ABLENEST / CAREGIVER LEARNING SERIES START HERE Why everyday routines feel hard Sensory differences can influence comfort and participation. But behaviour is communication, and sensory input is only one possible piece of the picture. Notice with curiosity. Support with kindness. 2 A more helpful question Instead of “How do I stop this behaviour?”, ask: “What might my child be experiencing, and what would help them participate safely?” Notice your child’s preferences and ways of communicating, including gestures, pictures, sounds or moving away. Look at the whole situation THE CHILD Could they be tired, hungry, in pain, worried or trying to communicate? THE ACTIVITY Is the task unclear, too long, physically difficult or rushed? THE SURROUNDINGS Could noise, light, crowding, touch or unexpected changes contribute? This guide offers ideas to explore, not a diagnosis or personalised therapy programme. The same behaviour can have different explanations. ABLENEST / CAREGIVER LEARNING SERIES STRUGGLES 01–02 Clothing and grooming Everyday touch experiences can be uncomfortable for some children. Ask what feels okay and offer meaningful choices. Notice with curiosity. Support with kindness. 3 01 Getting dressed Your child avoids socks, pulls at seams or prefers the same shirt. WHAT ELSE COULD BE INVOLVED? Skin irritation, fit, motor planning, transitions and time pressure may also matter. A GENTLE FIRST STEP Offer two comfortable outfits. Try a familiar order and let your child handle the fabric first. 02 Washing and toothbrushing Hair washing, splashes or toothpaste texture can be distressing. WHAT ELSE COULD BE INVOLVED? Pain, gagging, water temperature, noise and task demands may contribute. A GENTLE FIRST STEP Preview each step. Offer control over a washcloth or brush, and practise one comfortable step. TRY JUST ONE CHANGE Choose one difficult routine. Adjust one part of the task and notice your child’s comfort, participation and need for help. Do not force touch or messy play to “desensitise”. Seek dental or medical advice for pain, bleeding or persistent gagging. ABLENEST / CAREGIVER LEARNING SERIES STRUGGLES 03–04 Noise and movement Some children find sounds difficult; others enjoy frequent movement. Neither response automatically tells us why it is happening. Notice with curiosity. Support with kindness. 4 03 Loud or busy places Your child covers their ears, leaves a crowded space or becomes unusually quiet. WHAT ELSE COULD BE INVOLVED? Fear, unpredictability, communication demands or pain may also contribute. A GENTLE FIRST STEP Warn before predictable noises, reduce background sound and offer a quieter place or exit. 04 Always on the move Your child rocks, paces, bounces or repeatedly chooses climbing and pushing. WHAT ELSE COULD BE INVOLVED? Movement can be enjoyable, communicative or supportive; task difficulty may also play a part. A GENTLE FIRST STEP Offer a safe, preferred movement choice such as a walk or action song. Allow the child to stop. A USEFUL REMINDER Harmless stimming does not need to be stopped. More movement is not always calming, and no single activity helps every child. Avoid rapid spinning, unsafe jumping or forcing movement. Seek individual advice for balance, falls or medical concerns. ABLENEST / CAREGIVER LEARNING SERIES STRUGGLE 05 Mealtimes and overwhelm Sensory experiences can influence eating, but feeding difficulties may also involve pain, oral-motor skills, swallowing or nutrition. Notice with curiosity. Support with kindness. 5 05 Only familiar foods feel safe Your child avoids mixed textures, strong smells or unfamiliar foods. WHAT ELSE COULD BE INVOLVED? Consider chewing, swallowing, gastrointestinal discomfort and learned routines. A GENTLE FIRST STEP Keep familiar foods available. Serve foods separately if preferred; never pressure tasting. When your child feels overwhelmed 1 Make it safe Reduce immediate hazards; allow space and a trusted adult. 2 Reduce demands Lower noise or visual load; offer a comfortable quiet place. 3 Communicate simply Try “I am here. Break?” and offer pictures or gestures. 4 Allow recovery Offer time and familiar comfort; reflect together later. Seek professional support for coughing or choking, weight loss, pain, very restricted intake, repeated self-injury or serious safety concerns. ABLENEST / CAREGIVER LEARNING SERIES YOUR OBSERVATION PAGE One small change this week You do not need to label your child as one sensory “type”. Notice what happens in a real routine and whether a small adjustment helps. Notice with curiosity. Support with kindness. 6 ROUTINE TO MAKE EASIER For example: putting on socks before school WHAT I NOTICED What happened? What did my child communicate? POSSIBLE REASONS Think about sensory and non-sensory factors ONE CHANGE TO TRY Offer choice, adjust the task or change the surroundings WHAT HAPPENED AFTERWARDS Comfort, participation and help needed READY TO UNDERSTAND MORE? Explore the eight sensory systems, four sensory patterns, a reflection checklist and printable planning tools in AbleNest’s complete guide: Understanding Your Child’s Sensory World. Educational information only; not a diagnostic or validated assessment. Respect your child’s preferences and seek qualified support for persistent concerns.