Sensations are the way that we take in information from our environment
(internally and externally) and then process them to make sense of what is
going on in us and around us. What makes sensory processing so complex is
that it is not an all or nothing “thing.” No one is really perfect at sensory processing, and most people have some ability to integrate through at least some
of their senses. An example of someone who might be considered to possess
good sensory processing might be an Olympic gymnast. An example of
someone who might be considered to possess poor sensory processing might
be an individual with severe autism. So, in essence, we are looking on a
sensory integration “spectrum”—sensory processing along a continuum. To
help people gain a better understanding of how sensory input is processed,
professionals often break sensory processing down into different components; for example, sensory registration, sensory modulation, and sensory response.
To clarify these terms, we will refer to sensory registration as the conscious or
unconscious perception of one or more sensory signals; sensory modulation
as the modification or alteration of the perception of a sensory signal (e.g.,
level of arousal) before it is processed for appropriate action; sensory response
as the behavior that is driven by the integration of the registration and modulation of the sensory input. The following provides a brief look at a few
examples of behaviors you might see in a child experiencing difficulties with
sensory processing.
- Difficulties with sensory registration: may appear under-reactive to
movement or touch, can appear lethargic, may exhibit a delayed
response to sensory input. Or may appear over-reactive to
movement or touch, may exhibit heightened response to sensory
input. - Difficulties with sensory modulation: may be upset with changes in
routine, have a high level of distractibility, have a high activity
level, experience difficulty with transitions, or may appear
“detached”, “withdrawn” or “shutdown”. - Difficulties with sensory response or “integration”: may have problems
with motor planning, may have a poor quality of motor responses
(especially controlled motor responses and/or “protective”
responses), may have poor body awareness, may have trouble
coordinating the two sides of the body.
Some professionals include sensory defensiveness when addressing some of the
common sensory processing problems. A child showing sensory defensiveness may resist or even strongly refuse certain types of activities or touch, may
appear to be very emotionally labile or “fragile,” may be considered to have
“odd” or “unusual” eating habits or be considered a “picky eater” or a “difficult” child at meals.
In other theories, sensory processing has been broken down into different
components. For our purposes, we prefer to break down sensory processing
into the following components: - registration of sensory input
- orientation to sensory input
- interpretation of sensory input
- organization of a response to the sensory input
- execution of response.
It is important to note that these components in sensory processing will be
influenced by several other factors, including the modality (the channel it
took), the intensity (how strong it was), the duration (how long it lasts), and
the location (where it occurred) of the sensory input.
Understanding the role and importance of sensory processing can
become increasingly important as you begin to take a closer look at behavior
with perhaps a different approach to interpreting it. Two examples:
A 6th grader, Michael, is standing in line waiting for a turn at the water
fountain after gym, when another student accidentally brushes his shoulder
(sensory registration). Now, Michael has to figure out where on his body this
sensation came from (orientation), then decide what it was—an accidental
brush, light tap, hit, punch, or stab (interpretation). Michael perceives this
sensory input as an accidental brush and pauses to glance behind him (organization of a response). Michael then continues to wait for his turn (execution
of a response). How might you have interpreted this behavior if you had not
considered the importance of sensory processing? How might you interpret
this behavior now? Is it the same? Is it different?
A 6th grader, Marco, is standing in line waiting for a turn at the water
fountain after gym class when another student accidentally brushes his
shoulder (sensory registration). Now, Marco, has to figure out where on his
body this sensation came from (orientation) and then decide what is
was…accidental brush, light tap, hit, punch, or stab (interpretation). Marco
perceives this sensory input as a hard punch in the middle of his back. So,
Marco quickly spins around with a clenched fist in the air (organization of a
response). Marco loudly and furiously threatens to find the kid who punched
him and punch him back (execution of a response). How might you have
interpreted this behavior if you had not considered the importance of sensory
processing? How might you interpret this behavior now? Is it the same? Is it different? - Sensory integration is what turns sensation into perception. Perception
- defines reality to an individual! Again, sensory integration defines reality, not
- your reality, not our reality, his reality—and his unique perspective on the world around him
