Twenty-One Senses

Helping families with sensory sensitive children navigate typical environments.

Tag: tips

Sensory Spotlight: Vestibular (Balance and Spatial Orientation)

by Twenty-One Senses TeamLeave a comment

This is the fifth installment in our Sensory Spotlight series.

The vestibular system is responsible for the body’s sense of balance, motion, and spatial orientation. Children with vestibular processing issues may appear clumsy or hyperactive. They may also have issues tracking objects visually or performing fine motor tasks. 

The vestibular sense is a function of the inner ear and usually works in conjunction with sight. For instance, you’re able to ride in a car without feeling dizzy or nauseous because your vestibular and visual systems are sending matching signals to your brain; motion sickness occurs when these signals become mixed. The sensation of moving up or down in an elevator is an example of your vestibular system working in isolation. You can read more about how the vestibular system works on the STAR Institute’s website.

See below for a quick guide on identifying vestibular seeking, avoiding, and discrimination issues in children.

Vestibular Seekers May:

  • Appear to have hyperactivity or behavioral issues. 
  • Constantly be in motion—running, jumping, spinning, or climbing on furniture, etc.
  • Love being upside down and spinning in circles, but never seem to get dizzy.
  • Engage in fast, impulsive, or unintentionally rough movement while playing.
  • Have trouble concentrating while sitting or be unable to sit still for even short periods of time.

Vestibular Avoiders May:

  • Don’t lift, tilt, or move your child without giving a warning.
  • Hold your child’s hand while walking to provide grounding and support.
  • Use a footstool if your child’s feet can’t comfortably touch the ground while sitting.
  • Provide calm alternatives to playground activities, such as hiking or catch.
  • Teach your child to focus on a static point inside the vehicle to avoid motion sickness.
  • Work on calming strategies and develop a plan for how to exit overwhelming situations.
  • Provide a quiet place to lie down after motion sickness or headaches.

Those with Vestibular Discrimination Disorder May:

  • Appear clumsy or uncoordinated.
  • Have poor posture or jerky, awkward movements.
  • Have difficulty determining their head or body position.
  • Be unable to determine their speed and direction of movement.
  • Have difficulty distinguishing right vs. left and may not appear to have a dominant hand.
  • Be unable to tell when they’re starting to fall and unable to catch themselves in time.
  • Have poor spatial awareness and depth perception.

Executive Functioning: A Perfect COVID Project

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Summer’s in full swing, and fall—particularly the return to school—looms large on the horizon. So many headlines over the past few months have focused on what went wrong with the quick shift to e-learning last spring: technological and logistical barriers, interrupted coursework, and social setbacks. There’s so much focus on what hasn’t been achieved that we seem to have lost focus on what our children can be doing with this time—learning new skills, creating good habits, and working on executive functioning.

Executive functioning is what gives us our sense of independence and self-sufficiency. It’s how we’re able to set and stick to a schedule, determine the steps needed to complete a task, set a goal for ourselves, and evaluate our own performance along the way. Many parents—especially special needs parents—tend to absorb these responsibilities for our children. Now that COVID has forced us to slow down a bit, take this opportunity to help your child develop the skills that will benefit him his entire life—no matter what COVID brings us this fall.

Focus on the parts, not the whole.

  • Help your child identify a simple, clear goal, such as cleaning his room, making his bed, or finishing his book report. Work with him to break the larger goal down into small, manageable chunks. You might divide the room into different sections, break the book report out by paragraph, or create a step-by-step list of how to change the sheets.
  • Give him as much choice as possible about the order and specific way in which he completes each task. (“What’s one thing you can pick up off the floor? What part of your book do you want to write about today? Should we change the sheets or pillows first?”)
  • You will need to take the lead at first, but work on slowly letting your child take over more and more of the work, planning, and decision making for each task. Wait until he’s mastered each step before moving on to the next one. Note: This will be frustrating. He will be slow, make a mess, and do it his way—but you must let him do it! 
  • Talk about strategies you use in your own life and how you’ve applied them to different situations. Have him tell you about a time he was able to complete a task and how he might be able to use what he’s learned. (“When I cleaned my room, I broke it down into small chunks. I can break my book report down into small chunks, too.”)
  • Use photos, checklists, or other visual aids to help illustrate individual steps in a larger process, and make sure to keep them in context—bathroom routines should be hung in the bathroom, homework reminders in the study area, etc.
  • Celebrate the small victories! Make sure to give your child plenty of praise and positive reinforcement. Call out each step he mastered in order to accomplish his overarching goal, and remember he’s worked very hard—never tell him any part of it was “easy” or that he “could’ve done it all along.”

