Sensory Seeking vs. Sensory Avoiding: Tailoring Support for Your Child's Unique Profile

Not all sensory processing differences look the same. Understanding whether your child is a sensory seeker, sensory avoider, or has a mixed profile is crucial for providing the right support strategies. As research continues to evolve our understanding of sensory processing in autism, one thing becomes increasingly clear: there's no one-size-fits-all approach to sensory support.

Every child processes sensory information differently, and these differences shape how they interact with the world around them. Some children actively seek out intense sensory experiences, whilst others work hard to avoid sensory input that feels overwhelming. Many children demonstrate a combination of both patterns, creating unique sensory profiles that require thoughtful, individualised support.

If you're supporting a child with autism or sensory processing differences, understanding their specific sensory profile is the foundation for creating effective strategies that help them thrive at home, school, and in the community.

Understanding Sensory Processing: The Foundation

Before exploring specific profiles, it's essential to understand how sensory processing works. Our sensory systems constantly receive information from our environment and our bodies, helping us navigate daily life safely and effectively.

The eight sensory systems include:

The Traditional Five Senses:

- Visual: Processing what we see

- Auditory: Processing sounds and noise

- Tactile: Processing touch and texture

- Olfactory: Processing smells

- Gustatory: Processing taste

The Hidden Three Senses:

- Vestibular: Processing movement and balance

- Proprioceptive: Processing body position and awareness

- Interoceptive: Processing internal body signals like hunger, thirst, and need for the toilet

For neurotypical individuals, this processing typically happens automatically and unconsciously. However, for many autistic children, one or more of these systems may be hyper-responsive (over-responsive), hypo-responsive (under-responsive), or fluctuate between both states.

Identifying Sensory Seeking Behaviours and Their Functions

Sensory seeking, also known as sensory craving, occurs when a child's nervous system requires more sensory input than typical to feel regulated and organised. These children often appear to have an insatiable appetite for sensory experiences and may engage in behaviours that provide intense sensory feedback.

Common Sensory Seeking Behaviours

Movement and Vestibular Seeking:

- Spinning, twirling, or rocking frequently

- Seeking out swings, roundabouts, and playground equipment

- Difficulty sitting still, constantly fidgeting or moving

- Enjoys being upside down or in unusual positions

- Seeks out activities like trampolines, bouncy castles, or climbing

Proprioceptive Seeking:

- Crashing into furniture, walls, or people

- Jumping from heights or seeking "heavy work" activities

- Enjoys tight hugs, weighted blankets, or being squeezed

- Chews on clothing, pencils, or seeks oral input

- Loves rough and tumble play

Tactile Seeking:

- Constantly touching objects, people, or surfaces

- Seeks out messy play activities like mud, paint, or sand

- Enjoys different textures and materials

- May strip clothing to feel air on skin

- Seeks out temperature extremes (very hot or cold water)

Auditory Seeking:

- Makes repetitive sounds, vocal stimming, or humming

- Seeks out loud environments or music

- Enjoys musical instruments or sound-making toys

- May talk loudly or shout frequently

- Attracted to mechanical sounds or white noise

Visual Seeking:

- Fascinated by spinning objects, lights, or movement

- Enjoys looking at things from unusual angles

- Seeks out bright colours or flashing lights

- May flick lights on and off repeatedly

- Attracted to reflective surfaces or water

Understanding the Functions

Sensory seeking behaviours serve important functions for children:

Regulation: Seeking input helps the nervous system reach an optimal state of alertness and calm.

Organisation: Sensory input can help children organise their thoughts, emotions, and behaviour.

Attention: Some children need sensory input to focus and attend to tasks.

Communication: Sensory seeking may communicate needs, emotions, or internal states.

Self-Soothing: Repetitive sensory input can provide comfort and security.

Understanding these functions helps us respond with appropriate support rather than trying to eliminate the behaviours entirely.

Recognising Sensory Avoiding Patterns

Sensory avoiding, or sensory sensitivity, occurs when a child's nervous system becomes easily overwhelmed by sensory input. These children may appear cautious, withdrawn, or distressed in sensory-rich environments and often develop strategies to minimise sensory exposure.

