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Glossary

Arousal

Arousal refers to the level of alertness of the nervous system. There is an optimal level of alertness required by an individual to focus and perform tasks in a manner suited to the demands of the task and the environment. If the arousal level is too high for the situation the person will experience anxiety. If the arousal level is too low, the person will lack focus and drive to perform the task. We need to regulate our arousal level to the just right level of alertness for each environment and task throughout the day to keep our body functioning optimally. By providing our bodies with sensory experiences we are able to self-regulate our body and emotions to the required level. A collection of sensory experiences for self regulation is known as a sensory diet.

Attachment

Attachment in a child refers to the child’s emotional bonding with their primary care-giver. It is an important part of child development and may involve attachment to 2 or 3 care-givers, with usually one prime care-giver. Infants that fail to attach to a trusted adult can develop Child Attachment Disorder resulting in behavioural, emotional and social problems that may last into adulthood if left untreated. Lack of attachment can affect self-esteem, cognitive ability, social interactions, and the ability to form healthy relationships as an adult. Signs of lack of attachment include low levels of responsiveness to others, absence of positive mood, irritability, sadness and fussiness without cause, failure to seek comfort or to be successfully comforted, ongoing social and emotional issues, and occasionally poor motor skills and hygiene. Failure to attach may occur due to a neglectful, abusive, physically or emotionally absent parent caused by physical illness on the part of the care-giver or child, work commitments, mental health conditions such as depression, anxiety, bipolar, schizophrenia, borderline personality, or eating disorders, and the child living away from the biological parent. Early identification of insecure attachment or child attachment disorder is important as early intervention yields more positive results. Treatment may include therapy, parent education and mental health support or medication where necessary.

Attention Deficit Hyperactivity Disorder (ADHD)

ADHD is a condition affecting a person’s ability to concentrate, remember instructions, their impulse levels resulting in high emotional levels, taking actions without pre-thought of possible consequences, rushed efforts, talking over others, restlessness and hyperactivity. It has the potential to negatively impact social interactions, learning and performance. Males are more likely to be diagnosed with ADHD than females. Maintaining schedules, teaching social skills and learning self-regulation can lessen the impact of ADHD on children. Where improvements are not observed, some children may be prescribed stimulants to reduce the behaviours by improving the ability to focus and complete tasks. Some people with ADHD may display only inattentiveness and impulsivity without signs of restlessness, fidgeting and hyperactivity. Such cases may be referred to as Inattentive ADHD.

Challenging Behaviours

Challenging Behaviours are behaviours or actions by an individual that may be threatening, frightening or harmful to other people or they may be harmful to self. These include physically striking out at others, pushing, yelling, swearing, throwing items, refusal to follow instructions, head banging, hitting their own body, running away, breaking known rules, disrupting the classroom calm to interrupt others and their own ability to learn, inappropriate sexual contact and comments, and destructive behaviours such as tearing books, breaking equipment or upturning furniture. Challenging behaviours are generally caused by an inability to communicate their needs in a socially acceptable manner and may be a response to mask a lack of confidence and competence to complete a required task, such as the case with a learning difficulty. The child does not set out to create challenging behaviours, it is an action or series of actions taken to create a feeling of control of their environment and what is happening around them or to them. Understanding the child’s triggers of these behaviours is helpful to reaching the child by way of the care and support they require to meet their needs, and to avoid future episodes of these behaviours being triggered. It is important to be mindful of how you respond to the situation. Remain calm in body language, voice tone and demeanour where possible to avoid escalating the situation. Distract, ignore if safe, meet the needs if reasonable and appropriate, or remove the trigger or self from the situation if viable. Provide calming stimulus to help the child return to a calm, safe state. Give them space to recover and unintrusively observe them to ensure escalation does not occur, check to ensure no one has been harmed and calmly and quietly direct others to safety if required, and provide calming input to self to help you emotionally calm. Document the incident, noting what happened prior to the onset of the challenging behaviour, the incident itself as well as any actions that increased or de-escalated the situation, and the aftermath of the situation to create an image of the event for future reference to avoid a repeat of the situation and to aid in quick recovery from any future incidents of challenging behaviours. Advise any relevant parties who may need to be aware of the occurrence of the event, or of the triggers and recovery strategies for future reference, such as parents, carers, teachers, coaches, health providers.