 

Learn what motivates your child.

  • That being said, there is nothing wrong with some external motivation. A reward, even a small one, gives your child stakes in a chore or task he might otherwise try to avoid. Just be sure to focus on positive rather than negative reinforcement—reward him for completing a goal, but don’t punish him or take something away for failing to do so.
  • Whether your child is intrinsically or extrinsically motivated, make sure his goal is clearly articulated and as specific and focused as possible. If his goal is, “I want to be better at math,” help him break it down into tangible steps or milestones, like “I want to get 100% on a math assignment” or, “I want to work with my math flashcards three days a week.”
  • Teach your child to make connections between his goals and the specific things he needs to learn or practice in order to accomplish them. Use open-ended questions and let him work out the process on his own as much as possible. (“What do you want to accomplish with your math today? What small things can you do to work on that? What worked well last time, and what can you do differently? How will you know when you’ve reached your goal?”)

Some final thoughts:

  • Your example is powerful. Talk with your child about things you want to accomplish in your own life, what aspects of the process you find rewarding or challenging, and how you’re evaluating and adjusting as you go.
  • Likewise, talk about failure and setbacks. Very few of us accomplish everything we set out to do on the first try. Emphasize that mistakes are expected, that they are how we learn, and that there is almost always a chance to try again.
  • Make sure your goals are right-sized. If your child’s having trouble getting a particular thing done every day, shift to just a couple times a week. Be flexible and try not to overwhelm him with an overly rigid schedule or an unrealistic timeline.

Sensory Spotlight: Tactile (Touch)

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This is the fourth installment in our Sensory Spotlight series.

The tactile system is responsible for the body’s ability to perceive pressure, temperature, traction, and pain. Children with tactile processing issues may have an unusually high or low pain threshold and be very particular about the texture of their clothing, toys, and other surfaces. You can read more about how the tactile system works on the STAR Institute’s website.

See below for a quick guide on identifying tactile seeking, avoiding, and discrimination issues in children.

Tactile Seekers May:

  • Prefer toys, clothing, and food with varied or specific textures. 
  • Constantly touch or fiddle with clothing, surfaces, or other objects.
  • Crave hugs, kisses, and other frequent or prolonged contact with others.
  • Prefer messy play and activities, such as finger paint, play doh, and sand.
  • Tend to play too rough and accidentally harm others while playing.
  • Have difficulty recognizing and respecting others’ personal boundaries.
  • Have a higher than normal pain threshold and might not notice minor injuries.

Tactile Avoiders May:

  • Avoid toys, clothing, or food with specific textures.
  • Dislike being touched, hugged, or kissed, even by parents.
  • Avoid getting dirty and avoid playing in sand, dirt, or grass.
  • Dislike their hair or skin being wet and avoid swimming and bathing.
  • Refuse to wear tight, scratchy, or uncomfortable clothing with seams or tags.
  • Avoid play with other children and constantly worry about being touched or bumped.
  • Become anxious in crowded spaces or when standing even somewhat close to others.
  • Have a low pain threshold and respond to even light touch as if in pain.

Those with Tactile Discrimination Disorder May:

  • Not notice when they’re being touched.
  • Be unable to gauge the temperature of food and drinks.
  • Have difficulty identifying or distinguishing objects by feel.
  • Tend to play too rough and accidentally injure themselves or others.
  • Have difficulty recognizing and respecting others’ personal boundaries.
  • Have a high pain threshold and might not notice minor injuries.
  • Use too much pressure when writing or playing and frequently break pencils or toys.
  • Have difficulty performing certain motor tasks, such as getting dressed or riding a bike.

