![]() ![]() ![]() This can look like a student tensing up from fear or becoming “floppy” from feeling overwhelmed. Practice slow, deep breaths (smell the flower, blow out the candle). Stop the activity immediately and seek medical attention if needed. Drinking cold fluids and helping the body cool down will be important to self-regulate.ĥ || Rapid breathing or slower shallow breathing It is important to stop the activity and get to a safe, quiet space. Car sickness is often associated with this or any fast, sudden movement.Ĥ || Sudden paleness or flushed, sweaty, or clammy skin Spinning, having their feet off the ground, fear of heights, etc. You might notice this with gross motor activity, particularly anything with vestibular or proprioceptive input. Try breaking down instructions into smaller pieces or use visual prompts instead of auditory prompts. When you start to notice this, it is important to get the student to a quiet place for them to recharge. Each child and system will be different.Ģ || Becomes increasingly distracted, disoriented, or confused But really it can be after any type of input, depending on how long a child's sensory processing system can process information before becoming overwhelmed. It can also be noticeable after a lot of gross motor activity, such as heavy work or vestibular input (spinning, crashing, swinging). You may notice this, particularly after a new (novel) task or activity. It is important to seek medical attention when needed for any of these responses.ġ || Appears to have a higher level of activity (over-excited) or sensitivity than normal during or following an activity I often suggest keeping an activity or behavior log so you can have communication going back and forth between the classroom and home. It's important to have an open dialog with parents. Some children will try to “hold it together” at school and then “melt down” when they go home. A child may go for hours (or even days) before showing these signs. Sensory Processing Overload Signs in the Classroomīefore we discuss each of these signs, it is important to note that you may not notice them right away. Let's take a look at some of these signs and what you may see in a classroom setting. It is important to recognize when a child may be getting ready to have a sensory meltdown so we can try to diffuse the situation and respond with strategies and activities to help them self-regulate. Their brain has shut down and is simply trying to survive what it deems a dangerous situation (fight or flight response). When a child reaches the point of a sensory meltdown, it is impossible to just talk them out of it. During this time, the brain shuts down all “unneeded” higher brain functions and goes into survival mode. Sensory overload is when the brain becomes overwhelmed with the sensory input coming in and goes into a fight, flight, or freeze response. It is also common to be hyper-responsive to some of the sensory systems and hypo-responsive or under-responsive to others. You might notice all responses for the same sensory system depending on the activity (especially if it is a new “novel” experience, versus something the child has experienced before). They can look like they are “lazy” or “tired”.Įach system has a “hyper” “hypo” or “under” type of response that you will see in children. More sensory input is needed than average in order to get a response. Under-responsive – These children exhibit a diminished response to sensory input. These behaviors can impact their day because they are not able to focus or attend to a task until they are at that just-right level. Hypo-responsive (also known as hyposensitivity) -“Sensory Seekers” – This child does not receive enough sensory input and is constantly looking for it to get to that “just-right” level of arousal. ![]() The slightest movement, touch, or sound could send you or a child into a negative behavior response. Hyper-responsive (also known as over-responsive or hypersensitivity) -“Sensory Avoiders” -These children are excessively responsive to sensory input. All of us respond to this input in different ways. Sensory processing is how the brain recognizes, categorizes, and responds to incoming sensory input from the eight senses and the environment around us. ![]()
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