Here’s how to talk with your colleagues about the differences between sensory disorders and behavior disorders among students. 

<h2>How to Explain Sensory vs. Behavior Disorders within the School
	Community</h2>
<p>
  A physician would not treat a patient with asthma and another with allergies
  precisely the same way. While both patients might have a cough, difficulty
  breathing, and tightness in the chest, the cause of each patient’s symptoms
  would differ, calling for different solutions.
</p>
<p>
  It’s the same with sensory disorders and behavior disorders among students.
  While there are similarities between the two, educational professionals should
  be able to distinguish between them. You are likely familiar with sensory and
  behavior disorders if you’re an occupational therapist, special ed teacher, or
  other special education service provider. But not all adults in the school
  community are.
</p>
<p>
  Here’s how to talk with your colleagues about sensory vs. behavior disorders.
  First, we’ll provide a refresher on sensory and behavior disorders. Then,
  we’ll discuss how to explain the differences to school staff and give tips on
  what to look out for and how to implement strategies to help students with
  these different disorders thrive.
</p>
<h2>Sensory Disorder</h2>
<p>
  Individuals with sensory processing disorder (SPD) do not adequately process
  sensory information. Sensory processing disorder can impact all five senses,
  plus additional realms related to motor skills and balance:
</p>
<ul>
	<li>Auditory (hearing)</li>
	<li>Gustatory (taste)</li>
	<li>Olfactory (smell)</li>
	<li>Tactile (touch)</li>
	<li>Visual (seeing)</li>
	<li>
	  Interoception (internal body sensation)
	</li>
	<li>Proprioception (body awareness)</li>
	<li>Vestibular (balance)</li>
</ul>
<h3>What Conditions Are Often Associated with Sensory
	Disorders?</h3>
<p>
  Although currently not recognized in the American Psychiatric Association’s
  Diagnostic and Statistical Manual of Mental Disorders (DSM 5), sensory
  processing disorder (SPD) is widely accepted in the field as a group of
  symptoms often experienced by individuals with:
</p>
<ul>
	<li>Anxiety disorder</li>
	<li>
	  Attention deficit hyperactivity disorder
	  (ADHD)
	</li>
	<li>Autism spectrum disorder (ASD)</li>
	<li>Oppositional defiant disorder (ODD)</li>
	<li>Post-traumatic stress disorder</li>
	<li>Psychotic disorder</li>
	<li>Schizophrenia</li>
	<li>Tourette’s syndrome</li>
</ul>
<h3>What Are the Different Types of Sensory
	Disorders?</h3>
<p>
  Sensory processing disorder (SPD) describes a group of sensory dysfunctions.
  Within SPD,
  <a
    href="https://research.aota.org/ajot/article-abstract/61/2/135/5140/Concept-Evolution-in-Sensory-Integration-A?redirectedFrom=fulltext"
    rel="noopener noreferrer"
    target="_blank"
    >L.J. Miller et al</a
  >. have identified three categories and various subtypes:
</p>

<ul>
<li>Sensory modulation disorder (SMD)
	<ul>
<li>Sensory over-responsivity (SOR)</li>
<li>Sensory under-responsivity (SUR)</li>
<li>Sensory craving (SC)</li>
	</ul>
</li>
	
<li>
  Sensory discrimination disorder (SDD)
	<ul>
	<li>Auditory</li>
	<li>Taste/smell</li>
	<li>Tactile</li>
	<li>Visual</li>
	<li>Position/movement</li>
	<li>Interoception</li>
	</ul>
</li>	
<li>Sensory-based motor disorder (SBMD)
	<ul>
<li>Dyspraxia</li>
<li>Postural disorders</li>
	</ul>
</li>	
</ul>

<h3>How Can I Explain Sensory Disorders to School
    Staff?</h3>
<p>
  Here are some points you can use to help clarify for your colleagues how
  sensory issues can affect students:
</p>
<ul>
	<li>
	  Some students have differences in how
	  their senses work. For example, a child might be hypersensitive, meaning their
	  senses are more sensitive than usual, so certain sounds, textures, or bright
	  lights can overwhelm them. Another child, however, might be hyposensitive,
	  meaning their senses are less sensitive. These students may seek out or crave
	  intense sensory experiences.
	</li>
	<li>
	  Some students with sensory issues may not
	  notice sounds, textures or stimuli. Others may have difficulty differentiating
	  different tastes or smells. Still, others may have trouble processing visual
	  movements. And some students with sensory issues might struggle with balance,
	  coordination, posture or activities like tying shoelaces.
	</li>
	<li>
	  These sensory differences can affect a
	  child's ability to participate in daily activities, concentrate in class, or
	  interact with others.
	</li>
	<li>
	  As educators who support these students,
	  we can learn to understand each individual’s sensory issues and provide
	  strategies to help the child's sensory needs.
	</li>
</ul>