Building Good Transition Habits

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Think about a time when you took a few moments to move from one thing in your life to another. Maybe you had an important conference call or presentation, and you took ten minutes before it started to fold some laundry or walk around the block. Maybe you went for a run Friday after work to burn off some stress before settling in for a long weekend with the kids. Whether you were aware of it or not, you weren’t simply “clearing your head” before you moved into the next task—you were self-soothing, self-regulating, and engaging in good transition habits.

As we close the books on e-learning and start venturing out into reopening public spaces, we need to be extra conscious of how things have changed and how these changes are affecting our families. Sudden changes in environment or routine can leave some children, especially those with special needs, feeling overwhelmed, deregulated, and anxious. Below are some tips and suggestions for effectively managing transitions for your child. (See also: our previous post on managing deregulation.)

Talk about what’s changing.

  • Set your child’s expectations accordingly. Focus specifically on what tangible, practical things will be different for her and how her routine will need to adjust. What exactly is changing? What exactly will be different? What is staying the same? Having an idea of what to expect and what to count on can be hugely comforting.
  • Build your child’s confidence by talking with her about times things have changed in the past and how she was able to manage it successfully. (“I know starting fourth grade can feel hard and scary. It might feel like starting third grade last year. What did you do to help you get through it then? You sure learned a lot. Is there something you will do differently this time?”)
  • Give your child a manageable number of options and choices whenever possible. She shouldn’t necessarily be the primary decision maker, but she should know you value her input and want her to be happy. (“Would you like to have reading time before or after lunch today? Would you like to have apples or oranges with your snack?”)
  • When giving your child choices, focus on the desired outcome. For example, you might ask what she wants to accomplish with her e-learning program, and she might respond, “I want to be done by 3:00.” Instead of focusing on the narrow parameters of the goal, reframe it as an opportunity to work on a desirable outcome—in this instance, the desirable outcome would be developing good time management skills.

 

Create a transition ritual.

  • Rituals are a great way for children to learn to manage daily transitions, self-regulate, and develop the flexibility to adapt to new situations. Reserve small blocks of time between activities for jumping jacks, deep breaths, a walk around the block, or any combination of things that allow your child to calm down and recenter.
  • Have your child incorporate some physical component into her ritual if possible. Think of a basketball player shooting free throws or a baseball player stepping up to the plate—a few small gestures can be a powerful signal to the brain that it’s time to shift focus.
  • Create family rituals and traditions to mark major life events, seasonal changes, and weekly milestones. Start the summer with barbecue in the backyard, have a “fashion show” before the first day of school, or kick off the weekend with a Friday night movie. Having the whole family participate can be comforting to your child, and it can help her understand that changes in routine are a normal part of life and can be fun.
  • Practice what you preach! Be conscious of what changes are affecting you and learn to cope with your anxiety. Create a transition ritual for yourself and model it for your child. Be vocal about what you’re doing to get yourself ready for the next thing in your day. (“I need a few minutes to get ready for my meeting. I’m going to take a walk around the block and get some of my energy out.”)
  •  

Control your environment.

  • To the extent you can, organize the day in blocks that work well for your child. Pay close attention to her interests, frustrations, energy level, and attention span. Don’t try to force too many small activities back to back if her transitions tend to be long and difficult, and be sure to build in frequent movement breaks.
  • Talk to your child about what activity is coming up next and give her verbal warnings, such as five minutes until bedtime or ten minutes left to play outside. Keep in mind you’ll need to remind her more than once.
  • Take care to limit distractions and potential sensory triggers. Be mindful of light coming from windows or lamps. Make sure your child has earbuds or noise canceling headphones if she needs them, and teach her how to adjust both the volume and brightness on your laptop, tablet, or phone.
  • Arrange and rearrange your physical environment to best accommodate the task at hand. If possible, have different rooms for different activities, and move objects out of the area that aren’t needed. Put school computers and workbooks away on the weekend, for example, or put toys in a basket and take them out of the room during homework time.
  • Let your child acclimate to each space and activity in a way that makes sense for her. You might have a few Legos in the corner of her reading area to help her calm down from a busy morning, or she might need to run outside and burn off energy before settling down into dedicated reading time. Either way is perfectly fine—just be strategic.

