Differences in sensory integration and processing manifest in various ways, reflecting the unique ways individuals interact with and interpret sensory information. Each person's sensory experience is distinct and there are predictable patterns in how these differences may present.

These differences can affect multiple sensory systems, including visual, auditory, tactile, olfactory, gustatory, vestibular, proprioceptive, and interoceptive modalities. The complexity of these differences makes understanding and supporting individuals a nuanced endeavor. Each person may experience variations across one or more sensory systems, leading to a diverse range of sensory experiences.

Individuals with sensory processing differences may interpret everyday sensory information—such as touch, sound, and movement—in ways that differ from neurotypical responses. Some may feel overwhelmed by sensory input, while others might actively seek out intense sensory experiences. Additionally, there are those who may not notice sensations that others find significant. This can lead to challenges in sensory-motor skills, including issues with coordination, balance, or fine motor abilities.

These sensory differences can also lead to emotional, behavioral, social, attentional, or motor challenges. The impact of these challenges can vary widely, influenced by the individual child’s context and family dynamics.

It is essential to approach each individual with a sense of curiosity and understanding, recognizing that their sensory experiences are valid and deserving of support. By embracing a neurodiversity-affirming perspective, we can foster an environment that celebrates these differences and promotes positive development for all children.

In our work at the STAR Institute for Sensory Integration, we emphasize the importance of individualized assessment and tailored interventions, ensuring that every child receives the support they need to thrive in a world that can sometimes feel overwhelming.

Major Patterns of Sensory Processing Differences

1. Sensory Modulation: This pattern involves how individuals respond to sensory input. Some may be overly sensitive to stimuli, leading to feelings of overwhelm, while others may seek out more intense sensory experiences.

2. Sensory Discrimination: This relates to the ability to differentiate between various sensory inputs. Individuals may struggle to distinguish between similar sensory experiences, affecting their interactions with the environment.

3. Sensory-Based Motor Differences: This pattern includes challenges related to the development of functional dynamic-postural control, motor skills and coordination, often impacting how individuals navigate their physical world.

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The Patterns Explained

Patterns of Sensory Integration & Processing Differences

🚩Sensory Modulation Differences

Sensory Over-Responsive

Sensory Under-Responsive

Sensory Discrimination Differences

🚩Sensory-Motor Differences

Immature Postural Development

Dyspraxia

 

Patterns of Sensory Integration & Processing Differences

Primary Pattern	Description	Description
Sensory Modulation Differences	Neural level processes that modulate/regulate responses to sensory stimuli
	Sensory Over-Responsive*	Predisposition to respond more intensely, quicker, and/or longer to sensory stimuli.
	Sensory Under-Responsive*	Predisposition to respond less intensely to sensory stimuli, to have a delay before responding, and/or responses are muted.
Sensory Discrimination Differences	Differences in interpreting subtle qualities of sensation
	Auditory	Related to interpreting characteristics of sensory stimuli that is heard;
	Visual	Related to determining/interpreting characteristics of sensory stimuli that is seen
	Tactile	Related to determining/interpreting characteristics of sensory stimuli that is felt via the skin and/or interpreting higher level visual/spatial characteristics of touch
	Vestibular	Related to interpreting details/qualia experienced through movement of the body through space or against gravity
	Proprioceptive	Related to determining/interpreting details/qualia experienced through use of the muscles and joints
	Gustatory	Related to determining/interpreting characteristics of sensory stimuli that is tasted
	Olfactory	Related to determining/interpreting characteristics of sensory stimuli that is smelled
	Interoception	Related to interpreting stimulation from internal organs (stomach, heart, gut, lungs etc.) and sensations related to emotion that are ‘felt’ inside the body.
Sensory-Motor Differences	Unidentified differences in modulation and discrimination of sensation disrupt/alter development of functional dynamic-posture and motor planning and organization (praxis).
	Postural Disorder	Due to differences in awareness of position of body; sense of gravity; activation of diaphragm, pelvic floor,
	Dyspraxia	Difficulty thinking of, planning and/or executing skilled movements especially novel movement patterns

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Pattern: Sensory Modulation Differences



Sensory Over-Responsivity (SOR)

Tends to be referred to as SOR in the research and education literature. A more neutral term might be heightened responsivity. 

Individuals with sensory over-responsivity are more sensitive to sensory stimulation than most people. Their bodies feel sensation more easily and/or more intensely. They might feel as if they are being constantly bombarded with information. Consequently, these people often have a “fight or flight” response to sensation, e.g. being touched unexpectedly or loud noise, a condition sometimes called “sensory defensiveness.” They may try to avoid or minimize sensations, e.g. withdraw from being touched or cover their ears to avoid loud sounds.
 


Sensory Under-Responsivity (SUR)

Tends to be referred to as SUR in the research and education literature. A more neutral term might be lowered responsivity.

Individuals who are under-responsive to sensory stimuli require more intensity and repetition of sensation than others. They may appear quiet and passive, oblivious or not responding to stimuli of the usual intensity available in their sensory environment. Their under-responsivity to tactile and deep pressure input may lead to poor body awareness, clumsiness or movements that are not graded appropriately. These children may not perceive objects that are too hot or cold or they may not notice pain in response to bumps, falls, cuts, or scrapes.


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Pattern: Sensory Discrimination Differences

Sensory discrimination refers to the process whereby specific qualities of sensory stimuli are perceived and meaning attributed to them. Discriminate means understanding accurately what is seen, heard, felt, tasted, or smelled. Individuals with sensory discrimination difficulties have problems determining the characteristics of sensory stimuli. This results in challenges with interpreting or giving meaning to the specific qualities of stimuli or difficulty detecting similarities and differences among stimuli. (Do I see a “P” or a “Q”? Do I hear “cat” or “cap”? Do I feel a quarter or a dime in my pocket? Am I falling to the side or backwards?). Individuals with poor sensory discrimination may appear awkward in both gross and fine motor abilities and/or inattentive to people and objects in their environment. They may take extra time to process the important aspects of sensory stimuli.

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Pattern: Sensory-Motor Differences


Postural Disorder

An individual with postural disorder has difficulty stabilizing his/her body during movement or at rest in order to meet the demands of the environment or of a motor task. When postural control is good, the person can reach, push, pull, etc. and has good resistance against force. Individuals with poor postural control often do not have the body control to maintain a good standing or sitting position.


Dyspraxia/Motor Planning Problems

Individuals with Dyspraxia have trouble processing sensory information properly, resulting in problems planning and carrying out new motor actions. They may have difficulty in forming a goal or idea, planning a sequence of actions or performing new motor tasks. These individuals are clumsy, awkward, and accident-prone. They may break toys, have poor skill in ball activities or other sports, or have trouble with fine motor activities. They may prefer sedentary activities or try to hide their motor planning problem with verbalization or with fantasy play.