Learn the differences between sensory and behavior disorders, signs to look for, and effective strategies to support children in educational settings.

<h2>How to Explain Sensory vs. Behavior Disorders within the School Community</h2><p>A physician would not treat a patient with asthma and another with allergies precisely the same way. While both patients might have a cough, difficulty breathing, and tightness in the chest, the cause of each patient’s symptoms would differ, calling for different solutions.</p><p>It’s the same with sensory disorders and behavior disorders among students. While there are similarities between the two, educational professionals should be able to distinguish between them. You are likely familiar with sensory and behavior disorders if you’re an occupational therapist, special ed teacher, or other special education service provider. But not all adults in the school community are.</p><p>Here’s how to talk with your colleagues about sensory vs. behavior disorders. First, we’ll provide a refresher on sensory and behavior disorders. Then, we’ll discuss how to explain the differences to school staff and give tips on what to look out for and how to implement strategies to help students with these different disorders thrive.</p><h2>Sensory Disorder</h2><p>Individuals with sensory processing disorder (SPD) do not adequately process sensory information. Sensory processing disorder can impact all five senses, plus additional realms related to motor skills and balance:</p><ul><li>Auditory (hearing)</li><li>Gustatory (taste)</li><li>Olfactory (smell)</li><li>Tactile (touch)</li><li>Visual (seeing)</li><li>Interoception (internal body sensation)</li><li>Proprioception (body awareness)</li><li>Vestibular (balance)</li></ul><h2>What Conditions Are Often Associated with Sensory Disorders?</h2><p>Although currently not recognized in the American Psychiatric Association’s Diagnostic and Statistical Manual of Mental Disorders (DSM 5), sensory processing disorder (SPD) is widely accepted in the field as a group of symptoms often experienced by individuals with:</p><ul><li>Anxiety disorder</li><li>Attention deficit hyperactivity disorder (ADHD)</li><li>Autism spectrum disorder (ASD)</li><li>Oppositional defiant disorder (ODD)</li><li>Post-traumatic stress disorder</li><li>Psychotic disorder</li><li>Schizophrenia</li><li>Tourette’s syndrome</li></ul><h2>What Are the Different Types of Sensory Disorders?</h2><p>Sensory processing disorder (SPD) describes a group of sensory dysfunctions. Within SPD, <a href="https://research.aota.org/ajot/article-abstract/61/2/135/5140/Concept-Evolution-in-Sensory-Integration-A?redirectedFrom=fulltext" rel="noopener noreferrer" target="_blank">L.J. Miller et al</a>. have identified three categories and various subtypes:</p><ul><li>Sensory modulation disorder (SMD)</li><li style="text-indent: 1em;">Sensory over-responsivity (SOR)</li><li style="text-indent: 1em;">Sensory under-responsivity (SUR)</li><li style="text-indent: 1em;">Sensory craving (SC)</li><li>Sensory discrimination disorder (SDD)</li><li style="text-indent: 1em;">Auditory</li><li style="text-indent: 1em;">Taste/smell</li><li style="text-indent: 1em;">Tactile</li><li style="text-indent: 1em;">Visual</li><li style="text-indent: 1em;">Position/movement</li><li style="text-indent: 1em;">Interoception</li><li>Sensory-based motor disorder (SBMD)</li><li style="text-indent: 1em;">Dyspraxia</li><li style="text-indent: 1em;">Postural disorders</li></ul><h2>How Can I Explain Sensory Disorders to School Staff?</h2><p>Here are some points you can use to help clarify for your colleagues how sensory issues can affect students:</p><ul><li>Some students have differences in how their senses work. For example, a child might be hypersensitive, meaning their senses are more sensitive than usual, so certain sounds, textures, or bright lights can overwhelm them. Another child, however, might be hyposensitive, meaning their senses are less sensitive. These students may seek out or crave intense sensory experiences.</li><li>Some students with sensory issues may not notice sounds, textures or stimuli. Others may have difficulty differentiating different tastes or smells. Still, others may have trouble processing visual movements. And some students with sensory issues might struggle with balance, coordination, posture or activities like tying shoelaces.</li><li>These sensory differences can affect a child's ability to participate in daily activities, concentrate in class, or interact with others.</li><li>As educators who support these students, we can learn to understand each individual’s sensory issues and provide strategies to help the child's sensory needs.</li></ul><h2>What Behaviors Might School Staff See in Students with Sensory Disorders?</h2><p>As you explain sensory issues to school staff, share these common behaviors which they may observe among children that may be the result of sensory processing issues (<a href="https://www.autismspeaks.org/sensory-issues" rel="noopener noreferrer" target="_blank">Autism Speaks</a>):</p><ul><li>Increased movement, such as jumping, spinning or crashing into things</li><li>Increased stimming, such as hand flapping, making repetitive noises or rocking back and forth</li><li>Talking faster and louder, or not talking at all</li><li>Covering ears or eyes</li><li>Difficulty recognizing internal sensations like hunger, pain or the need to use the bathroom</li><li>Refusing or insisting on certain foods or clothing items</li><li>Frequent chewing on non-food items</li><li>Frequent touching of others or playing rough</li><li>Difficulty communicating or responding as the brain shifts resources to deal with sensory input (shutdown)</li><li>Escalating, overwhelming emotions or need to escape a situation (meltdown)</li></ul><h2>What Strategies Can Staff Use to Help Students with Sensory Disorders?