Low Registration Sensory Sensitivity Sensory Avoidance Sensory Seeking

Visual (Much More/More Provide visual schedules Use low-level lighting or

than most people) or social stories to help natural light instead of
the child anticipate fluorescent lights.
changes or transitions.
Use matte finishes
Use visual supports such instead of shiny or
as diagrams or pictures reflective surfaces.
to aid in learning. Reduce clutter in the
environment.
Make visual cues more
salient underline,
bold, highlight, use
colour

Take notes so that

information can be
reviewed and
processed later

Use mirrors to check

personal appearance

Visual (Much Less/Less Choose neutral

than most people) colours

Arrange objects in
simple patterns; use
 symmetry

Auditory (Much Ask people to Use noise-cancelling Gradually introduce new

More/More than most summarise/restate the headphones or earplugs or challenging auditory
people)
most important points to reduce experiences
environmental noise Speak in a calm and
Use lists, reminders, clear tone of voice.
date books, calenders, Use white noise or
etc., as cues calming music to create
a calming environment.
Talk to yourself
through a task to
make sure you are
aware of the steps

Ask others to slow

down, speak up or
repeat as needed

Ask for verbal

information to be in
written form
Auditory (Much Less/Less Select sounds that are
than most people) repetitive and
predictable

Use soothing,
background noises
(e.g. tapes of natural,
environmental
sounds)

Smell (Much More/More Provide opportunities Avoid using strong or Use essential oils or
than most people) for the child to engage overwhelming scents in scents to create a
in activities that involve the environment calming environment
pleasant smells, such as Use odor-neutralizing Gradually introduce new
baking or gardening sprays or air purifiers to or challenging smells in
reduce unpleasant a controlled
smells. environment.
Gradually introduce new
or challenging textures
in a controlled
environment.
Smell (Much Less/Less Use non-scented
than most people) products, or select
comforting, low-
intensity smells

Touch (Much More/More Ask others to let you Use tactile materials Provide opportunities
than most people) know if you are such as playdough or for the child to engage
getting too close sand in activities that involve
Use soft or textured touch, such as arts and
Set water heaters at a materials such as fleece crafts or gardening.
lower temperature to or velvet
prevent burns

Touch (Much Less/Less Use soft, smooth,

than most people) non-textured
products, clothing

Taste (Much More/More Use flavored lip balm or Gradually introduce new Gradually introduce new Use chewy or crunchy
than most people) gum to provide oral or challenging tastes in or challenging tastes in snacks during non-food
input a controlled a controlled activities to provide oral
environment environment input
Try new cuisines and Provide opportunities Provide opportunities
flavours for the child to engage for the child to engage
in activities that involve in food-related activities
taste, such as gardening such as cooking or
Try stronger flavoured or exploring different baking
foods or sauces cuisines

Use extra care when

 drinking hot liquids

Taste (Much Less/Less Select foods with mild

than most people) or bland flavours

Movement/Vestibular Provide opportunities Use yoga or stretching Use a therapy ball or

(Much More/More than for the child to engage exercises to promote swing to provide
most people) in physical activities relaxation vestibular input
such as running, Use a weighted vest or
jumping, or dancing blanket to provide deep
pressure input
Use visual cues Use deep breathing or
(watch where you are meditation exercises to
going) to support promote mindfulness
movement activities

Make sure pathways

are clear of objects
that could be tripped
over

Movement/Vestibular Select exercise

(Much Less/Less than activities that
most people)
incorporate repetition
(e.g. walking,
 swimming)

Sit in a rocking chair

Proprioceptive (Much Provide opportunities Provide opportunities Use deep pressure

More/More than most for the child to engage for the child to engage techniques such as
people) in activities that involve in activities that involve massage or hugs
heavy work, such as body awareness, such as Use a weighted vest or
carrying groceries or yoga or martial arts blanket to provide deep
pushing a shopping cart pressure input
Use resistance exercises
such as pushing or
pulling heavy objects
Proprioceptive (Much
Less/Less than most
people)
Sensation Seeking Much more / More than most people
Taste / Smell Movement Visual Touch Activity Level Auditory
Chew gum, eat Incorporate Select bright Choose activities Look for group Incorporate
mints when movement in colours or that incorporate activities sounds into daily
feeling restless activities. In a dramatic shapes touch with others activities
group, you can be and forms (dancing, hum/sing, play
the one who massage) or with Find opportunities the radio while
Use scented passes out things the environment for self-expression working
soaps, cleaners, or puts the chairs Use bright lighting (gardening,
etc. away cooking)
Incorporate Use background
Look for novelty into your noise
Wear perfume, Engage in environments Select clothes, daily routine
cologne, or body physical activity with lots of visual furniture, utensils
sprays before a thinking interest and with a variety of Find/create work
task activity textures Go about a task in and leisure
a new way activities where it
Make spices, hot is acceptable to
sauce, etc., Select activities In meetings, Go barefoot make noise or the
available at meals that incorporate classes, offices, environment is
bending over etc., find places filled with
and/or changing to sit where you Use varying interesting
Select restaurants speeds can easily change textures of auditory stimuli
that serve foods your visual carpets, towels,
you’ve never perspective blankets
eaten

