How to Help Kids with Sensory Issues

Many children experience some form of tactile sensitivity. These sensitivities can range from very mild, such as when a child dislikes a certain feeling or texture, to very severe, when a child experiences physical symptoms when he or she comes into contact with certain textures, fabrics or other substances. Often, sensory activities that involve touching different textures are a core part of preschool and kindergarten curricula. Fortunately, there are ways to help children with simple tactile sensitivity issues that will not require special therapies or equipment. Children with severe tactile issues are often dealing with other developmental or psychological issues, such as autism or Asperger's syndrome. While simple, modified sensory activities can help children with these underlying issues cope with some sensory defensiveness, it is always best to consult your child's doctor or a developmental pediatrician before attempting a new therapy.

Things You'll Need

  • Fingerpaint
  • Small rubber or disposable latex gloves

Instructions

    • 1

      Determine which textures your child has difficulty dealing with. Some common examples include anything slimy such as mud or finger paints, textiles such as corduroy or denim, and gritty textures such as sand, dirt or playdough. Sometimes, the only way to determine which textures your child will react negatively to is to experiment with several different substances and observe your child's reaction.

    • 2

      Provide modifications for sensory activities so that children with sensitivities are able to participate without issue. This can include allowing children with tactile defensiveness or sensitivity to use rubber or disposable latex gloves while finger painting or playing in the sandbox. Dulling the sensation of a texture by using gloves to protect the fingertips can often help a child engage in sensory activities. Be sure to ask the child if he would like to use gloves for certain activities instead of forcing him to participate without modifications.

    • 3

      Allow the child to explore at his or her own pace. If the child has chosen to watch the activity rather than participate, respect that decision. Active observation is a form of participation, and the child may get just as much out of watching as he would from participating.

    • 4

      Invite the child to participate, but do not force the issue. For example, if the child does eventually ask to join in a finger-painting activity, ask if he would like to use gloves. When he does begin to experience the sensory activity, praise him gently for trying, even if all he does is touch the paint with one gloved fingertip. Mention that maybe he could try two fingers next time, or suggest touching several different colors of paint, one on each gloved fingertip.

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