Sensory Spotlight: Visual (Sight)

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This is the third installment in our Sensory Spotlight series.

The visual system is responsible for the body’s sense of sight. It allows us to perceive variations in the size, shape, color, and brightness of objects. It also helps us gauge the distance and speed of objects and determine where we should focus our attention. Children with visual processing issues may crave screen time or become overwhelmed in bright, busy environments. You can read more about how the visual system works on the STAR Institute’s website.

See below for a quick guide on identifying visual seeking, avoiding, and discrimination issues in children.

Visual Seekers May:

  • Seek bright or busy environments.
  • Prefer toys with bright, reflective, or shiny surfaces.
  • Be distracted by objects with spinning, flashing, or moving lights.
  • Insist on clothing and toys with specific shapes, colors, and patterns.
  • Crave screen time and prefer stimulating movies and games.

Visual Avoiders May:

  • Seek out dark or secluded environments.
  • Avoid messy rooms and busy, crowded spaces.
  • Frequently cover their eyes or hide their heads under pillows or clothing.
  • React strongly or as if in pain to bright, strobing, or fluorescent light.
  • Perceive dim, normal, or natural as much brighter than it actually is.
  • Be bothered or distracted by objects with bright, reflective, or shiny surfaces.
  • Be bothered or distracted by objects with spinning, flashing, or moving lights
  • Prefer clothing and toys with muted and simple shapes, colors, and patterns.

Those with Visual Discrimination Disorder May:

  • Have difficulty distinguishing between letters, numbers, and symbols.
  • Be slow to recognize characteristics of objects, such as size, shape, or color.
  • Be unable to judge the distance between people and other objects.
  • Have difficulty reading the facial expressions and emotional cues of others.

Getting Your Family Ready for Reopening

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“This [Covid] feels like having a newborn: You don’t know anything, you have to do everything, but so much feels out of your control. Everything is scary. As soon as you figure something out, it changes. There’s a lot of pressure and judgement. I’m afraid I’m doing it wrong.”

As we enter the fourth month of lockdown, there’s a lot of excited talk about finally “opening up” and getting back to a “new normal.” Some states are opening businesses and public spaces quickly, while others are opening in slow, deliberate phases. There is no single roadmap for this, no one set of guidelines, and so many of us still feel confused, exhausted, and out of control in ways we might not have felt since we first became parents. 

But remember, having a newborn allowed you to develop some amazing strengths as a parent: you were able to live in the moment, adapt quickly to new situations, prioritize (sometimes ruthlessly), and accept what you could not control. Reconnect with those strengths and lean into them as the world starts to reopen. With a little planning and a lot of communication, your family can make this transition in a way that feels thoughtful and safe for everyone.

Things to consider:

  • Telehealth availability is high, but so is the demand. Start making appointments—both virtual and in-person—for healthcare, therapy, and other family services now, even if the actual appointment is a ways off.
  • Some places may be quieter or less crowded than usual. However, keep in mind that social distancing and more thorough cleaning procedures might mean some things take a lot longer than usual, and some areas may be restricted. Don’t hesitate to call ahead and let providers know about your child’s particular needs.

 

Talk about it.

  • Learn how to read your child and understand to what level he needs the situation explained to him. Be attentive to both verbal and nonverbal communication about his level of understanding and his feelings about what he’s hearing (this could be vastly different for every child). Put things in direct, black and white terms as much as possible.
  • A plan is the best antidote for anxiety, so talk to your child about what to expect when you leave your house. Prepare him for how people might look (masks and gloves) and how people might behave (anxious or standoffish). Make sure he knows what’s expected of him in regards to distancing, hand washing, and mask wearing.
  • Stress the importance of respecting others’ choices in regards to social distancing. For example, Grandma’s not crazy for continuing to quarantine—she’s older and therefore higher risk, plus she might have other risk factors that lead her to be more cautious or anxious. On the other hand, you might know someone who has to return to work or is choosing to engage in more social activity than your family’s comfortable with. This is a situation that makes people emotional and defensive, and it’s not helpful to argue with others or be confrontational.
  • Talk to your family about how to manage transitions—into summer, into reopening, etc. Develop good “transition habits” as a family. All the rules of transitions apply: stay regulated, ease yourself into it, try not to force too many “new” things at once. (More on this next week!)