Emotions and Feelings

The sensory system of interoception in addition to the registering of inner body signals such as heart rate and pain also includes the signaling, interpretation and response to emotions. Emotions are a physical reaction that occur in the moment lasting for a short period of time, minutes only. We are not responsible for our emotions. They are usually unconscious reactions which occur spontaneously within our body. Feelings are different to our emotions. Feelings are a result of how we process our emotions internally. They are longer lasting in our body. We are in control of how we manage our feelings. For example, anger is a spontaneous emotion that is signified physically in the body by faster heart rate and breathing, clenched fists, tension in the brow, jaw, and shoulders, sometimes accompanied by a reddening face. It may be a reaction to your child telling you a lie or a car tailgating you. After that flush of anger, you then get to decide if it manifests as a continued angry feeling in your body by how you choose to manage this emotional reaction. For example, if you catch your child telling you a lie, do you stay angry with your child, label him a liar, be quick-tempered with him and others you encounter later in the day, carry the physical reaction in your body and display it by slamming doors, hurried and tense movements, impatient and loud outbursts of barely contained rage? Or do you tell yourself this is a stage your child may be going through, calm your breathing and heart rate, create an atmosphere of safety for open conversation between you and your child, and discuss the importance of being honest for the growth of trust and personal accountability? Does it become a calm and mutually respectful teaching moment or is it lost in the fury of continued manifestations and displays of rage throughout the day, carried into the commute with your tailgating, speeding and horn blowing, then into your working day with impatience and short-tempered interactions with your colleagues? The immediate physical reaction of anger experienced in your body in this case, is emotion. How you deal with and manage the physical emotion determines the subsequent feeling you are left with.

Sensory regulation can be used after the emotion is experienced to help calm or arouse your nervous system as needed and regulate your emotions to a better feeling.

Heavy Work

Heavy work uses the proprioception (muscles and joints) system to perform activities that provide sensory information that can be used to calm children or adults. It is useful in helping calm those who are experiencing sensory overload. Heavy Work refers to activities that push or pull against the body. Alignment of the core posture and resistance is important for heavy work. Performing activities on uneven surfaces and inclines aid with heavy work. Examples of heavy work include: pushing, pulling, lifting, carrying, crawling, jumping, hanging, wrestling, resistance bands, massage.

Interoception

Interoception is one of our less commonly known sensory systems. It refers to the inner sensations of our body such as thirst, hunger, body temperature, heart rate, breathing rate, blood pressure, itch or pain, the need to urinate and defecate as just a few examples.

Learning Difficulties

Neglect

Learning difficulties may refer to problems in using and understanding verbal and non-verbal communication, following instructions, focusing attention for extended periods of time, retaining information, applying information, reading, writing and maths challenges, social interaction issues, difficulties with sequencing and patterns, motor planning issues. These impact upon the child’s ability to learn potentially resulting in feelings of shame and embarrassment and a negative self-worth, and may lead to distraction, disruptionNeglect of a child occurs when the parent or carer fail to meet the physical, mental, emotional and social needs of the child in a timely and appropriate manner. It may be identified in the child through the observation of appropriate, clean clothing, groomed hair, clean face, body and limbs, any existing minor wounds well cared for, well-fitting shoes, sufficient nutritious food and drink seen to be provided for snacks and at meal times, eyes are clear and free of heavy, dark circles under them, nails are clean and trimmed, child is alert and energised, no signs of listlessness, child is engaged in play and interacts with other children appropriately allowing for possible degrees of shyness, child is equipped appropriately for the situation such as books and pencil case for school or swimming bathers and towel for swimming lessons, child’s language is appropriate for their age, child does not appear to be undersized in height and weight and has the appearance of thriving, child smiles and expresses a normal range of emotions in an appropriate fashion. The child may not receive the support at home for the provision of a proper education through failure to attend school, lack of required resources, lack of guidance with homework, and unaddressed learning difficulties. The child may also lack the provision of boundaries and the training to follow rules, the support in learning the skills for self-regulation and emotional and behavioural control, or the guidance to navigate issues such as shyness, social isolation, sharing and co-operation, or the emotional need for attention and communication in the home. A child experiencing neglect may fail to attach to a trusted care-giver which may lead to later social, emotional and behavioural issues as a result of Attachment Disorder. Children subjected to neglect are vulnerable to emotional issues both during exposure to the neglect and later in life which may require the support of talk therapy to process their care-giver’s failed efforts to provide adequately for their mental, social, emotional and physical well-being and its subsequent impact on their growing up as a well-rounded individual with independent life skills to care for and nurture themselves effectively, to develop work skills to function as a co-operative, contributing member of their work environment, to be able to interact socially as a mature, responsible member of the community, to develop interpersonal skills for satisfying, successful relationships, and to know how to pursue and develop leisure interest skills for a fulfilling life. The lived experience of neglect and its ramifications can foster long term depression and anxiety requiring medical treatment in the form of talk therapy and prescribed medication. The ability to self-regulate through a sensory diet can assist with managing the impact of learning difficulties and challenging behaviours experienced due to neglect. of others and behaviours deemed as challenging such as talking in class, calling out, refusal to sit at the desk, non-compliance, pranks for attention, acting the class clown, and destructive behaviours to classroom resources.

