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00:00:01
OT solutions for PDA
581 Plays7 days ago
Welcome to the final episode of season one! We'll be back in May, after a short break, with a whole bunch of new conversations around PDA. When season two rolls around we'll start to archive earlier episodes, but they'll remain available on our training hub. See you soon!
In this episode, Sarah Stewart from the PDA Society is joined by Tracy Weiner, a former Occupational Therapist and parent of a PDA young person, to explore how sensory needs can impact PDA individuals and their daily lives.
Tracy brings both professional insight and lived experience to the conversation, sharing how sensory differences can shape behaviour, emotional responses and overall wellbeing. Together, Sarah and Tracy discuss how sensory needs are often misunderstood, particularly when they present as avoidance, distress or heightened reactions to everyday situations.
The episode explores how sensory sensitivities can interact with anxiety and demand sensitivity, making environments such as home, school and public spaces feel overwhelming. Tracy reflects on how recognising these needs can help reframe behaviour, shifting the focus from “what is going wrong” to “what might this person be experiencing”.
The discussion also highlights the importance of observation, flexibility and adapting environments to better support regulation. Tracy shares how small changes, such as adjusting sensory input or reducing expectations in challenging moments, can have a significant impact on reducing distress.
This episode offers a compassionate and practical perspective on sensory needs, helping parents and professionals better understand how to support PDA individuals in a way that promotes safety, autonomy and wellbeing.
Key Themes
- Understanding sensory needs in PDA individuals
- How sensory differences can impact behaviour and emotions
- The link between sensory overwhelm, anxiety and demand sensitivity
- Reframing behaviour through a sensory lens
- Using flexibility and observation to reduce distress
Disclaimer
The views and opinions expressed by guest speakers in this podcast are their own and do not necessarily reflect those of the PDA Society. While we aim to provide balanced and inclusive discussions, individual experiences and perspectives may vary. The PDA Society is committed to using language and terminology that reflects the preferences of PDA and autistic people, but sometimes our guests may use language and terminology which differs. Appearance on our podcast is not an endorsement of an individual, and not all of our guests will align with our position on the issues discussed.
Further sources of support and information
- More podcasts available on the PDA Society Training Hub: https://training.pdasociety.org.uk/pda-podcasts/
- PDA Society Training: https://www.pdasociety.org.uk/support-and-training/training/
- PDA Society Support Service: https://www.pdasociety.org.uk/support-and-training/support/
Guest links:
https://www.kentcht.nhs.uk/childrens-therapies-the-pod/neurodivergence/sensory-processing-pathway
https://www.sensoryintegrationeducation.com/pages/free-sensory-resources
https://www.sensory-people.co.uk/parents-guide-to-sensory-integration/
Recommended
Transcript
Introduction to PDA and Podcast Goals
00:00:02
Speaker
Hello and welcome to the PDA Society's podcast. We're here to chat about all things PDA to help you understand what people with this profile of autism are experiencing and how you can help.
00:00:13
Speaker
We'll be
Target Audience of the Podcast
00:00:14
Speaker
sharing research, professional expertise and the insights of people with lived experience to help you understand PDA and have more tools to make life easier. So, whether you're a PDA yourself, family member, friend or professional trying to make a difference, welcome from everybody at the PDA Society. We hope you'll find this useful.
00:00:38
Speaker
Hi
Tracy's Insights on Sensory Needs
00:00:39
Speaker
everybody and welcome to today's podcast where we're going to be discussing sensory needs and how they can be challenging particularly for PDA people. I'm delighted to be joined by Tracy, who's well known us to us at the PDA Society um So I guess my first question is, Tracey, do you want to introduce yourself and say how it is that you've joined us today? Oh, thanks, Sarah. It's always a pleasure to be here with you. So, yeah, I am Tracey and I am first and foremost mum to a 19-year-old PDA-er. and he has virtually taught me everything that I need to know but I also come with the added bonus is my background is I was an occupational therapist for 15 years working largely with adults with learning disabilities and really focusing on sensory processing difficulties and and needs and so i always say you can't take the OT out of me. It is what is shapes me for who I am so obviously shapes me for who I am as a parent however I'm no longer registered as an OT obviously due to the demands that having a PDA can sometimes bring um but I'm still very passionate about the work that I used to do and I've embedded that very much in my parenting.
