Sensory Regulation · All childhood stages
Is my child sensory seeking or sensory avoiding?
The same child may seek some sensations and avoid others, and a behavior’s purpose can change by context. Start with what happens before and after the behavior and whether the response improves participation.
Why this task is more layered than it looks
A visible outcome is built from several smaller demands. These are useful places to look—not a list of diagnoses:
- Type and intensity of sensation
- Current regulation state
- Task and environment
- Effect on participation
What to notice first
Choose a calm, familiar version of the task. Change as little as possible and notice:
- What sensation is present or missing?
- Does the behavior organize or further dysregulate the child?
- Is it predictable by time, place, or demand?
Track one repeated situation for several days: what happened before, what the child did, and whether they became more available afterward.
Grade the task from the child’s response
Make it easier: Reduce intensity or offer one familiar, safe regulation option.
Build from success: Support the child to select or request a helpful strategy in another setting.
The goal is not to force completion. It is to find the level where the child can participate, learn, and begin using a strategy that supports greater independence.