Take it slow.

  • Choose your family’s “safe” social circle and expand it slowly. Think of it like concentric rings, with the core/innermost circle being your household. The next innermost ring might include grandparents or your next door neighbors, and the ring beyond that might include cousins, friends, or coworkers. Make sure everyone in each ring agrees to the same “rules” about social distancing. Be explicit with your child about how you choose the members of your circle and what the rules are.
  • When you’re ready to start going out, apply this same idea to stores, offices, and establishments. In this instance, the innermost circle would be grocery stores, doctors, and other truly essential businesses. The second ring might be department stores and barbershops, and the ring beyond that might be restaurants.
  • Go on the first few outings alone if possible. This will let you get a lay of the land, acclimate yourself to the new way of doing things, and be better prepared to set your child’s expectations. Don’t be embarrassed to reach out to friends, neighbors, or the establishment itself and ask what to expect.
  • Check in frequently when you’re out with your child, and have an exit plan ready in case he needs a break or is misbehaving. If he does start to become frightened or overwhelmed, remind him you can both leave right away, with no consequences or punishment for him, and try again later. 

Managing Meltdowns and Deregulation in Lockdown (and Beyond)

by Twenty-One Senses TeamLeave a comment

Many states are now entering their second full month of lockdown, and we’re all struggling to adjust to this new way of life. Distance learning, working from home, sheltering in place with your family—it’s a lot to take in for anyone, and it can be especially disruptive and upsetting for children with sensory sensitivities or other developmental issues.

Below are some tips to identify when your child is deregulated and manage sensory-related meltdowns. While these strategies have worked well for our families, remember there is no single schedule or process that works for everyone, and no one knows your child better than you. Don’t be afraid to go with whatever works for your family.

Signs your child is deregulated:

  • Appears excessively energetic, manic, or slap-happy
  • Appears aloof or distracted; fidgets or spaces out constantly
  • Has a heightened sensitivity to sensory input, such as light or sound
  • Has disproportionate or extreme reactions to stimulation or stress
  • Regresses into past behaviors when stimulated (meltdowns, thumb sucking, etc.)

Deescalate tantrums and meltdowns.

  • Meet aggression with empathy and compassion. Start by validating your child’s feelings—not by telling her how she should be feeling or how you feel.
  • Create a “safe space” away from the rest of the family where your child can go to calm down until she’s ready to talk. Be clear that time in this space is not a punishment.
  • Allow time for the “fight or flight” response to work itself out of the body before trying to have a conversation (usually about 20 minutes).
  • Don’t expect your child to “fix” the issue right away. Discuss how you can work together to tackle this problem in the future, give her time to process, and allow her to try again.
  • Come up with a “safe word” or gesture your child can use to indicate she’s becoming frustrated or upset. When she does use it, make sure to step back and allow her to calm down before continuing the conversation.
  • If needed, use a social story to help your child identify her own feelings and understand the feelings of others. (Pop culture references, like the movie Inside Out, are also good.)

 

Look for triggers in your environment.

  • Monitor your child’s use of electronics, keeping in mind that signs of deregulation can manifest as late as 30-90 minutes after screen time has stopped.
  • Be mindful of how many activities your child’s doing each day, including Zoom calls. Even if she enjoys these activities, too many transitions can be stressful and exhausting.
  • Make sure your child is physically active. Sensory diets have been shown to help improve concentration, alertness, and calmness in children with sensory issues.
  • Avoid teasing, nagging, or other antagonistic behaviors that might result in an outsized reaction. Make sure siblings have time apart.
  • Children react to how parents manage stress. Make time to care for yourself—even though it’s hard—and demonstrate healthy ways to manage stress and talk about feeling deregulated. (“Mommy’s a little overwhelmed right now. My brain feels scrambled, and I need a break.”)

