Modulation is like the volume control of the way in which we experience sensations.
Some of us are more sensitive and experience sensations more intensely, which can be overwhelming, causing avoidance, and can prevent children from participating in play activities essential for development. Others’ volume is set on low, and they need more input in order to register. These kiddies can be slow to get going, or tend to seek out extra sensory input in order to be able to be alert and maintain attention.
We may have different volume settings for each one of our eight senses. The way in which each of us processes sensory information is different, and affects us ALL, to varying degrees. So even if your child does not have significant difficulties, it’s helpful to understand their unique sensory profile, which gives us more insight into their mood and behaviour in different contexts.
Proprioception is the feedback we get from our muscles and tendons about where our body is in space. This sense enables us to know that our feet are on the floor, where we need to place them when we run and the force we need to apply.
Proprioception is a modulating sense. This means that we can use proprioceptive input to help keep ourselves regulated, or to regulate the dysregulated child.
Children who have modulation (volume control) difficulties in other areas, often seek out proprioceptive input to regulate themselves. Children may also be under-responsive (have a low volume) to proprioceptive input, and may seek out extra input to be able to be in a “good space”.
Behaviours that you may see are:
• Biting, hitting, scratching, bumping other children or self, in reaction to dysregulating sensory input- like light touch for a tactile defensive child
• Seeking out chewy, hard or crunchy foods
• Falling on purpose
• Leaning on furniture, draping self over surfaces etc.
• Being too rough, or struggling to be gentle
• Hyperactivity
Strategies that we can introduce to decrease the above “negative strategies” and help the child to use proprioception to modulate in a safer, more appropriate way are as follows:
– Lots of rough and tumble play
– Heavy work/chores
– Lots of movement breaks in the classroom, involving “heavy work” such as handing out books
– Provide places to crash and fall
– Encourage child to roll, crawl etc.
– Make use of weighted vests, blankets etc.
– Put a stretchy elastic exercise band around the legs of the child’s chair, so that they can get increased proprioceptive input through their legs while sitting.
– Provide fidget toys with resistance, like putty, elastic bands etc.
– Roll child tightly in a blanket and challenge them to escape.
– Exercises like wall/desk push ups, jumping, etc.
Any movement activity that provides resistance is going to help these kiddies to feel regulated and be in a better space to learn and manage their mood and behaviour.
By Emma Wijnberg, Occupational Therapist, www.littlelivesoccupationaltherapy.com.