What is a Sensory Diet?
You may have heard your child(ren)’s occupational therapist mention a “sensory diet” before. Read more to learn what a sensory diet is, its benefits, and how we can support you with implementing one within your home! Before we jump in, it might be helpful to review our sensory systems blog here!
So, What is a Sensory Diet?
The term “sensory diet” was first used by Patricia Wilbarger (a leading expert in sensory defensiveness) in 1984 - it’s been around for almost 40 years (Mora & Chapparo, 2011)! So, what is it? Sensory diets refer to a form of sensory intervention, often used by occupational therapists, where activities that address each individual’s unique sensory needs are scheduled and completed (Mora & Chapparo, 2011).
The use of the word “diet” is purposeful: we can think of a sensory diet as similar to each individual’s unique food diet (Mora & Chapparo, 2011).
For example, individuals with celiac disease have diets rich in fruits and vegetables but avoid gluten. Some individuals with sensory processing disorder need time rich with visual and tactile input but avoid auditory input! It is important to note that sensory diets can include increased input (such as more visual input through sensory videos) or decreased input (such as time spent in a dark space).
Six Components of a Sensory Diet
In 1991, Wilbarger suggested SIX components that should be included in a sensory diet (Mora & Chapparo, 2011).
What Can Sensory Diets Help With?
The implementation of sensory diets can have many positive impacts! Some areas that are positively impacted by sensory diets include:
Behavior management - Sensory-based activities have been shown to increase individuals’ ability to regulate their emotions, decreasing anxiety, agitation, crying, tantrums, sleeplessness, hurting others, running away, not following rules, and taking off clothing at inappropriate times (Mora & Chapparo, 2011; Pingale et al., 2021).
Daily activities participation - Improved ability to control strong, negative emotions and reach a calm state allows kiddos to participate in daily activities, such as brushing their hair or playing with friends (Mora & Chapparo, 2011)!
School participation - Sensory diets have been shown to decrease the number of problematic classroom engagement behaviors among children with sensory-processing challenges (Pingale et al., 2019; Pingale et al., 2021). In turn, they were better able to pay attention and engage in the classroom!
Decreased Food Selectivity (“Picky Eating”) - Sensory diets have been found to increase the number of foods children with autism spectrum disorder will try/eat, as well as promote fully chewing foods before swallowing them (Habik-Tatarowska, 2019)!
NOTE: For a sensory diet to be beneficial, it must be individually tailored to your kiddo (see point 1, above). If interested in learning more, talk to your child(ren)’s healthcare team! They will be able to provide recommendations and referrals, as needed.
How Can SENSE-ational Spaces Help?
As mentioned above, SENSE-ational Spaces can help reach the 5th necessary component of sensory diets - the creation of sensory-safe spaces!
Every family that we work with completes a Sensory Profile, where we can learn more about their unique, sensory needs. From there, we custom-tailor the space to the individual(s) so that it becomes a sensory-safe zone! Additionally, we can implement equipment used during your kiddo’s sensory diet, such as sensory swings and crash pads. Check out one of the sensory-safe space transformations we have created above, and see more at:
https://www.senseationalspaces.com/space-transformations
We would love the opportunity to collaborate with your family to create a custom-made space!
References
Habik-Tatarowska, N. (2019). The role of sensory diet in minimalization of food selectivity in children with autism spectrum - case study. Journal of Education, Health and Sport, 9(4), 409–415. Retrieved from https://apcz.umk.pl/JEHS/article/view/6835
Mora L, & Chapparo C (2011) Using a sensory diet to mediate behaviours of concern and to increase children’s participation in daily activities. In: Dossetor D, White D, Whatson L (eds) Mental Health of Children and Adolescents with Intellectual and Developmental Disabilities: A Framework for Professional Practice. Melbourne, Vic: IP Communications Pty Ltd, pp.135–151.
Pingale, V., Fletcher, T., & Candler, C. (2019). The effects of sensory diets on children’s classroom behaviors. Journal of Occupational Therapy, Schools, & Early Intervention, 12(2), 225–238. https://doi.org/10.1080/19411243.2019.1592054
Pingale, V., Fletcher, T., Candler, C., & Dunlap, K. (2021). Sensory diets: Do they work? The American Journal of Occupational Therapy, 75(2). https://doi.org/10.5014/ajot.2021.75s2-rp373