</h2><p>Let your colleagues know how they can help students with sensory issues. To begin, here’s a list of strategies from <a href="https://www.autismspeaks.org/sensory-issues" rel="noopener noreferrer" target="_blank">Autism Speaks</a>.</p><p>For hypersensitivity:</p><ul><li>Use light covers, sunglasses or a hat under fluorescent lights</li><li>Provide earplugs or headphones for noisy environments</li><li>Work in spaces with a closed door or high walls</li><li>Avoid strongly scented products</li><li>Choose foods that avoid aversions to textures, temperatures or spices</li><li>Wear soft, comfortable clothing</li><li>Adjust schedules to avoid crowds</li><li>For hyposensitivity:</li><li>Provide visual support for those who have difficulty processing spoken information</li><li>Provide fidget toys, chewies and other sensory tools</li><li>Arrange furniture to provide safe, open spaces</li><li>Give frequent movement breaks throughout the day</li><li>Provide foods with intense flavors or mixed textures</li><li>Provide weighted blankets, lap pads or clothing that provides deep pressure</li></ul><h2>Behavior Disorders</h2><p>Behavior disorders, or behavioral disorders, are defined by the <a href="https://dictionary.apa.org/behavior-disorder" rel="noopener noreferrer" target="_blank">American Psychological Association</a> as “any persistent and repetitive pattern of behavior that violates societal norms or rules, seriously impairs a person’s functioning, or creates distress in others.”</p><p>These issues are commonly referred to as emotional and behavioral disorders in schools. The <a href="https://sites.ed.gov/idea/regs/b/a/300.8/c/4/i" rel="noopener noreferrer" target="_blank">Individuals with Disabilities Education Act</a> (IDEA) defines an emotional and behavioral disorder as “…a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance:</p><p>a) An inability to learn that cannot be explained by intellectual, sensory, or health factors.</p><p>b) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.</p><p>c) Inappropriate types of behavior or feelings under normal circumstances.</p><p>d) A general pervasive mood of unhappiness or depression.</p><p>e) A tendency to develop physical symptoms or fears associated with personal or school problems.</p><h3>What Diagnoses Are Under the Umbrella of Behavior Disorders?</h3><p>Behavior disorders include a wide range of conditions not limited to:</p><ul><li>Anxiety disorder</li><li>Bipolar disorder</li><li>Conduct disorder</li><li>Eating disorder</li><li>Obsessive-compulsive disorder</li><li>Oppositional defiant disorder</li><li>Psychotic disorder</li><li>Schizophrenia</li></ul><h2>How Can I Explain Behavior Disorders to School Staff?</h2><p>Here are some points you can use to help clarify for your colleagues what behavior disorders are and how they can affect students:</p><ul><li>You may encounter many different types of behavioral disorders in the school setting. Behavior disorders often impact self-care, academics, classroom behavior, social relationships and other areas.</li><li>Students with behavioral disorders may not react in predictable, age-appropriate ways. They may seem stressed or unhappy. Or they may seem overcome with fear or anger.</li><li>Behavior issues can impair a child’s ability to participate in daily activities, concentrate in class or interact with others.</li><li>We can help support students with behavioral disorders by providing structure, encouraging positive behaviors, giving clear instructions, breaking down tasks, offering choices, and more.</li></ul><h2>What Behaviors Might School Staff Observe in Students with Behavior Disorders?</h2><p>As you explain this type of disorder to school staff, make them aware of common behaviors seen with EBD (<a href="http://www.naset.org/fileadmin/user_upload/Forms_Checklist_Etc/Ident_High_Risk/Possible_Emotional_Disturb_Chklst.pdf" rel="noopener noreferrer" target="_blank">National Association of Special Education Teachers</a>):</p><ul><li>Acting out, bullying, fighting</li><li>Withdrawing from others</li><li>Having temper tantrums</li><li>Exhibiting distorted thinking</li><li>Having abnormal mood swings</li><li>Disrupting the class</li><li>Appearing pre-occupied</li><li>Disregarding all classroom rules</li><li>Showing extreme resistance to change</li><li>Manipulating individuals and situations</li><li>Being unable to work in groups</li><li>Missing school</li><li>Being dishonest, blaming others</li><li>Violating personal space and belongings</li></ul><h2>What Strategies Can Staff Use to Help Students with Behavior Disorders?</h2><p>When discussing behavior disorders with colleagues, share these strategies that educators can use to help students with behavior disorders (<a href="http://www.sped.sbcsc.k12.in.us/ppm/behavior/behaccommodations.html" rel="noopener noreferrer" target="_blank">Education Corner</a>):</p><ul><li>Establish rules and routines at the beginning of the school year and reinforce them continually.</li><li>Give predictable and consistent consequences for breaking the rules.</li><li>Provide calm, clear feedback for students.</li><li>Give time for transitions with plenty of notice of upcoming changes.</li><li>Use a token economy with a system of rewards.</li><li>Keep a behavior chart for the child.</li></ul><p>As an occupational therapist or other special education service provider, you’re uniquely positioned to help your colleagues understand the differences between sensory and behavioral disorders. Knowing the difference and how to help is one more step toward helping kids succeed in school – and life!</p><p>Help students who need you most! Check out our exciting opportunities nationwide <a href="https://www.crosscountry.com/education" rel="noopener noreferrer" target="_blank"><strong>with Cross Country Education</strong></a>.</p>

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