Adoptive families often navigate a range of challenges, and one that is frequently overlooked is sensory processing disorder (SPD). This neurological condition affects how the brain receives, interprets, and responds to sensory input, making everyday experiences feel overwhelming or, conversely, underwhelming for affected children. Despite being common, particularly among children with early-life adversity, SPD remains widely misunderstood and under-recognised.
Understanding how SPD manifests in adopted children is key to providing the right support. This article explores what sensory processing disorder is, why adopted children may be more susceptible to it, and practical strategies caregivers can use to help children feel more secure, regulated, and empowered in their daily lives.
What is sensory processing disorder?
Sensory processing disorder is a neurological condition where the brain struggles to receive, organise, and respond appropriately to sensory information. Sensory input includes stimuli from sight, sound, touch, taste, smell, balance, and body awareness (Ayres, 2005). Children with SPD may experience hypersensitivity, where sensations feel overwhelming and intrusive, or hyposensitivity, where they actively seek out more intense sensory input to meet their needs (Miller et al., 2007).
For example, a child might find the sound of a vacuum cleaner intolerable, recoil from certain textures in clothing, or struggle with bright lights. Conversely, some children may seek constant movement, such as spinning or jumping, to regulate their sensory experience. SPD exists on a spectrum, meaning that the way individuals experience the disorder varies widely. Some children may be highly sensitive to noise but have no issues with touch, while others may display a mix of sensory-seeking and sensory-avoidant behaviours.
SPD often coexists with other developmental conditions, such as autism spectrum disorder (Tomchek & Dunn, 2007). However, it is a distinct condition that can affect any child, including those without a formal diagnosis of additional neurodevelopmental differences.
Why is SPD common in adopted children?
Adopted children are more likely to experience SPD due to a combination of prenatal and postnatal factors.
Prenatal influences: Exposure to maternal stress, malnutrition, or substance use - including alcohol or drugs - can affect fetal brain development (O’Connor et al., 2016). The developing sensory system is particularly vulnerable to these disruptions, which can result in neurological differences that persist after birth.
Postnatal experiences: Sensory development relies on consistent, nurturing interactions with caregivers. Being held, rocked, and comforted helps a child’s brain learn to regulate sensory input. Many adopted children have experienced early-life adversity, including neglect, abuse, or disrupted attachments (Gunnar & Quevedo, 2007). When these vital early experiences are absent or inconsistent, sensory processing difficulties can emerge.
Multiple transitions and instability: Many children who have been adopted have spent time in orphanages, foster care, or multiple placements. Frequent changes in caregivers, environments, and daily routines can cause sensory dysregulation, making it harder for children to adapt to new sensory experiences (Rutter et al., 2001). Everyday activities, such as going to a busy supermarket or sitting in a noisy classroom, can feel overwhelming for a child whose nervous system is already on high alert.
Recognising the signs of SPD in adopted children
Adoptive parents may notice signs of SPD early on, though symptoms sometimes become more pronounced during school years, when sensory demands increase. Some common signs include:
avoidance of certain textures, such as food, fabrics, or grooming products
heightened sensitivity to sounds, lights, or smells
discomfort with physical touch or, conversely, an intense need for tactile input
difficulty adapting to changes in routine or new environments
frequent meltdowns, anxiety, or withdrawal in overstimulating situations
These behaviours are often mistaken for defiance or stubbornness. However, they are usually a sign of a child struggling to process sensory input effectively. Understanding the root cause can help parents and caregivers approach these challenges with patience and empathy.
The similarities between ADHD and sensory overload
Attention deficit hyperactivity disorder (ADHD) and sensory overload share several overlapping characteristics, often making it difficult to distinguish between the two. Both conditions involve differences in how the brain processes external stimuli, leading to difficulties in concentration, self-regulation, and emotional responses. Children with ADHD frequently struggle with attention and impulse control, often feeling overwhelmed by their surroundings in a way that mirrors sensory overload. Similarly, individuals experiencing sensory overload may react with hyperactivity, restlessness, or withdrawal, which can resemble ADHD symptoms. Both conditions can lead to heightened sensitivity to environmental factors such as noise, light, and touch, making everyday situations, such as busy classrooms or social gatherings, overwhelming. Additionally, difficulties in emotional regulation are common in both ADHD and sensory overload, often resulting in frustration, anxiety, or meltdowns when stimuli become too intense. While the underlying causes differ - ADHD being primarily linked to executive function deficits and sensory overload to sensory processing differences - understanding their similarities is crucial for accurate diagnosis and effective support strategies.