00:01:51
Speaker
Right, okay, yes, excellent, that's fantastic. So
Understanding Sensory Processing
00:01:55
Speaker
and for people who might not be familiar, what do we actually mean by sensory processing and sensory integration? Okay, so we all are aware that we have five senses, five core senses, um but we also have three other senses that are probably less familiar to us. So we have the obvious ones of touch, taste,
00:02:17
Speaker
smell, it sound and sight. That tested me, didn't it? But we've also got these three other kind of senses that really impact on our ability to um navigate our everyday lives. And that's our sense of proprioception. So that's our ability to know where we are in space. um where our limbs are and everything, um and and generally where we are, but also our vestibular system. So really thinking about um our movement. um And then kind of the the eighth one, which I am most fascinated by, i will i will say that now, and I think largely comes out so much in our PDAs, is the the sense of interoception.
Exploring Interoception and PDA
00:03:02
Speaker
And that is that real internal messages that our body is telling us. So are we hot? Are we cold? um
00:03:11
Speaker
Do we need the toilet? Are we hungry? Are we thirsty? But also it's about how we regulate our emotions and our feelings. And so that plays a huge part, therefore, in how we present ourselves. And we all experience that. um But obviously, some of us find that more difficult to integrate our senses. So, you know, you could be sitting and listening to this and have a fan next to you. And you've been able to tune out of that fan, whether whereas somebody else might not be able to listen to this podcast at all, because they would be focused on that fan. So, That's about how we're able to modulate and interpret what's going on around us and block out some things. Whereas if we are really hypersensitive to things, I mean, I use sound as an example there, but obviously there's so many things within our environment that... that can um impact on that and and partly as OTs and certainly what I did as an OT at the time was to look at how through our everyday lives because as OTs we look at everyday activities and our engagement in those um we were able to make our environment more accessible um for for the people that we work with and really think about what activities help us to be able to
00:04:29
Speaker
integrate those senses more fully in order for us to function. And that's
Sensory Overwhelm and Environment Challenges
00:04:35
Speaker
really interesting because a friend of mine, she hates going to hospital and I automatically assumed it's because she was frightened of you know the the medical staff and she said, oh no, she said, it's just the smell. She said, as soon as I walk in, I can smell it. She says, I can i can smell blood, I can smell bacteria. She said, it's just horrible. And that is you know obviously sensory overwhelm for her from an olfactory perspective, I suppose. so yeah Yeah, yeah. So, yeah.
00:04:58
Speaker
it fascinates me all those different things of what we notice, isn't it? When we um just when we when we walk into a building and when we're thinking about our PDAs, straight away that's a massive demand that is met with them if something is really you know quite quite distasteful to them. you know it's making them feel quite unwell.
00:05:19
Speaker
and Yes, yeah. And I think we underestimate it, you know for for those of us that don't suffer with sensory challenges, Witteveen- Underestimate the level of distress it can cause so if you layer that on top of the demand avoidance you can see why it can contribute massively to this regulated behaviors. Kate Witteveen- yeah yeah so do sensory differences, then typically show up for people with a p PDA profile what sort of things might might we notice.
00:05:44
Speaker
Okay, so I mean, I can talk about from my son's perspective, he has a really spiky sensory profile. so he is a sensory seeker in some aspects. So he needs strong tasting foods in order to, um you know, really kind of get that that um that sense of taste from ah from things. So he'll eat vinegar, he'll literally drink vinegar and and really needs that kind of, because he he needs that that real strong, um experience in order to to fill his cup up um in that sense. and But on the other hand, he also can be a sensory avoider. So he doesn't like touching. And one thing that came up a lot when he was at school was he doesn't like touching things that are wet. So painting a messy play and anything like that. And as soon as his clothes are wet, he'd take them all off. So i think clothing is a really good example of sort of the sensory preferences that you might find with some of our young young people, some of our PDAs, is that actually they find wearing certain clothes difficult. So a school uniform could be quite challenging to put on because there's too many seams, there's too many labels, there's a big starchy collar if you need to wear ah a collar and and a tie, or there's a big heavy blazer. um you know So they show up in that way, but also thinking around our environment.
