Sensory Behavior
Hi there! How are you? It’s so nice to see you here!
In the most recent weeks, our discussions have been everything from getting to know the basics of Special Education, getting to know the A-B-C’s of Behavior, functions of behavior and an overview of replacement and interventions for behavior.
Phew - that’s a lot of content!
As a certified special educator and a licensed board certified behavior analyst, my passion within this field is helping others understand just WHAT this is all about; what this field actually means beyond the jargon and beyond the paperwork. Simply put:
the practicality of the field and how it can better serve learners and their families outside of the “structured” settings.
So if you couldn’t already tell by the title of this week’s blog post, we are going to be discussing sensory behavior. We discussed sensory behavior in our August 26th blog post too where I gave an overview all about the behavior functions. But now - we’re really going to settle into it and debunk a lot of what’s out there.
What are Sensory Behaviors?
Sensory behaviors are those that occur when a learner engages in a specific action (or series of actions) because it feels good. Sensory behaviors do not require interactions with others and are often maintained automatically because it makes the learner feel good.
What is the reason (the function) that Sensory Behavior serves for the learner?
These behaviors occur because at some point along the road, when the learner engaged in the behavior, they were reinforced, a.k.a. they felt good. “Good” is different for everyone and can simply mean that they enjoyed how the sensation made them feel.
Learners will use sensory behaviors as a way to “re-regulate” their bodies when feeling overstimulated or dysregulated. So in the future what they feeling of dysregulation or overstimulation occurs, the behavior is more likely to happen because it was “maintained” by their ability to feel something that is “good” to them.
What can Sensory Behavior look like?
(Disclaimer: these are examples, they are not the only sensory behaviors out there; all behaviors are unique.)
- Repetitive movement: moving an item up and down (arms, papers, etc.), moving item quickly in front of eyes, flapping arms, moving fingers, shaking head from side to side, etc.
- Jumping
- Spinning
- Repeatedly rubbing hands on various textured surfaces
- And more….
To change or not to change… that is the question.
The first area I always like to explore is why - why is our learner engaging in sensory behavior.
What is happening around the learner that could support their need for exploring how to make themselves feel better?
If it is used as a way to re-regulate, we must determine what is causing them to feel dysregulated. Maybe this means adjusting the lights in a room, providing different textures, weight or size of clothing, lowering the sound of the radio or providing noise canceling headphones.
Is the behavior happening because they enjoy the feeling and that enjoyment seems to get in the way of other activities?
If you answered yes, then it is time to look at appropriate replacement behaviors. It is ok for our learners to engage in their sensory behavior but not at the expense of missing out on other experiences (learning or otherwise) that are presented to them.
Occupational Therapists (OT) are also a great resource to connect with in this area as they have a greater understanding of the vestibular (balance and coordination related to gravity & movement) and proprioception (position & movement of muscles and joints) within the body and how this relates to the feedback the learner is getting from the various sensory behaviors they engage in. OT’s help us find the balance between what is too much and can become overstimulating vs. what could potentially not be enough to meet the learners needs.
How can we support sensory behavior in a functional, purposeful way?
Instead of trying to get rid of sensory behavior, embrace it.
Enrich the environment around your learner so it becomes sensory rich meaning they can access the types of feedback they need without needing to find ways to engage in that feedback. This can be done by intentionally incorporating items you know your learner uses such as fabrics/pillows with certain textures, dimming lights and reducing sounds with headphones, providing clothing the learner feels good wearing, a space to engage in full body stimulation such as jumping, flapping, swinging, etc.
During these experiences, use them also as times to communicate with your learner. Interact with them and inquire about what they need. Depending on their form of communication this can look like using their AAC device, modeling with language, using visuals, pointing or having a verbal discussion.
Letting your learner know that you support their needs and their needs are important to you will only further grow the connection you have together.
Sensory Behavior Across Settings & Environments
Just like all other behavior, the topography (a fancy way of saying what the behavior looks like) and the function (the purpose the behavior serves) can change across environments.
Sometimes, a behavior can look the same but serve a different purpose or it can look different and serve the same purpose as a different behavior.
All this means is the learner understands ways to have a behavior meet their needs and get them their desired outcome.
Be mindful of how your learner uses their sensory behavior in different settings. Be mindful of what's happening around the learner at that time.
It is our job now to support them in a purposeful way and navigate their needs appropriately.
I would love to support you and your family in crafting collaborative & sustainable supports
from academics to behavior through a free 15-minute Coffee Break.
Let’s find out if we are the perfect “brew" at home or in your classroom.
Be sure to follow us this week on Instagram @coffeemugsandclipboards as we bring this weeks information to life!
