What is Tactile Sensitivity?
Tactile sensitivity (also known as hypersensitivity, tactile defensiveness, tactile dysfunction, and tactile processing disorder) is an increased sensitivity to even a light touch that can cause discomfort and even pain.
Young children with ADHD have more difficulties in tactile processing. Children with autism frequently report tactile defensiveness. Tactile defensiveness (TD) refers to a pattern of observable behavioral and emotional responses, which are negative and out of proportion, to certain types of tactile stimuli that most people would find to be non-painful (Royeen & Lane, 1991). Tactile defensiveness is a term often used by occupational therapists to describe hypersensitivity to touch. This may also occur with other conditions such as Asperger’s or sensory processing disorder.
Common signs of tactile sensitivity in a person include the dislike to wear clothing, not wanting to touch certain surfaces or get their hands dirty, inability to eat certain food textures, and experiencing pain when wind or water moves against their skin. If your student is experiencing any of these sensations, they may or may not have a tactile processing disorder. Regardless of if your student struggles with tactile sensitivity, there are opportunities for your student to succeed in science when it requires working with various textures and touch sensations.
It is important to note that TD and developmental Dyspraxia are two separate conditions. Occasionally, a child could suffer from both conditions at the same time. We call this situation co-morbidity. More commonly, a child with TD may be misdiagnosed as a child with developmental Dyspraxia. There is some confusion among a number of professionals about the understanding of the two conditions. Clinically, it is extremely important to make an accurate diagnosis, as the treatment for TD is different from that for Dyspraxia.
Behavioral Indicators of Tactile Defensiveness Children with TD are usually hyperactive and distractible. They over-react to tactile stimulations so that most people do not particularly notice, or at least are not bothered by it. However, it is important to note that children with TD will get involved in certain tactile activities if they are in control. They will also actively seek out a large amount of muscle stimulation and firm touch stimulation as a means to reduce the level of hypersensitivity.
Preparation for Students Who Struggle With Tactile Sensitivity
One of the biggest opportunities you have as a teacher to help your student succeed is to prepare them about sensations they may experience through experiments and activities. For example, your student will likely be working with putty, clay, or playdough. While each of these items may not cause negative sensations in your body (you might not even be able to sense a distinct difference in texture), each of these items has a distinct texture and consistency that your student may or may not enjoy. Here’s a script that can help your student when working with putty:
Teacher: (Show student putty.) We are going to be working with putty today.
Teacher: Putty is squishy and a little sticky. (Demonstrate texture by squishing and pulling it with your own hands.)
Teacher: Would you like to touch it? (Offer putty to the student.)
Student: Yes. (Reaches out to touch or hold putty.)
OR
Student: No. (Pulls away from putty.)
If your student were to pull away from the putty, or touch it and then pull away, do not force them to continue working with the object. You can offer it a second time, but if they refuse respect their decision.
If the activity or experiment requires the use of putty, clay, or playdough, and your student refuses to work with it, you can offer that they instruct you on what to do with it, rather than touch it themselves. This can also help with their speaking and cooperation skills.
Handling Inappropriate Behaviors from Students Who Struggle With Tactile Sensitivity
There is a second alternative that your student may exhibit if they have tactile sensitivity, which is the desire to inappropriately use objects. For example, your student might attempt to put the putty, clay, or playdough in their mouth. If this is the case, you want to reduce the opportunity for them to use the item in this way or request that they remove the item from their mouth.
When students put objects in their mouths that are not intended for consumption, it can be scary for a teacher. Students may be unaware of the dangers of putting foreign objects in their mouths, such as the potential to choke or poison themselves. If your student is likely to attempt to put an object in their mouth, here is a script that may help:
Teacher: (Show student putty.) We are going to be working with putty today.
Teacher: When we use putty, we will keep it out of our mouths and only hold it in our hands.
Teacher: Will you work with putty the right way?
Student: Yes.
Teacher: (Offer putty to the student.)
If your student later begins to put the putty in their mouth, you can remind them that it is not something we put in our mouths, but that we keep in our hands.
If your student enjoys tasting new objects, you can explain how it would taste while still encouraging them to keep it in their hands. Here is a script that may help:
Teacher: (Show student putty.) We are going to be working with putty today.
Teacher: I know that you like to taste new things. Putty does not taste good; it tastes salty and sour. When we use putty, we will keep it out of our mouths and only hold it in our hands.
Teacher: Will you work with putty the right way?
Student: Yes.
Teacher: (Offer putty to the student.)
Again, if your student later begins to put the putty in their mouth, you can remind them that it is not something we put in our mouths, but that we keep in our hands.
