Sensory regulation at home: simple adaptations

One thing right away. Sensory regulation is not a theoretical thing for offices. It is about everyday life. And most of the needed adaptations at home can be made for free or almost for free.

As a sensory therapist I will say the main thing. If a child is sensory overloaded, they cannot communicate, learn, or even out their behavior. The body is overloaded, everything else switches off.

So sensory work is a foundation. Not a "bonus."

How to recognize that a child is overloaded

The signals can be different. Each child has their own pattern. General markers.

• Covers their ears in loud places or with certain sounds.
• Avoids certain textures of clothing, food, touch.
• Seeks strong sensations, spins, jumps, snuggles up to things.
• Cannot sit still, constantly moves.
• Quickly becomes irritated in the store, on playgrounds, in new places.
• Asks for tight hugs or, on the contrary, pulls away from them.
• "Explodes" without a visible reason, often this is an accumulation of sensory load.

If you notice several of these signs, sensory regulation is an important part of your child's life.

Hyper, hypo, and seeking, three types

Sensory features come in three types. A child can have all of them at once in different systems.

• Hypersensitivity. Ordinary stimuli are felt too strongly. An ordinary sound is like a scream. An ordinary touch is like something unpleasant.
• Hyposensitivity. Ordinary stimuli are felt weakly. The child does not notice hunger, a small touch, pain.
• Seeking. The child actively seeks strong sensations. Jumps, spins, snuggles, smells, chews.

The child is not "capricious." This is a neurobiological feature of the brain.

A place for a pause

The most important thing you can do at home. Set aside a "corner for rest."

It does not have to be a separate room. It can be.

• A corner behind the sofa with a pillow and a blanket.
• A small "den" made of a cardboard box.
• A corner near the bed with a fabric curtain.
• A small tent.
• Just a corner with a clear visual designation.

What should be there.

• A soft blanket.
• A favorite soft toy.
• A book or something else not irritating.
• Maybe, noise-canceling headphones.

If the child went to the "corner," do not ask "what happened," do not turn on the TV nearby. Quiet presence or absence. Let them recover.

Sound

Noise is one of the biggest triggers.

What can be done.

• Noise-canceling headphones. Not like for music, but specifically "noise protection." Simple and accessible.
• Earplugs for older children.
• A quiet room. Reduce background sounds. The fridge is humming? Try the next room during pauses.
• White noise for sleep. A quiet fan. Special apps.
• A warning about loud things. "Now there will be a blender. I am warning you." Or sirens on the street, a warning 30 seconds ahead.

In stores and similar places, headphones with you. This is not "spoiling." It is normal adaptation.

Light

A separate topic. Some children have a hard time with bright or flickering light.

What can be done.

• Reduce brightness. Natural light is often softer than a chandelier.
• Warm-tone bulbs instead of cold ones.
• A nightlight instead of the main light in the evening.
• Dark curtains for sleep.
• A cap or sunglasses outdoors.

Avoid flickering fluorescent lamps. They really provoke overload in many children.

Clothing

One of the most frequent triggers that parents underestimate.

What is worth doing.

• Remove labels. Most manufacturers give a "cut here." Labels irritate even adults.
• Look for seamless or flat-stitched clothing. Especially for children with tactile sensitivity.
• Soft natural fabrics. Cotton, velour.
• Avoid rigid seams on pants and tights.
• Calm colors. Some children have a hard time with bright contrast.
• The same favorite clothing, not "the same boring t-shirt every day." But "finally something that does not irritate." Respect this.

Do not force them to "endure" clothing that obviously irritates. This is not "they have to get used to it." It is additional sensory load throughout the whole day.

Textures and smells

• Food textures. Some children do not eat certain textures not "on principle," but because it is physically unpleasant. Get separate advice in the "First suspicions" category or from a speech therapist with feeding.
• Smells. A relative's perfume, certain cleaning products, the sharp smell of food, all of this can provoke. Do not force them to "endure." Air the room.
• Touch. Some children have a hard time with light touches. And instead love strong hugs. This is not "the child does not love me." It is a sensory difference.

Movement regulation

A separate powerful tool. "Heavy work" for the muscles helps the brain regulate.

What it is.

• Jumping, on a trampoline, on the sofa, in place.
• Rolling on the floor.
• Swinging, on a swing, in a hammock, on an adult's knee.
• "Heavy" actions, pushing, pulling, carrying something heavy. Suggest moving a box, pulling a blanket.
• A game with resistance, tug of war, pushing (gently).

This is not punishment. It is regulation. Often 5-10 minutes of such activity before something difficult (dressing, leaving the house, a lesson) makes the next thing much easier.

A sensory diet

A "sensory diet" is an individual set of sensory strategies throughout the day. Not a diet in the food sense.

This is selected by an occupational therapist or sensory therapist for the specific child. There is no universal one, because everyone has their own profile.

If the child has strong sensory difficulties, sensory therapy with a qualified specialist can help. Look for a certified occupational therapist.

What is not worth doing

• Do not force them to "endure" sensory discomfort. This does not teach. It traumatizes.
• Do not use sensory stimuli as punishment. Loud music, bright light, is not a tool of discipline.
• Do not write off everything as sensory. If the child does not eat, check whether there are medical causes (pain in the ear, tooth, stomach). Sensory work is not an explanation for absolutely everything.

Cheap solutions

There is no need to buy special "sensory kits."

• Pillows, for heavy work.
• Bedspreads, for a corner of calm.
• Clothespins, for fine motor skills.
• Grain in a bowl, for tactile stimulation.
• Lumps of dough, for working the hand muscles.
• A stretched elastic band on the table, for pushing and pulling.

All of this from the kitchen and drawers. It works no worse than expensive sets.

What is next

Read "Play and physical activity at home," about specific games without equipment and about adaptations for different children.