Use textured
lotions, creams

Sensory Sensitivity Much more / More than most people

Taste / Smell Movement Visual Touch Activity Level Auditory
Find scented Use rocking chairs Use systematic Use deep- Incorporate Limit the amount
products that you for calming methods of visual pressure touch breaks and time- of
like and use them effects scanning (left to rather than light outs information/steps
regularly right, top to touch that are provided
bottom) at any one time
Limit the number Look for smaller,
Identify flavours of steps when Wear clothes that less crowded,
and ingredients learning a new Cover or visually are heavy or more organised Reduce the
that you prefer, movement block out weighted stores in which to volume or amount
and find ways to information do your shopping of auditory stimuli
incorporate them
into daily meals Select movement Wrap yourself in a
activities that Organise drawers, blanket Use self-cues to Provide handouts
allow you to keep closets, etc., so stay focused talk to supplement
Use lots of
Introduce new your head upright that is it easy to aloud or to verbal information
blankets or heavy
foods and smells and/or maintain a pick out what you yourself when
comforters on the
gradually consistent speed are looking for executing a task
(e.g. bike riding) bed In group settings,
participate in the
Eliminate Break tasks down
discussion,
background visual into smaller parts
answer questions
stimuli place
to help maintain
objects so that
focus
they are in one Put materials in
layer sequential order

Ask another
person to give
Jack would Write out steps to
you cues when it
benefit from a a task and check
looks as if you are
clear workspace them off as you
mentally drifting
with only the complete each
or losing focus
necessary items one
presented to him.
Additional
equipment not Make a plan
related to the task before starting a
may distract Jack. task
Jack would
benefit from
being at the front Identify the steps
of the classroom and important
to limit visual features that
distractions of his need your
peers. attention
 Pair up with a
partner to help
you maintain
focus

Sensory Sensitivity Much less / Less than most people

Taste / Smell Movement Visual Touch Activity Level Auditory
Add herbs, spices, Ask a partner to Wear clothing Make conscious Vary the volume
etc., to foods and help you figure that moves or has effort to attend and the rhythm of
try to distinguish out new different textures sensory features sounds
the tastes when movement of daily life
Use light touch If you are having
eating them patterns
instead of deep Change where trouble following
Visit places that Participate in pressure you usually sit in instructions or a
have various activities that meetings, classes conversation ask
smells (e.g., incorporate or at mealtime, in for repetition or
candle stores, different kinds of order to get a that others speak
flower shops), movement (e.g. different slowly
and spend time aerobics, tennis, perspective
distinguishing dancing)
Ask others to
from among the
point out sensory
different scents
 stimuli

Sensation Avoiding Much more / More than most people

Taste / Smell Movement Visual Touch Activity Level Auditory
Ask for sauces Elevators, Periodically close Explain your need Avoid traffic- Diminish
and dressings on escalators, and your eyes to for personal congested areas, background
the side high places may decrease visual distance to others crowds, busy noise/conversatio
be uncomfortable stimulation times n (turn off the
radio/TV)
Use unscented When purchasing
cleaners, soaps, When reasonable, Wear sunglasses clothing, select Maintain
etc. use the stairs fabrics that don’t consistency, try to Go to a quiet area
irritate, and styles reduce disruptions when you really
Use dim or that are not need to focus
When eating out When involved in natural lighting, constricting
with others, physical activities, or even the dark Establish routines
request that you make that are Use white noise
be able to choose arrangements to Position comforting and or calming
the restaurant take a break sit Reduce clutter fans/vents so that supportive repetitive sounds
down as needed they are not to drown out
blowing directly at distracting noises
you Find quiet places
for time alone
Close the door
 Wear gloves when Give yourself
cooking, permission to be
Use earplugs
gardening, etc. alone

Limit large-group
exposure, find
opportunities for
small groups or
one-on-one
interaction

Sensation Avoiding Much less / Less than most people

Taste / Smell Movement Visual Touch Activity Level Auditory
Review your diet Take breaks or Find or create a Guard against Try meditation or Create a quiet
to see whether rest during space with limited overexposure to other relaxation time each day
you are including movement visual input head and cold strategies
too many activities
problematic foods Think about
Reduce light, Ask other to tell During activities, sounds that you
Consider your wear sunglasses, you if you are take breaks to typically hear in
Check with those movement etc. invading their allow time for your work area to
with whom you activities and personal space processing determine
live/work to see whether you whether your
whether the pursue them productivity would
smells in your safely; modify be enhanced if
Spend time
living/work activities, if some stimuli were
planning in order
environments are needed reduced or
to reduce
overwhelming eliminated
impulsivity (e.g.
use a
calender/day
planner)
Visual:

 Use systematic methods of visual scanning (left to right, top to bottom).