Post-Traumatic Stress Disorder (PTSD)

PTSD may occur a month or even years after a traumatic event. Signs and symptoms may be similar to those listed for trauma including physical, emotional, cognitive, and social symptoms. In a child, developmental milestones may show a regression such as toilet training, sleeping through the night, speech, and independent living skills such as dressing self or willingness to attend school. Common problems caused by PTSD include decreased work focus and performance, difficulties relating to others during social interactions, emotional and physical withdrawal in personal relationships, isolation, emotional numbing and detachment, appearing flat and shutdown, depression, self-harm, anxiety, suicide attempts. Seeking the support of a doctor is important if any of these signs and symptoms are felt or observed in another for more than 2 weeks. Treatment may include talk therapy, prescribed medication for depression, anxiety, or sleep, participation in physical activity for relaxation, mindfulness training such as yoga and meditation, and exploration of strategies for emotional self-regulation such as through sensory integration programs.

Proprioception

The proprioception system receives sensory information from muscles, joints and connective tissue. It provides information about where the body parts are located and how they are moving. It also provides information about what is being touched and how much force needs to be applied to move one’s body or an object. Depending upon the individual’s nervous system, proprioception sensations may be calming or they may raise the level of alertness. An example is stretching to calm anxiety or stretching to make more alert.

Sensory Defensiveness

Sensory Defensiveness is an overactive protective response to what would be called a typically normal sensation. The result is a fright, fight or flight response. Examples include the irritated response to a clothes tag resulting in the removal of clothes, a refusal to walk on grass or sand, a refusal to eat certain food textures, large numbers of people in the room causing the individual to withdraw, shut down, have a meltdown, hit their head or run around the room

Sensory Diet

Sensory diet refers to specific sensory activities that support an individual to remain in an optimal state of arousal for the required tasks. The first essential component of the sensory diet is for the individual to learn to self-assess their current arousal status, whether that be hyper-aroused, hypo-aroused or in the just right state of arousal. The second step involves taking appropriate action in the form of exposure to a comfortable sensory activity to move the nervous system to an optimal state for the environment and the demands of the task.

Sensory Discrimination

Sensory Discrimination refers to the identification between different sensations or what a sensation means. Sensory Discrimination Disorder occurs when the individual experiences difficulties in identifying between different stimuli or recognising the meaning of a stimulus.

Sensory Gym

A sensory gym is a space created with the inclusion of numerous pieces of equipment and items that provide stimulation of a person’s 8 senses, including sight, sound, smell, taste, touch, proprioception (muscles, joints and connective tissues), vestibular system (stimulation of the inner ear through exposure to gravity), and interoception (inner signals of the body such as breathing rate, body temperature, thirst and hunger). Identification of the user’s sensory sensitivities which create discomfort or distress in the nervous system when exposed to certain sensory input is made under careful monitoring by the gym facilitator to avoid or minimise future exposure. These sensory sensitivities may cause the user to move into a state of hyperarousal such as anxiety or shutdown. Sensory preferences which are sensory stimuli that feel safe and comfortable to the individual are identified. These are important to know as the individual may use these sensory experiences to calm themselves when hyper-aroused and anxious or to raise their level of arousal when they are feeling in a low state of arousal. The gym facilitator guides the child in the use of the equipment and apparatus to keep themselves in the just right state of arousal for sensory and emotional regulation. Insight gained as to the sensory sensitivities and preferences can be applied away from the gym at home, school and in the community to maintain self-regulation and to support challenging behaviours caused by various factors such as learning difficulties or conditions such as autism, ADHD, oppositional defiance disorder, and trauma. Participation in the sensory gym by the child and parent or carer under the guidance of the gym facilitator in a fun, supportive atmosphere is a vital component of the Sensory Tuning program in identifying a sensory diet suited for the child’s needs primarily and understanding the principles of sensory regulation in practice to incorporate it into the child’s and family’s daily lives to manage and reduce challenging behaviours.

Sensory Integration

According to Jean Ayres, Sensory Integration is “the organisation of sensation for use”.[1] This includes the 5 senses of sight, sound, touch, taste and smell. In addition, our bodies process information through 3 additional senses, the vestibular system, proprioception system and interoception.