Common Sensory Avoiding Behaviours

Auditory Avoiding:

- Covering ears in noisy environments

- Distress from unexpected sounds like hand dryers or fire alarms

- Difficulty concentrating in noisy settings

- May refuse to attend events like birthday parties or concerts

- Startled easily by sudden sounds

Tactile Avoiding:

- Dislikes being touched or cuddled

- Avoids messy activities like finger painting or playdough

- Particular about clothing textures and seams

- Dislikes having hair or nails cut

- May refuse to walk barefoot on grass or sand

Visual Avoiding:

- Squints or covers eyes in bright light

- Prefers dimly lit environments

- May wear sunglasses indoors

- Avoids busy visual environments like supermarkets

- Difficulty with transitions between light and dark spaces

Movement Avoiding:

- Fearful of playground equipment or physical activities

- Motion sickness in cars or on swings

- Prefers feet firmly on the ground

- May appear clumsy or unsteady

- Avoids activities that involve changes in head position

Oral/Gustatory Avoiding:

- Extremely selective about food textures and tastes

- May gag easily with certain foods

- Avoids toothbrushing or dental care

- Dislikes strong flavours or smells

- May eat only a very limited range of foods

The Impact of Sensory Avoiding

Sensory avoiding can significantly impact daily life:

Social Participation: Children may avoid social situations that feel overwhelming, leading to isolation.

Educational Access: Classroom environments may be too stimulating, affecting learning.

Daily Living Skills: Activities like personal care, eating, or dressing may become battles.

Family Life: Family outings and activities may need significant modification or avoidance.

Emotional Regulation: Constant vigilance against overwhelming input can lead to anxiety and exhaustion.

Mixed Profiles: The Complexity of Real Life

Many children don't fit neatly into seeking or avoiding categories. Mixed profiles are incredibly common and may include:

Different Systems, Different Responses: A child might seek movement input whilst avoiding auditory input.

Context-Dependent Responses: The same child might seek tactile input at home but avoid it at school.

Fluctuating Patterns: Sensory needs may change based on stress, tiredness, or developmental phases.

Age-Related Changes: Sensory profiles often evolve as children grow and develop.

Supporting Mixed Profiles

Individual Assessment: Consider each sensory system separately rather than applying broad labels.

Environmental Analysis: Understand how different contexts affect your child's responses.

Flexible Strategies: Develop a toolkit of approaches that can be adapted to changing needs.

Regular Review: Sensory profiles aren't static – revisit and adjust strategies regularly.

Daily Routine Adaptations for Different Sensory Profiles

Creating sensory-supportive daily routines requires understanding your child's unique profile and building in appropriate supports throughout the day.

Morning Routines

For Sensory Seekers:

- Start with alerting activities like jumping jacks or dancing

- Provide oral input through crunchy breakfast foods or chewy tubes

- Use firm brushing or massage during dressing

- Allow time for movement before structured activities

For Sensory Avoiders:

- Create calm, predictable wake-up routines

- Reduce auditory input with quiet mornings

- Allow extra time for dressing and personal care

- Provide advance warning of daily plans

For Mixed Profiles:

- Offer choices between different sensory options

- Build in flexibility for different days

- Monitor early signs of over- or under-stimulation

- Adjust based on your child's presentation each morning

School Preparation

For Sensory Seekers:

- Pack fidget tools and movement breaks

- Communicate sensory needs to school staff

- Consider weighted lap pads or cushions

- Plan for sensory input during transitions

For Sensory Avoiders:

- Identify quiet spaces and retreat options

- Provide noise-cancelling headphones or ear defenders

- Pack comfort items and preferred textures

- Plan for gradual exposure to challenging environments

After-School Regulation

For Sensory Seekers:

- Provide immediate access to preferred sensory input

- Plan physical activities and movement opportunities

- Consider outdoor time for vestibular input

- Allow for decompression through sensory play

For Sensory Avoiders:

- Create calm, low-stimulation environments

- Reduce demands and expectations initially

- Provide quiet, solo activities

- Respect the need for space and minimal interaction

Bedtime Routines

For Sensory Seekers:

- Include calming proprioceptive input like weighted blankets

- Provide oral input through bedtime snacks or drinks

- Use deep pressure through massage or tight pyjamas

- Create consistent, repetitive routines

For Sensory Avoiders:

- Eliminate stimulating sensory input before bed

- Use blackout curtains and white noise machines

- Choose soft, comfortable bedding and clothing

- Maintain quiet, calm bedtime environments

A variety of sensory tools and environmental adaptations can support children with different sensory profiles throughout their daily routines.

Proactive vs. Reactive Sensory Strategies

Understanding when and how to implement sensory strategies can make the difference between support and crisis management.

Proactive Strategies

Proactive approaches anticipate sensory needs and provide support before difficulties arise.

