​"Really dislike this as inappropriate simplification. Have a highly sensitive child who has been assessed by 3 OTs so far, we understand his sensory profile very well. My child can present like any of those profiles depending which sensory system we are talking about, what is his arousal, sense of safety and many other things including motivation and interests; and this is well documented in our reports."

"Dr. Dunn’s work is a foundational strengths-based approach in sensory processing that all other theorists in this arena miss. This graphic misrepresents the richness of her clinical reasoning and does a disservice to clinicians by highlighting the negative aspects rather than the balanced approach that is the highlight of Dr. Dunn’s life’s work."

These were comments that I received on my social media pages recently. They are both true to the people who wrote them.  

Sensory profiles can be complex to understand. True.
Sensory profiles can appear with mixed patterns. True.
Aroual, sense of safety, motivation, interests, connection with people, different environments can affect presentation of sensory profile. All true. 
The fact that this parent knows their own child and that the OTs who have worked with this family have explained it so well for them. All true and wonderful. 
Carer education and training is a key implementaton of sensory strategies with strong strength evidence to support it.

Social media can only ever provide a snapshot.  I am summarising a small amount of information into a few paragraphs or an image. I never disputed that Dr Dunn's framework is strengths-based. I strongly admire Dr Dunn and I'm in awe of her life-work! In fact, my new guidebook makes mention of strengths for each profile. 

But, I don't think the person who commented on my social media pages got that far and maybe I didn't make it obvious.

So thank you. 

When we observe a child...  understand what interests them, become aware of their preferences (activities, environments, people), observe their responses, understand who they connect with and why, appreciate what helps them to feel comfortable, work out what they are doing (or not doing) to help them feel safe and regulated... we can acknowledge and affirm if they are over responsive, under responsive or typically responsive to sensory information.  We can recognise if this interferes, helps or promotes their activities of daily life.  

We can develop an understanding of a child's sensory profile pattern and preferences (I use the standardized assessment The Sensory Profile-2). Preferences do not mean an absent of other characteristics. This is not a "diagnosis" or "label".  A child's preferences can change. A pattern or preference does NOT automatically mean that intervention is necessarily required. 
​
There is no judgement. There is awareness and empathy.  

By understanding a child's preferences, we can appreciate their strengths.  We can help them to build self-awareness and help them to advocate for themselves as needed. 

These are some examples of strengths that "more than others" from each sensory profile MAY have. 
Bystander Strengths:

• Easy-going
• May focus on tasks more easily screening out busy environments
• Tolerant of change and variability
• May watch and then do
• Although slow to respond, follows instructions
• May be an independent student when key information is highlighted to them
• Less reactive to multisensory  environments

Seeker Strengths:

• Energetic and full of curiousity
• Observant and comments of sensory experiences
• May be highly creative and expressive
• May have strong interests and passions which are motivating
• Natural problem solvers
• Resilient in multisensory environments

Sensor Strengths:

• May enjoy predictable, repetitive play or structured leisure pursuits
• May enjoy rhythmic activities
• May enjoy watching and then participating
• May be detailed-oriented
• Empathetic and caring to others
• Creative and imaginative
• Emotional intelligent

Avoider Strengths:

• Self-awareness of own limits (self-protective)
• Ability to advocate for self
• Participates well with structure, routine and predictability
• May be careful, thoughtful and detail-oriented
• May be content to be alone or in familiar environments
• May be a good planner with an anticipation of problems
• May identify sensory experiences that help them to feel comfortable
• May thrive with connection to others

I shared a new resource recently! The Sensory Profiling Guidebook outines the theoretical framework (SP-2) that Dr Dunn developed. It describes characteristics and support strategies for each profile (over and under responsive) as well for mixed profile patterns. It includes additional regulation strategies to support relationship and co-regulation, breathing and oral motor activities, rhythm AND now the guidebook contains this new strengths-based image seen above. 

For those of you who have already purchased this guidebook via the YKOT shop, the updated strengths based image version was emailled to you last week.  If you purchased this via TPT, please email me at [email protected] with your order receipt and I will also give you the new version. 

If you haven't got a copy yet, take a closer look via the you-tube video (note that it doesn't have the updated page).   

I take every effort to share or create evidence-based, trustworthy information and resources.

 For more information on this topic:

• Overview of Dunn's sensory profiles
• Sensory Profile Language
• Bystander Sensory Profile
• Sensor Sensory Profile
• Seeker Sensory Profile
• Avoider Sensory Profile (coming soon)
• Sensory Profiling Guidebook! 

