Tactile Defensiveness (Touch sensitivity)

Introduction 

The tactile system is our understanding of touch through different sensory receptors in our skin. It is through the tactile system that we first acquire information about the world when we come out from the womb environment. The ability to process tactile input actually allows us to feel safe and form bonding with those who love us. It contributes to our social and emotional evolution. I briefly described the meaning of tactile defensiveness above, but let’s break this down further.

The tactile system is one of our eight sensory systems: touch, taste, smell, sight, hearing, proprioception, vestibular, and interception. The sense of touch is a very big component of the whole picture. The Tactile Sensory System is one of the earliest evolved senses of the body, with studies suggesting us this sensory system begins to develop at around 8 weeks in utero.

The sense of touch concludes its development at around 30 weeks in utero when pain, temperature, and pressure sensations are developed. One important role of our tactile system is its protective function which alerts us when something is unpleasant or dangerous. For a few children, this position of the tactile system is not working normally. They could also perceive most touch sensations to be irritated or scary and react with a fight-or-flight response. We call this condition tactile defensiveness, which was first recognized by Dr. Ayres, an American Occupation Therapist around the 1960s. 

What is Tactile Defensiveness?

Tactile defensiveness (TD) refers to a pattern of visible behavioral and emotional responses, which are aversive, negative, and out of proportion, to specific types of tactile stimuli that most individuals would find to be non-painful (Rooyen & Lane, 1991). It is a type of Sensory Integrative Dysfunction, which is the brain’s incapability to process and use information through the senses. Children whose tactile systems give inaccurate information are frequently in a state of ‘red alert.

Casual contracts within an ordinary daily environment could cause extreme reactions that may be interpreted as bad behaviors. They may react by whining and clinging (fright), or lashing out (fight) and running away (flight) (Trott, 1993). The neural disorder that causes a child’s tactile defensiveness does not necessarily impact the child’s learning ability. Yet, the discomfort and behavioral reactions caused by this disorder do interfere with the learning process. Very often the child is emotionally uncertain (Ayres, 1979).

The tactile system is one of the sensory systems which include nerves beneath the skin’s surface that send information to the brain. This information contains light touch, pain, temperature, and pressure which play an important role in perceiving the environment as well as protective reactions for survival, and it is the physical barrier between us and the environment. It starts creating since 5th week of pregnancy; supports a child to influence recognize various types of touch sensations as the child grows.

Functionally, this system supports two important aspects, sucking and establishing emotional security. Touch sensations comfort the baby in sucking, chewing, and swallowing food. Children who have problems with sucking might face challenges in eating different textures of food later in their lives. In other words, they may have oral hypersensitiveness (oral defensiveness). Emotional Security has a major role in every newborn’s life since it establishes expressive protection, trust, and acquaintance with the mother or caregiver. It comprises two primary functions known as protective and discriminative which will be discussed in detail in this article. It has been concluded by researchers that protective and discriminative functions should be considered separately.

Tactile input is defined as information that we obtain from skin receptors about touch, pressure, temperature, and pain. Essentially, tactile is anything related to the sense of touch. As the largest organ of the human body, the skin receives steady tactile input. Tactile defensiveness sometimes directed to as tactile hypersensitivity or tactile sensitivity, is an over-responsiveness to tactile input. Children with tactile defensiveness may also indicate a low threshold for registering a tactile sense. For many individuals, the majority of tactile stimuli are perceived with neutrality. For people with tactile sensitivity, precise tactile sensory input may be sensed as noxious, resulting either in purposeful avoidance or a reduction in the organization of behavior as a response.

Tactile defensiveness (TD) is guided by a pattern of observable behavioral and emotional responses, which are aversive and negative to certain types of tactile stimuli that most people would find to be non-painful Rooyen et al. Behaviorally these children may pull themselves away from being touched lightly, may display distress by the feel of new clothes, and dislike tooth brushing, and hair being washed. They may prefer to wear full sleeves shirts and avoid getting messy with finger paint, glue, or tape. According to Ayres, tactile defensiveness is the response that occurs, when the dorsal column medial lemniscus system fails to exert inhibitory influence over Anterolateral System. This child exhibits strong emotional response and escape-like behavior and strong emotional response. In this condition, non-standard neural messages are being sent to the motor cortex which in turn, extremely stimulates the disorganized brain activity. This overstimulation can cause individuals difficulty to organize their behavior.

Tactile defensiveness is an aversion to non-harmful touches, such as craft materials (glue, paint, sand, etc.), food, certain types of clothes, and washing. Your child might also become upset or aggressive in response to certain types of touch. Because of this they could be easily distracted and may have difficulties paying attention. Children with tactile defensiveness also may have difficulties with coordination because they do not have a good understanding of how objects feel. Some children might want to touch everything or appear to hold things with too much force. 

The following classes of sensory input are calming to our systems, and may also help your child cope with defensiveness to touch: 

• Slow rhythmic movement such as swinging and rocking in one direction i.e. back and/or forth or side to side. 
• Deep pressure to muscles and joints e.g. massage or firm squeezing. Proprioceptive activities i.e. those that possess heavy work to muscles, traction or compression via joints, or strong contraction of muscles around joints. 

Types Of Touch

The skin operates special duties for the body, based on different types of touch input, and tactile sensitivity can be considered to occur in the different parts of touch. These types of touch include light touch, pressure, discriminative touch, pain, and temperature. Most importantly for our ancient predecessors, especially, the skin protects and alerts us to danger and discriminates sensations concerning location and identification. This is important because touch sensations alert us to both discrimination and danger. These two levels of sensation work concurrently yet are distinctively important. Furthermore, the skin is the most extensive and the most prevalent organ.

Touch discrimination- Discrimination of touch allows us to feel where on our body and what is touching us. With discrimination, we can also discern a fly that lands on our arm. We can discern and use our fingertips in fine motor tasks. We can touch and discern temperatures, vibrations, amount of pressure, and textures and shapes of objects.

Danger perception– The second level of the tactile system cautions us to danger. It permits us to jump in reaction to the “fight or flight” response. when we sense a spider crawling on our arm. With this aspect of touch, we may also discern temperature to ensure skin is not too hot or cold. We can also quickly identify the temperature or sharpness of an object and quickly move out to avoid burning, freezing, or sharp objects.

When either of these levels of sensation is disrupted, tactile dysfunction can result. This presents in many ways, including hypersensitivity to tags in clothing, disapproval of messy play, tribulation with fine motor tasks, a fear of being touched by someone without seeing that touch, a high tolerance for pain, or a need to touch everything and everyone.

Sensitivity to touch can also suggest over responding to touch input in the form of textures, temperatures, or pressure. Touch sensitivities mean that the body senses input as “too much” in a dangerous way. The touch receptors that feel input is prioritized because the brain believes we are in danger. The body locomotes into a state of defensiveness, or safe mode to stay safe from this perceived danger. This is tactile defensiveness.

It is important to note that tactile defensiveness and developmental Dyspraxia are two separate conditions. Occasionally, a child could suffer from both conditions at the exact time. We call this situation co-morbidity. More commonly, a child with tactile defensiveness may be misdiagnosed as a child with developmental Dyspraxia. There is some confusion among several professionals about the understanding of the two conditions. Clinically, it is extremely important to make an accurate diagnosis, as the treatment for tactile defensiveness is different from that for Dyspraxia. 

Behavioral Indicators of Tactile Defensiveness 

Children with tactile defensiveness are usually hyperactive and distractible. They overreact to tactile stimulations so that most individuals do not particularly notice, or at least are not bothered by it. However, it is important to note that children with tactile defensiveness will get involved in certain tactile activities if they are in control. They will also actively seek out a considerable amount of muscle stimulation and firm touch stimulation as a means to reduce the level of hypersensitivity. They may frequently and consistently present some or most of the following behavioral features (Ayres, 1979: Larson, 1982: Rooyen, 1985: Rooyen & Lane, 1991). 

Avoidance Responses to Touch Stimulation 

• Withdrawal of certain styles or textures of clothing (e.g. rough or rough); or conversely a distinctive preference for certain styles or textures of clothing (e.g. soft materials, long-sleeved shirts)
• Avoidance of communication with other children, e.g. priority for standing at the end of the line during assembly, staying at the edge of a group during story time, etc. 
• Avoidance of expected touch or from interactions involving touch, e.g. tendency to pull out or avoidance of touch to the face. 
• Avoidance of play activities concerning tactile materials (e.g. sand, finger paints) or body contact, with a tendency to select solitary play. 
• Avoidance of going barefoot, particularly in sand and grass (could result in tip-toe walking).
• Avoidance of a congested environment likes to stay under the table, behind the settee, or under the staircase.
• Aversive Responses to Non-Painful Touch 
• Aversion or struggle when picked up embraced, or cuddled 
• Aversion to certain daily living tasks, e.g. having showers, cutting fingernails and hair, and/or face washing 
• Aversion to dental maintenance and/or brushing teeth 
• Aversion to existing handled during daily activities, e.g. switching nappy or clothes, cleaning nose or face
• Aversion to being approached from behind. May also irritate the skin or scratch the area being touched 

Emotional Responses to Touch Stimulation

• Evolves anxiety and distress when being physically close to individuals, e.g. during the community, inside the dining hall, etc.
• Refusal to experience certain social activities, e.g. going to a party or supermarket 
• Responding verbally or with the physical charge to light touch to arms, face or legs, e.g. lashing out 
• Complaints, withdrawal, or negative reactions to touch contact, including that discovered in the context of an intimate relationship even in a friendly or affectionate manner. A propensity to choose to touch rather than to be touched. Some children may seek firm touch to modulate the level of defensiveness.

