Sensory Processing and Trauma

Why is it important to understand the relationship between sensory processing and trauma?

Early childhood trauma can include events before birth, during birth, or after birth. Therefore, prenatal drug or alcohol exposure, maternal stress, traumatic birth, surgical procedures, abuse or neglect, early hospitalization, and early exposure to violence are all examples of trauma (Carr, Agnihotri, & Keightley, 2010; Koomar, 2009; Kindsvatter & Geroski, 2014). These adverse events are also risk factors for Sensory Processing Disorder (STAR Institute, 2017).

In fact...

  • 5-16% of the general population meet the criteria for Sensory Processing Disorder (STAR Institute, 2017)
  • Some types of trauma, such as prenatal complications, maternal stress, and delivery complications are associated with increased risk for Sensory Processing Disorder (STAR Institute, 2017)
  • Researchers have identified a relationship between early stress or trauma and structural brain changes (Rinne-Albers, van der Wee, Lamers-Winkelman, & Vermeiren, 2013)
  • Structural changes in the white matter of the brain may be correlated to Sensory Processing Disorder (Chang et al., 2016)

Before beginning any therapeutic sensory activities with a child, it is always important to first consider the child's history. As parents and professionals working with children with trauma histories, we must be mindful of any known adverse experiences or triggers. Therapeutic sensory activities should promote attachment, regulation, and feelings of safety. Always seek the child's permission before touching him or her, and explain what you are doing and why. Some children are able to verbalize whether or not a sensation is acceptable, but if even a verbal child - if triggered - may be unable to express distress. Always pay attention to the child's cues during the activity to avoid triggering a fight, flight, or freeze response. Below you will see some possible triggers. These activities are still ok to try with permission and explanation. Stop the intervention if the child shows any of signs of distress.

If the child has a history of:

  • sexual abuse - consider avoiding piling objects on top of the child to apply deep pressure (don't hold the child down)
  • being shaken, dropped, or thrown - consider avoiding vigorous rocking, swinging, vibration, or hanging upside down
  • physical abuse - consider avoiding light touch, which may be especially alarming and unpredictable
  • sexual abuse or severe neglect - consider avoiding stimulation inside the mouth
  • early hospitalization or institutionalization - consider avoiding tight, enclosed spaces; bright or flashing lights; or chemical or medicinal smells
  • being burned - consider avoiding use of hot packs or ice packs, immersion in warm water, or use of scented candles

Stop the intervention if the child:

  • vigorously rubs eyes
  • repeatedly looks away or appears distressed
  • "shuts down" or freezes
  • begins to gag or cough
  • tightens muscles or rigidity of body movements increases
  • yawns
  • demonstrates increased "floppy" posture
  • begins shallow breathing
  • resists the activity or asks to stop
  • begins to grind teeth or clench jaws