Sensory Integration is also referred to as Sensory Processing. Sensory Integration Dysfunction is also known as Sensory Processing Disorder (SPD). SPD is a condition whereby the sensory nerves have difficulty in sending messages to the brain or the brain has difficulty receiving, interpreting and responding to these messages. This negatively impacts upon the way in which the body functions.

[1] Ayres, J.Sensory Integration and the Child Western Psychological Services. Ninth Edition USA. 1989

Sensory Meltdown

Sensory Meltdown is a response to sensory overload. This may appear in the form of tears, agitation, holding the head, hand wringing, irritability, over-excitement, overwrought, screaming, throwing objects, as examples, or it may be displayed as being withdrawn. The child may appear inconsolable. Meltdowns may occur in individuals with ADHD, Autism, Sensory Processing Disorder and Post Traumatic Stress Disorder. This is a hyper-aroused response and the just right level of arousal needs to be restored by gently calming the child through sensory experiences that feel comfortable and safe to the child.

Sensory Modulation

Sensory Modulation refers to the regulation of responses to sensory information. The central nervous system filters the information from the senses. Modulation operates like the volume control and sensory information is required to be turned up or down depending upon the situation and the needs of the individual. An individual with sensory modulation problems may be over-responsive to their sensory information, under-responsive, they may crave sensations, avoid sensations or they may move between these responses.

Sensory Overload

Sensory Overload occurs when one or more of an individual’s senses receives too much information from the sensory stimulus and the brain is unable to process it. The individual will feel a level of discomfort and may appear either withdrawn, avoiding of the situation, in a low state of arousal, anxious, fearful, agitated, distracted or extremely sensitive to and focused on the sensory input. If they are nearing shut-down, there is increased agitation and they are unable to be soothed or consoled. Sensory overload may be caused by various triggers such as a change in lights, a prickly clothes tag, the scent of a flower or the sound of thunder, for instance. Sensory Overload may result in a sensory meltdown requiring calming sensory input restore them to a just right state of arousal.

Sensory Profile

Through the answering of a sensory quiz and observation of a variety of behavioural responses to sensory stimuli, a sensory history is created. Much data is gathered that needs to be sifted through and applied to create meaningful information in understanding your child and how they react to the world around them. This information will provide insights into their regulated state, how they feel physically, mentally, socially and emotionally in the optimal level of arousal. Their triggers into dysregulation will be identified, and how they appear physically and emotionally in states of hyper-arousal and at the other end of the continuum, hypo-arousal. This gives a picture of your child’s sensory profile. By guiding your attention to the sensory history data through a series of questions addressing their triggers and states of arousal, you will be able to draw out an awareness and understanding of environmental and situational cues that activate their feelings of safety, danger, and threat; and identify sensory strategies to help return your child to the level of just right arousal for the situation. Building their sensory profile in this manner empowers them in sensory and emotional self-regulation to experience each day as you and they desire.

Sensory Self-Regulation

Sensory self-regulation is the individual’s ability to modify alertness or arousal suitably for the demands of the task and the environment. This is achieved through exposure to a sensory diet.

Trauma

Trauma is a physical and emotional response to an extremely stressful experience whereby you or someone you know or a community may be hurt or impacted. Trauma may be caused by violence, sexual or physical assault, child abuse, domestic violence, emotional abuse, aggression, intimidation, natural disasters, accidents, observing a death, or a life-threatening illness. Not all individuals will be affected by trauma from the same event and symptoms of trauma may vary from person to person. Variation may be due to the degree of exposure to the traumatic event, the severity of the event, the personality of the individual, the support available, and the person’s ability to emotionally cope with the effect of the event. Symptoms of trauma may include physical responses such as jumping at loud sounds, flinching or withdrawing when touched, hypervigilance of surroundings, nervous tics, running from sounds, smells, sights that are reminders of the event, emotional shutdown, nightmares, flashbacks, intrusive thoughts and memories, difficulty concentrating, social withdrawal, fear, emotional numbing, avoidance of the place where the event occurred or of usual activities and interests, depression and anxiety. These are normal responses to a traumatic event and are a part of the healing process from the trauma. Many traumatic events are processed and recovered from within a matter of a few weeks however for some the trauma may be longer lasting, requiring the assistance of a psychologist or mental health practitioner.

Vestibular System

This is a sensory system that receives information from our inner ear in response to the force of gravity. It provides information about balance, movement and the location of our head in relation to our environment.