00:07:06
Speaker
There's always noises and sounds, um you know, going out and about, going into a restaurant. It's loud. There's different smells that come out of that. As you gave a lovely example of going into a hospital or going into a school environment. Every school seems to have a smell. But look on top of that, you've got that other children's um washing liquid smells differently, you know. I'm always told that in a class full of reception children, they'll pick up the jumper and go, oh that's so-and-so's by the smell of it, because that's how they're associating it. So you think all of that is going on.
00:07:42
Speaker
And therefore, what we're seeing is behaviour. But actually, there's all that going on for a person to navigate, to process, to... integrate in order to be able to sit calmly and engage in whatever activity be that at school be that at home be that at work you know just to be regulated um so I think it shows up in so many different ways for our PDAs Yeah, and that's quite interesting, the fact that I you know automatically assume that it would be um sensory avoiding too much sensory input, but actually it can show up in craving sensory input, so the strong foods, garlic, onions.
Sensory Behaviors in PDA: Seeking vs Avoiding
00:08:24
Speaker
Spoonfuls of Marmite, I suppose, as well. and yeah like that um Yeah. moon so movement you Movement. So, you know, maybe always needing to move or not sitting still in the chair or needing to hide into a blanket to to shut out all of that. My son will always, you'll always see him with headphones on. And when he wants to listen a little bit, one of the ear pads will come off, but the rest of the time it's on. He can still hear, he tells me, what's what's happening. um For a time he would wear a cap or a hoodie in order to just block out a lot of what was going on around him, you know, bright lights. There's... you know, even just the lights, the spotlights, you know, they're they're bringing a lot of stimulus to us. And if you are already heightened and unable to recognise kind of those internal feelings um that are happening, then suddenly that's when we see the more dysregulated behaviours in however that might look for our children and young people that might be, um you know, sort of completely overwhelmed and
00:09:32
Speaker
lashing out or that might actually be completely shut down and unable to engage in in the activity. So it it can be, it is very is vast and it's all individual. So it's individual, about understanding your person's sensory profile and what works for them rather than necessarily a generic approach. yeah
Tailoring Environments to Sensory Profiles
00:09:54
Speaker
because it will be different for everybody won't it yeah yeah um again this is probably a very generic question but are there any particular sensory triggers that can make everyday demands feel overwhelming
00:10:07
Speaker
and i think that we we know don't we that our pdaers find environments that are overstimulating um quite often triggering um and therefore i think that ah think I guess sometimes maybe putting yourself in that situation and pausing and noticing what is happening around you because many of us are able to filter out that you know I'm really aware my dog's barking downstairs and I've got traffic going out outside but I can filter that out in order to have this conversation um so I guess it's about us as our supporters supporters to our PDAs is just pausing and really thinking about what is it that's going on where I am why is it that they don't want to go into that environment why is it that they're
00:11:00
Speaker
choosing not to um you know come out to that activity, well why is it they're not wanting to to sit and have that that meal? um Because actually it it could be that it's actually overstimulating for them um and that can come out in many different ways. um Whereas my son will go for strong flavors and seek all of those things.
00:11:23
Speaker
Other children like to stick to very, or other people like to stick to very predictable same brand same color food in order to give them that that sense of and consistency um and predictability yeah fascinating um so how can understanding a person's sensory profile help reduce anxiety and therefore increase their tolerance for demands can you explain a little bit more about this i suppose the science behind it Yeah, so ah particularly as OTs, what we're looking at is making everyday life as engaging as possible. And one thing we know about PDA is that our PDA is and avoid ordinary everyday demands. That is part of their their makeup. So I think what we're looking at within OTs is we're not just looking necessarily at their sensory preferences. We're looking at the environment. But of course, the environment brings whole load of sensory stimuli. so You know, what we're trying to do is really think about um every aspect of OTs, they look at activities of daily living. So what we're trying to look at is every aspect of a person's life and looking at all those different things.
00:12:38
Speaker
things that come into it that may cause our PDAs to avoid that. So, you know, are we looking at starting with a a task and I'll pick a classic example of making a cup of tea because making a cup of tea can bring So, and I know, I know in our, um actually, let's use a piece of toast, because actually, you know, we we look at a piece of toast, piece of coat toast, cup of tea, maybe looks like it's a fairly simple activity to do.