It is essential to note that children with Tactile defensiveness quite often present hypersensitivity to other sensory stimulations, e.g. movements, sights, and sounds. When a child presents hypersensitivity to more than one sensory stimulus, we call this Sensory Defensiveness. 

Sensory Integration – a theory besides tactile defensiveness

Various theories have been proposed to explain this specific Sensory Integrative Dysfunction over the years. The whole concept centers on the mechanism of inhibition at different levels of our brain function. For example

•  Ayres (1964) presented a dual-system theory that tactile defensiveness resulted from inequality in two somatosensory systems – the protective system and the discriminative system. tactile defensiveness occurs when the protective system due to a lack of sufficient initiation predominates over the discriminative system. 
• Larson (1982) suggested inequality in descending mechanisms from the more elevated part of the brain, which resulted in either too little or too much inhibition 
• Fisher and Dunn (1983) hypothesized that tactile intake may also be regulated at the level of the spinal cord by inhibitory influences from higher centers. In the case of tactile defensiveness, this modulation (i.e. inhibition) may be deficient, compelling an overreaction to tactile stimuli 
• Royeen and Lane (1991) proposed a concept of a continuum of sensory registration and modulation. tactile defensiveness is part of the overall sensory defensiveness, a broader dysfunction occupying one end of the continuum. They assume that limbic system dysfunction underlies this modulation deficit 
• Baranek & Berkson (1994) supported the idea that tactile defensiveness is best conceptualized on a continuum of responsiveness, rather than as a discrete category of behavior.

 Unique thought tactile hypersensitivity occurs because the brain pays too much attention to light touch and protective sensations from the skin. Instead of listening to the additional information available from the discriminative pathway, the brain keeps paying attention to the light touch and protective sensations. These sensations are designed to warn the body of a problem or threat. They are designed to keep the body secure. Every time the brain receives a message from these pathways it initially thinks that something might be inaccurate. It gets ready to protect the body. This is called a fight, flight, or freeze reaction. Jean Ayres thought that the brains of children and adults with tactile defensiveness diagnose ordinary touch sensations, such as clothing textures or hugs, as a threat. Their brains pay more awareness to light touch sensations than the brains of children without touch sensitivity.

This helps to explain the behaviors that are seen in children or adults with tactile defensiveness. Their responses to everyday touch can also often result in meltdowns, arguments, and avoidance. This is because their brains are feeling that touch in the identical way you might if you touched something hot or ran into a spider web. The everyday touch activates their brain’s defensive system and triggers a fight, flight, or freeze response. Some adults with touch hypersensitivity have also noted that certain everyday touch sensations feel painful.

Sensory integration (SI) is information processing. It is the process by which the Central nervous system evolves and matures by organizing sensory information to create an adaptive response. Often children with neurological deficiencies such as Autism, Attention Deficit Hyperactivity Disorder (ADHD), Developmental Coordination Disorder (DCD), and Developmental Delay have problems in sensory integration and praxis. Some of the problems could also be difficulties in finding objects from the bag without vision, exploiting writing and cutting tools in the classroom, and high levels of distractibility and arousal levels. In sensory Integration theory, the tactile system is thought to be most appropriate for regulating behavior. Touch is the first sensory system to function in utero which judges our first experiences in the world. We are much dependent on the touch system during earlier life years until motor skills and cognitive capacities develop and specialize to guide our experiences and interactions.

The pathways from the receptor site projections reach up to the Diagnosis-related group. From here central processes from neurons resemble the dorsal root of the spinal cord. Many fibers that reach the dorsal horn of the spinal cord are known as the tract of Lissauer. Most fibers synapse here with substantia gelatinosa, discovered in the dorsal horn of the Spinal Cord. These axons then decussate in the anterior white commissure of the spinal cord with several segments of their origin. After synapsing here most of the neurons ascend in the brain stem, the ventral posterolateral nucleus of the Thalamus, and the Reticular Formation form the Second orders neurons. These fibers from the ventral posterolateral nucleus of the thalamus forming third-order neurons terminate into the primary somatosensory cortex (Brodmann’s areas 3, 1, 2 of the postcentral gyrus) in the topologic form.

These fibers also project to the reticular system, preaqua-ductal area, which is, connected to the limbic system via the hypothalamus, hypothalamic, and tectum areas. Projections to the tectum are associated with pain receptors. ventral posterolateral nucleus receives projections from the dorsal column–medial lemniscus pathway and AL and hence an important center for interaction. However, it is assumed that dorsal column–medial lemniscus input is inhibited, due to which light touch is seen as aversive. Children who display aversions to being touched, on their face or while hair washing as well as a preference to stand at the end of the line to avoid touch from other pupils, may be reasoned due to tactile defensiveness.

The neurophysiological basis for this behavior can be defined based on the trigeminal pathway as it is responsible for carrying information on the face. The sensory information travels from the face into the trigeminal ganglion, axons project to the pons and spinal cord where they ascend and descend before synapsing. Projections take place in the sensory nucleus and in the Trigeminal nerve, which carries pain, temperature, and non-discriminative touch from the face and mouth to the CNS. To conclude, the fibers project into the ventral posterior lateral (VPL) nucleus and then the primary somatosensory cortex where there is a large presentation of the mouth. 

Differing reactivity to touch sensory inputs

Some individuals have various tolerance levels to being touched, there are three distinct responses. Some children and adults are slower to respond to touch sensory intake, which means they need more touch input to understand. Their response could also be to seek out extra touch input or they might be slower to notice touch sensory inputs. Other children and adults are sensitive to handle. Their brains find some kinds of touch overwhelming and in a few cases painful. Some common signs of each sort of response comprise:

Slow responses to touch sensory input:

• Does not detect if hands or face are messy or dirty
• Does not cry when seriously hurt and is not disturbed by minor injuries
• May not notice if bumped or pushed

Seeking out touch sensory input:

• Touching individuals to the point of irritating them
• Loves messy play
• Likes haircuts

Sensitivity to touch sensory input:

• Dislikes having a haircut or brushed
• Difficulty with toe and fingernail cutting
• Fussy with food textures
• Annoyed with certain clothing textures, labels and seams, and socks. Avoids new clothes

Touch sensitivity can also be called tactile defensiveness by occupational therapists. Further research is necessary to validate these hypotheses and clarify the concept of Tactile defensiveness as a discrete condition, or as a part of overall sensory defensiveness. 

Strategies for Assisting a Child with Tactile Defensiveness 

Therapies aimed at reducing Tactile defensiveness attempt gradually to elicit more normal reactions to various tactile sensations. The goal is to standardize the way the nervous system registers and interprets touch information. The subsequent handling and remediation techniques are found to be useful in permitting a child with tactile defensiveness (Mailloux, 1992)

• Use firm pressure when touching the child. Never use a light touch. Pats on the head, back, or shoulder are not supporting a child with tactile defensiveness. 
• Consecutive, downward firm pushes on the top of the head or both shoulders are organizing for these children. A heavy bear hug is also excellent. Be sure the child is anticipating your touch; never surprise the child 
• Avoid touching or closing the child from behind. Make sure the child sees you before giving instructions or asking for responses 
• When using physical prompts, instructions, or guidance, use as firm a touch as possible without hurting 
• Have the child go first or later in a line. This will minimize possible tactile contact. 
• Minimize the time desired to stand and wait in line 
• Allow the child with tactile defensiveness to wear a sweater or jacket indoors if it can help him/her feel more confident and relaxed 
• Space youngsters so that they are not sitting near enough to touch one another 
• Use titles to help designate personal space when sitting on the floor, or allow the child to choose the position during story time 
• Enable the child to brush the body himself/herself with a natural sponger during bath time 
• Create a faint corner for the child to go to when he/she gets too ‘sensitive’ and disturbed 
• Pay awareness to which materials, types of clothing, play substances, or social situations (e.g. walking through a crowded mall) seem to provoke negative reactions in the child. Until the problem is relieved, try to avoid irritating problems (e.g. let your child wear all cotton clothes if this is what he/she refers to) 
• “Heavy work” activities like having groceries or laundry bags, wearing a heavy backpack, push or pull games, and jumping movements all provide a type of sensation which tends to calm down or organize tactile sensitivity. Having your child assistance with heavy household tasks and playing jumping and push or pull games may help to calm and organize him 
• Try slowly to comprise a variety of tactile experiences in play, eating, bath time, etc. It will usually be more relaxed for the child to initiate play himself rather than having new or potentially threatening sensations imposed upon him. Demonstrate yourself and make it fun. Remember – do not force participation. 

There are more distinctive tactile activities your child’s Occupational therapist can offer which may be appropriate. Ask your therapist for ideas and be sure to consult your child’s reactions to diverse experiences. Always watch for signs and detour overstimulation and excitability. 

