Home Sensory Detective

What can I do?; Sensory Detective; Learning Challenge Detective

School; Stims; Play; Social; Other

Home: Eating, Dressing, Grooming, Toileting, Toothbrush, Washing, Sleep

Eating
Behavior	Interpretation	Area	Intervention
Holds head stiffly in one position during mealtime.	Moving head creates a sense of imbalance. Has a low tolerance for movement, subsequently limiting head movements.	Balance / Movement	Place food and utensils close together, in front of the child.
Gets distracted from meal after several head position changes.	Moving head creates a sense of imbalance.	Balance / Movement	Place food and utensils close together, in front of the child. Have one person speak at a time.
Tires while chewing or before completing meal.	Has weak muscles and poor endurance.	Body Aware, Gross Motor	Use proprioception and gross motor activities to increase coordination and strength.
Can't provide force to cut meat.	Has weak muscles and poor endurance.	Body Aware, Gross Motor	Use proprioception and gross motor activities to increase coordination and strength.
Is distracted by noise of utensils against each other (e.g., spoon in bowl, knife on plate).	May be very sensitive to certain sounds.	Hearing	Use coated or plastic utensils to reduce noise
Can't keep eating when someone talks.	May be very sensitive to voice and sounds.	Hearing	Tell child what to do, then be quiet or have one person speak at a time.
Is easily distracted/ nauseated by certain smells.	May be oversensitive to certain smells and become very irritated when exposed to them.	Smell	Use unscented detergents or shampoos. Refrain from wearing perfumes or aftershave lotions that are irritating to the child. Make the environment as fragrance-free as possible.
Tolerates a narrow range of foods.	May be very sensitive to certain smells or tastes of foods.	Smell/ Taste	Identify favorite spice and incorporate often (eg, cinnamon). Change one characteristic of food at a time. Name aromas of flavors/foods
Becomes upset when certain hot foods are cooking.	May be very sensitive to certain smells.	Smell/ Taste	Respect individual differences. Identify oftening spice and incorporate gradually. Name aromas of flavors/foods
Excessive mouthing or chewing on non-food objects like clothing, pens, pencils.	Seeking different tastes found on objects Seeking input to muscles or joints especially in the mouth Decreased discrimination, seeking different textures. May find this calming. May be seeking Body Aware input. May like the Touch input of the item.	Taste, Body Aware, Touch	Allow the child to chew on gum, gummy worms (chill to harden), jujubes, hard candy, coffee stirrers, latex-free tubing, straws, or have snacks that are crunchy or chewy. Allow the child to chew on clothes if it does not cause harm. Provide a water bottle with a sturdy straw that the child can drink from. Consider alternatives with a strong oral emphasis.
Is easily distracted/ nauseated by certain tastes.	May be very sensitive to certain textures or tastes of foods.	Taste, Touch	Respect individual differences if nutrition is not compromised. Change one characteristic of food at a time. If the child likes fruit, dehydrate the fruit to introduce a new texture. Mix two preferred fruits. Introduce very small bites or portions.
Only tolerates food at one temperature.	May be very sensitive to temperature.	Touch	Respect individual differences. Change variation in food temperature gradually.
Gags with textured food or utensils in mouth Winces when face is wiped.	May be very sensitive to texture.	Touch	Respect individual differences. Start with smooth food and coated utensils. Gradually increase food texture. Use cotton knit for washcloth Warm up wipes.
Messy eater; prefers to use fingers rather than utensils to eat.	May be unable to "feel" the sensation around the mouth area. Dislikes the feel of the utensils in his mouth or hands. May have poor fine-motor skills.	Touch, Fine Motor	Massage lightly around the child's mouth using different materials and textures such as washcloths, soft-bristled toothbrush, or mini-vibrating toothbrush. Encourage activities that involve the mouth (i.e., whistles, bubble wands, kazoos).
Won't eat certain foods.	Texture of the food may not be pleasant. May be sensitive to the temperature of the food items. May be oversensitive to certain tastes.	Touch, Taste	Allow the child to choose foods as long as nutrition is not compromised. Apply deep pressure to teeth and gums using a hard, yet pliable item. For example, chewing on rubber tubing or a straw may help the child. Introduce new foods by expanding one sensory characteristic at a time. For example, if the child eats yogurt, introduce corn flakes, oat flakes, or grape nuts into the yogurt to provide texture.
Misses utensils on the table.	Has poor visual discrimination.	Visual	Place food and utensils close together, in front of the child. Use visual discrimination activities to increase ability.
Has trouble getting foods onto spoon when they are a similar color to the plate.	Has poor visual discrimination.	Visual	Use visual discrimination activities to increase ability.

