Getting Started

Neurodiversity Hub Wirral

Getting Started

Creating a Sensory Profile

A sensory profile helps you understand a child or young person’s (CYP’s) sensory needs. It can guide changes to their environment and daily routines to support regulation and wellbeing. 

 What Is a Sensory Diet?

A sensory diet (also called a sensory lifestyle) is a daily plan of sensory activities. These activities help CYP stay focused, calm, and alert throughout the day—just like food keeps our bodies nourished. 

When arousal levels are too low, try: 

  • Dancing 

  • Singing 

  • Bouncing on a therapy ball 

  • Jumping jacks 

  • Bright lighting 

When arousal levels are too high, try: 

  • Slow stretching 

  • Rhythmic swinging or rocking 

  • Rolling over a gym ball 

  • Dim lighting 

  • Deep pressure activities 

A qualified occupational therapist can design a sensory diet tailored to the CYP’s needs. This can improve focus, emotional regulation, and overall wellbeing.

What Does a Sensory Diet Help With?

Sensory diets can: 

  • Have immediate and long-term effects 

  • Help restructure the nervous system 

  • Improve tolerance to sensory input 

  • Support self-regulation 

Teaching self-regulation strategies helps CYP: 

  • Recognise emotions and behaviours 

  • Adapt to different situations 

  • Reduce stress, anxiety, and meltdowns 

This helps CYP focus on tasks instead of being distracted by things like: 

  • A shirt label rubbing their neck 

  • A noise outside 

  • Being bumped in the corridor 

Sensory Diet Exploration

📄 Sensory Diet Activity Checklist 

This checklist helps identify activities that reduce distress. It includes: 

  • Movement 

  • Touch and temperature 

  • Auditory (listening) 

  • Visual (looking) 

  • Olfactory (smelling) 

  • Gustatory (tasting and chewing) 

Sensory Toolkit

📄 North Lincolnshire Sensory Toolkit 

This toolkit offers basic strategies to support CYP with sensory differences. 

Sensory Circuits

Sensory circuits are short activity routines that help CYP get ready for the day. They support: 

  • Focus 

  • Attention 

  • Emotional regulation 

Occupational therapists often recommend starting the day with a sensory circuit. These activities wake up the senses and help CYP feel “ready to learn.” 

Alertness Levels

  • Over-alert: Over-excited, energetic, disengaged 

  • Calm and alert: Focused, engaged, ready to learn 

  • Under-alert: Tired, sluggish, disengaged 

Once you find helpful activities, use them throughout the day. Share them with others who support the CYP so they know how to help maintain a calm and alert state.

Examples of Calming and Organising Activities

Chill-Out Space

Create a quiet area like a den for breaks. 

Proprioceptive Activities

  • Press-ups (floor, wall, or chair) 

  • Pushing and pulling heavy objects 

Rolling Over a Therapy Ball

  1. Child lies on their stomach over the ball with hands on the floor 

  1. Adult holds knees or ankles 

  1. Rock child back and forth 

  1. Encourage walking forward and backward 

  1. Add puzzles or bubble play while on the ball 

Ball Squashing

  1. Child lies on a soft mat 

  1. Roll a gym ball gently from feet to shoulders 

  1. Stop if the child feels discomfort 

Lycra for Deep Pressure

  1. Child wraps Lycra around themselves 

  1. Push against the Lycra with hands or back 

  1. Use in games like rolling a weighted ball 

  1. Older CYP can keep Lycra in their bag for calming use 

Increasing Sensory Awareness and Alertness

Some children and young people (CYP) may need help to feel more alert and engaged. These activities can increase sensory awareness and raise arousal levels in a safe and supportive way. 