A strengths-based approach is important. It helps us to see our children with understanding and appreciate what they are naturally drawn to but it also helps us to know how to support them. As parents, educators and therapists, we want our children to not only survive but to thrive.  

I read every comment and appreciate each of you. While my information is general in nature, I hope that it brings some help to those who are seeking it. 

Until next time,
Cindy

If you’ve ever tried to end a game, pause a video, or say “that’s enough screen time” and been met with big feelings, you’re not alone. Digital games are designed to be engaging — fast, colourful, predictable, rewarding — and for many children (and adults too), they feel excited, comforted, and deeply motivated.

In a world that can feel noisy, demanding, and unpredictable, it makes sense that kids are drawn to spaces where they feel competent, in control, and successful. Understanding why children love digital play can help parents, caregivers, educators and therapists to nourish their nervous systems, rather than overwhelm them.

Play has always been essential to children’s growth — helping them explore their world, develop relationships, develop skills, expand their comfort zones, and learning to regulate emotions. In today’s digital era, technology offers powerful new tools for play-based learning but also demands careful boundaries to ensure that play remains enriching rather than consuming.

Play can be a boundary breaker for a child. From  an occupational therapy perspective, play supports sensory regulation, motivation (to try new things or be with new people), social interaction (develop friendships, experiment with roles, negotiate, share a common interest, care for others), creativity (physical or verbal expression), and meaningful skill acquisition. Technology isn’t inherently at odds with these goals — but how and when it’s used matters. Thoughtful tech-based play can support development; unmanaged, highly stimulating screen time can contribute to dysregulation and compulsive patterns similar to behaviours seen in addictive systems (e.g., constant reward loops) unless balanced with other activities.

Digital play isn’t inherently harmful — many apps provide structured, developmentally supportive experiences. But not all screen time is created equal. A recent appraisal of hundreds of early literacy apps found that only a fraction aligned with expert standards for evidence-based reading instruction, with common shortcomings like lack of explicit instruction and corrective feedback. 

Too much passive or fast-paced screen play — with quick rewards and little cognitive challenge — can push a child’s nervous system into dysregulation, competing with their ability to engage in real-world play and social interaction.

What can we do as parents, caregivers, teachers and therapists?

• Set clear limits and routines around screen time. 

This can be easier said than done. Have a plan and share that with your child. Have a plan for managing the push-back and invite problem solving with your child. 

• Choose apps that invite participation, creation, and problem-solving rather than passive consumption.

I limit the number of apps I use during OT sessions and do not make it a routine item to bring.  Some of my favourite apps include SnapType, Osmo Monster, Osmo Tangram, Dexteria Jr, Sesame Street Breathe, Peppy Pals.  There are other apps I use which are unfortunately no longer available. 

• Blend digital play with physical, sensory-rich activities that support the whole child — body and brain.

​Try Wakeout Kids, Cosmic Kids Yoga, Motor Skills and Go Noodle Videos.

• Being present when possible — co-playing helps children transfer skills and stay regulated.
• Keep screens and children in a shared open space.
• Encourage good sitting posture
• Encourage good vision practices.

Optometrist recommend:

1. Apply the 20-20-20 rule – every 20 minutes look at something 20 feet (60cm) away for 20 seconds. That will give your eye muscles a rest.
2. Try to blink regularly. Focusing on a screen may make you blink less, which may make your eyes dry and uncomfortable.
3. Position your computer screen so that:

                 * it is between 40 and 76 centimetres (16 to 30 inches) from your eyes
                 * the top is level with, or slightly below, your eyes
                 * it is tilted away from you at a 10- to 20-degree angle
                 * there are no distracting reflections, e.g. from a window.

• Encourage fine motor skills!

Occupational therapists have been seeing what we antedoctally call the "gamer's grasp".  There are also hand grasp presentations that have developed and become reinforced with digital technology use. These patterns include more thumb extension in a lateral position, weak interdigital thumb muscles, poor hand strength, difficulty with individual finger movements (needed for typing) and a closed webspace from holding a table or phone.  Children are pointing with either their thumb, index or third fingers while holding all fingers in extension.  

Encourage your child to keep devices on stands or propped up.  When pointing, use the index finger and tuck the remaining fingers into the palm of the hand.  Participate in non-digital fine motor skill activities! Consider the opportunity cost of time spent with a screen and what they are missing out on. 