Dressing
Behavior	Interpretation	Area	Intervention
Is distracted by clothing that makes noise (e.g., crisp cloth, accessories).	The sounds from the clothing is extremely uncomfortable.	Hearing	Respect the child's auditory sensitivity in dress. Stick with soft cotton clothes with few accessories.
Trouble dressing, especially clothes with fasteners.	Has difficulty with fine-motor skills. May have weak hand muscles.	Fine Motor	Have the child work with Velcro fasteners. Begin with larger fasteners or buttons. Once these have been mastered, move to smaller fasteners or buttons. Buy clothes that have few or no fasteners. Tell the child to look as she fastens. Instruct the child to start with the bottom fastener, snap, or button. Use activities to increase hand strength (i.e., using therapy putty, clay or Playdoh with small objects hidden within it. Have the child pull the therapy putty apart to look for the items.
Overreacts to clothing when it has been washed in a new detergent.	The smell from the clothing is extremely uncomfortable.	Smell	Use scented lotions and detergents.
Can't support heavier items, e.g., belt with buckle, shoes.	Has low gross motor strength.	Body Aware	Buy light weight shoes. Use gross motor activities to increase strength.
Fatigues prior to task completion Misses when placing arm or leg in clothing.	Has low eye-hand/foot coordination and gross motor strength.	Body Aware	Use eye-hand/foot and gross motor activities to increase coordination and strength.
Always looks unkempt/sloppy.	Has decreased body awareness or has difficulty "feeling" that his clothes are not on straight.	Body Aware	Create a visual schedule for getting ready. Have the child wear clothing that is "snug" to provide an increased awareness. Teach the child a sequential strategy for evaluating appearance (i.e., when leaving for the bus stop, check mirror for combed hair, no toothpaste on mouth, shirt buttoned correctly, pants zipped, shoes tied).
Prefers tight clothing.	Seeks calming pressure.	Touch	Select firm fitting natural fibers underwear with or without elastic Use tight clothing and heavy blankets
More irritable with loose-textured clothing.	Light touch and texture is irritating.	Touch	Select firm fitting natural fibers underwear with or without elastic Use tight clothing and heavy blankets
Cries during dressing.	Light touch is distressing.	Touch	Rub lotion before dressing Select highly textured socks, shirts
Pulls at hats, head gear, accessories.	Light touch and texture is irritating.	Touch	Respect the child's Touch sensitivity in dress. Select tight fitting hats for cold weather.
Can't stand sand in shoes or bumps of seams in socks.	Feel of sand or seams is extremely uncomfortable.	Touch	Turn socks inside out so the seam is on the outside. Try different socks where the seams are not as prominent. Be aware of the type of shoes the child is wearing. Select shoes for comfort, not style.
Dislikes certain clothes.	Certain textures or materials may be more irritating than others. Characteristics of specific items may be irritating and uncomfortable for the child such as sleeve length or certain forms of waistbands. Some dislike the sound of nylon or corduroy pants when walking.	Touch	Respect the child's desire for certain textures when appropriate. Consult a trained therapist regarding a brushing program. Rub lotion on the child. Massage the child with a vigorous towel rub to increase tolerance to certain textures of clothing items and then introduce a new item or texture. Remove clothing tags that may cause irritation. Use one detergent consistently. Consider a fragrance-free detergent.
Refuses to go barefoot, especially in grass.	Feet may be very sensitive.	Touch	Try rubbing the child's feet with a cloth or towel first. Introduce new textures to the child's feet such as sand, beans, rice, bubble wrap, or Contact Paper. Offer but do not force these activities. Provide the child with socks that have a new "feel."
Wears clothing inappropriate for the situation - no boots or coat in snow.	Texture and style of clothing may be irritating.	Touch	Ensure that clothes apply the appropriate pressure and are of a texture that is comfortable to the child. Make allowances for individual preferences, when appropriate. Gradually introduce new clothes. For example, for younger children introduce an item that a favorite doll can wear. For older children, introduce a new item that contains a desired logo or television character.
Clothing irritant - pulls or tugs at clothing, removes clothing, refuses to wear certain clothing.	Seeking input to muscles or joints in areas by pulling clothing tighter or less input if clothing is too tight.	Touch, Body Aware	Determine child's Touch needs. Find clothing that provides need.
Gets overly excited/distracted after bending down to assist in putting on socks Cries when moved around a lot during dressing.	Leaning over causes balance issues.	Balance / Movement	Place clothing at chest level in drawers/shelves. Provide a stool to prop the foot on. Gather clothing for child to dress in one place.
Can't find buttons on patterned or solid clothing.	Has poor visual discrimination.	Visual	Buy clothes with high contrast fasteners. Use visual discrimination activities to increase ability.
Overlooks desired shirt in closet or drawer.	Has poor visual discrimination.	Visual	Use visual discrimination activities to increase ability.
Misses armhole when putting on shirt.	Has poor eye-hand/foot coordination.	Visual	Use eye-hand/foot activities to increase coordination.

