A Sensory Diet...nothing to do with food!

A "sensory diet" is related to activities that a child performs through the day to help them to "modulate" their bodies - so not food related at all!   Think about some of the activities you do to relax - do you go for a jog? soak in a hot bath? go for a massage? drink a warm drink?

Understanding terminology around "sensory processing" can be confusing.  Start here if you are new to my website with some information about how we all process information with our senses.  

Broadly speaking some kids have difficulty coping with the sensory information they receive in their daily lives (visual, auditory, vestibular, proprioceptive, tactile, taste, etc).  Some kids can be sensory seeking and others sensory avoiders of any of the body's senses (and even at the same time). 

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​Proprioception: Heavy Work
Activities where the body has input to the muscles and joints.  This may involve lifting, pushing, pulling objects and a child's own body weight. {Read more here}.

A “sensory diet" aims to help a child level it all out and cope.  Different authors describe this in different ways.... "modulating" or "regulating" or "getting their engines ready", etc.  If you are concerned that your child may have a sensory processing disorder, contact an Occupational Therapist for an assessment.  The assessment typically involves an interview and questionnaire completed by parents and teachers as well as observation of your child.

The following are examples of activities that may be included in a "sensory diet" in a home environment where specialised equipment may not be available.  These activities are generally suitable for all children, however, professional advice should be obtained if you are uncertain (particularly with the vestibular system) about which activities or combination of activities to try.  Consideration should also be made regarding your child's age and cognitive abilities.  The activities have been categorised but also be aware that all the sensory systems are connected so one system may affect another. 

After trialing the activities with your child, make note of the affect of the activities. Does it calm your child, arouse them, over arouse them? Use this resource to help work out which activities work for your child. ——->Activities for me!

There are over 100 activities that I have put together here so if you are overwhelmed don't feel like you need to try them all today.

Two great resources now available so you can print out activity suggestions! This are practical resources for parents, teachers and therapists!   

Read more about the Sensory diet  activity reference sheet (similar to the activities listed here) and a more detailed Sensory Diet Activity Guidebook (includes explanations about each sensory system and activity suggestions)!

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Activities for a sensory diet...

Proprioception: Whole body

• Jumping on the trampoline
  

• Leapfrog over another child
  

• Jumping from one stepping stone to another
• Jumping off the stairs onto the floor
• Jumping from a bench onto the grass

• Swinging on monkey bars
  
• Swinging on overhead flying fox
  

• Pulling wet clothes from the washing machine
• Pulling dry clothes from the dryer
• Tug-of-war pulling on a rope

• Pulling against a towel (someone else holding on)

• Hopscotch

• Animal walking (crab, bear, snake, etc) forward or backward
• Wheelbarrows on hands with someone else holding legs
• Commando crawling

• Stamping feet
• Running (forward or backward)

• Crawling on knees (forward or backward)

• Wiping clean a whiteboard
• Lifting school chairs onto the table
• Wrapped up in a blanket or towel and be squeezed (standing or on the floor)
• Squeezed between pillows or mattresses (standing or on the floor).
• Using a weighted blanket or weighted vest
• Massaged by someone else
• Bear hug from someone else
• Hiding under blankets on bed
• Hiding in small spaces
• Squashing under therapy ball
• Carrying shopping bags
• Carrying heavy books
• Carrying a backpack with a phone book inside
• Carrying beanbags on head 
• Carrying sand or water in a bucket
• Carry furniture around the house (size appropriate)
• Throwing and catching therapy ball
• Digging dirt or sand with a spade
• Pull rubbish bins to.from the kerb

• Pushing a therapy ball up and down a wall
  
• Pushing furniture
• Pushing against a wall
• Chair push-ups (lift whole body up from a chair with arms straight)

• Pushing wheelbarrow full of leaves (kid size for young kids)
• Pushing a box full of toys
• Pushing or pulling a stroller, wagon, shopping trolley
  
• Pushing hands against a grown up who pushes back
• On the floor, pushing feet against a grown up pushing their feet back (cycling motion)
• On the floor, cycling own feet in the air
• Push-ups on the floor
• Climbing up a slide
• Climbing over furniture or pillows
• Climbing up a ladder (suitable for child)
• Child-safe rock climbing or climbing on nets at the park
• Stirring a pot of food 
• Vacuum the floor
• Wipe the table
• Clean the windows

Proprioception: Hands and Fingers

• Squeeze wet sponge
  
• Squeeze soft toy
  
• Squeeze theraputty or playdough
  
• Squeeze bath toy
  
• Squeeze a water pistol
• Squeeze a water spray

• Playing with a hand fidget toy
• Pinch pegs {clothespins}
  
• Pinch and pull theraputty
  
• Pulling theraband
• Playing "thumb wars"

