Module 05
Sensory Processing
A lot of 'won't' is 'can't, not like this.' Sensory systems write the first draft of behavior. This week you learn the big three for movement — tactile, vestibular, proprioceptive — and how seekers, avoiders, and disregarders look in a gym.
You will be able to
- Describe tactile, vestibular, and proprioceptive contributions to movement.
- Distinguish seeker, avoider, and disregarder patterns — and mixed profiles.
- Offer three adaptations without claiming a diagnosis.
- Explain behavior as sensory communication to a colleague.
The systems that run the gym
Tactile: skin — texture, temperature, pressure. Vestibular: inner ear — head movement, gravity, balance. Proprioceptive: muscles and joints — where the body is, how much force. Also in the room: auditory, visual, smell, taste, and interoception (hunger, heartbeat, need to pee).
System
Tactile
If it's working
Comfortable in clothes and on mats
If it's noisy
Avoids grass, glue, light touch — or touches everything
System
Vestibular
If it's working
Enjoys swings and changing levels
If it's noisy
Fears swings — or never gets off them
System
Proprioceptive
If it's working
Grades force, knows where elbows are
If it's noisy
Crashes, breaks pencils, hugs too hard
Profiles, not boxes
Seekers hunt input. Avoiders duck it. Disregarders miss it. Discriminators struggle to interpret it (often looks like clumsy motor planning). Most children are a mix: seek movement, avoid light touch. Write a profile, not a brand.
Behavior is a message. When we understand the sensory need, we can respond with compassion and effectiveness.
— The Out-of-Sync Child (paraphrase used in this toolkit)
Adapt the diet of the room
Seekers: heavy work, crash pads, climbing, movement breaks, carrying. Avoiders: warning, choice, gradual introduction, deep pressure if they like it, a quiet corner that is still part of class. Everyone: predictable visuals, optional headphones, permission to move.
A 'sensory diet' is a planned rhythm of input across the day. You are not the OT. You can still start class with wall pushes and end with quiet breathing.
Say this
Child crashing into peers
“Your body is looking for heavy work. Carry this crate to the start line with me, then we join the game.”
Child covering ears
“The sound is a lot. Headphones are on that hook. You can still play from the mat.”
Reading notes
First notes of 24+ characters: +10 each.
The Out-of-Sync Child
Parts I–II
- SPD is a real neurological difference.
- Behavior is often sensory-driven, not willful.
- The big three for movement: tactile, vestibular, proprioceptive.
“Behavior is a message.”
Lab & assignment
Busy-environment sensory watch
- Watch a child in a loud, busy space.
- Note what they seek, avoid, and use to regulate.
- Build a hypothetical profile in the Sensory profiler tool.
Assignment: Three adaptations
For a hypothetical child, write a sensory profile and three session adaptations. Stay inside scope — no diagnosis.
Draft 40+ characters to bank +25.
Your notes
Which 'challenging' behavior might be a sensory request?
What is one change to your environment that would help both seekers and avoiders?
How will you explain this to a parent without jargon?
Tomorrow
What sensory adaptation will you have ready before anyone walks in?
One honest sentence · +15
Play this week
Small games and puzzles that only use what this module taught. First complete +50; perfect +25.
Floor call
A random objection this week actually raises. Multiple choice. First correct answer banks +20. Shuffle for a new voice.
Week 5 objection
Drawing a live one…
Knowledge check
0/4 correct · 0 answered · +25 each