Sensory Processing 101: A Guide to Understanding What Kids Are Really Communicating
Sensory processing is one of the most commonly misunderstood areas in pediatric development. Recently, I had the opportunity to listen to a professional presentation by Erin Wiggins, OTR/L, based in DFW, whose work focuses on helping families understand their child’s nervous system and support regulation through meaningful strategies. Her perspective reinforced something many pediatric therapists already know: sensory processing is highly individualized and deeply connected to a child’s daily function.
This blog post is not a summary of her course or a retelling of paid content. Instead, it builds on long-established occupational therapy theories—including Ayres Sensory Integration and Dunn’s Sensory Processing Framework—and incorporates original examples and clinical reasoning to help families and professionals understand sensory processing through a clear, OT-centered lens.
Why Sensory Processing Matters
Every child has a unique nervous system. This nervous system filters information from the world (movement, touch, sound, taste, smell, proprioception, and vision) and determines how the child reacts, copes, learns, and connects with others.
When adults misunderstand sensory processing, children may be labeled as:
wild
dramatic
shy
defiant
unmotivated
But behavior is not personality.
Behavior is communication.
And sensory processing is often (but not always) at the heart of that communication.
Core Concepts
Ayres Sensory Integration Theory
Developed by Dr. A. Jean Ayres, this theory explains how the brain processes sensory information, organizes it, and produces meaningful “adaptive responses.” Differences in processing can result in over-responsivity, under-responsivity, or sensory-seeking behaviors across systems.
Dunn’s Sensory Processing Framework
Dr. Winnie Dunn expanded the field by describing sensory processing through neurological thresholds and behavioral responses—explaining why some children avoid input while others seek it or passively tolerate it.
Together, these frameworks help clinicians interpret behavior within context, not judgment.
Myth #1: “Kids experience sensory input the same way.”
Truth: Every child’s nervous system interprets the world differently.
Example:
Two toddlers walk into a busy gymnastics class.
One immediately darts to the foam pit, climbing and tumbling with excitement.
The other freezes, covers their ears, and refuses to leave their parent’s lap.
Same environment.
Two entirely different sensory experiences.
This is why sensory-informed observations are essential—children react to the way their nervous system processes the environment, not the environment itself.
Myth #2: “Children are either sensory seekers or sensory avoiders.”
Truth: Sensory patterns are complex and system-specific.
A child may:
crave movement,
avoid sound,
miss touch cues,
and tolerate proprioceptive input beautifully.
Example:
A preschooler constantly climbs furniture (seeking vestibular/proprioceptive input) yet cries when peers bump into them during circle time (tactile sensitivity).
One global label like “seeker” misses 90% of the picture.
A system-by-system profile leads to targeted, appropriate support.
Myth #3: “Behavior is a choice.”
Truth: Behavior is often a reflection of internal regulation—not defiance.
Ayres emphasized that children produce “adaptive responses” to manage sensory input. If the input overwhelms their nervous system, behaviors follow.
Example:
A toddler hitting during tooth brushing may not be defiant—they may experience mint toothpaste as painfully intense, or tolerate touch around the mouth poorly.
When the sensory need is addressed, the “behavior” dissolves.
Myth #4: “Dysregulation always looks big.”
Truth: Dysregulation can be quiet, subtle, or masked entirely.
Children show sensory stress through:
shutting down
silliness
running from tasks
hiding
nail-biting
chronic fidgeting
emotional outbursts after school rather than during
Example:
A five-year-old who appears “perfect” at school but melts down daily at home may be masking sensory overload to get through the day.
Quiet dysregulation is still dysregulation.
Myth #5: “Personality explains sensory struggles.”
Truth: What adults label as personality is often a sensory pattern.
Example:
A child described as “dramatic” may have a low tactile threshold—seams, tags, or unexpected touch may be genuinely overwhelming.
A child labeled “wild” may be using movement to stay organized, not misbehaving.
When we understand the nervous system, we understand the child.
Myth #6: “Sensory only affects behavior.”
Truth: Sensory processing underlies every developmental domain.
Ayres’ well-known “Pyramid of Learning” shows that sensory systems support:
postural control
body awareness
bilateral coordination
attention
visual-motor skills
handwriting
emotional regulation
social success
Example:
A child “struggling with handwriting” may not have a fine-motor problem at all—it may be a postural control issue rooted in vestibular or proprioceptive processing.
Treat the foundation, and higher-level skills improve.
Myth #7: “Seeking = high threshold.”
Truth: Children may “seek” to cope, not to gain more input.
Example:
A child who hums constantly during transitions may not be “auditory seeking”—they may be using a predictable sound to block out overwhelming background noise.
If adults add more auditory input assuming a high threshold, distress increases.
Context matters.
Myth #8: “Primitive reflexes don’t matter.”
Truth: Retained reflexes can significantly affect sensory processing and regulation.
While reflexes are only part of the clinical picture, retained reflexes such as the Moro, ATNR, or STNR can contribute to:
sensory defensiveness
startle reactions
difficulty with balance or posture
emotional reactivity
motor planning challenges
Example:
A child who overreacts to sudden sound or movement may be experiencing a persistent Moro response, keeping their system on “high alert.”
Movement-based, developmentally sequenced activities can support better integration.
Myth #9: “Kids just need sticker charts or timeouts.”
Truth: Behavior plans don’t resolve sensory dysregulation.
A reward might stop a behavior temporarily—but the sensory need remains.
Example:
A kindergartner squeezes classmates tightly for deep pressure input. A sticker chart stops the squeezing—but now the child is chewing their shirt, pacing, and shutting down emotionally.
When we replace the function without supporting the need, regulation worsens.
Heavy work breaks, fidgets, deep pressure, or movement opportunities address the actual root cause.
Myth #10: “Sensory differences are permanent.”
Truth: Sensory processing can improve through neuroplasticity, practice, and the right supports.
Children benefit from:
sensory integration–based therapy
developmentally supportive movement
strengthening and postural control activities
predictable sensory routines
environmental adaptations
collaborative home–school–therapy approaches
Children are not “stuck.” Nervous systems can learn, adapt, and grow.
Final Thoughts
Sensory processing is not a trend—it is a core developmental system that shapes how children participate in their world. Understanding sensory foundations enables parents, therapists, and educators to interpret behavior with curiosity and compassion rather than judgment.
When we support the nervous system, we support the whole child.