How to support a child with SPD
Seeking professional support
Early intervention is key. Occupational therapists trained in sensory integration therapy can assess a child’s sensory needs and develop tailored strategies to help them cope (Schaaf & Davies, 2010). Research suggests that sensory integration therapy can improve sensory processing, self-regulation, and participation in daily activities (Case-Smith et al., 2015). Parents can also benefit from guidance on how to implement sensory-friendly techniques at home.
Creating a sensory-friendly environment
A well-designed home environment can help a child feel safe and in control of their sensory experience. This might include:
Quiet zones: A designated space with dim lighting, soft furnishings, and minimal distractions to provide a retreat when overstimulated.
Tactile experiences: Activities such as using weighted blankets, playing with kinetic sand, or engaging in messy play can provide comforting sensory input.
Movement breaks: Access to activities like trampolining, swinging, or jumping can help children with sensory-seeking behaviours regulate their bodies.
Establishing predictable routines
Predictability helps reduce anxiety related to sensory processing difficulties. A consistent daily schedule provides a sense of security and helps children anticipate transitions, which can otherwise feel overwhelming. Using visual schedules, timers, or social stories can also make transitions easier.
Collaborating with schools
School environments can be particularly challenging for children with SPD. Teachers can help by:
offering noise-cancelling headphones to reduce auditory overload
allowing sensory breaks throughout the day
providing alternative seating options, such as wobble cushions or fidget tools
reducing unnecessary visual clutter in learning spaces
Parents can work with educators to create an individualised sensory support plan that meets their child’s needs.
The intersection of SPD and attachment
For adopted children, SPD often overlaps with attachment difficulties. When children have experienced early trauma or neglect, their nervous system may remain in a heightened state of stress, making it harder to form secure attachments (Hughes, 2017). Sensory overload can further compound this distress, creating barriers to bonding with caregivers. Caregivers can help by maintaining a calm, predictable approach. When a child becomes overwhelmed, offering reassurance and allowing them to regulate in a quiet space fosters a sense of safety. Over time, consistent, nurturing responses help build trust and strengthen attachment bonds.
Celebrating progress
Parenting a child with SPD can be challenging, but every small step forward is a victory. Whether it is trying a new food texture, tolerating a loud environment for longer periods, or learning to self-regulate, each milestone is a testament to the child’s resilience and the caregiver’s dedication.
Connecting with support groups or online communities can provide adoptive parents with valuable insights, encouragement, and practical advice (MacGregor et al., 2006).
Adopting a child with SPD is not just about managing challenges - it is also an opportunity to nurture growth and healing. By addressing sensory processing needs with compassion and evidence-based strategies, families can create an environment where children can thrive.
References
Ayres, A. J. (2005) Sensory integration and the child: understanding hidden sensory challenges. Los Angeles, CA: Western Psychological Services.
Case-Smith, J., Weaver, L. L. and Fristad, M. A. (2015) 'A systematic review of sensory processing interventions for children with autism spectrum disorders', Autism, 19(2), pp. 133-148.
Gunnar, M. R. and Quevedo, K. (2007) 'The neurobiology of stress and development', Annual Review of Psychology, 58, pp. 145-173.
Hughes, D. (2017) Attachment-focused parenting: effective strategies to care for children. New York, NY: Norton.
MacGregor, T., Rodger, S. and Moore, D. W. (2006) 'The experiences of adoptive parents in managing the occupation of mealtimes with their children', Journal of Occupational Therapy, 53(4), pp. 215-224.
Miller, L. J., Anzalone, M. E., Lane, S. J., Cermak, S. A. and Osten, E. T. (2007) 'Concept evolution in sensory integration: a proposed nosology for diagnosis', American Journal of Occupational Therapy, 61(2), pp. 135-140.
O’Connor, T. G. et al. (2016) 'Prenatal stress and offspring development', Developmental Psychology, 52(1), pp. 107-120.
Perry, B. D. and Szalavitz, M. (2017) The boy who was raised as a dog: and other stories from a child psychiatrist's notebook. New York, NY: Basic Books.
Rutter, M., Kreppner, J. and Sonuga-Barke, E. (2001) 'Pathways from early adverse experiences to later outcomes: lessons from adoptees', Developmental Psychology, 13(4), pp. 345-370.
Schaaf, R. C. and Davies, P. L. (2010) 'Evolution of the sensory integration frame of reference', American Journal of Occupational Therapy, 64(3), pp. 363-367.
Tomchek, S. D. and Dunn, W. (2007) 'Sensory processing in children with and without autism: a comparative study using the short sensory profile', American Journal of Occupational Therapy, 61(2), pp. 190-200.
Comments