Food and Environment

  • Offer tart, sour, or spicy foods to stimulate taste 

  • Use loud, fast, and irregular rhythms to energise 

  • Increase lighting in the room 

Movement Activities

Morning Run

  • Jog on the spot for 10 seconds 

  • Increase to a sprint 

  • Add time gradually 

  • Jog around cones for variety 

Jumping Jacks

  • Start in a crouched position 

  • Jump with arms and legs out to the sides 

  • Return to crouched position

Tactile Box

A tactile box helps keep hands busy and provides calming sensory feedback. Fill it with: 

  • Thera putty – for squeezing and stretching 

  1. Stress balls – for pressure and resistance 

  1. Weighted balls – for proprioceptive input 

  1. Vibrating toys – if not too distracting 

  1. Small puzzles – for focus and fine motor skills 

  1. Textured fabrics – for tactile exploration 

Washing and Bathing

Supporting Children with Sensory Processing Differences

Bath time can be emotional for children and young people (CYP) with sensory processing difficulties. They may feel: 

  • Frightened or unsafe in the bath 

  • Overwhelmed by the sound or feel of water 

  • Uncomfortable sitting still in a small space 

Personal care often involves many sensations at once. This can overload the tactile system and trigger a fight-or-flight response.

Helpful Strategies

Routine and Predictability

  • Schedule bath time at the same time each day (e.g. part of bedtime routine) 

  • Keep it quick but calm—not rushed 

  • Use visual prompts or pictures to show what will happen next 

Motivation and Choice

  • Use toys for distraction 

  • Offer a treat after bath time 

  • Let CYP choose between a bath or shower 

  • Use a bath rail for safety when getting in or out

Movement Tools

If CYP seek sensory input, let them move before bath time: 

  • Jump or run around 

  • Use a mini obstacle course 

If CYP are over-sensitive or have postural challenges: 

  • Try washing in a sink or baby bath (if small enough) 

  • Use a shower for fewer body position changes 

  • Add a bathmat, towel, or seat to prevent slipping 

Hair Washing Tips

  • Use a handheld shower or jug 

  • Cover eyes with a cloth 

  • Let CYP rinse their own hair if possible 

Body Awareness

  • Dry CYP in front of a mirror 

  • Name body parts to build a “body map”

Sensory Tools

Muscle Tools

  • Offer containers to pour water between 

Touch Tools

  • Let CYP test water temperature 

  • Use warm water that feels comfortable 

  • Apply firm pressure on shoulders to calm 

  • Massage with a facecloth or bath mitt using steady strokes 

  • Place a warm, wet towel over shoulders and pour water over it 

  • Use bubble bath if tolerated 

  • Hide toys in bubbles or offer bath paints/crayons 

  • Use fidget toys in the bath 

  • Dry with heavy towels using firm pressure 

  • Wrap CYP in a towel and play “hot dog” game with pretend ketchup and mustard 

  • Use smaller towels for more control if CYP is sensitive 

Ear Tools

  • Read bath-time stories 

  • Fill the bath before CYP enters the room 

  • Tell CYP where you will wash them 

  • Use earplugs to reduce noise and water in ears 

  • Play calming music or sing songs 

Eye Tools

  • Let CYP look in a mirror during bath time 

  • Use visual aids to show each step 

  • Dim lights if CYP is sensitive 

  • Use a visual timer to show when bath time will end 

Nose Tools

  • Use calming scents or unscented products 

  • Let CYP sniff and choose soaps and shampoos 

Mouth Tools

  • Let CYP blow bubbles with a straw (make sure they don’t swallow water) 

  • Watch closely to prevent soap from being eaten

Dressing

Supporting Children with Sensory and Motor Needs

Getting dressed is a complex task. It involves: 

  • Sequencing (knowing what order to do things) 

  • Motor planning (figuring out how to move) 

  • Body awareness

  • Attention

  • Tactile tolerance (coping with how clothes feel) 

Skills Needed for Dressing

Motor Skills

Children need to move their arms, legs, and body with strength and flexibility. 

Coordination

They must use one or both arms together and control hand movements for tasks like buttoning. 

Balance

They need to stay steady while changing positions, even with eyes closed. 