<h3>What Behaviors Might School Staff See in Students with Sensory
    Disorders?</h3>
<p>
  As you explain sensory issues to school staff, share these common behaviors
  which they may observe among children that may be the result of sensory
  processing issues (<a
    href="https://www.autismspeaks.org/sensory-issues"
    rel="noopener noreferrer"
    target="_blank"
    >Autism Speaks</a
  >):
</p>
<ul>
	<li>
	  Increased movement, such as jumping,
	  spinning or crashing into things
	</li>
	<li>
	  Increased stimming, such as hand
	  flapping, making repetitive noises or rocking back and forth
	</li>
	<li>
	  Talking faster and louder, or not talking
	  at all
	</li>
	<li>Covering ears or eyes</li>
	<li>
	  Difficulty recognizing internal
	  sensations like hunger, pain or the need to use the bathroom
	</li>
	<li>
	  Refusing or insisting on certain foods or
	  clothing items
	</li>
	<li>Frequent chewing on non-food items</li>
	<li>
	  Frequent touching of others or playing
	  rough
	</li>
	<li>
	  Difficulty communicating or responding as
	  the brain shifts resources to deal with sensory input (shutdown)
	</li>
	<li>
	  Escalating, overwhelming emotions or need
	  to escape a situation (meltdown)
	</li>
</ul>

<h3>What Strategies Can Staff Use to Help Students with Sensory
    Disorders?</h3>
<p>
  Let your colleagues know how they can help students with sensory issues. To
  begin, here’s a list of strategies from
  <a
    href="https://www.autismspeaks.org/sensory-issues"
    rel="noopener noreferrer"
    target="_blank"
    >Autism Speaks</a
  >.
</p>
<p>For hypersensitivity:</p>
<ul>
<li>
  Use light covers, sunglasses or a hat
  under fluorescent lights
</li>
<li>
  Provide earplugs or headphones for noisy
  environments
</li>
<li>
  Work in spaces with a closed door or high
  walls
</li>
<li>Avoid strongly scented products</li>
<li>
  Choose foods that avoid aversions to
  textures, temperatures or spices
</li>
<li>Wear soft, comfortable clothing</li>
<li>Adjust schedules to avoid crowds</li>
<li>For hyposensitivity:</li>
<li>
  Provide visual support for those who have
  difficulty processing spoken information
</li>
<li>
  Provide fidget toys, chewies and other
  sensory tools
</li>
<li>
  Arrange furniture to provide safe, open
  spaces
</li>
<li>
  Give frequent movement breaks throughout
  the day
</li>
<li>
  Provide foods with intense flavors or
  mixed textures
</li>
<li>
  Provide weighted blankets, lap pads or
  clothing that provides deep pressure
</li>
</ul>

<h2>Behavior Disorders</h2>
<p>
  Behavior disorders, or behavioral disorders, are defined by the
  <a
    href="https://dictionary.apa.org/behavior-disorder"
    rel="noopener noreferrer"
    target="_blank"
    >American Psychological Association</a
  >
  as “any persistent and repetitive pattern of behavior that violates societal
  norms or rules, seriously impairs a person’s functioning, or creates distress
  in others.”
</p>