00:13:06
Speaker
But what you've got is lots of different things that happen in that process. So we're trying to, um we're not only looking at have they got the physical ability to be able to do that task, but we're looking at about whether they've got the the stamina to be able to do it. Have they got the, are they able to cope with the heat of the, are they able to know and recognise the heat of the um the kettle ready to make the cup of tea? Are they able to pour it in enough? and added into the the sensory things of maybe the smell of the milk. Is it that, the touch of the bottle, the the whole hold of the cup? So I guess we're looking at so many different parts of that and that links very much into our sensory processing system. abilities that go on on within that in that, because do we feel that that heat? Are we able to recognise, are our receptors, are our skin receptors able to touch that cup of tea? And i'm I'm touching a cup of tea here as I'm doing it actually. Are we able to touch that and know that it's not too hot for our hands to hold? Are we able to assess that? so So it comes in into every aspect. Getting dressed in the mornings is another example of
00:14:19
Speaker
I guess when there's a big demand, you know, is it the demand of getting dressed or is it the demand of the activity that comes next? So, you know, as OTs, we'd be looking at the clothing. Is it the clothing that is making um the, you know, the the demand of doing the task too much? Is it the avoidance of that? Or is it that it's the knowing what's coming next? Or is it the eating of the breakfast? Are we asking too much actually? Yeah.
00:14:48
Speaker
Is it that they're not, a they can't eat as soon as they get up? Are we allowing them that processing time to absorb each step of the tasks that they're doing in relation to their sensory needs as well? So I think there's just so much that goes into it um which is why when we're thinking of a sensory profile, and we can't we we can give general ideas around what it is that um you know we need. and i ah And I know that with my own son, you know we've worked with OTs and I will always be forever grateful for those OTs because they've really helped to enrich my knowledge around looking at
00:15:25
Speaker
I guess the the one biggest thing that came out from um my one of my son's OT assessments is is around his need to carb dump um and um why he did that. Because actually, for me, that was like he was overeating. But actually, he really needed that that calmingness of a of a lot of pasta in his tummy in order to keep himself regulated, because that's what was recognized he was recognising from within. So he food seeks in order to find his calm.
00:15:55
Speaker
and and and just all of those internal kind of systems working together. So I feel like there's, I mean, there's just so much around the subject that the science behind on it, it's all to do with our neuroception and, you know, really thinking about how all of our, all of the sensory, all of our senses are so interlinked um all of the time.
00:16:22
Speaker
It's absolutely fascinating. So, I mean, you know if if as a PDA ah they were referred for an OT sensory assessment, how long would it take? Oh gosh, do you know what? That's a really good question. I think the real value of OTs, and i I say we, I mean, I just want to reiterate, I am no longer a practicing OT, but I really am so passionate about the work that OTs do that I think everyone should have access to an OT, but I am realistic. but
Role of Occupational Therapists in PDA Support
00:16:50
Speaker
So when I say we, I'm talking about we as OTs. yes
00:16:54
Speaker
But you know I think the the real core thing that an OT will do, which is so key to a PDA-er, is that time of building that trust and engaging them in meaningful tasks in relation to them. So yes, there are the standardised assessments that you can go through as as OTs and they're very key to many of the recommendations that um OTs make. um I think that...
00:17:21
Speaker
and and they can be they can be completed. But I think when you're looking at trying to integrate and do the work, I think about building that relationship and and really giving workable activities for parents to be able to complete at home. So how long an assessment can take, I guess, will depend on the trust and relationship that you've built with the young, with I said keep saying young person, but with the PDA-er. Yeah. yeah You know, I mean, i um'm I'm not familiar with timeframes because I have been out of practice for many years. So, um you know, when I was doing those kinds of assessments, we would spend, you know, a good two hours doing the assessment and going through things. I don't know if that's still the case now. There might be some other OTs listening that are able to kind of...
00:18:06
Speaker
chip in an update on that because I'm i'm not current in that that sense. I just know from when my, also my son went through that process, it was, it took longer because he avoided actually partaking in some of it. So we just had to give that time and the OTs were very generous in building that relationship, which was key for him. i mean, it is so, so complex and multifaceted, isn't it? It's opening up a whole new world, really. um I mean, in our training courses, we talk about the the iceberg metaphor where the behavior you're seeing is only like the tip of the iceberg so what's above the water line is what you're seeing and then if you look below the water line and what's actually driving that behavior you know it could be the avoidance of demands it could be because it's a transition it could be sensory seeking or it could be sensory avoidance it's just so complex so um so yeah gosh fascinating so If we think about um you know parents who perhaps need OT referrals, what are some of the small everyday sensory activities that families can safely try at home?