Create good transition habits.

  • Allow 10-20 minutes of transition time between each activity if at all possible. Avoid multitasking during this time.
  • Help your child come up with a transition ritual. This can include screen time, quiet time, or any number of activities that will help her regulate and ramp up to the next task.
  • Remember, too many transitions can be exhausting and lead to meltdowns. Be aware of how many activities your child’s doing in a given day and look for signs of deregulation.

Teaching Your Sensory-Sensitive Child to Ride a Bike

by Twenty-One Senses TeamLeave a comment

Spring has sprung, and it’s time to break out the bikes! Learning to ride a bike is a right of passage for many children, and it’s a skill they can take with them their entire lives.

While SPD and other sensory issues present some unique challenges, you can help your child feel safe and confident by breaking the process up into small, simple steps and allowing him to go at his own pace. Below is a method we’ve found successful with our own children–feel free to use it as a starting point and modify as needed.

Above all, stay positive and remember to celebrate the small victories. Good luck!

Jump down to the simple steps

Sensory Challenges

The Issue: Sensory Overload

Becoming irritated or overwhelmed by physical sensations like the wind blowing in his face, uncomfortable safety gear, or the sight of objects whizzing by quickly

What to Do

Let your child pick out his own helmet and pads and add extra cloth or padding if needed. Introduce new textures and sensations slowly.

The Issue: Vestibular Processing

Problems with balance, motion, or spatial orientation, such as feeling out of control, unsteady, or too far away from the ground

What to Do

Consider getting a tricycle, scooter, or balance bike first. Practice balancing and moving with speed before making the leap to a regular bike.

The Issue: Motor-Based Problems

Difficulties maintaining stamina, determining the order in which to make certain movements, or coordinating different muscle groups

What to Do

Break new skills down into small, simple steps and use repetition to reinforce new concepts. Physically guide your child through the process.

The Issue: Sensory Discrimination

Inability to properly gauge the distance between objects, the different shapes of street signs, or how much force is being used to pedal or turn

What to Do

Practice telling the difference between the shapes of two signs, the distance between two toys, or whether  he’s going fast or slow. Make it a game and have him try to “trick” you.

The Issue: Fear

Meltdowns, anxiety, or refusal to practice caused by any of the above issues

What to Do

Be supportive and patient. Make sure your child is regulated before you begin, and allow him to go at his own pace.

Note

Learning to Ride

  1. Have your child sit on the bike and stand directly in front of him so he can see everything you’re doing and knows you’re in control. Slowly move the handlebars left to right, back and forth, so he can both see and feel the movement.
  2. Have him practice getting on and off the bike while you continue to hold it steady.
  3. Slightly tilt the bike in either direction, as if it’s going to fall, and have him practice “catching” himself by leaning and putting his foot down on the correct side.
  4. Continue to hold the handlebars and have him practice getting on and off as you tilt. Make sure to practice on both sides until he’s comfortable.
  5. Stand behind the bike and repeat step #3 using the balance bar. When he’s comfortable with his footing, start tipping the bike farther–just enough so that he must catch himself.
  6. Use the balance bar to push the bike slowly forward. Have him practice steering while you keep the bike upright and steady. Move on to pedaling and braking when he’s mastered steering.
  7. Continue to hold on, but encourage him to go faster. Make a game of seeing if he can “make Mommy/Daddy run.” Let him be completely in control of speed and stopping. 
  8. Tell him you can let go whenever he’s ready–and when he tells you to let go, do it! Practice pedaling and stopping over and over until he doesn’t fall and can confidently control the bike on his own.
  9. Start working on turns. Place cones or toys in a parking lot or other open space and have him weave around and through them. Focus on slowing down and making wide swings around objects, and move the objects closer together as he gets comfortable.
Learn more about SPD.