 Cover or visually block out non relevant information
 Organise drawers, closets etc. so it is easy to pick out what you are looking for
 Eliminate background visual stimuliplace objects so that they are in one layer

Touch:

 Use deep pressure touch rather than light touch massage

 Wear clothes that are heavy or weighted.
 Wrap yourself in a blanket
 Use lots of blankets or heavy comforters on the bed.

Activity:

 Incorporate breaks and time-outs.

 Look for smaller, less crowded, organised stores to do your shopping
 Talk aloud or to yourself when executing a task
 Break tasks down into smaller parts
 Put materials in sequential order
 Write out steps to a task and check off as you complete each one.
 Make a plan before starting a task.
 Identify the steps and important features that need your attention.
Auditory:

 Limit the amount of information/steps provided at any one time

 Reduce the volume or amount of auditory information
 Use handouts to supplement verbal information
 In group settings, participate in the discussion, answer questions to help maintain focus
 Ask another person to give you cues when it looks like you are mentally drifting or losing focus

Sensory Avoiding

Possible strategies for people with high scores in sensory avoiding include:

Taste/Smell:

· Ask for sauces and dressings on the side.

· When eating out, request that you be able to choose the restaurant.

Visual:

 Periodically close your eyes to decrease visual stimulation

 Wear Sunglasses
 Use dim or natural lighting
 Get rid of clutter
Activity:

 Avoid traffic congested areas, crowds and busy times (i.e. consider going to shops when first opens or near closing time,
avoid public transport at peak hour)
 Maintain consistency and try to reduce disruptions
 Establish routines that are comforting and supportive
 Find quiet places for time alone.
 Give yourself permission to be alone.
 Limit large-group exposure, find opportunities for small group or one-on-one interaction.

Recommendations and useful information

A. Activity Level Sensory Sensitive and Sensation Avoiding

Being Sensory Sensitive in the Activity domain means that it doesn’t take much activity in Betty’s physical environment for her to become
uncomfortable and/or distracted by the intense stimuli. In addition, being Sensation Avoiding also in this domain, means that to managethe
discomfort and distractability, Betty avoids high activity environments and scenarios.

Client’s comments:

Betty has stated on occasion that big groups do exhaust her, and she often does find ways of removing herself from them

Intervention recommendation:

- Avoiding traffic congested areas, crowds and busy times. If these things can’t be avoided follow them up with quiet activities
that will return you to a more comfortable experience.
- Look for smaller, less crowded and more organised venues, to do shopping.
 - Establishing weekly routines that are comforting and supportive.
- Seeking out quiet places for time alone, and use them when you are feeling overwhelmed by high activity environments
- Give yourself permission to be alone.
- Limit large group exposure, and find opportunities for small groups and one on one interactions. These are your preferences
so aim to increase them.
- In order to stay focussed; make a plan before starting a task, and break down tasks into smaller parts. Also try incorporating
rest breaks into big activities.
- For complicated to tasks, write out steps and tick them off as you complete them.

B. Visual Processing

Being Sensory Sensitive in the Visual Procession domain means that it doesn’t take much visual stimuli in Betty’s physical environment for her to
become uncomfortable and/or distracted. In addition, being Sensation Avoiding also in this domain, means that to manage the discomfort and
distractability, Betty avoids high visual stimulus environments and scenarios.

Client’s comments:

Betty prefers clear surfaces and zero clutter in her home environment. She becomes overwhelmed by piles of paperwork which she doesn’t
have the organisational systems in place to manage effectively.

Intervention recommendation:

- Explore mindfulness and relaxation techniques that can assist you when in a public space. Consider: Closing your eyes for
short intervals when traveling on public Transport to reduce visual sensory input. Wearing HeadphonesListen to familiar or
relaxing music. Focus on breathing
- Use low lighting, or even darkness when trying to relax.
- Get rid of clutter.
- Organise drawer and cupboards so that it is easy to find what you are looking for.
- Use low lighting, or even darkness when trying to relax.
- When trying to take in visual information, use systematic methods of scanning (left to right, top to bottom). Also try covering
parts of a page you are not focussing on at any given time.