00:19:09
Speaker
ah think
Family Strategies for Sensory-Friendly Activities
00:19:10
Speaker
we're really lucky now, aren't we, in the sense that there's lots more awareness and there's lots more affordable access to things. So, you know, we've got lots more fidget toys in order to give our children that that if they're needing that that kind of need something in their hands to be able to play with in order to concentrate, then then it's so much more available. We've got, um certainly, we spent many hours at the park. My son's a very physical, um child as a child, he was a very physical little boy. So we'd be on the swings to kind of offer quite a calming um movement to him. When he needed a bit more stimulation, the speedy would whiz round on a roundabout. um You know, there's also these outdoor gyms now. as well, yeah which is a really great way to be able to give some of that heavy work back. So really looking at our proprioception and really trying to build that heavy work. So, you know, I mean, there's's there's lots of ones where you're doing lots of pushing or you're doing some stepping up So, you know, we're so lucky, or certainly in our area, hopefully others have in their areas too, you know, lots more of these outdoor gyms, there's always the gym as well for for people that are able to access it. Trampoline can be great for many, many people, many, many children enjoy that kind of bouncing up and down. um
00:20:28
Speaker
Again, it's it's hard to, i mean, i'm I'm not going to, certainly not going to go into making recommendations because that's without, outside of my remit now. But, um you know, there's there's lots of suggestions out there on on the internet. It's about knowing what works for your child, though. So I i kind of will give a word of caution. You know, OTs spend a long time looking at a child or a person to make their recommendations. So, you know, if you're noticing your child is doing an activity that's causing them to get more hyper and more alert, then I would suggest that either it's time to come off that and do a more calming activity. Maybe it's about sitting with them and snuggling under a blanket. Maybe it's about, you know, one thing my son absolutely loved was being rolled up in a blanket and then kind of like a hot dog. and you know, bringing them back down because what we're trying to support our our nervous system to do is to know when that state of regulation is there. So if we're always in a state of high kind of sensory seeking, then we're not in that place to be able to be regulated and alert. So we need to get our bodies to recognize what that is. And obviously with children, as the adults, we need to be supporting that. but You know, my son's 19 now, so he will do his own thing. So when we go out now, we he makes sure he's got his headphones on, he'll wear a hoodie, um a zipper hoodie, because then he can take it off if he's too hot, but he can put his hood up if the environment's too too overstimulating. He knows he can remove himself to a quieter place. so It's because we've built that time to give him those skills to recognise how it makes him feel, but also those strategies that he can put in in place. You know, if we're thinking around food, um you know, is it that it is about buying that same food in order to give that sense of control and predictability? um You know, my son's very clear as to what what food he likes. um He's got a varied diet, so i am I am grateful for that. he But he will seek...
00:22:34
Speaker
pasta when he knows he's dysregulated and he needs that food dump in order to be able to calm him. and Nothing else really works for him. He's but he's recognized that.
00:22:45
Speaker
on just ah I was just smiling to myself when you were talking about the trampolines. A friend of mine, her son, before he goes to bed, he has to go in the garden and bounce on the trampoline. And, you know, most of the other parents are all horrified. You know he should be calming down at that time of night. But actually, quick bounce on the trampoline, he goes straight upstairs to bed and that's it, done. Because that could be his calm, that kind of linear movement could be his sort of calming strategy. So that shows how different we are. i mean, I couldn't think of anything worse myself to be doing. um a little bit like some of us like roller coasters and some of us don't. um yeah You know, that's all to do with our vestibular system and and and that movement. and You know, my son is off to a theme park for
00:23:30
Speaker
all that thrill whereas I quite happily to not engage in that so you know yeah it shows how we're all different. It's always a relief when they grow up tall you enough to be able to go on those rides themselves and not need a parent with them isn't it? Yes. Okay brilliant. um Parents start observing and identifying their child's sensory preferences or triggers How, sorry, I missed that. How do they?