Two enrichment strategies to use with people with tactile defensiveness

Strategy 1: Active vs. passive touch

Mend ability offers many Sensory Enrichment Therapy protocols that help rehabilitate sensory defensiveness with touch. The good news is that while children with autism may occasionally resist being touched with a soft cuddle, they will have no problem looking for a desired toy hidden in a bowl of raw rice, or abusing a textured ball. In this mode, instead of touching the recipient, you invite the recipient to touch and examine additional textures. Using the natural curiosity of an individual, Mend ability elaborates activities that will help restore proper communication between the receptors on the skin and their final destinations in the cortex.

Many parents convey that after only weeks of participating in the therapy, their autistic child tolerates haircuts, teeth brushing, dressing, and even receives new foods that were previously rejected because of their textures. This also works for adults who have lived their whole lives evading and dreading certain tactile experiences.

Strategy 2: Progressive stimulation

When we glance at the map of the brain, we can see that there are generally more connections to deal with the hands, lips, and face. Understanding this sensory mapping allows us to design effective enrichment protocols. For example, when working on rehabilitating the importance of touch we know where to start. We know we can also predictably rely on most people to be comfortable with tactile stimulation around the hands.

With Sensory Enrichment Therapy, for a few minutes each day, you may softly brush the child’s fingertips while offering a pleasant scent to smell. When the child is pleased with the fingertips, move on to the palms of the hands and soles of the feet, then slowly progress to the person’s arm, back, neck, or head. You could, for instance, run the tip of a pencil almost the palm of the person’s hand and then along each finger. You could also try playing a painting competition by taking a paintbrush and pretending to dab the brush on your shirt to pick up the color. Once the color is ‘picked up from your shirt, you can then pretend to paint a stroke of that color someplace on the recipient’s hand, or forehead (turning on where the person is comfortable).

With regular orientation and understanding, the child develops a real enjoyment of the process, a stronger connection with parents, and a feeling of relaxation. This protocol can also rapidly evolve into one of the child’s favorite experiences. In the chance of touch, Sensory Enrichment Therapy aims at rehabilitating the processing of soft touch, rather than de-sensitizing it as is widely specified currently. Once rehabilitated, touch can also be used for many other medicinal purposes.

Strategies to cope with tactile defensiveness 

At snack and mealtimes 

• Massage the kid’s arms and/or hands before meals, or provoke them to do this to themselves. 
• Provoke oral-motor play before meals with non-food items e.g. blowing bubbles, or biting hard on oral toys. 
• Encourage the child to chew on ice before and during a meal if you are trying a different flavor or texture as this may reduce the sensitivity in their mouth. 
• Experiment with various types and weights of cutlery, especially those which are heavier. 

 When dressing 

• Massage the kid’s limbs before dressing, or provoke them to do this to themselves. 
• Ensure that the titles and tags are removed if these irritate the kid. 
• Wear socks inside out to reduce irritation from seams. 
• Permit the child to avoid becoming too hot. 
• Try firm-fitting or tight clothes example such as Lycra, which may be less awkward than loose-fitting shirts.

 When bathing

• Give your child a serious rub down before and after a bath. 
• Investigation with different textured cloths e.g. flannel, sponge, loofer and promote the child to wash themselves with whatever textured cloth they prefer. 
• See if the child chooses showers or baths and think about the pressure of the water falling on the child. 
• Encase the child tightly after a bath or shower. 
• Involve any lotions firmly and encourage the child to apply these themselves as they get older.

 When brushing teeth 

• Try using an electric toothbrush or additional textures brushes. 
• Inspire your child to brush his tongue and the insides of his cheeks to reduce the sensitivity in their mouth. 

Sleeping

•  Deliver deep pressure and/or slower regular rhythms before bed for example firm hugs and rocking in a chair.  
• Try a sleeping bag and/or weighted blanket as the added load supplies deep pressure which can be calming.

 At school 

• Encourage the child to stand or walk at the end of the line. 
• Assign a coat peg at the end of the row. 
• Permit the child to leave class 5 minutes early to get to their next lesson. Request that they help carry or hand out heavy books or objects. 
• Sit them next to a quieter pupil that does not fidget a lot. 
• Enable the child to sit on a beanbag e.g. at story time. 
• Provide an object to fiddle with a squeeze in a class. 
• Prepare the child’s body before any messy play activities using proprioceptive and deep pressure activities e.g. desk push-ups, making a firm fist with the hands and releasing, pushing hands together in a prayer position, pressing thumb and fingertips together firmly, squeezing a ball, etc. 
• Adjust art activities to reduce the tactile input e.g. use of a rolling pin with play dough, the use of a paintbrush/other tools when using paint. 
• Allow the child to wash their hands e.g. at the sink or have a bowl of water next to them during very messy activities. 
• Encourage the child to help get out or put away P.E equipment. Incorporate rolling, crawling, pulling, and pushing games into P.E. 
• “Heavy Work” activities that can be calming to the nervous system
•  Doing these kinds of activities regularly throughout the day, and particularly just before an activity the child finds difficult may also help prepare the child to cope with the sensation of touch: 

Rough and tumble play. 

• Pushing and/or pulling games activities such as tug-o-war, hand to hand in sitting, kneeling, and standing to “row the boat”. 
• Monkey bars, trapeze, climbing frames, adventure playgrounds. 
• Sit on a part of the strong fabric on a slippery floor surface such as line and/or polished wood. Utilize a piece of rope to pull the kid with everyday activities e.g. vacuuming, pushing supermarket trolleys, digging and raking, moving heavy furniture, etc. 

Wheelbarrow walks. 

• Vibrating pens and toys. 
• Jumping off something high to land on something smooth. 
• “Hotdog” e.g. roll the child up in a duvet and give them pressure with a therapy ball (or your hands) down their back, arms, and legs. 
• Catching and pitching heavy sandbags, beanbags, and balls. 

Trampolining. 

•  Squashing yourself into the floor – motivate your child to place the palms of his hands on the top of his head and press down for 25 seconds. Squashy ball – allow your child to hold the ball between two flat hands in front of the chest. Squash the ball difficult to try and keep it flattened. 

Strong Man press-ups – child lies on their tummy on the floor and moves up through his outstretched arms. Try accomplishing press-ups against the wall or down on a desk. 

Row the Boat – utilize a skipping rope, or hold hands. Sit encountering your child with feet outstretched and touching. Do steady push and pull movements like a rowing exercise. 

Bear Hugs – combine your bear hugs with gentle rocking back and forth for an extra calming effect.

What Should You Do Next?

If you believe your child may have Tactile defectiveness, you should seek professional input to confirm the diagnosis and advise you on treatment procedures. Try to have your child referred to an Occupation therapist who has completed post-graduate training in sensory integrative therapy. Different areas might also have different referral criteria and procedures. Generally, the first contact will be your family G.P. Try to gather information based on the set of behavioral indicators described and discuss your concerns with the G.P. who may be able to make a referral to your local Pediatric Occupational Therapy Service.

What are Some Signs of Tactile Defensiveness?

Tactile defensiveness can look like many different things. Here are some examples:

• Shies away from being touched
• Evolves anxiety when putting on clothes or declines to put on any clothes at all
• Avoids crowded or noisy places
• Becomes quickly overwhelmed
• Does not like to get messy and does not like to touch new entities or textures
• Struggles with daily movements that involve tactile input such as teeth brushing or bathing.

What is it Like to Have Tactile Sensitivities?

As we go throughout the day, we carry a lot of sensory happenings. Everything we see, hear, touch, taste, and feel is the sensory intake that our brains need to process. When we do not struggle with sensory problems, there are a lot of sensory intakes that our brains filter out and tell us not to worry about. For the most part, we do not notice location noises, small breezes, or the feel of our clothes. Our brains apprehend that these sensations are nonthreatening and are not worthy of our attention.

When sensory concerns come into play, these nonthreatening sensations become more prominent. Instead of filtering out background noises, small breezes, and the feeling of clothes, the brain thinks they are threats that need to be dealt with. The brain tells the body to go into fight or flight mode and to do everything in its ability to get rid of the frightening sensations. Youngsters that are hyper-sensitive to sensory information are on high alert more frequently than others.

Sights, sounds, tastes, and touches dominate the nervous system and tell the body that there’s a threat that needs to be dealt with. Dealing with this threat is often achieved by going into fight or flight mode and doing whatever possible to either destroy the threat or be removed from it.

For those of you who do not have tactile defensiveness, suppose the feeling you get when you walk into a coffee shop and see someone you are not too fond of. You sense a rush of adrenaline, your body tenses, and you only have two choices: fight or flight. Whether you decide to engage the individual or forgo your morning coffee to avoid the situation, your body may take a while to recompense and feel calm again. This is what occurs every time a person with tactile defensiveness puts on clothes, gets brushed in a crowd, or touches a new texture.

It happens all of the time. And that is stressful. Because fight or flight is such an awkward state to be in, many children shy away from concerns they fear could trigger such a response, making them timid with new experiences. When a child with tactile sensitivity is told to put on clothes, for instance, it’s as though they are being told to consciously devastate their bodies and send their sensory system to war. Not only can also the knowledge of putting on clothes be overwhelming, but the constant feeling of scratchy tags, poking seams, or uncomfortable fabric can cause anxiety for the entire day.

Expecting a full day of being in fight or flight mode, it’s no wonder that many kids with tactile sensitivities have meltdowns when asked to get dressed. Anything that your child comes into connection with physically has the potential to overwhelm the nervous system under the umbrella of tactile defensiveness.  For kids with sensory problems, we most commonly see a negative reaction to a tactile stimulus when obtaining dressed, playing with others, or eating food. In these classes, things that are new and unique pose the most significant challenge. This is why kids with tactile defensiveness are prone to wearing the same set of clothes and eating the identical foods they are comfortable with.