Environmental Design:

- Create sensory-friendly spaces in your home

- Modify lighting, sound, and visual complexity

- Provide easy access to sensory tools and supports

- Design quiet retreat spaces for regulation

Preventive Input:

- Build regular sensory breaks into daily schedules

- Provide sensory input before challenging activities

- Use sensory warm-ups before transitions

- Establish consistent sensory routines

Education and Advocacy:

- Teach others about your child's sensory needs

- Advocate for accommodations in educational settings

- Share successful strategies with care providers

- Build understanding within your support network

Reactive Strategies

Reactive approaches respond to sensory overwhelm or dysregulation when it occurs.

Recognition of Warning Signs:

- Learn your child's early indicators of sensory overwhelm

- Identify environmental triggers and patterns

- Monitor stress levels and cumulative effects

- Watch for changes in behaviour or mood

De-escalation Techniques:

- Remove or reduce overwhelming sensory input

- Provide preferred calming sensory experiences

- Use previously successful regulation strategies

- Allow time and space for recovery

Recovery Support:

- Avoid additional demands during recovery periods

- Provide comfort and reassurance

- Process the experience when your child is regulated

- Learn from incidents to improve future prevention

Building Self-Advocacy Skills for Sensory Needs

Teaching children to understand and communicate their sensory needs is one of the most valuable skills you can provide. Self-advocacy builds independence and improves long-term outcomes across all environments.

Age-Appropriate Self-Awareness

Early Years (3-6 years):

- Use simple language to describe sensory experiences

- Create visual supports showing different sensory tools

- Practice identifying "good" and "not good" feelings

- Teach basic requests for help or breaks

Primary School (7-11 years):

- Expand sensory vocabulary and understanding

- Practice explaining needs to different people

- Learn to identify sensory triggers and warning signs

- Develop independence in using sensory strategies

Secondary School (12+ years):

- Understand the science behind sensory processing

- Develop confidence in self-advocacy across settings

- Learn to educate others about sensory needs

- Build skills for adult independence and disclosure

Communication Strategies

Verbal Communication:

- Teach scripts for requesting accommodations

- Practice explaining sensory needs clearly

- Develop confidence in speaking up for needs

- Learn to negotiate and problem-solve with others

Non-Verbal Communication:

- Create visual supports and communication cards

- Develop signal systems with trusted adults

- Use technology and apps for communication

- Establish consistent ways to indicate distress

Environmental Communication:

- Learn to recognise and avoid triggering environments

- Develop skills in environmental modification

- Practice using tools and equipment independently

- Build confidence in making environmental requests

Building Confidence

Success Experiences:

- Start with low-stakes practice opportunities

- Celebrate successful self-advocacy attempts

- Build on strengths and interests

- Create positive associations with seeking help

Support Networks:

- Connect with other young people with similar needs

- Build relationships with understanding adults

- Access peer support and mentoring opportunities

- Develop multiple sources of support and advice

Creating Your Sensory Support Plan

Developing an effective sensory support plan requires ongoing observation, experimentation, and adjustment. Here's a framework for creating individualised support:

Assessment and Observation

Formal Assessments:

- Consider occupational therapy evaluations

- Explore standardised sensory processing assessments

- Seek professional guidance for complex needs

- Access specialist services when available

Informal Observation:

- Keep detailed sensory diaries and records

- Note patterns, triggers, and successful strategies

- Involve multiple observers across different settings

- Document changes and developments over time

Strategy Development

Evidence-Based Approaches:

- Research sensory integration techniques

- Explore proven intervention strategies

- Consider professional training and guidance

- Access quality resources and information

Individualised Solutions:

- Adapt strategies to your child's specific needs

- Consider family lifestyle and resources

- Build on existing strengths and interests

- Maintain flexibility and willingness to adjust

Implementation and Review

Consistent Application:

- Train all caregivers and support staff

- Maintain consistency across different environments

- Regular review and adjustment of strategies

- Ongoing communication between all team members

Outcome Monitoring:

- Track progress towards specific goals

- Monitor quality of life and participation

- Assess effectiveness of different approaches

- Adjust strategies based on developmental changes

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Resources and Further Support

Professional Services

- Royal College of Occupational Therapists: Find qualified occupational therapists specialising in sensory integration

- British Association of Occupational Therapists: Professional guidance and resources

- SENSORY Integration Education: Training and resources for families and professionals

Support Organisations

- National Autistic Society: Autism-specific sensory support and guidance

- Contact: Support for families with disabled children

- IPSEA: Independent advice on special educational needs

Online Resources

- STAR Institute: Research and resources on sensory processing

- Autism Research Institute: Evidence-based sensory strategies

- The Sensory Projects: UK-based sensory support resources

*This comprehensive guide is designed to support families in understanding and responding to their child's unique sensory needs. For personalised advice and intervention, always consult with qualified professionals who can provide individual assessment and guidance.*