00:23:56
Speaker
How can parents start observing and identifying their child's sensory preferences or the triggers? I think by just watching your child and giving yourself the question of going back to that iceberg. I think the iceberg is such a powerful image for us PDA parents to hold in our mind is that we're only seeing a little bit. What is underneath?
00:24:20
Speaker
So again, for us, you know, when we're thinking around, is it sensory or is it behaviour? um or what we're seeing is behaviour, really think about what is going on behind it. Why are they always getting up and down from the table? Is it that they need that break? Is it actually sitting still? um It is just too much. Would standing to eat their meal be a better alternative? If, if so you know, all everyone being at the table is is is but what we're hoping to achieve, then standing might be a better option. Or do they need to go and do...
00:24:56
Speaker
20 jumps on the trampoline before you come back to dinner. So I think it's about asking yourself why. why Why is it that that's happening? um Why is it that they always take their socks off when they get home? You know, is it that there's a seam that is causing them distress? um You know, is it that actually that that label in our trousers has been so annoying all day, i haven't been able to think at all about the work that I'm doing? um and and And then subsequently, it might be what happens when we get home is we we see the other side of the behaviour where everything's been so overwhelming and we can't cope anymore. and You know, that little coat can effect. But it could be that it is down to maybe the clothes that we're wearing. and it It could be that we need more breaks throughout the day in order for us to um you know be able to attend to the tasks that we're doing. you know so Certainly I know i need to take a drink into a meeting if I'm going into a meeting in order for me to keep engaged in that.
00:25:59
Speaker
So that then, whereas our children can't always voice that or it's not the rules of what should happen in ah in a classroom, for example. I think the things are very different now, but I think it's it's just observing and noting what is it that your child is doing? Is it across every area of their life that they're doing it? And is it that actually they're trying to communicate something to you that they don't have the words for yet? um and And I think the one for me, interoception kind of came into play quite a lot for me with my son is working out for him
00:26:37
Speaker
what he talks about is the this feeling of anxiety and the feeling of excitement causes the same sensation in his tummy for him. And so therefore it produces this nervous system response of the same behaviors, which is slightly erratic, um,
00:26:57
Speaker
And if he isn't able to control that, that's when the more difficult behaviours would, would ah distressed behaviours would occur for him. So um but so now i check in with him. of Do you think you're feeling a bit excited about such and such or is it you're feeling a little bit nervous? So naming it for children.
00:27:17
Speaker
particularly those of you with younger children, you know, start to name how they might be feeling, start to observe what you're seeing in them. Oh, I see you're jumping up and down. Do you need to go to the toilet?
00:27:28
Speaker
um You know, mean, that's fairly obvious one in little ones, isn't it? They can make that. But actually that might be. Yeah. Yeah. um Or it could be observed, oh, you're wiggling in your chair. Can you sit still? Well, maybe they can't say that they would need to go to the toilet because they haven't actually recognised that need themselves.
00:27:43
Speaker
um So naming it for them can be quite a useful way. um and And then thinking of ourselves, you know, thinking of all the different sort of sensory things that we do ourselves. We all have different ways of regulating ourselves. You know, some of us might go for a run. Some of us might um choose to put on headphones with some music in. And, you know, we we might enjoy being in aromatherapy room and having, you know, some some oils and that we find calming. So I guess that appreciation that we're all different.
00:28:16
Speaker
were all We're all kind of sensory beings and we all have different ways of meeting our kind of internal needs. So be curious with your child. Be curious as to why that's happening.
00:28:30
Speaker
I've just written that down actually, I put get curious, that was exactly what I've written down. Yeah, be a little bit of a detective and uncover. So if you do see, I suppose, any unusual characteristics, could this be sensory? I remember a friend of mine, I always used to dread her child coming around because toys would always get broken and it was such a shame because it wasn't deliberate, but it was only as, you know, I've learned myself, it was probably his sense of pressure, you know, just... can't remember the name of the sense now, you'd be better fill in the blank for that. But he kept breaking things because he just didn't know the strength, he didn't know how much pressure to put on things. And it was such a shame. And once I realised what was going on for him, I just thought, wow, I felt really bad then for thinking, oh, he's coming round again, what's going to get broken? Yeah, but that's a really good example, isn't it? Because actually, even down to something like a hug, you know, when they need that proprioceptive kind of feedback, they could be squeezing really hard. And when we see children in play, you know, some children really have to grab their friends and always touching them. Is that that they're seeking something sensory from them? But, you know, your instinct when you see, you know, child squeeze another child is you think they're hurting them. But actually, is it they're trying to regulate themselves? So I think being a detective and being curious is so important because otherwise we fall into this cycle of always telling our children in particular off when actually it is a need that they have in the same way as they are hungry and thirsty. You know, we've all heard of being hangry.