Tips for Handling Tactile Defensiveness

Please read these tips with an experience that every child is different and that a few things will work for your child and some would not. While these tips choice gives you a good place to start, you will need to do your experiment to discover what will work for you.

Deep Touch Pressure–Tactile Defensiveness Treatment

Deep touch pressure is useful in creating short-term and long-term calming impacts on the nervous system. In the short-term, deep touch pressure tells the body that there is no hazard and that it’s okay to leave fight or flight mode. This is why tight hugs can also be so effective in quelling a temper tantrum. In the long-term, studies have demonstrated that traditional deep touch pressure can also help desensitize the body and help it to better cope with tactile stimulation.

Applying this to tactile defensiveness, it may be beneficial to incorporate deep touch pressure into your routine before getting dressed, touching a strange texture, or even getting up in the morning. Talk with your occupational therapist about whether deep touch pressure is a good option for your child and how best to implement it. In expansion, many examinations are pointing to the idea that deep touch pressure can also help with quelling tactile sensitivities over the long term. 

So, any deep touch pressure exercises that you include in your routine now may go far in supporting your child to handle tactile stimulation moving forward. While you may also be able to include deep touch pressure into your morning routine, itchy shirt tags, wind gushes, and bumps from classmates can irritate the sensory system all day long. That amazing sensory appointment you did in the morning is likely to wear off by lunchtime.

So, keep that deep touch pressure going. While deep touch pressure is not constantly easy to apply outside of the home, it’s possible. Try conveying your kid a weighted lap pad to use at school or get compression clothing to wear underneath school clothing. By assembling the body with deep touch pressure throughout the day, you can also help your child’s body stave off fight or flight mode for longer periods.

Here are some deep touch pressure movements to try out. Of course, always confer with your child’s occupational therapist before adding anything to your child’s routine.

• pillow squishing
• tight hugs
• do homework in a Cozy Canoe
• do heavy work such as climbing, swinging, pushing, and pulling
• carry around weighted stuffed animals
• rolling a ball over the body
• wear compression clothing
• use a weighted lap pad
• use weighted vests

And enjoy the explorative play. When your child is interested in something, they are more likely to experience and try new things. Take their lead.

Condensation Clothing and Base Layers – Make Deep Touch Pressure Last All Day

In complement to providing deep touch pressure throughout the day, compression clothing has the added advantage of being made from non-threatening material. Usually made without seams and tags, compression clothing is typically very sensory-friendly. To be clear, not all children are fond of compression clothing and, even if they are up for it, they may need time to become acquainted with it. That being said, compression clothing can be a big help to children with tactile sensitivities, as it serves as a second skin that protects against unwanted or surprising tactile stimulation. With the skin covered by a favorable material, children are more probable to be tolerant of putting on other clothes on top of it. 

If your child is not a fan of compression clothing, find a comparable base layer. Does your child have a famous long sleeve shirt and pair of leggings? If so, get several sets of this base layer establishment and let them wear it under everything. Treat it as a second skin that serves to put a border between your child’s skin and the surrounding tactile world. This base layer will not only help control unwanted tactile sensations but will also ease your child’s mind during dressing, as they will know they have this second skin to protect them.

Avoid Light Touch and Unexpected Touch

• When fingers gently brush against your child’s skin or your child is touched unexpectantly, this is like setting off a trouble alarm system in your child’s nervous system. With fight or flight mode in full force, your child will likely show an expansion in anxiety and begin to act impulsively to stop the threatening sensations.
• It is important to make your child conscious of situations that may be chaotic or overwhelming. If you are going to be seeing the shopping mall on a busy Saturday, mentally qualify your child for the crowds. Informing your child of the incredible touch they may face beforehand will help them to prepare for it.
• In addition, use your child’s clothing to your advantage when trying to limit the quantity of unexpected touch they are exposed to. When piercing chaotic environments, let your child dress in long sleeves, pants, sweatshirts, hats, and anything else that will cushion the feelings of touch. Providing extra borders between your child’s skin and the world around them will help lessen the effects of unexpected tactile input.

Slow Down–The Difference Between a Breakdown and a Smooth Routine

• When the days are busy and the family is running delinquent, it can be tempting to throw clothes on your child and get out of the door as quickly as possible, or to stream them to participate in an activity. The issue is that this rush of sensory stimulation quickly overfills an already overloaded sensory system.
• When the brain is already working to process incoming sensory stimuli, adding even better stimuli at a quick rate is only going to worsen the problem.
• Build satisfactory time into your practice to allow for more time during your dressing and activities. Let your kid’s body accommodate to each new object of clothing before moving on to the next.

Let your child mature fully acquainted with an activity before moving on.

• Yes, I understand how much patience this takes and that every fiber in your body will be itching to move quickly. Fight it! Going gradually and letting your child go at their pace intention save you time in the long run as you stave off breakdowns.

Have Fun and Attack Tactile Defensiveness at the Same Time

• When your child has tactile sensitivities, they may shy away from touching entities for fear of getting overwhelmed. This could also lead to social isolation and a widespread lack of enjoyment during activities. While this is a larger conversation that deserves its post, in general, a fear of tactile stimulation can make it hard to interact with the world. Think about how oftentimes we touch our clothes alone, let alone the 24/7 of the rest of the world’s tactile stimulation!
• The more that our children can be exposed to new tactile adventures, the more habituated they will become to them. The key is to build up to new incidents and not jump off the deep end right away (ie. Sandpaper is not a great place to start).
• The best way of doing this is to include sensory experiences in play activities.
• If you have attended to the slime trend, the water table fascination, or the sensory bin fad, it is for good reason. Sensory play permits a child to challenge themselves without realizing it.
• The appearance of “fun” that’s commonly used by parents and therapists can turn scary sensory experiences into appealing sensory play. Your child might end up having so much fun that they do not even notice they are working on their tactile defensiveness!
• Sensory play is playing with textures, shapes, and sizes. Start by considering your child’s interests. If your child is smitten with dinosaurs, this fun dinosaur kinetic sand game can also be perfect. If your child loves queens, try a princess costume. It is really important to follow your child’s information on this. Just because a certain type of science game has some great tactile features, if your child hates science, do not force it. 
• Do not integrate something your child hates with inquiring tactile experiences, as this will turn them off from sensory play moving forward.
• Here are some sensory play instruments to get you started! I have tried to contain activities covering a variety of themes and interest areas to show that sensory play really can be endless.

Guide Your Child That It is Ok to be Different

I know I am not the only one that wishes that compression clothing and weighted vests were more modern. How hard would that be? Are any fashion designers out there?! Unfortunately, tactile sensitivity does not always lend itself to trendy style choices. Your child may be ashamed to wear the identical style of shirt or pants every day and may feel left out of peer conversations pivoting around the newest trends. They may steer away from useful weighted vests because they make them stand out among their peers.

Have discussions with your child about the importance of being unique and having pride in one’s personality. Focus on the usefulness of the clothing and not the negatives, with comments highlighting how amazing it is to have a unique style. If there is a fashion trend that your child is dissatisfied with not being a part of, use it as a motivating goal. While your child may also need to wear certain companies now to feel safe, this is not to say they can not grow and change. Having a goal that your child is intense about will help them stay inspired to work on their tactile defensiveness.

This is also a possibility to get creative. Instead of feasting your child’s clothes as therapeutic necessities, treat them as artistic challenges. How can you maintain the therapeutic goodness of your child’s clothes, while also making them fun? Give your child agency in picking out clothes, decorating their clothes, and creating fashion decisions overall. Maybe your child can also tolerate hair accessories or hats. Steer attention away from a boring compression shirt by allowing your child to choose their accessories. Giving your child a sense of power over their tactile challenges will assist them to manage them and feel inspired to do so.

Tactile defensiveness is not an easy thing to handle. But, with the proper tools and techniques, you can also help your child learn to cope. There is not one right answer, only the answer that’s right for your child. Do you have any clothing sensitivity methods that have worked for you and your child?

What Causes Tactile Defensiveness?

Tactile defensiveness is a characteristic deficit within the larger umbrella of sensory integration. Sensory integration refers to the body’s ability to receive, interpret, and react to sensory information from the environment. How a person perceives sensory input is unique from one individual to another. Deficits in sensory integration will be evident if the response to said sensory intake is not functional. 

what does tactile defensiveness look like?