• Support your child to transition in and out of screen-based play.
  • Using timers (ie. countdown digital timer, visual timers, auditory times, sand timers)
  • Presenting another preferred activity (non-digital)
  • Providing warning and validating how it may be hard to stop.
  • Presenting a regulatory sensory activity such as movement (eg. trampoline), deep pressure (eg. cuddle, weighted item) or oral motor input (eg. crunchy snack, water).

Would you like to learn more about "navigating screens in therapy"?  This topic is being covered in the upcoming Play Conference. This free, online conference is designed for OTPs, PTs, and SLPs who want to make play truly effective for modern childhood – and gain practical strategies that actually stick across homes, schools, and clinics.

 Free conference runs March 9–12, 2026
 Sign up today for your free ticket 
​
And if you want the most out of the experience, the VIP Ticket is available at a discounted rate before and during the free showing. The VIP ticket is in $US and I earn a small commission for this promotion if you purchase a ticket. 

What is your biggest challenge with supporting play in a digital age? What helps you to navigate this with your child? 

Until next time,
Cindy

Cindy is a registered occupational therapist practising in Sydney, Australia.  She has two growing children who are a constant source of inspiration and learning.  Cindy loves working creatively to help children to reach their potential, finding opportunities in everyday living and making learning fun. She is also addicted to making printables (even when they take a long time to complete).  Cindy is the author of the Occupational Therapy blog Your Kids OT.  Read more articles from Your Kids OT at https://www.yourkidsot.com/blog

Cindy is a contributing author of the Functional Skills for Kids Therapy Team.  They have together published THE HANDWRITING BOOK, THE SCISSORS SKILLS BOOK and THE TOILETING BOOK.

​The information on this site is general in nature. The activities are safe for most children, however, you should consult an Occupational Therapist or health professional to address specific movement, sensory or other medical conditions. Affiliate links are used throughout this website to promote recommended products. Your Kids OT receives a small commission if any purchases are made through these links. Please see my disclosure policy for more details. ​​​
YKOT shop:  https://www.yourkidsot.com/store/c1/Featured_Products.html
Teachers Pay Teachers: https://www.teacherspayteachers.com/Store/Your-Kids-Ot
You Tube Channel: https://www.youtube.com/channel/UCZUz_5nYEOCkj32DiOCQo4Q/featured
Facebook: https://www.facebook.com/yourkidsot
Instagram: https://www.instagram.com/yourkidsot/
Pinterest: https://www.pinterest.com.au/yourkidsot/
​

The child that everyone knows. 
The child that everyone says is "busy". 
The child who doesn't seem to have an "off" switch. 

The "sensory seeking" child may have a reputation that proceeds them.  We are looking at how our central nervous system manages sensory information in the world we live in. When our "sensory seeking" child craves sensory input, what does this mean? How can we support them? 

Before we look more closely at the "sensory seeking" child, you may want to head back to read about Winnie Dunn's Sensory Profile framework as well as understanding some of the SP language used (thresholds and continuums).   

Sensory seekers enjoy and look for more sensory experiences. Seekers are active self-regulators and generate their own ideas. Sensory experiences may distract them from daily life tasks. They have high thresholds and find it difficult to meet their sensory needs. Seekers may observe and comment on interesting sensory events and pursue activities with great enthusiasm. They may also be highly creative and express themselves through movement (eg. dance) and physical pursuits (eg. sport). 


Let's think of the child's central nervous system with the analogy of a bucket, sensory input being the water in the bucket and the beach being their environment or task cues. These children have a large bucket which can be filled but it can also feel like the water splashes out or there is a hole in the bucket. The child continues to try filling the bucket which may seem excessive. This may be disruptive to others or distract the child from other tasks or environmental cues. They need more intense sensory experiences and help with structure, routine and goal-orientation.

Sensory Supports for Seekers
In general, a child who exhibits a ​seeker sensory pattern more than others needs sensory input with more frequency, intensity and duration to meet their sensory needs. Although these children try to satisfy their own sensory needs by seeking certain input, they need assistance to organise themselves and monitor their sensory experiences. Observing the way they seek input can help to guide intervention.

This child benefits from incorporating or embedding sensory experiences into their daily routines to support participation. This means that the child does not need to stop the task to seek sensory input elsewhere, thereby becoming distracted. Nor should this child be required to wait to receive sensory input as this can cause distress.

Intervention planning should increase awareness, purpose and meaning to sensory input. This can build predictable sensory expereinces.