00:30:06
Speaker
You know, is it that actually, i mean, probably all relate to that, can't we? um You know we know, therefore, sometimes rather than going to the trying to fix the behaviour, trying to look at what's behind it, offering a snack, offering a bottle of water could be a way of trying to re-regulate that that person. Yeah.
00:30:27
Speaker
So are there any ways to weave sensory support into ordinary routines like getting dressed or mealtimes or transitions? I think when you become aware of what your child is able to tolerate in the sense of, um you know, I think the think of the big thing, just now bring it all back down to all of those, at least the five core senses. um So you can weave weave into that. i mean, we all know to bring some humour and some fun and and some play, particularly for younger children into things, make it easier. So, you know, it might be, know,
00:31:03
Speaker
And and i I always use this one, but I love it so much because I know that it works so much with my son, is the whole idea of if it's a little bit tricky, bring out, look of I guess, let's think of a school morning. We're trying to get dressed. We don't want to wear our school uniform. Is it that you could actually spend some time having a bit of a...
00:31:23
Speaker
bash with a pillow and a cushion just to get our senses up and running get the skin receptors ready to take on the the kind of ready for that next step of the the clothing you know hopefully you know there's there's some clothes that our children will tolerate i know some don't um but then we're just ready for the day. is it that a hand massage is able to start the morning better? My son absolutely, and still will now, um loves a full body massage. um And that seems to make him ready for kind of getting ready for the day sometimes when he's feeling particularly, you know, challenged by that. So I think you can weave in really thinking around, like I say, maybe using a sports water bottle um for putting morning,
00:32:14
Speaker
drinking, just to give those kind of real, quite a lot of pressure goes through sucking out of a sports cap um or a straw, you know, ah a smoothie in the morning through a straw is a really good way of kind of really putting that deep pressure through. and Might be that it's sitting with ah a nice heavy cuddly toy on on your lap or or just a heavy blanket across just to keep you going. So I think you can weave things in.
00:32:41
Speaker
um you know carrying ah a backpack to school on going to school by a scooter or on a bike can just really open up that and that everyday activities that don't need kind of specialist equipment in order to do that because i think that's that's the other thing as ot's i know they're always always looking at is how you weave into everyday life just normal things um to to do and so so yeah that's kind of a a few doesn Brilliant gosh yeah it's um there's so much going through my head about so many questions but myself as well, so um how can parents make home environments feel more regulating and less demanding.
00:33:25
Speaker
I think offer
Creating Sensory-Friendly Home Environments
00:33:26
Speaker
all those different types of activities available. I think, you know, you know your child best. We all as parents do you know our our children best. I think it's thinking about what's in that space. So if your child is a little bit of a sensory seeker, you know, can you can you get a little trampoline in in the house to be able to to to make that? Or can you make more of an obstacle course? Can you set up a little den if there's an area as an area of quiet space, if they need something, somewhere to go to to just shut down? Have you got that space to be able to put, you know, some lights somewhere or have a little sensory box? You know, maybe you could have a fidget toy, and maybe something that smells nice, something that's calming, something that they associate with that, and you know.
00:34:17
Speaker
um mean i'm I'm a real fan of kind of that that kind of interaction with with a hand massage. you Make sure that you know whether they're finding it, you know, get the touch right for them. Obviously not every child can tolerate that. um But really thinking around those small things um We learned quite quickly that we needed lots of things in our house that was going to provide that proprioceptive feedback. So we would have bars in doorways that our son could swing off, like pull up do pull ups from because he really needs that heavy um work. and You know, I'd often get him to carry things for me, bring the shopping in from from the car. and push a wheelbarrow down the garden if you're doing some gardening work, you know, really get them involved in those everyday tasks um because that will really feed back to their senses and help them to integrate and regulate.