Hyper-responsiveness of the tactile sense may include a sort of things:

• Excessively sensitive to temperature including air, food, water, or
• objects
• Withdrawing when touched
• Avoids certain food clothing textures or fabrics
• Revulsions wearing pants or restrictive clothing around the legs
• Rejecting certain foods due to food texture issues
• Dislike having my face or hair washed
• Dislikes hair cuts
• Dislikes having fingernails cut
• Dislike seams in clothing
• Excessively ticklish
• Avoidance to untidy play or getting one’s hands dirty
• Avoidance of finger painting, dirt, sand, bare paws on grass, etc.
• Avoids touching certain textures
• Clothing selections and avoidances such as resisting shoes
• Resistance to nail clipping, face washing
• Resists haircuts, hair brushing
• Dislikes or resists teeth brushing
• Overreacts to unexpected or surprising light touches from others
• Avoids affectionate touch such as hugs
• Dislikes closeness of other people

As a result of this release, development in distinctive areas can be delayed, in a way that the functional performance of daily tasks is impacted. What you see as a result of a poorly integrated tactile sensory system:

• Delayed fine motor skills
• Rigid clothing preferences
• Behavioral reactions to tasks such as putting on shoes or coat
• Impaired personal boundaries
• Avoids tactile sensory activities
• Poor body scheme
• Difficulty with praxis
• Poor hand skill development

More details on the sensory processing of each of the sensory systems and how that affects daily life can be found in The Sensory Lifestyle Handbook. You will also find practical strategies for integrating sensory diets into each part of everyday life, in motivating and meaningful ways. Check out The Sensory Lifestyle Handbook for moving from sensory dysfunction to sensorial function!

Does Your Child Have Tactile Sensitivity?

Tactile defensiveness might look like the following with your loved one:

• Becomes dysregulated, upset, or anxious with light and incredible touch
• Is concerned by certain textures of clothing, or the tag on clothing
• Experiences problems walking barefoot on certain textures, like sand, grass, or carpet
• Displays dysregulation when engaging in “messy play” and may demonstrate a need to always keep hands clean
• Demonstrates difficulties within wet tactile mediums, such as soap, lotion, shampoo, etc.

For instance, someone with “typical” sensory integration, may not enjoy having the tag of their t-shirt scratching against their neck, but they will still be able to carry on with their day, eventually forgetting about the tag. For somebody who is tactile defensive, their day may be impacted by the tag, likely determining his or her ability to participate in daily tasks. Potentially this could also result in an all-out meltdown until the sensory stimulus (the tag) is removed. Even once removed, he or she may require further recovery time.

Tactile Defensiveness: Some People Are More Sensitive

In complement to the important role of our touch (or tactile) system previously discussed under tactile perception, another critical aspect of this sense is its defensive function. Our tactile sense warns us when something is sharp, hot, cold, or in some other way might present a danger. We learn to “notice” those things which may also represent harm or danger and respond by moving away from them. For some people, however, the aspect of the touch system which distinguishes between potentially harmful and harmless “messages” does not work normally. Occasionally we see children who have underactive importance of touch. 

These children do not appear to feel pain as much as others and often seem oblivious to tactile sensations that should be noticeable. More common, yet, it is a condition of inconsistent responsiveness or hypersensitivity to touch. Dr. A. Ayres was the first to define this condition as “tactile defensiveness.” people with hypersensitivity to touch or tactile defensiveness appear to overreact to a sensation that most people may not especially notice, or at least are not bothered by.

Common signs of tactile defensiveness include sensitivity to certain types of clothes or fabrics; preference or aversion to foods that seem most related to the texture of the food (e.g. departure of smooth and/or creamy foods or irritation in reaction to crunchy or lumpy foods); avoidance of touching substances such as finger paint or mud, or of getting one’s hands messy; avoidance of walking barefoot on particular surfaces such as sand or grass; a higher than normal resistance to having teeth brushed, hair combed or face washed; and a tendency preferable to touch rather than be touched, specially when the touch is unexpected.

Because we do not usually consider much about our sense of touch or realize that few people are more “sensitive” than others, many of these behaviors are often attributed to personality, emotional makeup, or behavioral tendencies. Although, enough cases of tactile defensiveness have been documented for us to be convinced that this is truly a neurologically-based condition that can also create a great deal of discomfort and actual turmoil for the individuals who experience it and their families.

Our acuity of touch is closely tied to our feelings. Perceiving recurring discomfort through this sensory system is likely to make an individual explain emotionally potent reactions. Thus, children who participated in this condition are often described as irritable, withdrawn, weepy, angry, etc. It is difficult to pay attention if a person is considering how his clothes feel, or how much it annoyed him when someone brushed against his skin while he was standing in line. Individuals who have this condition may also cope with it better at some times than they are able at other times.

Stresses such as fatigue, illness, anxiety, and also hunger often make defensive reactions more severe. Therapy expected at reducing tactile defensiveness endeavors to gradually elicit more regulated reactions to various tactile sensations. The goal is to normalize the way the nervous system records and interprets touch information and to develop productive coping techniques for understanding and living with increased sensitivity.

How to reduce tactile defensiveness in child with sensory processing disorder

Tactile defensiveness can also make daily activities, such as taking a bath or sleeping, exercises in frustration for both parents and kids. Unfortunately, for kids with sensory processing disorders, common types of touches are under or devastating when compared to their peers. However, there is some proof that certain techniques can help kids temper their defensive or aversive reactions to everyday stimuli, which can help them learn to enjoy regular activities.

Deep Pressure and Weighted Products

Light touches frequently bother children with sensory processing disorders, but firm touches can help a child learn to accept touch. Some children react well to daily deep-pressure massage with unscented lotion. Others choose firm pressure administered by stretchy clothing, specially made pressure vests, or ace bandages worn over the clothes. The key to discovering what works is to try one product or treatment at a time for several weeks before resolving if it works for that child.

Weighted products work again with deep-pressure massage and compression products. The most standard weighted product is a weighted blanket, which allows a child with a sensory processing disorder to rest by applying steady pressure while the child is asleep. For the small kid, parents should start with about five pounds, while older children may need around eight pounds for effective treatment. Weighted vests that are 10 percent of the child’s weight can also supply comfort when the child is mobile.

Wilbarger Brush Protocol

Although there is only limited investigation into this technique, many parents of kids with sensory processing disorders report success using the Wilbarger Brush Protocol to treat their kids. The Wilbarger Protocol works by using a soft-bristled brush to involve firm pressure on a child’s body. The person assisting the treatment starts with the arms and works his way down to the feet. The face, chest, and hands do not receive therapy because these areas are too sensitive. This procedure should take about two to three minutes. After brushing, the child then acquires joint compressions on certain areas of the body.

Individuals who use the Wilbarger Protocol must commit to treatment every two hours when the child is awake. After a couple of weeks, parents can confer with the therapist who showed them how to administer the technique to decide if they need to alter the schedule.

What are the symptoms of sensory defensiveness?

Symptoms of sensory defensiveness include:

• Tactile defensiveness: aversive responses to clothing, waistbands, labels, brushing of hair, and evading activities involving body contact
• Olfactory defensiveness: agitation and despair due to certain smells, for instance, toys, clothing, people
• Auditory defensiveness: fearful reactions to noises, for example crying or concealing their ears to loud noise (vacuum, sirens, toilet flushing)
• Visual defensiveness: hypersensitive to light or aversive to eye reference
• Vestibular defensiveness: also known as gravitational insecurity, children display unreasonable fear of changing position – often aversive responses to swinging or any movement where their feet are not firmly planted

Sensory defensiveness affects the functioning of children in all situations of everyday life. The child with this sensory defensiveness may steer clear of, draw, or even act out aggressively at any stimulus they interpret to be negative. These displays of behavior can minimize chances to interact with peers, explore their surroundings, and communicate their needs to others.

What can physiotherapy do to help sensory defensiveness?

Initially, we will assess your child to identify what the problem is, and create a treatment program that best suits your child’s needs. Physiotherapists can suggest to your child a rich sensory environment. Specialist pediatric physiotherapists, for example, may also introduce your child to interacting and playing with water, finger paints, sand, etc. which can decrease excessive responses to tactile experiences. We will work to create your child’s sensory processing in their daily life, whilst accommodating your child’s needs in a safe environment. Physiotherapists can provide advice and education to parents regarding how to manage their child’s condition as well as recommend how to play with them. We could also go to your child’s school to advise staff on how best they can help.

What You Can Do To Help Tactile Defensiveness

While deep pressure, weighted products, and the Wilbarger Protocol may help kids with tactile defensiveness, it’s most important that parents coordinate their efforts with a professional who can demonstrate proper techniques, guide parents toward choosing the most effective products and modify treatment plans so regular progress is achieved. If you suppose your child has a Processing Disorder or has already been diagnosed with a Processing Disorder, get us online or find a center near you to learn more about how the Brain Balance Program can also assist.

There are ways to support and address these areas so that the child is safe and can function and perform tasks in their daily life. While managing tactile sensitivities does not mean changing the child’s preferences, it can mean comprehending what is going on, and what the child does and does not prefer in the way of sensory processing, and it can mean supplying tools and help to help the child. This should apply to an occupational therapist who can take a look at sensory processing and integration and make specific recommendations.

Some strategies that can also impact tactile sensitivity include:

• Apprehending the child’s sensory systems, and integration into the daily life of the child. Grab the Sensory Lifestyle Handbook to read more on sensory diets that are influential and motivating. These are sensory activities that can be integrated right into tasks like baths, tooth brushing, hair brushing, dentist visits, clothing modifications, etc.
• Take a look at clothing sensitivity red flags for locations of sensitivity to clothing that stand out for the individual child.
• Read more on proprioception and the connection of heavy work input as a relaxing and regulatory tool for sensitivities.
• Perform touch discrimination with activities at the level of the child.
• Provide verbal input to alert the child before light touch
• Provide visual cues and schedules for tasks that must be satisfied such as tooth brushing or hair brushing.
• Trial tactile adventures at a graded level, introducing various sensory experiences in a “safe space” at a just right level for the child.

