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What is a sensory seeker? What are the signs and what exactly do they mean? How can you help your child meet their sensory seeking needs so they can feel successful throughout their day? This article answers these questions, and more!
The term “sensory seeker” is fairly common these days. But what does it actually mean?
“Sensory seeking” comes from a category within Sensory Processing Disorder (SPD): Sensory Craving. To get even more technical, Sensory Craving falls within a specific subtype of SPD, Sensory Modulation Disorder.
Sensory Craving refers to someone who needs more input than others and who will seek out the input, however does so in a disorganized way. This can look like a child who spins and does not get dizzy; a child who makes random noises throughout the day; a child who touches everything in their environment; or a child who plays too rough for the situation.
A sensory seeker often does not understand when “enough is enough.” They seek out sensory input in order to feel more regulated, but they cannot modulate or process the input, which often results in more dysregulation. This causes chaos during daily activities, such as the morning or evening routine, going to school, and running errands such as going to the grocery store.
There are eight sensory systems, and your child can be a sensory seeker within one or more of these eight systems.
Vestibular input comes from any type of movement that involves a head position change. We all have vestibular receptors within our inner ear, so when our head moves, the fluid in our inner ear moves, which activates our vestibular system. Vestibular input is directly connected to our visual and auditory systems, as well as has a direct impact on muscle tone and balance. Additionally, vestibular input is typically alerting.
Signs that your child is a vestibular sensory seeker:
In order for a child to be a “true” sensory seeker, these impulses must directly interfere with their ability to get through their day. Their vestibular seeking habits cause challenges with transitions, sitting in the classroom, safely moving through their environment, sitting to eat a meal, or any other daily routine task (including sleep).
Additionally, if your child struggles with processing vestibular information, they may also struggle with:
Proprioceptive input comes from movement - we have proprioceptive receptors in our joints and muscles so that when we move, these receptors activate and tell our brain where we are, what we’re doing, and how well we’re doing it so that adjustments can be made. Proprioception is directly connected to our tactile system, as well as is considered the “all calming” sense - certain types of proprioceptive input can be calming to the nervous system.
Signs that your child is a proprioceptive sensory seeker:
In order for a child to be a “true” sensory seeker, these impulses must directly interfere with their ability to get through their day. Their proprioceptive seeking habits cause challenges with transitions, playing with their peers, safely moving through their environment, focusing during class time, or any other daily routine task (including sleep).
Additionally, if your child struggles with processing proprioceptive information, they may also struggle with:
When we talk about the visual system, we’re not talking about visual acuity, or how well you can see objects near and far. The visual sensory system is what you see, how your brain processes and interprets what you see, and then how you respond. As mentioned above, the visual system is directly connected to the vestibular system, which means that if something isn’t working the way it should with one, the other is likely to be affected.
Signs that your child is a visual sensory seeker:
In order for a child to be a “true” sensory seeker, these impulses must directly interfere with their ability to get through their day. Their visual seeking habits cause challenges with transitions, playing with their peers, safely moving through their environment, completing school tasks, or any other daily routine task (including meal time, getting dressed, and sleep).
Additionally, if your child struggles with processing visual information, they may also struggle with:
When we talk about the auditory system, we’re not talking about how well you can hear. The auditory system is similar to the visual system, in that it has to do with what you hear, how your brain processes and interprets what you hear, and how you respond. As mentioned above, the auditory system is directly connected to the vestibular system, due to the fact that your vestibular receptors are located in your inner ear.
Signs that your child is an auditory sensory seeker:
In order for a child to be a “true” sensory seeker, these impulses must directly interfere with their ability to get through their day. Their auditory seeking habits cause challenges with transitions, playing with their peers, safely moving through their environment, focusing during class time, or any other daily routine task (including meal time, getting dressed, and sleep).
Additionally, if your child struggles with processing auditory information, they may also struggle with:
We have tactile receptors all over our skin, including inside our mouth. These tactile receptors are always “on,” meaning they are always processing anything that is touching our skin: clothing, hair, wind, food, etc. As mentioned above, the tactile system is directly connected to the proprioceptive system, and oftentimes tactile input also provides proprioceptive input, such as a hug from our friend or when someone bumps into us.
Signs that your child is a tactile sensory seeker:
In order for a child to be a “true” sensory seeker, these impulses must directly interfere with their ability to get through their day. Their tactile seeking habits cause challenges with transitions, playing with their peers, safely moving through their environment, focusing during class time, or any other daily routine task (including meal time, getting dressed, and sleep).
Additionally, if your child struggles with processing tactile information, they may also struggle with:
Your gustatory (sense of taste) and olfactory (sense of smell) systems are so intertwined, that we are going to talk about them together! These two senses help with eating and drinking. They work together as you prepare food and eat. The olfactory sense is also connected to our memories and emotions. Additionally, because we have tactile receptors inside our mouth as well as proprioceptive receptors in our jaw, these senses are all connected.
Signs that your child is a gustatory and/or olfactory sensory seeker:
In order for a child to be a “true” sensory seeker, these impulses must directly interfere with their ability to get through their day. Their gustatory and/or olfactory seeking habits cause challenges with transitions, social interactions, focusing during class time, or any other daily routine task (including meal time and hygiene tasks).
