What is a Sensory Diet and Why You Need One
What is a Sensory Diet??
The term “sensory diet” refers to the amount of sensory input that is received. Just like our bodies need food on a regular basis, our bodies and brains need sensory input regularly. Sensory input consists of anything that “feeds” one of the senses – sight, sound, taste, touch, and smell. As each person has a different metabolism (the rate at which food digests and converts into energy), each person also has a different level of sensory input that is naturally received or transmitted. When a sense is not being transmitted and or interpreted correctly, that sense becomes impaired or heightened. (For example, smells that cause extreme distress, physical touch being perceived as uncomfortable or painful, lack of spacial awareness and coordination). In these instances, the brain often needs assistance in interpreting what the sense is, so that is more pleasing to the body.
As the brain is constantly sending signals to other parts of the brain and all throughout the body, we are constantly receiving new sensory messages. The purpose of maintaining a sensory diet, is to keep these signals flowing appropriately. Those who have extreme sensory needs, need regular and frequent sensory assistance, needing “fed” (input) every 2 hours, for approximately 15 minutes. At a minimum, sensory input specific to a need, should be received 4 times a day, to allow for the regrowth (plasticity) and communication of brain signals.
We all have busy schedules, going to work or school, keeping up with local events and extra-curricular activities, not to mention training to maintain some semblance of physical fitness. So, how can you also keep up with a sensory diet? It’s not has complicated as it seems. Sensory input can be as minimal as implementing a calming smell, playing classical music, lowering or raising the music volume, mirroring facial expressions, giving a light massage, holding hands, or squeezing some putty. Some important keys to remember: Don’t force the input activity for the full 15 minutes, take what you can get! Try to use the same activity, at the same time every day, for as long as possible (i.e. squeezing putty right after school, daily, for two weeks) until the activity seems boring. Then, implement a new one; Finally, don’t be afraid to get creative and try new ones. Some of them will be well received, others will not. This is okay! Extra help: Keep track of what is received and what is not. This can also help you further identify sensory areas that need the most help.
Ages and Stages: What should my child be doing at what age?
What do the developmental stages look like?
By the end of age of 5 (school age), your child should have all Gross motor skills achieved (walking, sitting up, crawling, rolling over & jumping) as well as refinement of fine motor skills (feeding self and drinking from a cup, grasping, some writing (most letters and numbers, counting and sentence structure) and climbing)), and ability to use the bathroom independently. There are additional skills and milestones that are also important to understand for this age, as these become the foundation for later social, emotional, and physical development. Your child’s interests are becoming more noticeable; identifying friends, gender, what is “nice” and what is “mean.” They are able to understand and follow basic rules and are able to agree or disagree with a statement, showing some cooperation and some occurrences of demands. They are able to tell short stories about their day and have some recall. They are also able to identify sensations and what is pleasurable to them (favorite colors, textures, and foods).
By age 12 your child is seeking more independence, asking questions about the world, and discovering more social groups. Those social groups and outside involvements become more important (i.e. interest in outings with friends, academic clubs, sports). Their academic and learning capabilities are honing, strength subjects become more prominent, as well as their hobbies and preferences.
By age 18 your child’s independence and ideals about the future are growing. Ideas about career, further education, relationships, families, housing, and more are coming forth. At this point, your child’s social relationships are most important to them; sexual relationships and orientation may have already been formed and identified. Adolescence [into young adulthood] is a major stage of development in where your child should be learning the roles he or she occupy as an adult. It is during this stage that the adolescent will re-examine their identity, and question what they want out of life, and what they need to do to get what they want. According to Erik Erikson, renound Developmental Psychologist, this stage of “transition from childhood to adulthood is most important.”
What if this is not what my child’s skills look like?
Milestone development is like a pyramid: Each stage builds off the other. When these milestones are not met or are met at a slower or later rate (as typical in cases of Sensory, Neurological or Developmental Disorders) there can be several ramifications in the other stages. Adolescence into adulthood for example, is a time of transition to independence and self-sufficiency. This time period can be challenging enough. Adding more stress due to present delays of previous stages, or other concerns, can make this transition nearly impossible. There are many factors which negatively impact life skill development and the ability to function independently. It’s important to know these factors, so that proper training and treatment can be implemented as early and as regularly as possible. The brain is mendable, which means it can be trained and rebuilt. SET provides individualized exercises and care instructions to assist the brain with meeting mile-stone transitions.
How to reduce Anxiety and Stress
All of us can feel anxious and stressed. While there can be a healthy dose of stress, excessive amounts of stress, anxiety and or feelings of worry can cause a great deal of negative symptoms: stomach and digestive issues, sleep deprivation, nightmares, difficulty with concentration, and irritability, to name a few. High levels of stress for a long period of time can do even more severe damage not only to our bodies, but to our brains.
SET’s branch of calming practices utilizes specific exercises to lower cortisol levels in the brain (stress hormone). Exercises also promote external and internal growth by increasing levels of serotonin and melatonin, and changes within the external environments.
For example, beginning a “calming routine” approximately 30 minutes before desired bedtime can help the body and brain produce melatonin (sleep hormone) more rapidly. Calming routines can include changing into night clothing, hygiene rituals (i.e. hair and teeth brushing, make up removal), and implementing a tactile tool such as brushing or back rubbing, as well as fusing external sensory input such as scent and soft music. During sleep, having calming music, or white noise playing can help keep the brain focused on the noise, rather than peek emotions, which promotes a more restful, dreamless sleep. These factors allow individuals to wake up more rested and less startled.
Completing these calming-style techniques throughout the day (minus the changing and night time hygiene) can re-initiate calming sensations throughout the body, sending that information to the brain, again redirecting focus away from a stressful situation or feelings of anxiety.
Example Calming Routine
- Reduce lights in the home, lowering media volume (30 minutes before bedtime)
- Brush teeth, wash face, put on PJ’s
- Do a sensory calming activity (lavender spray on pillow, reading, quiet calming music, light massage)
- Go to sleep