The following are methods you may be able to assist your child or other members of your family who appear to display tactile defensiveness:

• A light, ticklish touch is usually considerably irritating. When you feel your child, endeavor to use firm and constant pressure, versus light touch. You may be capable to help your child avoid the irritation of light touch by asking the teacher if your child can stand at the front or back of lines or the end of a reading circle at school rather than in the middle.
• Firm, consistent pressure tends to override tactile irritation. This is why we inherently rub something that hurts and it is probably how hugging developed.
• Firm massage, pressure (as in covering: the arms or legs with a stretchy material such as an ace bandage) and gently “sandwiching” the child between cushions can be helpful.
• Pay awareness to which styles of clothing, play substances or social situations (e.g. walking via a crowded mall) seem to evoke negative reactions from your child. Until the problem is relieved, try to bypass irritating situations (e.g. let your kid wear all cotton clothes if this is what she prefers).
• Detour power struggles over this unless safety or some other critical issue is involved. It is easy to consider that the child with tactile defensiveness is trying to manipulate you or purposefully make your life difficult. Believe him when he endeavors to tell you something hurts. There is a fine chance that it does.

Tactile defensiveness sensory activity

That’s where this confused sensory play activity comes in. By taking out the “messy” part of this sensory adventure, children who dislike messy play or touching certain textures can also explore the sensory activity and challenge tactile exposure. In this way, they are participating a new and novel texture (temperature and squishy, messy experiences), but at a secure level, or “just right” level for them.

This snow sensory play activity has the chance for tactile challenges, but it uses a plastic bag to contain the actual mess, permitting a mess-free sensory experience, at distinct grades of texture exposure.

Activities for Tactile Defensiveness – Kids with sensory cases can be classified as having sensory defensiveness, registration problems, modulation issues, and sensory integration issues. In this entry, I am going to share a small about sensory defensiveness, especially tactile defensiveness. A kid with general sensory defensiveness is overly sensitive to certain types of input from the environment, such as touch, textures (containing food textures), sounds, lights (usually fluorescent), smells, and movement. When an individual responds negatively to touch in particular, that is called tactile defensiveness. Remember in the last post how I briefly described the tactile system? Well, just assume that this system was not functioning efficiently. All sorts of problems can present themselves! Five sensory nerve receptors in the skin let the central nervous system know what’s going on in the environment. These receptors are light touch (top of the skin), deep pressure, temperature (hot & cold), and/or pain. It is possible for one type of receptor to be overly sensitive and the other to not have a situation, which explains why some children may tolerate firm hugs, and then freak out when touched lightly. Here are a few signs and symptoms that you might see in a child who is trading with tactile defensiveness.

• Frequently defies being held or cuddled by unfamiliar people
• Dislikes water splashing or bath-time
• Difficulty falling into a regular sleep or wake schedule
• Dislikes being moved fast such as being tipped in the air, swung around, bounced, or rocked abruptly
• Tribulation with sucking, chewing, or swallowing new textures
• Does not accept new foods or food textures – diet is limited
• Exaggerated separation anxiety
• Sensitivity to bright lights, loud noises, crowds
• Dislikes hands or face to be dirty
• Uncomfortable around strangers or unfamiliar people
• Delinquent with milestones such as talking, walking, sleeping through the night, etc.
• Problems with reflux or allergies to foods
• Must be in a friendly environment to fall asleep
• Prefers to be swaddled tightly, such as weight and deep pressure
• Toe walks
• They Dislikes shoes and socks
• Does not crawl before walking
• Craves activities such as swinging, rocking, or bouncing

      If a kid has tactile sensitivity, here are a few activities to try. Any child’s sensory system would benefit from these activities, defensive or not. Just be sure and recognize to start slowly, and do not force any input that your child opposes. If your little one is extremely resistant, it is probably time to consult your pediatrician and ask about the possibility of occupational therapy. There are more advanced treatments that could only be carried out under the supervision of a therapist.

• Spend a few extra minutes after bath time to industriously rub the child with a towel, or guide them in doing so. 
• Rub lotion or powder on the legs, hands, and arms while singing (for distraction objectives). Let them also rub the lotion or powder on you, especially if they would not tolerate it on their extremities.
• Pretend face washing or shaving- with various textures of cloth or towels.
• Utilize a variety of textured materials such as corduroy, fur, terry cloth, etc., and rub on your child’s back, arms and legs.
• Put textured mittens or puppets on the child’s hands and let him or her take them off.
• Inspire your child to play in binds of sand, rice, beans, or popcorn. Hide items and/or have the child locate them, guessing what they are while still covered. If your child would not touch the textures, provide cups and shovels for play.
• Have the child roll up in a blanket or sheet, then play hot dog – press on mustard, relish, etc., and then have them roll to escape.
• Place shaving cream, lotion, or pudding on a large piece of aluminum foil and/or have the child draw a picture or write spelling words. Be sure to get both hands messy!
• Finger painting and body painting with water-based paints.
• Play in play dough or putty. Pulling, squeezing, rolling, etc.

• Draw numbers or letters on the child’s back, arms, legs, etc., and have him identify them. You can also make it a multiple-choice or yes-no question – Is this a 2 or a 5?
• Provide activities that supply tactile input on the child’s entire body, such as a kid pool full of styrofoam, big soft pillows, or balls.
• Games with physical contact are good – bear hugs, piggyback rides, wrestling, back rubs, and petting animals.
• Identifying entities with eyes closed – keys, comb, marble, block, coins, shapes, etc.

FAKE SNOW RECIPE

We made fake snow one recent weekend when we had a big cousin’s sleepover. There were six kids aged five and/or under staying overnight at our house. I had this action planned for us to do together, (because I procrastinated ) and had to get it concurrently to take to a Winter Festival at our church the next day. It was an entertaining messy play idea for indoor snow. We have made this fake snow back and I have the recipe listed on our Messy Play Day post.

This fake snow is easy because it contains only two ingredients:

• Toilet paper
• Ivory soap

With these two ingredients, there are many possibilities for tactile sensitivity challenges, and each child may experience sensory exploration at a level that suits their preferences. Some children may also enjoy experiencing the dry texture of the toilet paper. (See the children below they sure enjoyed this texture.) Other children may also choose (or avoid) the tactile experience of touching and manipulating the squishy, warm soap texture. Others may tolerate mixing the two textures.

Still, others may prefer none of these textures. In this case, move to the last level of this tactile understanding, which is placing the fake snow into the plastic baggie. Then, they can press and touch the sensory fake snow with a fence in place. they will still participate in the warm temperature and firm, heavy work of squeezing via their hands, but they will experience this sensory input at a “safe” level with that plastic bag barrier.

FAKE SNOW DRY SENSORY BIN

Step 1: Tear the toilet paper into shreds. Keep this in a bin or enormous container. We employed an under-the-bed storage bin because I was making a considerable quantity of fake snow for our Winter Festival. We scored the toilet paper and the kids had a BLAST! It started so neat and kind. Tearing the bathroom article is a fantastic fine motor activity for those hands, too. It delivers heavy work input through the hands which can have a regulating, soothing impact on the joints of the hands. This can also be a nice “warm-up” exercise for the tactile challenge of exploring and exploiting the dry toilet paper texture.

For youngsters with tactile sensitivities, this might be “too much” for them to handle. Try employing tongs and ask them to explore the toilet paper shredding sensory bin to find hidden items. Some of the paper cards and/or winter words in our Winter Fine Motor Kit are great complements to this sensory bin. And then turned into this, And this Slightly off-course in our sensory bin, but of course it did. Why would not it when you have 6 cousins concurrently? ((Ok, that portion of this post was NOT mess-free…the result is mess-free. I promise.)) So, then we popped the Ivory soap into the microwave

FAKE SNOW-WET SENSORY EXPERIENCE

Step 2 in the tactile sensory understanding is the wet fake snow amount. Following the fake snow recipe, we popped a bar of ivory soap into the microwave and finished up with a cloud of sensory material. Children can touch and examine this sensory material for a warm, sensory experience.

Step 3 in the tactile challenge is combining the dry material with the wet material. This may also be a challenge for those with tactile defensiveness or touch sensitivities. If it is too much of a sensory challenge, invite the child to mix with a larger spoon or to touch with a fingertip.

Other children can also enjoy this part of constructing fake snow. The melted soap can be mixed with toilet paper to make fake snow!  

FAKE SNOW SENSORY PLAY FOR TACTILE SENSITIVITIES

This is the mess-free part that many youngsters with tactile defensiveness may enjoy. Simply place a few of the fake snow materials into a zip-top plastic bag. You can also tape the top shut to keep the material in the bag.

• By manipulating the fake snow in a safe sensory method, kids get exposure to a relaxing warm temperature. This is one low-level challenge to the tactile approach. The amiable temperature is a calming, regulating aspect that can be powerful in self-regulation. Youngsters can also squeeze, manipulate, pound, and spread the fake snow within the plastic baggie. This delivers heavy work input through the hands and upper body in a way that is calming and regulating.
• By placing the fake snow into a bag for sensory play, kids are exposed to tactile experiences in a way that may help with tactile discrimination by incorporating the proprioceptive sense. Contest motor skills further by adding items such as foam snowflake stickers, glass gems, and glitter. This was so much enjoyment for my crew of kids and nieces or nephews and I hope it is a tactile understanding you get to play with as well!

