Today’s discussion revolves around the intricate world of sensory processing differences, an essential topic for families with neurodivergent children. Kate and Dave dive into how sensory experiences can significantly affect children's ability to enjoy outings, such as trips to the zoo or playgrounds, often leading to unexpected meltdowns. They emphasize the importance of understanding how children process sensory information differently, which can help parents provide better support and foster loving environments. The conversation highlights practical strategies for parents to identify and accommodate their children's sensory needs, ultimately promoting resilience and well-being. By exploring these differences, they aim to empower families to navigate the complexities of sensory experiences with curiosity and creativity.

Takeaways:

• Understanding sensory processing differences is crucial for supporting neurodivergent children effectively.
• Parents often misinterpret sensory overload as misbehavior, leading to confusion and frustration.
• Sensory experiences are unique to each child, highlighting the need for personalized approaches and adaptations.
• Creating a supportive home environment helps children recharge, preparing them for the outside world.
• Being curious and collaborative with children about their sensory experiences can lead to better communication and understanding.
• Parents should observe their children's reactions to various sensory inputs to identify both draining and energizing stimuli.

Visit our website at https://www.faithfulgod.net/show/neurodivergence-family-and-faith/

To read helpful articles from Kate, head to her Substack page, An Extraordinary Normal

This podcast is a part of the Faithful God Network. Discover more great podcasts at faithfulgod.net

Find the chart/table we mentioned in the podcast here: https://anextraordinarynormal.substack.com/p/sensory-sensitivities-in-our-neurodivergent

For more information on sensory processing differences, see Kate's article here: https://anextraordinarynormal.substack.com/p/sensory-sensitivities-in-our-neurodivergent

To keep thinking about resilience and adapted homes, read Kate's article here: https://anextraordinarynormal.substack.com/p/creating-an-adapted-home

Citations:

Attwood, T. (n.d.). The impact of anxiety on daily life. Attwood and Garnett Events. https://www.attwoodandgarnettevents.com/blogs/news/autism-the-impact-of-anxiety-on-daily-life

Attwood, T., & Garnett, M. (2023). Autistic girls and women [Webcast event]. Attwood and Garnett Events. https://www.attwoodandgarnettevents.com

Accessed August 2023: attwoodandgarnettevents.com

Beardon, L. (2023). Demystifying autism and overstimulation [Video]. BBC. https://youtu.be/-1aTVfKstrs (This video is a helpful look at depleting and replenishing stimuli.)

Chellappa, S. L., & Aeschbach, D. (2022). Sleep and anxiety: From mechanisms to interventions. Sleep Medicine Reviews, 61, 101583. https://doi.org/10.1016/j.smrv.2021.101583

Citkowska-A, K., Rutkowski, K., Sobański, J. A., Dembińska, E., & Mielimąka, M. (2019). Anxiety symptoms in obsessive-compulsive disorder and generalized anxiety disorder. Psychiatria Polska, 53(4), 845–864. https://doi.org/10.12740/PP/105378

Grant, R. J., et al. (2021). The complete guide to becoming an autism friendly professional: Working with individuals, groups, and organizations (pp. 104–107). Taylor & Francis Group.

Vasa, R. A., Keefer, A., McDonald, R. G., Hunsche, M. C., & Kerns, C. M. (2020). A scoping review of anxiety in young children with autism spectrum disorder. Autism Research, 13(11), 2038–2057. https://doi.org/10.1002/aur.2412

Webster, A. A., Saggers, B., & Carrington, S. (2021). Inclusive teaching for students on the autism spectrum. In S. Carrington, B. Saggers, K. Harper-Hill, & M. Whelan (Eds.), Supporting students on the autism spectrum in inclusive schools: A practical guide to implementing evidence-based approaches (pp. 47–57). Routledge. (To assess any given environment, the Webster framework can be a useful guideline but should be adapted according to categories that are impactful for the individual neurodivergent child.)