Additionally, if your child struggles with processing gustatory and/or olfactory information, they may also struggle with:
This hidden (eighth) sense is your ability to understand the internal workings of your body. This includes things like hunger and thirst, knowing when to use the bathroom, if you feel ill, and temperature regulation. It also is connected to emotional intelligence and your ability to understand your emotions, regulate them, and communicate successfully.
Signs that your child is an interoceptive sensory seeker:
In order for a child to be a “true” sensory seeker, these impulses must directly interfere with their ability to get through their day. Their interoceptive seeking habits cause challenges with transitions, social interactions, focusing during class time, or any other daily routine task (including meal time, using the bathroom, and sleep).
Additionally, if your child struggles with processing interoceptive information, they may also struggle with:
Now let’s dive into some tips and tricks! If your child is a sensory seeker/sensory craver, it can be helpful to seek out a trained therapist (like an occupational therapist, OT) who can provide sensory strategies and a personalized sensory diet. The following is a list of strategies, broken up by age.
If your toddler is displaying signs of sensory seeking behavior, the first thing you want to do is make sure you’re helping them meet their sensory needs. This is also known as “meeting the sensory threshold.” Learn more about how to do this by listening to this podcast episode.
If your toddler is seeking out lots of movement, set up movement activities that they can go through - like an obstacle course. Provide opportunities for them to run and jump and crash, if that’s what they are seeking out. If they are seeking out visual or auditory input, provide more opportunities for them to receive that input in a purposeful way.
For a sensory seeking toddler, it’s helpful to set up a “start and stop” activity. Include the sensory activities they are seeking out and help them complete those activities a specific number of times. Include counting, singing, and “stop!” at the end. For example, if your toddler seeks out vestibular and proprioceptive input, set up a 2 step obstacle course with couch cushions and a tunnel. Help your child crawl through the tunnel (which provides lots of proprioceptive input), then jump and crash on the cushions (which provides both proprioceptive and vestibular input). Then repeat 3-5 times. As they learn the sequence, you can add more variety and different types of sensory activities to the routine.
Some great activities to try with your sensory seeking toddler:
Also for your toddler, identify when they display the most sensory seeking behavior. Is it always at a certain time of the day? Is it always after a certain event? Be sure to include their sensory activities prior to those challenging times when they are seeking input more. You can create a simple sensory diet routine that provides your toddler with the sensory input they seek, in order to help them feel more regulated. Learn more about sensory diets here.
Once your child is out of toddlerhood and likely in school, at least part time, we can see more sensory seeking behaviors. This often occurs due to the new demands being placed on them: sitting and focusing; less free time; following auditory instructions; etc. We may see challenges sitting still, challenges following multi-step instructions, and frequent meltdowns.
First, you want to meet your child’s sensory needs - just like when they were a toddler! Their sensory system is maturing but it still needs lots of sensory input throughout the day, and likely more input in a more structured way if they are a sensory seeker. Be sure to include a sensory diet routine into the day: in the morning, before leaving the house, after school, before dinner, before bedtime, etc.
Older children can complete more complex obstacle courses to meet their sensory needs! Watch this YouTube video to learn how to set up a simple obstacle course!
As your child gets older, it’s important to teach them about their sensory needs. Start narrating what they are seeking out and how it makes them feel, then ask them questions.
Always be sure to keep your statements and questions neutral or positive - avoid negative language such as, “out of control” or “that’s bad.” We want to make sure our children know that we all have sensory needs so it’s also important to model your own sensory strategies and how you meet your own sensory needs!
Some activities to try with your older sensory seeking child:
What about school - how do we help our students meet their sensory seeking needs in the classroom? For teachers, try talking to your school OT about some strategies you can implement. Then, identify ways you can include quick sensory activities/sensory breaks into the classroom routine. Can your students complete animal walks to their desk? Can they complete chair push ups while listening to a lecture? Can you create a 5 minute calm-down routine after a transition?
For more ideas, check out this YouTube video for implementing sensory strategies into the daily school routine.
Just because a child grows up into a teenager and eventually an adult doesn’t mean they “grow out of” sensory seeking! Their sensory needs will likely change throughout the course of their life, but they may always be a sensory seeker. You might be the parent to a young sensory seeker and suddenly find out that YOU are also a sensory seeker!
The strategies for teens and adults are very similar to younger children - first and foremost, find ways to meet their sensory needs. It might look different as they age, but there are still lots of ways to meet the sensory threshold:
Listen to this podcast episode to learn more about sensory processing in adulthood!
Sensory seeking children often have challenges with self-confidence. They may realize that they are “different” from their peers; they may struggle to make and keep friends; they may be considered the “bad” kid in school; simple daily tasks are more difficult. Because of this, it’s important to build up their self-confidence by helping them identify their strengths.
What is your sensory seeking child REALLY good at? What are they interested in? Ask them questions and engage with them in what they enjoy. Help foster their strengths. Reinforce their effort over the results. Set them up for success and teach them how to problem solve.
No matter what your child’s sensory needs are, you can help teach your child how to meet their sensory needs so they feel regulated and can successfully complete the things they have to and want to do every day!
Nice article which covered all type of sensory problems and written in a good way to understand by parent professionals.
Is the above applicable to toddler/babies less than 2 years old?
Say if they can’t stand still everytime we change their diaper or love climbing, does it mean their sensory seeker?
Could you recommend the resources that we should look at to understand end to end about sensory diet, activities and how to assess them?
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Nika
November 15, 2023
Hi. What reflex is responsible for sensory seeking? And can we help a child integrating those reflexes?