirky. She is sensitive about the types of clothes she wears. Her
parents always loved that she didn’t like to get messy, but were frustrated that she seemed so disorganized.
Emily also gets very upset and “shuts down” in loud or stimulating environments. She is very bright, and loves
to read, but she holds a pencil in the oddest way. Emily also has difficulty paying attention in class, and
teachers report that she doesn’t always follow directions, sometimes seeming lost. When she was younger she
loved vibrating teethers, she still sucks her thumb and sometimes has the odd behavior of rubbing/scratching
her knees when she has to sit still.

2. Identify the Sensory System

Vision Hearing Smell Oral Touch Proprioception Vestibular
Seeking x x x
Avoiding x x
Poor x
Registration

Vision: poor registration ‐ evidenced by her overall disorganization, although this is also a symptom of a
sensory system that isn’t regulated overall.

Hearing: avoiding ‐ evidenced by her difficulty in stimulating environments.

Touch: avoiding ‐ evidenced by difficulty with being messy and selectivity about clothing.

Touch: seeking ‐ evidenced by sucking thumb, Emily seeks outs some form of tactile input and avoids others.

Proprioception: seeking ‐ evidenced by rubbing knees
low registration ‐ poor grasp

Oral: seeking ‐ evidenced by vibrating teethers and thumb sucking (both are oral proprioceptive)

*Note that poor attention is often a result of dysregulation.

3. Provide Support

Tactile:
● Provide sensory bins with a variety of textures 4‐5 times a week.

● Craft time with messy textures

Proprioception:
● Carry laundry baskets and groceries.
● Add weight to her school backpack (i.e. bean bags, books, ankle weights, etc.)
● Jump on a trampoline or couch cushions.
● Jump up/down steps with both feet together
● Vibrating massager
● Blanket burrito
● Massage/joint compressions
● Weighted pillow
● Wheel‐barrow walking

Oral:
● Chewy necklaces

Vision:
● Cool down spot

Hearing:
● Cool down spot
● Headphones
● Winter hats
● Rhythmic music

4. Create a Plan

Auditory and Oral and Smell Proprioception Touch Vestibular
Visual
Morning (ex: Play rhythmic Jump down
wake‐up/before music while steps
school) getting ready
Early Afternoon Quiet Area Chewy Vibrating toy in
(ex: before with soft music Necklace quiet area,
nap/after school) weighted pillow
Late Afternoon Jump on Craft time with
(ex: before trampoline messy textures
homework/
dinner)
Early Evening Chewy Pull out sensory Sensory bins:
(ex: after Necklace bins and include
dinner/scheduled push/carry to birdseed and
activities) location shaving cream
in rotation


The Big Picture: Sensory
Solutions for a Haircut


Mason is 5 years old and has some identified sensory differences. He is an active kid who loves to run,
crash, and swing into most everything in sight. He meets his needs by riding his bike in rocky areas of
his neighborhood, jumping on the trampoline, and playing aggressively. He loves crunchy food and
chewing gum whenever he can. He is very particular about the type of clothing he wears (only soft
athletic pants and long sleeve shirts, preferably with a hood). Haircuts have recently become a
problem and typically result in a meltdown after even mentioning the activity.


Vision Hearing Smell Taste Touch Proprioception Vestibular
Seeking x X
Avoiding x
Poor
Registration

Touch: Avoiding ‐ evidenced by being particular about his clothing, and avoiding hair cuts.

Vestibular: Seeking ‐ evidenced by the need to swing, ride bikes, and be in motion.

Proprioception: Seeking ‐ evidenced by aggressive play, crunchy foods, chewing gum, and riding bike
over bumpy surfaces

3. Provide Support

Tactile:
∙ Vibration
∙ Comfortable blanket

Proprioception:
∙ Weighted object
∙ Monkey bars
∙ Chewy necklace

Vestibular:
∙ Swinging

4. Create a Plan

Auditory Oral and Proprioception Touch Vestibular
and Visual Smell
Before Play at the park Play at the

Haircut on monkey bars park on the
and the jungle swings, slide,
gym and stairs on
the jungle
gym
During Holds a large bag Wore long

Haircut of rice on lap sleeved shirt
during haircut and soft pants
during haircut
to prevent
further
irritation
After Allowed to lay in Took a warm

Haircut his comfy bed shower
with his favorite afterwards to
blanket to remove any
unwind small hairs
afterwards that might
irritate him

Sensory Activity Planner

(Write down difficult times of the day, behaviors you see, etc.)

Place a checkmark in the boxes that apply to your child so that you can clearly see what systems are being affected.
Use the Sensory Behaviors Checklist as a guide.

Vision Hearing Smell Oral Touch Proprioception Vestibular
Seeking
Avoiding
Poor
Registration

3. Provide Support
(Create a list of “emergency strategies” that can be used to regulate in most any environment first. Then, make a list
of activities you know your child responds to or think they will, some of them may be the same. Use the Sensory
Activities Handout for inspiration.)

Emergency Strategies:

Known Successful Strategies:

New Strategies to Try:

4. Create a Plan
Develop a plan to integrate sensory activities into typical daily routines. Remember to keep it simple (for your own
sanity) and playful (for your child’s sanity).

Auditory and Oral and Smell Proprioception Touch Vestibular
Visual
Morning (ex:
wake‐up/before
school)
Early Afternoon (ex:
before nap/after
school)
Late Afternoon
(ex: before
homework/dinner)
Early Evening
(ex: after
dinner/scheduled
activities)
Evening (ex: before
bed)


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Sensory Challenge

Day 1: The Ultimate Guide to Decoding

What is the Sensory System?

Vision- all things pertaining to sight (colors, light, etc.)

How It All Works

Do the same thing for your child.

Little things that irritate me Little things that irritate my child

©Wendy Bertagnole 2017

Balancing the Sensory Cups

©Wendy Bertagnole 2017

Today we will decode the proprioceptive sense

© Wendy Bertagnole 2017

© Wendy Bertagnole 2017

© Wendy Bertagnole 2017

© Wendy Bertagnole 2017

Which of the behaviors from day 2 could be proprioceptive?

©Wendy Bertagnole 2017

1. Never force a child into an aversion.

©Wendy Bertagnole 2017

©Wendy Bertagnole 2017

Day 6: Auditory, Vision, Taste, Smell

©Wendy Bertagnole 2017

Day 7: Sensory Behavior

But the question remains...

Auditory and Visual Oral and Smell Proprioception Touch Vestibular

1. Target the Dysregulation

Before Play at the park Play at the

During Holds a large bag Wore long

After Allowed to lay in Took a warm

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