Understanding Sensory Processing Differences (SPD): What’s Typical, What’s Not, and When to Get Support

Understand your child's sensory differences: Identifying when variations in the eight senses might indicate more than typical development.

One of the most common concerns parents and early childhood educators share with me is:“Is this sensory behaviour normal… or should I be worried?”

Sensory preferences are a completely normal part of childhood. Some kids love mess, some avoid it; some cover their ears, others seek out more noise and movement. Most of this fits within typical development.

But sometimes, sensory differences start to make daily routines - like getting dressed, eating, playing, or learning - more difficult. When that happens, it may be a sign of Sensory Processing Differences (SPD) that could benefit from further support.

My role is to help families and educators recognize when these behaviours are part of a child’s developmental profile and when it may be time to consult with a qualified Occupational Therapist for a deeper assessment.

Let’s walk through the main subtypes in a simple, non-overwhelming way.

The Main Subtypes of SPD (Simplified)

These categories help describe how a child’s nervous system responds to sensory input.

1. Sensory Over-Responsivity (Sensory Sensitivity)

Children may react more strongly or more quickly to sensory information.

Common signs:

• Covers ears with loud or sudden noises

• Avoids messy play, certain fabrics, or particular food textures

• Startles easily

• Overwhelmed in busy environments or with unpredictable touch

What’s typical?

Kids may dislike certain textures or loud noises occasionally.

What’s not typical:

Daily distress or avoidance that interferes with routines or social participation.

2. Sensory Under-Responsivity

Children may register sensory input less than expected.

Common signs:

• Seems unusually calm or hard to “activate”

• Doesn’t notice hunger, cold, or mess on their hands/face

• Appears to “tune out” or miss cues

• May seem tired, slow-to-start, or disengaged

What’s typical?

Children may ignore sensory input when deeply focused.

What’s not typical:

Consistent low awareness that affects safety, independence, or responsiveness.

3. Sensory Seeking / Craving

These children actively look for more sensory input to feel regulated.

Common signs:

• Always moving, climbing, spinning, or jumping

• Likes rough play, crashing, or big hugs

• Chews on clothing, pencils, toys

• Constantly touching items or making noises

What’s typical?

High-energy phases, especially in toddlers and preschoolers.

What’s not typical:

Sensory-seeking that is constant, disruptive, or impacts learning or relationships.

4. Sensory-Based Motor and Discrimination Difficulties

This category includes challenges with body awareness, coordination, and interpreting the details of sensory input. Two common components are:

A. Postural & Motor-Based Challenges

These relate to balance, strength, and planning movements.

Common signs:

• Weak core or slouched posture

• Frequent tripping or bumping into objects

• Difficulty with new motor skills

• Trouble completing daily tasks like dressing or using utensils

What’s typical?

Kids becoming more coordinated over time, with occasional clumsiness.

What’s not typical:

Ongoing struggles that lead to frustration or limit independence.

B. Sensory Discrimination Difficulties

This refers to trouble interpreting the details of sensory information - for example, not just feeling touch, but understanding how much, where, and what it means.

Common signs:

• Difficulty judging force (too hard/too soft)

• Trouble identifying where they were touched without looking

• Challenges distinguishing between similar sounds

• Hard time locating items by feel (e.g., finding an object in a backpack)

• Difficulty understanding body position or where limbs are in space

What’s typical?

Young children learning gradually to coordinate their movements and refine sensory awareness.

What’s not typical:

Persistent trouble sorting, matching, or interpreting sensory cues that impacts self-care, participation, or coordination.

When Should You Watch More Closely?

Reach out for guidance if you notice:

• A consistent pattern of big reactions to everyday sensations

• Sensory behaviours that affect eating, sleeping, dressing, or classroom participation

• Difficulty with motor skills that affect confidence or independence

• Sensory-seeking or avoidance that disrupts daily routines or peer interactions

• A child who seems uncomfortable in their body or easily overwhelmed

Sensory differences are not “bad behaviour.”They’re signals that a child’s nervous system needs support, understanding, or adjustments to their environment.

Where I Come In

As a early childhood development consultant, I help families and educators:

• Understand whether sensory behaviours fall within typical development

• Identify patterns that may suggest sensory dysregulation

• Learn simple strategies that support regulation and participation

• Determine whether a referral to an Occupational Therapist is recommended

• Make sense of early signs before they become bigger challenges

You don’t have to navigate sensory behaviours alone - support and clarity go a long way!