<p>
  These issues are commonly referred to as emotional and behavioral disorders in
  schools. The
  <a
    href="https://sites.ed.gov/idea/regs/b/a/300.8/c/4/i"
    rel="noopener noreferrer"
    target="_blank"
    >Individuals with Disabilities Education Act</a
  >
  (IDEA) defines an emotional and behavioral disorder as “…a condition
  exhibiting one or more of the following characteristics over a long period of
  time and to a marked degree that adversely affects a child’s educational
  performance:
</p>
<p>
  a) An inability to learn that cannot be explained by
  intellectual, sensory, or health factors.
</p>
<p>
  b) An inability to build or maintain satisfactory
  interpersonal relationships with peers and teachers.
</p>
<p>
  c) Inappropriate types of behavior or feelings under
  normal circumstances.
</p>
<p>
  d) A general pervasive mood of unhappiness or
  depression.
</p>
<p>
  e) A tendency to develop physical symptoms or fears
  associated with personal or school problems.
</p>
<h3>What Diagnoses Are Under the Umbrella of Behavior
    Disorders?</h3>
<p>Behavior disorders include a wide range of conditions not limited to:</p>
<ul>
	<li>Anxiety disorder</li>
	<li>Bipolar disorder</li>
	<li>Conduct disorder</li>
	<li>Eating disorder</li>
	<li>Obsessive-compulsive disorder</li>
	<li>Oppositional defiant disorder</li>
	<li>Psychotic disorder</li>
	<li>Schizophrenia</li>
</ul>

<h3>How Can I Explain Behavior Disorders to School
    Staff?</h3>
<p>
  Here are some points you can use to help clarify for your colleagues what
  behavior disorders are and how they can affect students:
</p>
<ul>
	<li>
	  You may encounter many different types of
	  behavioral disorders in the school setting. Behavior disorders often impact
	  self-care, academics, classroom behavior, social relationships and other
	  areas.
	</li>
	<li>
	  Students with behavioral disorders may
	  not react in predictable, age-appropriate ways. They may seem stressed or
	  unhappy. Or they may seem overcome with fear or anger.
	</li>
	<li>
	  Behavior issues can impair a child’s
	  ability to participate in daily activities, concentrate in class or interact
	  with others.
	</li>
	<li>
	  We can help support students with
	  behavioral disorders by providing structure, encouraging positive behaviors,
	  giving clear instructions, breaking down tasks, offering choices, and more.
	</li>
</ul>
<h3>What Behaviors Might School Staff Observe in Students with
    Behavior Disorders?</h3>
<p>
  As you explain this type of disorder to school staff, make them aware of
  common behaviors seen with EBD (<a
    href="http://www.naset.org/fileadmin/user_upload/Forms_Checklist_Etc/Ident_High_Risk/Possible_Emotional_Disturb_Chklst.pdf"
    rel="noopener noreferrer"
    target="_blank"
    >National Association of Special Education Teachers</a
  >):
</p>
<ul>
<li>Acting out, bullying, fighting</li>
<li>Withdrawing from others</li>
<li>Having temper tantrums</li>
<li>Exhibiting distorted thinking</li>
<li>Having abnormal mood swings</li>
<li>Disrupting the class</li>
<li>Appearing pre-occupied</li>
<li>Disregarding all classroom rules</li>
<li>Showing extreme resistance to change</li>
<li>
  Manipulating individuals and situations
</li>
<li>Being unable to work in groups</li>
<li>Missing school</li>
<li>Being dishonest, blaming others</li>
<li>
  Violating personal space and belongings
</li>
</ul>
<h3>What Strategies Can Staff Use to Help Students with Behavior
    Disorders?</h3>
<p>
  When discussing behavior disorders with colleagues, share these strategies
  that educators can use to help students with behavior disorders (<a
    href="http://www.sped.sbcsc.k12.in.us/ppm/behavior/behaccommodations.html"
    rel="noopener noreferrer"
    target="_blank"
    >Education Corner</a
  >):
</p>
<ul>
	<li>
	  Establish rules and routines at the
	  beginning of the school year and reinforce them continually.
	</li>
	<li>
	  Give predictable and consistent
	  consequences for breaking the rules.
	</li>
	<li>
	  Provide calm, clear feedback for
	  students.
	</li>
	<li>
	  Give time for transitions with plenty of
	  notice of upcoming changes.
	</li>
	<li>
	  Use a token economy with a system of
	  rewards.
	</li>
	<li>Keep a behavior chart for the child.</li>
</ul>

<p>
  As an occupational therapist or other special education service provider,
  you’re uniquely positioned to help your colleagues understand the differences
  between sensory and behavioral disorders. Knowing the difference and how to
  help is one more step toward helping kids succeed in school – and life!
</p>

<p>
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  nationwide
  <a
    href="https://www.crosscountry.com/education"
    rel="noopener noreferrer"
    target="_blank"
    ><strong>with Cross Country Education</strong></a
  >.
</p>


Sensory vs. Behavior Disorders: Helping School Staff Understand the Difference