• Incorproprate structure
• Increase intensity
• Add organizing activity
• Make environmental changes
• Introduce novelty into daily tasks
• Provide opportunities for multisensory or “hands on” learning.
• Provide sensory opportunities throughout the day and incorporated into activities

Some examples of sensory supports may include:

Visual System

• Allow time for the child to explore their visual environment before attending to the task at hand.
• Use visual mind mapping, checklists, graphic organizers to plan thoughts and ideas.
• Use bright lighting.
• Place items in different positions for the child to find prior to commencing a task.
• Use scavenger hunts to provide opportunities for visual scanning.
• Use a ruler to guide reading or writing.
• Allow the child to use different coloured pencils, pens or highlighters to emphasize information (eg. write titles in red, write mathematical symbols in green, underline certain words, highlight phrases, etc).

Auditory System

• Use headphone/ear buds to provide opportunities to listen to music or books.
• Provide environment where sound making is part of a daily routine (eg. clapping warm ups, singing a greeting to the teacher).
• Use a metronome for predictable rhythmn and organization.
• Learn a muscial instrument.
• Provide structured times for varying volumes of noise making.
• Practice varying volumes with voice, muscial and non-musical items (eg. tap hand with one finger, two fingers, three fingers, four fingers, five fingers).
• Practice silent activities and motion (eg. mirror a friend’s actions without speaking, draw a doodle with a timer starting with a few seconds).
• Play music during activities (eg. packing away toys, colouring in).
• Name and discuss noises with child in various environments.

Tactile System

• Provide opportunties to explore and play with different textures (eg. sand, dirt, shaving foam, water, playdough, putty etc).
• Use messy play with academic learning (eg. form letters, count, spell words).
• Provide fidget tools and stress balls during listening times (eg. story time).
• Use cold items to increase alertness and arousal (eg. cold shower, cold ice brick, wash face).
• Incorporate deep pressure with touch input (eg. when rubbing lotion onto body also add squeezing).
• Incorporate visual feedback such as looking in a mirror.
• Provide opportunities to go barefoot.
• Faciliate activities that require partner work which involve touch (eg. dressing, karate, gymnastics).
• Use items with varying textures (eg. blankets, towels, carpets).
• Name and discuss tactile experiences, as well as the body sensations felt.
• Carry items to aid transition from one place or activity to another.

​
Proprioceptive and Vestibular Systems

• Use movement with academic activities (eg say the alphabet while jumping on the trampoline, Touch body parts for counting like tapping head).
• Incorporate rhythmn and use a metronome (eg. stomp out syllables in a word).
• Provide flexible seating such as cushions, stools, beanbags, gymball etc.
• Incorporate movement breaks.
• Incorporate heavy work activities (eg. moving heavy books, lifting chairs, pushing a trolley).
• Practice stop/start/freeze activities.
• Incorporate resistance activities such as therabands, clothing pegs, elastic bands when seated.
• Incorporate weighted products such as lap blanket, weighted toys or vests.
• Incorporate linear movements (forward/backward, side to side, up/down) together with goal directed activities (eg. move one spot to the left seat and we write our name, move one spot to the right and we will count to 10, stand up and form a triangle with your fingers etc).
• Place items strategically to provide opportunities for movement within the classroom.

Oral Motor/Taste/Smell Systems

• Increase intensity with crunchy foods or flavour.
• Use silicon chewy pendants.
• Provide oral motor activities with a straw (sucking, blowing).
• Use a sports top drink bottle.
• Incorporate massage or use of an electric toothbrush.
• Provide opportunities to practice deep breathing (eg. five finger breathing, blow on the back of you hand, blow a pom pom in your cupped hand).
• Allow a child to chew gum as needed.
• Use scented markers or soaps.
• Name and discuss tastes and smells.
• Introduce candles or infusers in the child’s bedroom.

You asked and now it's here!

The Sensory Profiling Guidebook is a practical, neurodiversity-affirming resource designed to help therapists, educators, and caregivers make sense of sensory profiles and translate assessment insights into meaningful, everyday support. Grounded in Dunn’s Sensory Processing Framework and aligned with Sensory Profile 2™ interpretation language, this guidebook moves beyond labels to explain why sensory patterns show up the way they do — and what actually helps.

Inside, you’ll find clear explanations of each sensory profile, information about mixed profiles, real-world examples across home and school contexts, and regulation-focused strategies that support participation, learning, and wellbeing. Whether you’re an occupational therapist looking for intervention clarity, a teacher supporting diverse learners, or a parent wanting to understand your child’s responses, this guidebook bridges theory and practice with compassion and clarity.

This is not about “fixing” sensory differences — it’s about understanding nervous systems, supporting regulation, and creating environments where children can thrive.

Use the Sensory Profile Guidebook to analyze, interpret, explain and apply sensory processing information!