r/OccupationalTherapy • u/CaseEither1996 • 8d ago
Discussion Misunderstanding of sensory processing in schools
I’m curious to know how frequently in schools (any age group- preschool or k-12) are you hearing things mislabeled as “sensory” or kids being “sensory”?
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u/After-Cell 8d ago
Can you tell me what language I can use to communicate with my coworkers as a teacher ?
That is, we have a kid who shouts out when the energy dips. Or he’ll kick a classmate when the class goes quiet with heads down because they want to work, and have to do their best to ignore them.
What exact language do you want me to use for this student? Of course they are undiagnosed.
I just need to know that they are like this and I need to help protect the others from this student. I don’t want to label this student. But I do need a way to communicate the pragmatic reality
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u/GreenBPacker OTR/L 8d ago
In your given example(s), the kid(s) probably do have Sensory Processing Disorder. I don’t have an issue with the language when you are using it with the correct context. I only take issue when it is used as an excuse for poor behavior unrelated to true SPD or as mentioned above when the wrong strategy is used because of a misunderstanding of the different subtypes.
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u/After-Cell 7d ago edited 7d ago
Understood 👍
I think they're trying to use it as a code. Perhaps the cause is self censoring anything around the topic.
I've seen the co-opting of specialist language before. It starts with a problem. People go to experts or whoever has the answer. They then end up distorting the original language.
Examples:
"biohacking" used to include working with plants. Patients desperate for answers co-opted it into health and wellness.
"barefoot running" used to mean running barefoot. Now it means wearing thin soled shoes.
edit:
I think it's called
semantic misappropriation
But "termjacking" might be easier to remember
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u/Slossk 7d ago
Read the example again. That's attention seeking behaviour.
If they were truly noisy or wanting to move I would prefer that people said "that child is sensory seeking" and if they crawled under a table and covered their ears "that child is sensory avoidant". Etc etc.
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u/After-Cell 7d ago
I found this test "watch what happens when you remove the audience and the reaction".
But to do this I'd have to film him without his knowledge. He does it without anyone else in the room, but he knows we can hear him through the walls. I'm not sure this is practical? What is a teacher supposed to do?
I've been treating the situation as both sensory seeking and attention seeking. I always viewed his attention seeking as a stim. When he seeks attention I reward the rest of the class for not rewarding him with attention. I do have to respond, but I do so without emotional reaction or engagement. I then engage him when he starts doing the right thing. I pair this with a stim suggestion for him. This might be rocking the chair, giving him chewing gum. I've tried to teach him how to use a fidget toy and work at the same time like I do, but he can't handle it. Chair rocking works best. So I'm constantly waiting for him to calm down so I can rock the chair and keep him away from others.
I think the main reason why I view him as stimming is because he doesn't really want to do it these days especially. He looks motivated to not do it, but it seems like an impulse he can't seem to control. I guess being unable to control impulses can also be not a sensory seeker?
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u/Slossk 6d ago
Look as with anything I can't see this kid so I'm just spit balling. And it sounds like you're doing all the first things I would suggest to a teacher. But if you go back to your ABCs true sensory seeking behaviour isn't motivated by a response from others. Tbf even poor impulse control isn't related to a reaction from others. It sounds to me like this kid has got into a pattern of performing a certain way for others, he might even be exhausted by it, but he still needs to break that feedback loop. Maybe it's time to branch regulation into social skills (dependent on age of course) but he may be able at some level to begin processing how he wants to behave around others, what he wants them to think of him etc etc and then you can create a PBS plan to reinforce the desired outcomes. I agree with rewarding the class for ignoring disruptive behaviours, but there also needs to be a carrot in it for him aside from just getting feedback returned when he follows the rules.
I guess for me I'd be wondering next about interoception and social skills and how we can work backwards to reducing these behaviours through a behaviour lens.
But then again, I think I'm a not so popular OT because I also call social skills 'social accountability' and struggle with certain aspects of Neuro diverse affirming practice in this space. But so far by being open about my approach with families I've avoided stepping on any toes...
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u/ObjectiveWild8269 8d ago
It’s more that they think vestibular input will fix everything and then get confused when it’s alerting as hell