• Finger play nursery rhymes and songs
• Finger puppets
• Finger push ups on the table
• Catch and throw a ball 
• Play a bat and ball game (eg. table tennis)
• Play an instrument (eg. piano)
• Play hands stacks with someone (applying pressure as you stack)
• Clapping games
• Messy play with rice, cloud dough, Kinetic sand, playdough, sand, etc
• Cooking with hands to knead dough, roll meatballs, etc

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Proprioception: Oral

• Chewing on chewing gum
  
• Chewing  on commercial "chewy" products 
  
• Eating crunchy food (apple, carrot sticks, corn on the cob, rice crackers, celery sticks, dry cereal, pretzels, ice, frozen ice block, etc)
  
• Eating chewy food (steak, fruit roll ups, etc)
  
• Poke out tongue
• Puff up cheeks and squeeze out air
• Push tongue into cheeks
• Use a vibrating toothbrush
• Blow bubbles in water, with a bubble wand, using a straw
  
• Blow up a balloon
• Blow into a straw to push a table tennis ball

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Vestibular: Sense of movement and balance
Movement stimulates the receptors in the inner ear {including spinning, swinging and hanging upside down}. Head position is an important consideration during these activities.  

Vestibular: Linear (up/down, side/side movements)

• Spring see-saw 
  
• Ball hopper 
  
• Bouncing on grown up's legs 
  
• Bouncing on therapy ball 
  
• Piggy back ride 
  
• Lying over therapy ball on stomach
• Swinging at the park sitting
• Swinging at the park lying over the swing
• Swinging on a rope or tyre swing
• Rolling down a hill or lawn
• Grown up holding child's body and swinging them forward and backward
• Lying on a scooter board and moving
• Swinging on a hammock
• Rocking horse
• Flying fox sitting or suspended hanging
• Skipping with a rope

Scooter board activity.

Vestibular: Rotational (spinning around)

• Grown up holding child's body whilst swinging legs around in a circular motion.
  
• Sitting on a swivel chair and spinning around
• Scooter board spinning on stomach rotating with hands to push
• Twisting around on park swing and then untwisting
• Merry-go-round park equipment
• Spinning self in circles
• Sitting on a spinning toy (eg. Sit 'n spin or Bilibo)
• Spinning park equipment

Bilibo can be used to spin around.

Vestibular: Upside Down

• Forward or backward somersaults 
  
• Handstands supported by wall or unsupported
• Cartwheels
• Gymnastic classes using parallel bars
• Wheelbarrows on hands

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Tactile System: Sense of touch
The tactile system discriminates touch (what and where touch occurs on the body) and processes for danger (fight or flight response).  Tactile input can involve deep pressure of the skin, muscles and joints (see Proprioception activity suggestions).  It may also involve modification to the environment.

Tactile System 

• Avoid touching or approaching your child from behind;
  
• Make sure your child can see you before giving them an instruction;
• Avoid clothing fabrics which appear irritating;
• Encourage your child to brush their own body with a natural sponge during bath time;
• Allow a child to go first or last in a line to minimise tactile contact with others;

• When using physical prompts, instructions or guidance, use a firm touch;
• Use markers to help designate personal space when sitting on the floor or allow the child to choose their position;
• Provide a quiet corner for the child to retreat to when required;

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Visual System: Vision 
The visual system can be overwhelmed by what is seen.  The most helpful way to assist the visual system is to modify the environment {eg. reduce clutter, present one item at a time, remove unnecessary information from a whiteboard, position the child at the front of the classroom, watch a snow globe, etc).

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Auditory system: Hearing and listening
The auditory system is required to process what and how something is heard.  

Auditory System

• Find soothing sounds for your child (eg. music, waves, white noise, etc)
• Use headphones to listen to instructions and block out other noises
• Find a sanctuary in a noisy environment if possible (eg. lift, library)
• Listen to audio books

• Play commercial listening games (eg. Cock-a-Doodle Moo)
• Play listening games with sounds from the environment (eg. garbage truck, siren, bell, clapping)
• Help your child to manage unpleasant sounds by anticipating them (eg. turning on the vacuum, counting before using hand dryer at shops or hair dryer)

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Olfactory: Smell
The sense of smell can also affect emotions, behaviour, memory and thinking as the nose receptors are connected to both the limbic system as well as the cortex.  Finding the smells that calm, arouse and over arouse will help to plan how to avoid or incorporate these smells into your child's routine. Essential oils can be added to homemade playdough or cloud dough. Dried flowers can be made into sachets for clothes.  Washing powder can be chosen or avoided.

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Taste
The taste sense in also strongly linked with the sense of smell and oral sensitivities (see also Proprioceptive Oral activities).  Taste is also linked with experience as many flavours may be accepted after repeated trials.  Involve children in meal preparation, gathering ingredients and presenting the food. 

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