Grooming
Behavior	Interpretation	Area	Intervention
Cries when hair dryer is on.	May be very sensitive to sound or temperatue.	Hearing	Towel dry hair.
Does not like having nails cut.	The actual cutting of the nail may be painful or uncomfortable for the child. Having another person hold the child's finger may be uncomfortable for the child. Fear of cutting too close to the quick or cutting skin may be anxiety-provoking.	Touch	Rub the child's hands with lotion using deep pressure before beginning to cut the nails. Cuticle scissors may be more tolerable than larger fingernail clippers. Use an emery board in lieu of clipping nails to keep at a manageable length. Try cutting the child's nails while he is interested in or distracted by something else, maybe even sleeping. Cut nails as part of the bathing routine following playtime when the nail is softer and more pliable. Break the task into smaller increments such as two fingers at a time over a period of time. Have the child place fingers over a table or counter edge pressing down to provide deep pressure to the fingertip but leaving nail edge exposed for clipping. Use a social story to describe the steps of nail clipping and the hygiene and social benefits of well-groomed nails.
Does not like having hair cut.	May be sensitive to the movement and height or overall size of the barber chair. Head movement required to lie back in sink may be unpleasant. Errant spray from sink nozzle or spray bottle may be annoying. Noise and vibration of clippers or scissors may be unsettling. Visual and Touch sensitivity may be triggered by close proximity of barber. Sensation around neck and noise of vinyl drape may be uncomfortable. Has trouble with feel of stray, cut hair on neck and clothes following haircut.	Touch, Balance / Movement	Provide a visual support that outlines the steps of getting a hair cut. For the younger child, play-act giving a doll or stuffed animal a pretend haircut, verbally elaborating on the sensory aspects that are a part of the process. Prepare child with verbal instruction such as "I'm going to raise the chair now." Provide the opportunity for the child to make choices about the process. Invite the child to participate in the process "Do you want to spray your own hair?" Cut hair in a chair with surrounding support. Place pillows under and around child. Provide favorable music, using earbuds to listen if needed. Apply deep pressure to the child's head before beginning the hair cut. This can be done directly using the fingertips or a towel may be used to rub the head. Allow the child to manipulate a fidget or hold a small vibrator in his hands while his hair is being cut. Give the child a Koosh™ ball, Theraputty™, or some sort of character with moveable body parts to play with during the hair cut. Provide an alternative to the standard drape like a towel. Bring fresh clothing for child to change into following the haircut. Consider providing a preferred activity following the hair cut.
Can't find utensils on the sink.	Has poor visual discrimination.	Visual	Use visual discrimination activities to increase ability.
Has difficulty in spotting desired item in drawer.	Has poor visual discrimination.	Visual	Use visual discrimination activities to increase ability.

