Sensory Avoider Sensory Profile... I said no!

No no no no!
No can present in different ways. 

No, I know my limits and I'm advocating for myself. 
No, I can anticipate what you are asking and I don't feel comfortable.
No, I'm overwhelmed and can't face it. 
No, I don't like new things.
No, I don't know you.
No, I'm busy doing something else. 
No, not yet. 
No, please don't make me. 

​Sensory avoiders actively self-regulate by moving away from activities. They have a low neurological threshold which can be affected by unfamiliar situations, prior experience and their perception of an activity or environment. They actively act to keep from meeting the low thresholds. Avoidance may be seen with a stress response (fight, flight, freeze, fawn or flop).

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 small bucket which can be filled too quickly, causing discomfort and stress. The child actively tries to control their environment, the activity and the routines to create predictability and a sense of safety. 

Characteristics
​A child who may have an avoider sensory pattern more than others is actively trying to limit their sensory input which may result in “controlling” or “withdrawing” behaviour as they seek to reproduce what is comfortable for them.

It is important that the child’s social, environmental and family context are considered when determining if the avoidant behaviour is related to sensory demands or not. Sometimes a child may have a sensory response to a non-sensory demand. Eg. They refuse to touch playdough when a particular person is sitting next to them or hide under the table to avoid saying hello to someone or run away when it is time for maths.

​A child who may have an avoidant sensory pattern more than others may demonstrate some of these characteristics.

• This child may withdraw from social situations, new activities or certain environments. They may retreat to familiar places (eg. their bedroom, under their desk, a former classroom).
• This child may require routines to be in a certain order (eg. getting ready for school) with particular requirements (eg. shoes facing forward, same brand of socks).
• This child may refuse help from one teacher but accept help from another.
• This child may have difficulty with new situations (eg. new school, teacher, seating position).
• This child may perform a task in one environment but not in another (eg. toilets at home but not school).
• This child may participate in an activity on one day but then refuse on another day.
• This child seem to “over react” or be “bossy”.
• This child may appear rigid with routines and experience difficulties with changes (eg. wet weather preventing outdoor play, no time to finish task, additional assembly, fire alarm).
• This child may avoid “risky play” or playground equipment where their feet are not touching the ground.
• This child may avoid multifacted tasks such as handwriting.
• This child may seem hyperaware or vigiliant.
• This child may not like being praised.
• This child may not respond to traditional rewards or consequence based strategies.

There are a number of strengths also associated with an avoider profile. These may include: 

• 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

Stress responses may be caused by a variety of triggers beyond processing sensory information such as trauma, anxiety, social conflict, family stress, demand avoidance, life changes and more. At school, a student may find situations stressful including the beginning of a new school year, a new teacher, changing classrooms, a change in routine, a new school environment, a new sounding bell, sitting position in the classroom.

Stress reponses are usually seen as "difficult behaviour" and it is important to understand the reasons behind these responses. 

Pathological Demand Avoidance (PDA) shouuld be considered when a child is avoiding daily tasks or activities that they “should” be able to complete. PDA has been described as an autistic profile characterised by an anxiety-based need to avoid demands and protect autonomy. Read more about PDA here. 

​

Sensory Supports
In general, a child who exhibits an avoider sensory pattern more than others will benefit from an awareness and understanding of the triggers (as discussed previously). Empathy and compassion are the first steps in providing support for this child. They benefit from genuine connection and relationships built on trust and communication.

Sensory based intervention can help with regulation even when the trigger is not sensory based. Sensory strategies help to regulate the nervous system and may be used in conjunction with other regulation strategies.​

Intervention planning should aim to reduce anxiety and sensory input, while developing routines and structure. Gradually increase exposure or provide creative ways to participate.

• Designate safe places or places to retreat (eg. tent in the classroom)
• Develop and provide opportunities for familar regulatory activities (eg. bouncing on therapy ball)
• Maintain consistency of routines where possible and develop contingencies to expect disruptions
• Limit participation in group activities
• Reduce the task demands or present small achievable steps
• Develop comfortable structures and routines (eg. Self squeeze of arms and legs before desk work)
• Body doubling or joint participation to complete tasks
• Be creative and flexible in how activities are completed
• Use declarative language to suggest rather than tell the child what to do (eg. “I would what would happen if...” or “I noticed that it is raining ...”
• Allow additional time
• Encourage a growth mindset and assurance that making mistakes is a learning skill
• Develop positive affirmations and mantras

For more information: 

• Overview of Dunn's sensory profiles
• Sensory Profile Language
• Sensory  Profile Strengths Based Approach
• Bystander Sensory Profile
• Sensor Sensory Profile
• Sensory Profiling Guidebook! 

Please note that these profiles discuss those children who are responding "more than others" with these patterns. We will discuss those who have mixed profiles and are responding "less than others" in the near future. 
​

We all avoid things that we don't want to do.  Some people talk themselves into doing those "hard things" and others can never face them. 

Working with children who are "sensory avoiders" can be a challenge but we are also in a position of privilege to help them by building nervous system awareness, guiding regulation and developing parameters to help them in every day life. 

​Until next time,

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/

---