Other activities are as follows below. If you imagine that your child is struggling with tactile defensiveness, some of our favorite tactile sensory actions or preparatory strategies include: 

Firm Pressure

Using a towel after bath time or a blanket upon waking up before switching from pajamas to daytime clothing, spend time either rubbing your child’s extremities energetically or wrapping your child up for a tight hold. Who doesn’t love a good burrito?! 

Animal Walks

Rather than walking down the hallway to the restroom, have your child frog jump to the restroom. Instead of walking to the kitchen for breakfast, try a bear trek on your hands and/or feet. Animal walks are a perfect tool for both proprioceptive (changing body position) and vestibular (changing head position) sensory input. The weighty work contributed to your child’s muscles and joints when participating in animal walks may be a helpful tool for regulation. 

Baking

Operating in the kitchen presents ample opportunities for graded tactile exploration. If your child is resistant to participating, start by having him or her explore ingredients in their containers, making sure to talk about the properties of the foods. For instance, demonstrate and shock the bottle of vanilla so that your child can also hear and visualize that it’s a liquid. Squish the bag of brown sugar and be concerned about how it is moldable or crumbly.

As your child’s faith or comfort increases, he can also progress to pouring elements from a measuring cup, stirring elements with a spoon, or using a rolling pin to flatten the dough. Eventually, your youth may be ready to knead the bread with the heel of his hand or roll the cookie dough between his palms. Utilize utensils to interact with the components until your child is ready to entertain with his hands. 

Best Sensory Strategies for Handling Tactile Defensiveness

Touch is the first sense that starts maturing in the womb at five weeks. The early development of the touch (tactile) system provides an important foundation for emerging social and communicative behaviors (Cascio, 2010).

According to Kranowitz (2005), the touch method layers our bodies and gives us knowledge about surrounding physical entities. Moreover, it works as the physical border between ourselves and the environment. This sense has an imperative role in conceiving a child’s body awareness, motor planning, and visual perception. Some children react adversely or negatively or display escape-like behavior on being touched, hugged, or kissed since they have difficulties processing sensory information due to a lower-functioning tactile system. This conduct is referred to as tactile defensiveness. Due to the atypical functioning of the touch instrument and neural system, these children are often in a state of “red alert.” They may react by clinging or grumbling (fright) to someone or lashing out (fight) and running away (flight).

Tactile symptoms are among the most generally reported sensory symptoms expressed by parents of children with autism spectrum disorder (ASD) (Rogers et al.,2003). Children depicting tactile defensiveness might also exhibit self-stimulating behavior (stimming). Repeated movements such as hand-flapping, body-rocking, hand-gazing, and spinning have been found to prevail in children with developmental disabilities and autism. Research done by Feig et al. (2012) supposes that there is a noteworthy relationship between tactile defensiveness and self-stimulatory behaviors. They both seem to be problematic as they appear, and interfere with a child’s day-to-day activities. For instance, a kid who engages in hand-flapping may not be able to do any other activity such as cleaning or eating on her own. Likewise, due to tactile defensiveness, teeth grazing, washing, dressing, or other self-care activities will be difficult. Making applicable changes within a child’s background or creating systems according to his or her needs and priorities can also assist the child stay calmer. Here are some methods for handling tactile defensiveness:

Try to understand your child

Addressing and prioritizing a child’s sensory issues works as an anchor to strengthen the parent-child relationship and to understand the child’s core areas of sensory sensitivities. Giving designations such as “bad behavior” or “poor attitude” will not solve the issue. If he or she says, “Something invariably hurts me,” or gets irritated due to scratching all the time, do not think the child is dissembling to gain empathy or purposefully trying to seek attention. There must be something unusual happening, forcing the child to behave in such a manner. Establishing trust and learning about the child’s difficulties are essential parts of combating any problem. It is ideal if the parent and child can work as team players rather than adversaries to resolve the issue. Sometimes parents label the child as antisocial, and then the child reacts impulsively and aggressively upon hearing those words over and over again.

Use deep pressure

This approach leads to the release of dopamine, or the “happy neurotransmitter,” which assists to calm down brain activity and relax the body. Firm massage or deep pressure within pillows, cushions, or rolling in a weighted blanket is mostly relaxing and a successful method. Caregivers should comprehend signals when these procedures are needed. Deep pressure in the form of cuddling and skin-to-skin contact between preverbal infants and mothers works as an evolutionary precursor to verbal language and tactile system development among infants and toddlers. Children with sharpness are often overloaded with touch or noise in congested places or parties; therefore, parents should be aware of these situations and intervene before emotional or anger outbursts occur. Moreover, using techniques like the Wilbarger Brushing Protocol has been noted to be an effective way of calming the child for better sleep. This should be done under the maintenance of an occupational therapist (OT), or be sure to consult the child’s occupational therapist before trying the technique.

Utilize weighted items

Weighted items promote body joints and muscles, which improves self-regulation, modulation, and anxiety. Wearing weighted blankets, vests, or backpacks provides deep pressure to larger parts of the body which dampens tactile defensiveness and helps proprioceptive receptors in calming the child. They assist to calm down a child in the classroom leading him or her to focus on the task and decrease distraction. Weighted blankets, in particular, are assisting in increasing the child’s distractibility, emotional liability, and hyper-activeness. Paul Gingras et al. supposed that children and parents selected a weighted blanket over a non-weighted blanket at nighttime. According to parents, the weighted blanket assisted to calm and improve behavior.

Maintain safety

Kids who are hypo-responsive or seek touch sensations are unaware of bruises and damage. They do not get pain sensation messages from brain centers which makes them more prone to damage. They can also display self-stimulating or self-injurious behaviors along with tactile defensiveness. These stereotyped behaviors are ordinary among youths with autism. The most typical forms of motor patterns are hand-flapping, body-gazing, or entity manipulation. Dr. Temple Grandin, in her study called Calming Effects of Deep Touch Pressure in Patients with Autistic Disorder, College Students, and Animals (1992), indicated that tactile defensiveness coexists with stereotypical manners in autism. Sensory modulation and regulation are important functions that do not work well in either hyper- or hyposensitivity of touch. It is important to observe some hands-on strategies, such as:

• Using sensory adventures such as trampoline jumping, obstacle course participating, and running.
• Following routines and supporting structure: e.g., planning a week ahead.
• Communicating: be sure you comprehend the child’s behavior in anticipation of emotional liability.
• Using graphical supports such as an emotion chart and PECS.
• Talking to your doctor regarding medication, if essential.
• Using barriers such as cushions or pillows if the child engages in head-banging, or tying a cloth on the hand to reduce self-biting.
• Utilizing soft furniture to help keep the child from harm.
• Keeping rooms safe—the child must not be able to lock himself in a room, and windows should not be wide-open.
• Keeping sharp entities such as knives, forks, scissors, and razors out of reach of the child.

Allow active involvement

A child knows himself or herself better than anyone else. Self-directed tactile backgrounds are more calming than when they are done by anyone else. Therefore, encourage the child to perform life skills or activities of daily living (bathing, brushing, dressing) himself or herself. yet, keep in mind that assistance or supervision may be needed for completing some tasks. After a bath, for example, let the child put lotion on independently since he or she can judge well how much deep firm pressure will be calming. Select fabrics the child prefers. Be sure to keep in mind a child’s needs when choosing fabrics, such as:

• Many children like to wear cotton and avoid woolen, synthetics, or any other texture that might irritate them.
• Wearing skin-fit clothing is often preferable to lose clothing.
• Seamless clothing is often more comfortable.
• Liners and tags can also irritate, making a child impulsive and easily distracted. Removing or cutting tags is a simple solution for this.
• Make sure footwear is comfortable, much like the slip-on type can be. Fasteners are also a reasonable choice if he or she finds tying laces complicated.
• Long sleeves are preferable to short sleeves.
• Do not force the child to wear belts or waistbands if he or she does not feel good about it.

Inform before touching

Hugs or any other type of touch should be done with authorization. This reduces anxiety levels and arousal too. Touching without consent can create disruptive behavior. As per a recent study by Boyd et al., it is conceivable that the patterns of social withdrawal may be associated with tactile hypersensitivity or defensiveness.

Employ heavy work activities

Weighty work activities provide immense proprioceptive input, producing a soothing effect and hence reducing anxiety. Pushing and pulling weighty objects such as barrels, carts, large bean bags, piles of chairs, or another child on the swing are all assets in delivering proprioceptive input. These activities provide deep stress to muscles, joints, ligaments, and key points of the body (shoulders, pelvis, hips) to a tactile defensive child. Moreover, permitting movement breaks will help a child consolidate better on their studies. Consider sending the child to an office during the school day to hand in papers, or ask him or her to distribute assignments in the classroom.

Fifty Tactile Sensory Activities

1. Exploring and playing in sensory bins Sensory Processing Disorder can also be beneficial for your child’s fine motor development. A sensory bin is designed to help your kid with their sensory diet. The chances are absolutely endless. Sensory bins do not need to be expensive. They could be made with the safest items in your home. Sensory bins are a way for your child to examine their senses and remember. Sensory bins don’t require a lot of content or much space. 