Fine Motor Skills

They must grasp and release items like buttons or zippers. 

Perception

They need to understand sizes and shapes—like where armholes are. 

Stereognosis

They should be able to feel their way without seeing—like finding armholes under a jumper. 

Body Schema

They need to know left from right and the difference between arms and legs.

Sensory Suggestions

Clothing Sensitivities

  • Some children feel seams, cuffs, or tags all day long. 

  • Others prefer tight clothing under looser clothes (e.g. cycling shorts, snug T-shirts). 

  • A hoodie can provide calming pressure when pulled tight. 

Fabric Choices

  • Choose soft fabrics like cotton, fleece, or flannel. 

  • Avoid rough polyester blends. 

  • Wash new clothes several times if needed. 

  • Use unscented laundry products if smells are a concern. 

  • Moisturise skin after bathing to reduce itchiness. 

Comfort Tips

  • Cut out labels if they cause discomfort. 

  • Avoid tight collars, scratchy patches, or uncovered elastic. 

  • Use undergarments to reduce friction from seams. 

  • Let children wear clothes they find comfortable.

Dressing Strategies

  • Use a mirror to help with body awareness and sequencing. 

  • Reduce background noise and visual distractions. 

  • Offer choices and keep routines predictable. 

Wearing Glasses

  • Try ultralight, flexible frames that bend without breaking. 

  • Use an elastic strap for comfort and security. 

  • Check frames often—bent glasses may cause discomfort. 

Hats, Gloves, and Mittens

  • Massage the head and hands before putting them on. 

  • Try snug glove liners under mittens. 

  • Choose fleece materials—they’re softer than wool. 

  • Use a hood if hats feel uncomfortable. 

  • A hood may help protect from rain or snow. 

Shoes, Shoelaces, and Boots

Feet are very sensitive—especially the soles. Many children and young people (CYP) are particular about socks and shoes. 

Some CYP: 

  • Feel uncomfortable being barefoot 

  • Always want something on their feet to feel grounded 

  • Struggle with new shoes as feet grow or seasons change 

Shoelaces can be tricky. Tying them requires: 

  • Fine motor skills 

  • Visual-perceptual skills 

  • Proprioceptive (body awareness) skills 

Helpful tips: 

  • Desensitise feet before trying on shoes 

  • Bring seamless socks to the shoe shop 

  • Try slippers, moccasins, or canvas shoes 

  • Test different sock types—tight, thick, or seamless 

  • High-top trainers may feel more secure for older CYP

Toileting

Toileting is a sensory-rich experience. Bathrooms can feel scary or overwhelming. 

Some CYP: 

  • Struggle to understand body signals 

  • Don’t know how to respond to sensations like needing the toilet 

Support strategies: 

  • Break down the sensory experience 

  • Identify what causes discomfort 

  • Create a calm, predictable environment 

📄 More information from ERIC – Sensory Needs and Toileting 
📄 See the Bladder & Bowel / Continence Issues section for more support

Eating and Drinking

Eating involves: 

  • Postural stability (sitting upright) 

  • Motor coordination

  • Sensory processing

Taste, Smell, and Texture

Smell affects taste. Smell signals go straight to the brain’s emotional centre. This is why eating can feel emotional for CYP with sensory differences. 

Some CYP: 

  • Struggle with food textures 

  • React strongly to certain tastes or smells 

Hunger and Fullness

We use interoception to know when we’re hungry or full. Eating is a learned behaviour. Past experiences like reflux or surgery can affect how CYP feel about food. 

Food Jags

Food jags happen when a child eats the same food, prepared the same way, every day. Over time, they may stop liking that food and remove it from their diet. 