Toileting
Behavior	Interpretation	Area	Intervention
Jerks when toilet flushes.	Is sensitive to sounds.	Hearing	Flush when child is out of the room. Show that toilet does not hurt you.
Tenses when bottom is wiped after toileting.	May be very sensitive to temperature, touch or texture.	Touch	Let the child know you are going to wipe them. Use cotton knit for washcloth. Warm up wipes.

Toothbrush
Behavior	Interpretation	Area	Intervention
Dislikes or gags during toothbrushing.	Toothbrush may be too big or the bristles too hard. Taste or texture of the toothpaste may be irritating to the child's nervous system.	Touch, Taste	Warm the toothbrush in water. Use a rechargeable brush that vibrates with small brush and soft bristles. Use a mild tooth liquid, gel, or whip, like Tooth Soap. Select toothpaste that tastes good to the child. If possible, let the child control his own toothbrush. That way, he can control the amount of pressure that is comfortable to tolerate.
Misses when applying paste to toothbrush.	Has poor visual discrimination.	Visual	Use visual discrimination activities to increase ability.

Washing
Behavior	Interpretation	Area	Intervention
Becomes upset by running water.	Is sensitive to sounds.	Hearing	Fill sink or tub before the child enters the bathroom.
Jerks away at smell of soap.	Is sensitive to smells.	Smell	Use mild unscented soaps.
Can't lift objects that are heavier such as a new bar of soap.	Has weak muscles and poor endurance.	Body Aware	Use proprioception and gross motor activities to increase coordination and strength.
Dislikes having face or hair washed and dried.	Light touch may be painful or annoying.	Touch	Allow the child to wash her own hair. The response is often less defensive if the child regulates the touching herself. Use firm pressure. Deep pressure does not elicit as strong an emotional response. Let the child know she is going to be touched before it occurs.
Withdraws from splashing water.	Light touch is annoying.	Touch	Avoid splashing.
Becomes disoriented when bending over the sink.	Leaning over causes balance issues.	Balance / Movement	Use Balance / Movement activities to increase coordination and balance.
Stumbles when trying to participate in washing lower extremities.	Leaning over causes balance issues.	Balance / Movement	Provide a stool to prop the foot on. Use Balance / Movement and gross motor activities to increase coordination and strength.

Sleep
Behavior	Interpretation	Area	Intervention
Is a very restless sleeper.	May be uncomfortable with the sheets on her bed as the light touch may be more irritating than calming. May become distracted by light or noise while trying to sleep. May not require "standard" amount of sleep due to medications or natural constitution. May have difficulty with self-regulation.	Touch, Self-regulation	Have the child sleep in a sleeping bag and/or under a comforter. Warm bedclothes in dryer. Try using flannel sheets because cotton sheets often form little "pills" that may be irritating. Before bedtime, rub the child with lotion or powder. This may be calming to her system, helping her to settle down to sleep. What the child wears to bed might also impact her ability to sleep comfortably. Some children prefer heavy, tight-fitting pajamas, while others are more comfortable in a light-weight t-shirt. Some children benefit from enclosing their bed in a tent-like manner to filter out light and noises. Establishing a predictable routine for bedtime might help. For some children, roughhouse play can be helpful to prepare them for sleep. For others it may be overstimulating. Consider giving the child a warm bath or shower prior to bedtime. White noise may serve to calm the child. A fan or relaxing music may aid in sleep. Provide water bottle with straw to drink at night if needed.
Prefers sleeping on the floor instead of bed.	May prefer to remain close to the ground. May not be comfortable in his bed because of the mattress or sheets.	Balance / Movement, Touch	Allow the child to sleep on the floor in a sleeping bag. Try placing the child's mattress on the floor. Use flannel sheets, a sleeping bag, or heavy comforter. Provide the child with a body pillow or stuffed animal.