Sensory Processing At Home

Sensory Processing At Home

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

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

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.