Ideas to Support Eating

  • Encourage movement before meals (e.g. push/pull games) 

  • Create pre- and post-meal routines (e.g. washing hands, clearing plates) 

  • Eat together to model social behaviour and food variety 

  • Use a plain placemat to define food space 

  • Allow movement breaks or use a wobble cushion or ball chair 

  • Support posture with a footrest or heavy lap bag 

  • Use a non-slip mat under the plate 

  • Offer buffet-style meals so CYP can serve themselves 

  • Involve CYP in meal prep to increase exposure 

  • Play with food outside mealtimes (e.g. jelly or pudding) 

  • Provide a face cloth for wiping hands and face 

  • Reduce visual and sound distractions during meals 

📄 More tips from Humber NHS – Sensory Processing and Eating 

ARFID (Avoidant Restrictive Food Intake Disorder)

ARFID is when someone avoids certain foods or eats very little. One reason may be sensory sensitivity to: 

  • Taste 

  • Texture 

  • Smell 

  • Appearance 

  • Temperature 

This can lead to sensory-based food avoidance. 

Pica (Eating Inedible Objects)

Pica is when a child eats things that are not food—like stones, coins, shampoo, clothing, or cigarette butts. Some children eat one type of object, while others eat many different things. 

Pica may be linked to: 

  • Mineral deficiencies, especially iron and zinc 
    → Ask your general practitioner (GP) for a health check and blood tests. 

  • Sensory feedback
    → Children may enjoy the texture, taste, smell, or look of certain objects (e.g. crunchy gravel or minty toothpaste). 

Support strategies: 

  • Find safe alternatives that give similar sensory feedback 

  • Schedule sensory activities during the day to reduce the urge 

  • Be creative—strong sensations are often more effective 

📄 Pica Information – Challenging Behaviour Foundation 

Sensory Play

Sensory play helps children understand their environment and themselves. It can be messy, so define the play area using: 

  • A mat 

  • A tuff tray 

  • A container 

  • An empty paddling pool 

  • The bath 

Sensory Play Ideas

  • Mini mud kitchen: Use textures like dough, slime, flour, water, and paint. Add pots, pans, funnels, and cutlery. 

  • Sensory room or den: Use a tent, blanket over a table, or a quiet corner. Add lights, music, cushions, books, and fidget toys. 

  • Creative play: Drawing, building, mazes, optical illusions, “Where’s Wally” 

  • Movement play: Swinging, jumping, rolling in a rug, climbing into a box .

Sensory Play Challenges

Some children: 

  • Fixate on textures like sand or water 

  • Feel distressed by certain sensations 

Support strategies: 

  • Allow solo exploration but limit time with a timer 

  • Use sensory play as a reward 

  • Introduce new materials slowly and in small steps 

Quiet Space

Create a quiet space for your child to go when they feel overwhelmed. Use: 

  • A pop-up tent or sheet over a table 

  • A bean bag or cushions 

  • Soft lighting 

  • Favourite toys or books 

This space can be: 

  • A chill-out zone

  • A safe crash space (for deep pressure and proprioceptive input) 

Try calming music or nature sounds to help block out unwanted noise.

Sleep

Sleep can be difficult for children with sensory processing differences. Some struggle to settle because: 

  • The bedtime routine is overstimulating 

  • The day was too busy or stressful 

  • They fall asleep early and wake during the night 

Children who are sensitive to sight, touch, movement, or sound may need extra support. 

Common Sleep Challenges

  • Taking a long time to settle or fall asleep 

  • Needing someone nearby to fall asleep 

  • Restlessness or frequent position changes 

  • Waking up during the night 

  • Inconsistent sleep patterns 

  • Feeling tired or falling asleep during the day 

Support Strategies

  • Use calming routines before bed 

  • Reduce sensory input (dim lights, soft bedding, quiet sounds) 

  • Offer deep pressure (weighted blankets, tight sheets) 

  • Help your child learn to recognise tiredness (interoception) 

  • Use co-regulation and sensory tools to support self-regulation 

Ideas to Support Healthy Sleep Routines

Sleep is essential for children and young people (CYP), especially those with sensory processing differences. These strategies can help build a calming bedtime routine and improve sleep quality