Have another suggestion? Let us know in the comments!

Sensory Spotlight: Auditory (Sound)

by Twenty-One Senses Team1 Comment

This is the second installment in our Sensory Spotlight series.

The auditory system is responsible for the body’s sense of hearing. It allows us to detect and locate sounds in our environment, to identify them, and to determine which sounds are important and which can be tuned out. Children with auditory processing issues may crave loud or repetitive noises, become overwhelmed or distracted by everyday sounds, or be unable to detect sounds in their environment. You can read more about how the auditory system works on the STAR Institute’s website.

See below for a quick guide on identifying auditory seeking, avoiding, and discrimination issues in children.

Auditory Seekers May:

  • Seek out loud or busy environments.
  • Seem to always be yelling or speaking too loudly.
  • Make repetitive sounds, such as clapping, tapping, or clicking.
  • Have difficulty focusing on a task without humming or making noise.
  • Prefer to have constant background noise, such as music, TV, or a fan.
  • Insist on listening to TV or music at a volume that is uncomfortable to others.

Auditory Avoiders May:

  • Seek out quiet or secluded environments.
  • Frequently cover their ears and react to loud or high-pitched noises as if in pain.
  • Become easily distracted by background noises others can’t detect.
  • Be bothered or extremely irritated by repetitive or specific sounds.
  • Be startled and extremely frightened by unexpected sounds.
  • Become overwhelmed and frustrated while working in loud, busy environments.
  • Engage in repetitive, self-soothing activities, such as rocking or chewing.

Those with Auditory Discrimination Disorder May:

  • Speak too loudly or too softly.
  • Appear unresponsive or confused when given verbal directions.
  • Take longer than usual to process and respond to verbal directions.
  • Be unable to distinguish between background and foreground noises.
  • Have difficulty distinguishing between similar sounding words (cat, rat, sat).

Traveling with Sensory Needs

by Twenty-One Senses TeamLeave a comment

The holidays are just barely over, but Spring Break is already coming up fast! Whether you’re planning on relaxing at home or flying off to Disney World, accounting for your child’s sensory sensitivities can feel overwhelming–but, with a little extra thought and careful planning, it can be done!

See below for a few of our favorite tips on tackling spring break and traveling with sensory needs.

Tips for Traveling with Sensory Needs

  • Don’t stop at online research. Call up the resort, park, or club and talk about your child’s specific needs and available accommodations. (Disney, for example, has a wide variety of services for patrons with disabilities.)
  • Keep your routine as intact as possible. If you can, rent a house or Airbnb instead of getting a hotel room. This will give you more control over meal prep, baths, and sleeping arrangements.
  • Practice good transitions. Take the few minutes between activities to make sure your child has a bathroom break, a snack, or even just a few deep breaths.
  • Pack for your child’s sensory triggers. Helpful items might include noise-canceling headphones, sunglasses, smelling jars, or a picky eater’s favorite snack.
  • Plan your stops. If you’re driving, pack a cooler and eat at rest areas or parks instead of restaurants. Build in time to let your child run around and burn off excess energy.
  • Keep your own expectations in check. Leave plans open-ended whenever possible. Rather than trying to stick to a rigid schedule, try to do just one or two things each day.
  • Make sure your child knows what to expect. Print out maps, brochures, and photos from Google or Yelp and go over them together. Practice waiting in line and develop strategies for dealing with overwhelming situations.
  • Build in downtime. Each member of the family should have time to go for a walk, read a book, or do whatever calms and centers them. Remember, taking time for yourself will allow you to be more present and able to fully enjoy your time together.

Some Tips for Staying Home

  • Keep your routine as intact as possible. If you do need to change up your family’s schedule, talk to your child about how this week will be different than usual.
  • Take day trips. Shorter, focused outings are generally cheaper and allow you to maintain more control over meals, timing, etc.
  • Look for less trafficked alternatives to popular destinations. Check out smaller train or art museums, or go see your local minor league team instead of the Cubs.
  • Know when other schools are on break. Keep in mind that play places and other popular destinations will be much, much busier than usual.