Huma Durrani Art Therapist/ EMDR practitioner at Coloured Canvas

In this article, Huma Durrani explains why recognizing sensory behaviors in the classroom is crucial to understanding sensory processing issues in children. She also outlines how art materials can aid sensory modulation, helping teachers address and manage these behaviors effectively

Recognizing sensory behaviours in children within classrooms cannot be over-emphasized, especially since 5%-23% of preschool children may have sensory processing issues (Nielsen et al., 2021). These behaviours can be misunderstood as oppositional and attention-seeking, whereas they have a neurological and physiological basis. According to Ptak et al. (2022), "Impaired modulation manifests itself in abnormal reactions to sensory stimuli in the form of attention deficit, excessive mobility, impulsiveness, emotional volatility and inadequate behaviours" (p.1). Not surprisingly, then, unsuspecting teachers may not be able to distinguish between emotional and sensory reactions due to overlapping symptoms. Moreover, once identified, the sensory behaviours require addressing and management to avoid escalation and reduce discomfort for the child experiencing sensory overload. Art materials can evoke and inhibit sensory responses and can be used by teachers to address some sensory issues. (Durrani, 2019). It is beyond the scope of this article to provide an in-depth explanation of Sensory Integration Dysfunction (SID), also known as Sensory Processing Disorder (SPD), or the use of art materials for managing sensory behaviours. However, the goal is to bring attention to the prevalence of SID in children within classrooms, the manifesting behaviours and the possibility of addressing them sensitively with resources that are easily accessible to teachers.

What is SID?

Sensory information received from the environment through our sensory organs, such as ears, eyes, nose, skin, and tongue, is processed in the brain in the auditory (ears), visual (eyes), tactile (skin), vestibular (movement and balance), and proprioceptive (sense of body in space) systems. When there is a consistent impairment in the way this information is processed, it is termed a Sensory Processing Disorder or Sensory Integrations Dysfunction. The different types of sensory reactions can be broadly classified as following:

Types

 

Causes

 

Behaviours

 

Hyper-responsive

 

Over-reaction to sensory stimuli

 

Aversion to touch and texture, such as labels on clothes, dislike of hugs, refusal to walk barefoot on grass, and awareness of smells and sounds that may lead to sensory overload, among others.

 

Hypo-responsive or sensory gating

 

Under-reaction to sensory stimuli

Diminished response to hot and cold surfaces, disengagement from the environment, and not responding to one's name, among others.

 

Sensory seeking

 

Decreased awareness of movement or sense of body

Rough play, touching and sniffing objects, excessive fidgeting, and swinging among others.

 

Sensory defensive

 

Hyper-responsive to sensory stimuli

 

Limited diet, aversion to certain textures, sounds, touch, and covering ears, among others.

 

Sensory avoidant

 

Over-responsiveness to sensory input

 

Resistant to interact with the environment, withdrawn, aloof, uneasy with brushing teeth, trimming nails, and low tolerance to sounds and crowds, among others.

 

Each child has a unique sensory profile and may be over and under-responsive to multiple stimuli simultaneously, and these sensitivities may fluctuate throughout the day. It may seem daunting for a teacher with a classroom full of children to identify and manage resulting behaviours; however, recognizing a potential problem and referring the child to a specialist like an OT for further investigation is the first step to understanding the child's needs.

How to distinguish sensory behaviours from other types of behaviours

Sensory behaviour is not instigated by demand, and the child is not concerned by others' reactions. The child is not in control and may seem unaware of their environment. The behaviour will not vanish instantly, and the child may need longer to recover. On the other hand, a behavioural reaction is usually instigated by demand or to seek attention. The child is aware of their surroundings and the reactions of others. The meltdown can end abruptly when the need is met.

Art materials and their sensory qualities

Art materials come in diverse formulations, colours, textures, and consistencies. These materials stimulate various senses, such as sight, touch, and smell, and their unique properties can elicit physiological and emotional responses (Durrani, 2021). For example, certain paints like tempera and water colour are fluid and challenging to control, evoking strong emotions and may cause high arousal in children. On the other hand, paint can motivate an under-responsive child to arouse and engage. Clay and play dough can be moulded, pounded, pinched and rolled, which can have a calming and grounding effect. Crayons and pastels, with their smudging and blending capabilities, can provide a tactile-seeking child with high proprioceptive input. In contrast, materials like foam and goop/slime tend to arouse excitability due to their unique textural qualities. Pencils and markers are restrictive and easy to control, and repetitive mark-making or doodling may lessen anxiety and provide proprioceptive input. Activities like cutting, pasting, tearing, or crushing paper can also serve as outlets for channelizing aggressive feelings and ground the child.

Recommendations for teachers

It is not a school teacher's job to treat SID, nor are they equipped to do so. However, a child with SID can be supported to a reasonable extent within the classroom by a cognizant and sensitive teacher so that the heightened anxiety from an array of sensory responses can be minimized.

Following are some guidelines for teachers to address sensory behaviours within the classroom. The list is not exhaustive, nor can it be generalized to all children, as each child has a unique set of issues, and some trial and error may be necessary to arrive at what works for a particular child.

(a) Observe the child to distinguish sensory behaviours from behaviours that may have psycho-emotional causes. 
(b) If SID is suspected, refer the child for assessment to a psychologist, developmental paediatrician or occupational therapist. 
(c) Get familiarized with the child's sensory profile by reading their assessment report.
(d) Equip the classroom with basic art materials: water-based paints, large crayons, clay or play dough, and pencils/markers.
(e) For sensory-seeking, children use clay or playdough—model activities such as pinching, rolling, stamping, and pounding.
(f) For sensory-avoidant children, encourage using pencils or markers for doodling or repetitive mark-making.
(g) For hypo-responsive children, use paint to evoke interest and arousal, especially through finger painting or hand printing.

The prevalence of sensory processing issues in children necessitates their identification and management within classrooms not only for the emotional well-being of the children but also to help teachers manage unwanted behaviours. Hence, understanding the types of sensory issues, and their behavioral manifestations, followed by addressing them with art materials that are easily available in a classroom, is one way of addressing the issue. Teachers can familiarize themselves with the evocative and sensory-modulating qualities of art materials and use them to induce or reduce sensory reactions in children. Further reading is advised to gain a deeper understanding of SID and art materials used for sensory modulation.

References

Durrani, H. (2019). Art Therapy's Scope to Address Impaired Attachment in Children With ASD and Comorbid SID, Art Therapy, DOI: 10.1080/07421656.2019.1677063

Durrani, H. (2021). Sensory-Based Relational Art Therapy Approach. Supporting Psycho-Emotional Needs in Children with Autism. New York: Routledge

Nielsen, A. N., Brandt, Å., & la Cour, K. (2021). Exploration of sensory processing difficulties among children attending primary school in Denmark. Occupational Therapy International. Article ID 8893345, 7 pages. https://doi.org/10.1155/2021/8893345

Ptak, A., Miekczynska, D., Debiec-Bak, A., & Stefanska, M. (2022). The Occurrence of the Sensory Processing Disorder in Children Depending on the Type and Time of Delivery: A Pilot Study. International Journal of Environmental Research and Public Health, 19, 6893. https://doi.org/10.3390/ijerph19116893

 

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