00:35:17
Speaker
I guess the the key really is understanding what your child's sensory profile is and and therefore what their requirements are. And I guess it's a lot of experimentation as well. Yeah, I think so. And I'm seeing, ah well, coming back to that, being curious, isn't it? And and not thinking that every behaviour is bad behaviour, that it is about being able to um look behind it and think, OK, well, if I did this a little bit differently,
00:35:47
Speaker
could we sit and bounce on a ball while we eat our dinner instead? Or is it better if we sit on an office chair? You know, um my son loves, hes he's got a big gamer chair.
00:35:58
Speaker
And I just see him, mean, I'm sat on one as well. I don't need this. this This isn't what I need to sit like this, but he does. He's always, and he's always jigging his leg. So, you know, it's kind of noticing what they're doing. I mean, sitting next to him on a chair with him jigging up and down is it is, you know, like this. But actually he needs that to regulate himself. So me keep going, could you stop doing that?
00:36:21
Speaker
Isn't going to enable him to be engaged in in whatever it is that we're doing. yeah So I guess it is that being curious curious and asking why before you try to correct it.
00:36:33
Speaker
Yeah. Okay. So what might it be some red flags that suggest a family might benefit from professional sensory input as soon as possible? if you notice your child or young person doing anything in particular?
00:36:47
Speaker
I think that things I guess things like not being able to um i mean I say keep still but you know really seeking out different um this needing that high-end sensory um you know or or if they're particularly avoidant of of wearing clothes or touching things or you know there's lots of food related issues i know many of our um children and young people are um impacted by um often down to that that sensory, um you know, thing, that a sensory needs. So, you know, really, when you feel you've kind of outstripped as a parent, your area of knowledge, I think then is your time to to explore it because it weaves in into
00:37:35
Speaker
all of our behaviours all of the time, um so much. And therefore, and one thing an OT is looking at is our engagement in everyday life. So, you know, if you're always struggling with not being able to process what's going on around you, then your participation in everyday life is going to be really impacted. um So, you know, if you're noticing that your child is... um always holding their ears or, you know, unable to, you know, look at things or covering their eyes or really drawing away from things, I would start to think, actually, maybe we need to look a bit more holistically at this and look at why, because with the right support and the right intervention,
00:38:20
Speaker
they can better understand their own needs and be able to kind of work through that and and and find those what works for them um and and find those calming and and more organising activities for them.
00:38:34
Speaker
And it sounds like from your experience that once you understood your son's sensory requirements and were able to put things in place to support that, it it's had a transformational effect for him.
00:38:46
Speaker
Yeah, yeah. And like I say, I don't know whether as a parent I was doing that with my OT knowledge, but we certainly had so much OT support as well because I knew what to ask for. So I think, you know, ah certain areas, I think OT is now very under-resourced, which is such such a shame. um So, you know, I think it is such a core part of our everyday lives to be able to understand what our sensory needs are. um And it then impacts on...
00:39:17
Speaker
other aspects so it impacts on our learning it impacts on our friendships it impacts on our ability to you know look after ourselves and our well-being so you know really understanding that and the earlier we can start to understand that I think the better absolutely gosh it's been absolutely fascinating and we're almost at time so I guess one final question um what message would you most like parents and carers to take away about sensory support for PDAs I think I'm going to come back to that word curious. Be
Encouragement and Resources for Parents
00:39:53
Speaker
curious.
00:39:54
Speaker
I think that think sensory before behaviour, because i I know from my own son that quite often there's always that sensory need before actually behaviour is the outcome of what we're seeing. So, um you know, really hold on to that as parents. um And there are lots of resources and hopefully we'll be able to sort of signpost, um you know, our listeners to some of those resources that are available out there. So you can start to build your own toolkit. um and And if you want more support, then, you know, OTs are the best people to be able to offer that more and bespoke profile for for your child.
00:40:37
Speaker
Absolutely. Gosh, it sounds fascinating. um All right. Well, thank you so much, Tracy. It's been absolutely invaluable and really lovely to chat to you as always. So, yeah, I'm sure we'll see you again in the future. But for today, thank you so much.
00:40:51
Speaker
Thank you. Thanks. Bye. So if you want to hear more from today's special guest, then there is a longer version of this podcast available over on our training hub. Sponsors of our training hub make it possible for us to create and put out this podcast for everyone for free.
00:41:07
Speaker
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