A sensory bin is a sensory tactile activity. There are many additional sensory tactile activities that you could include in your child’s sensory diet. Here are some examples, brushing varied brushes, and textures, drawing with chalk on the body, massage- varied oils and powders, sensory play- water, sand, corn meal, finger paint, play dough, clay

2. Painting with finger paints

3. Playing in a sandbox – A kid learns practical skills, social skills, and more by playing with sand. As they are scooping and sifting, dumping, and molding, children are learning about more than just what they can do with sand. They are also building important practical skills and learning social and/or emotional lessons about the Big Sandbox Called Life.

4. Writing and playing with shaving cream 

5. Using fidgets – It can be difficult to sit still, stay calm and not touch anything when you have ADHD or Sensory Processing Disorder, especially in school this can be challenging for children to pay attention and get their schoolwork finished. 

Fidgets can help children focus better. There are so many different fidgets and each child will have their own sensory needs so not all fidgets will work the same for each child. Sometimes you need to attempt several to see which one is best for your child. Some children require fidgets for chewing, others need fidgets for focus, and some need fidgets to redirect behaviors such as picking. 

6. Making and playing with slime – Playing with slime with a child can Improve Your Child’s Ability to Pay Attention. Also Builds Fine Motor Skills. Introduces Basic Chemistry. Importantly it Stimulates the Senses. It Is Creative.

7. Making cookies with cookie dough

8. Squeezing, rolling, and squeezing play dough 

9. Apply different lotions to the body 

10. Play using puppets with different textures

11. Make mud pies 

12. Use different textured fabrics to touch the skin 

13. Wearing sensory-friendly clothing 

14. Games with contact (piggybacks or wrestling)

15. Back rubs

16. Bear hugs and tight squeezes 

17. Rolling various textured balls over the body 

18. Wear compression clothing – Many conditions can greatly benefit from this type of tactile and deep-pressure sensory input. Snuggle Sheet Sleep Tight With Delicate Compression. Does your sensory-sensitive child need help to settle down to sleep? Just slip our Snuggle Sheet over the accommodations like a pillowcase, and tuck right in beneath it. The snug sensory sheet furnishes light compression for a cozy hug. Made of organic cotton with a touch of spandex, the soft and delicate material ensures maximum comfort for sensory seekers who crave extra pressure. Provides soothing compression with a lighter touch than a weighted covering. The compression sheet supports kids with a sensory processing disorder, Attention deficit hyperactivity disorder, and autism. Made by pleasure or enjoyment and Function Age 5+

19. Use a weighted vest – Minky Weighted Blanket for Kids (5 lbs) | 36×48 Inches | Premium Heavy Blanket for Child’s Toddlers with Glass Beads – Calm Sleeping – Unicorn The children’s weighted blanket is made of soft plush fabric, super comfortable and breathable. Help your children sleep better during the night, fall asleep more soundly, relax, and be easier. The best kids’ heavy blanket provides better temperature control and grows their sleep quality, meanwhile reducing tossing and turning for making your kids fall asleep faster. Filled with clear odorless glass beads, which will be dispersed evenly in squares and sewn throughout the blanket to provide stable pressure for sleep relaxation. No bunching, light & smooth, odorless & non-toxic well.

20. Heavy work activities  – “Hot dog” game, where the child lies across the end of a blanket and is rolled (ends up in rolled up blanket), Carry heavy items (baskets with cardboard blocks, laundry, groceries with Mom, bag for teacher, etc.), Carry bean bags on head or shoulders and walk across a room, weighted vests, belts, wrist weights. Carry heavy pillows or cushions, Housework including vacuuming and mopping, carrying the bucket of water to clean with or water plants, Shovel sand into the wheelbarrow, wheel the wheelbarrow to the spot, leave out sand and rake it flat and smooth.

21. Play with water beads 

22. Use a vibrating hand massager

23. Jumping in leaves and flinging them in the air 

24. Gardening and playing in the dirt 

25. Use different textured brushes or clothes at bath time 

26. Apply various textured sensory brushes to the skin  

27. create art using Wikki Stix 

28. Wilbarger brushing – The purpose is to alter and normalize sensory processing which will assist with the child or adult’s ability to function within the home or school setting. Brushing could also have an impact on the child’s social and work behaviors. Most parents notice a distinction in focus, self-awareness, and self-control. You should always use the brush with firm even pressure. Do not sweep the brush. Hold the brush horizontally and move the brush slowly. 

29. Wrap up in a compression sheet – Special Supplies Sensory Bed Sheet for Kids Compression Alternative to Weighted Blankets | Breathable, Stretchy, Trendiness, Comfortable Sleeping Bedding. Relaxing Sleep Experience – A smart alternative to restrictive weighted blankets, these sensory sheets help keep you cool and relaxing all throughout the night. Breathable, Stretchy Convenience – A soft, comforting blend of nylon and spandex, these stretchable twin-sized sheets offer firm, relaxing support for children of all ages. Adjustable Compressive Support – Presenting deep touch pressure these compression sheets for kids let you increase or decrease compression as your children grow. 

30. Roll up like a hotdog in a covering 

31. Sit in a sensory pressure canoe (Peapod or Cozy Canoe) 

32. Write or draw on a chalkboard using chalk 

33. Play with jello

34. Roll over the body with deep pressure rolling pin 

35. Swing in a cacoon swing – Children with Sensory Processing Disorder (SPD) have a hard time filtering and organizing sensory input. This overflow of information puts stress on the nervous system, generating sensory meltdowns. Sensory input, such as cuddling and swinging, calms the body’s “fight or flight” response. Sensory swings make your kid feel safe, soothing their overly stimulated senses.

The vestibular system is the most critical of the body’s senses. It lets us know if we are moving, how fast we are moving, and in which direction we are headed. A molded vestibular system allows us to navigate our environment with confidence. This is because our brain knows exactly where the body is concerning other objects.

36. Play in sensory rice and add distinct textured toys 

37. Water play 

38. A walk in nature and exploring various textures 

39. Explore using kinetic sand 

40. Holding a tactile sensory vibration pillow 

41. Dance around on textured floor tiles 

42. Explore with sensory sequin devices (fidgets or lap pad) 

43. Snuggle up in a weighted blanket 

44. Add paint in a ziplock bag and/or analyze the texture 

45. Washing dishes 

46. Make sensory balloon fidgets with various fillings 

47. Squeezing therapy putty or digging in putty to find entities 

48. Moving and jigging in a sensory body sock 

49. Playing with cooked or uncooked pasta

50. Sitting on a bean bag chair 

Tactile Sensory Tools & Toys 

At the Beach, heavy loaded Sand Kit Sensory Sand for Fine Motor and Visual Motor Activity. Get the beach fun without the beach mess! This weighted sand is dry and flexible, perfect for a sensory bin. It contains 11 beach-themed shapes to hide and find for fine motor and visual motor practice. Squeeze it, pack it and draw it to make cool shapes for sensory activities that promote integration and tactile exploration. Would not stick to clothing or surfaces, making sensory play comfortable and clean-up a breeze. Encourages sensory integration, fine motor control, and tactile inquisition. Supports kids with Attention deficit hyperactivity disorder, sensory processing disorder, and autism. Made by Fun and/or Function Age 3+

Special Supplies Matching Game Sensory Discs, 10 Sets, Tactile Stimulation for Children, Interactive and Calming Sensory Play – A specific way to keep kids calm, comfortable, and focused, these sensory toys for kids can be used for stimulating their hands, feet, skin, and actual mind while creating a multi-sensory adventure.

Tactile Matching Surfaces – These sensory circles arrive with matching pairs that each element a raised, textured surface that makes pairing them together fun and challenging with the enclosed ultra-soft blindfold. Physical and Occupational Therapy – Special Supplies sensory toys are a wonderful way to assist children to explore their natural senses including touch response, orientation, physical coordination, and even available balance (when using their feet).

Beadeez Squishy Stress Balls – Beadeez Squishy Stress Balls with DNA Spiky Textures (3-Pack) Colorful Sensory Toy and/or Stress Relief for Kids, Adults – Squeezy Water Beads – Promote Calm Focus for Attention Deficit Hyperactivity Disorder, Autism Squishy, Spiky, and Colorful Fun – Beadeez! stretchy stress balls feature DNA-colored water beads and a spiky to provide both cognitive and physical stimulation in a safe, non-toxic toy that’s perfect for restoring focus and relieving stress or anxiety.

Exciting Sensory Toy Pack – This 3-pack of stress relief toys for adults and kids is small enough to be enjoyed at home, in the car, at work, or on the go, delivering support for those with Attention Deficit Hyperactivity Disorder, autism, fidgeting, or stress-related behaviors.

Summary

The sense of touch recreates a vital role in therapy. When combined with smell, it assists to increase the plasticity of the brain and its ability to compensate for damage and various dysfunctions. Sensory defensiveness is a response to sensory input that most people would not solve as negative. Children with sensory defensiveness often respond to sensory input by displaying negative emotions or behaviors. Several factors are thought to contribute to sensory defensiveness such as premature birth, genetic factors, and environmental conditioning. Children affected by sensory defensiveness commonly are distressed by loud noises, certain smells, and activities concerning body contact. Physiotherapy can also assist improve your child’s sensory processing.

Be attentive to the therapy recipient’s preferences and let them lead you. It may take a few days of exploring before you can identify the best way and the best place to do the tactile protocols. In this article, we reviewed strategies that help individuals with tactile defensiveness so that they can also implement soft touch exercises, and reap the benefits of an increase in brain plasticity and improved brain function.

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