Activities for Hypersensitive Tactile Teens in the Classroom

People with tactile hypersensitivity, also called tactile defensiveness, are hypersensitive or oversensitive to touch. We can all be sensitive to touch at certain times, but those who are hypersensitive are oversensitive to a degree that affect their ability to function in life. The person may act defensively to sensory stimuli that bother them. A tactilely defensive person reacts negatively or is defensive to normal touch sensations. In the classroom, teens that are tactility defensive may avoid participating in certain activities, avoid contact with others and exhibit emotional distress and outbursts due to unwanted stimuli.

Tactile hypersensitivity is caused by the central nervous system's inability to modulate tactile sensory input. The central nervous system in hypersensitive individuals misinterprets incoming tactile stimuli sent to the brain by the nerves underneath the surface of the skin. Normal degrees of touch, pressure or temperature may feel painful, irritating and distracting. Tactile hypersensitivity may occur singularly, without the presence of any other conditions; however, it is commonly exhibited in those with sensory processing disorder and autism.

There is no known cure for tactile hypersensitivity. Occupational therapy, using creative sensory input activities, is the main treatment to help a person learn to cope and desensitize themselves to sensory input. Scientific studies have shown that repeated sensory input activities result in changes to how the brain functions (Wilbarger & Wilbarger, 2002; Ayres, 1972). Much of the research conducted has been on young children; however, it is now known that brain plasticity is present throughout the lifetime, meaning the brain can also change in older children and adults. In the classroom, teachers can provide hypersensitive tactile activities for teens to help them function in the school environment.

Before beginning hypersensitive tactile activities for teens in the classroom, consider the following:

• Because much of the research and available information on tactile defensiveness has been around young children, suggested activities in literature often needs to be adapted to fit teenagers.

• Most tacitly defensive individuals dislike soft touch, such an object lightly brushing up against the skin, and prefer hard pressure, such as a firm hug. Although, each individual is different, so never assume what types of sensory stimuli are acceptable.

• Talk to the teen student to find out which sensory stimuli are bothersome and which are pleasing. Allow the teen to help build a plan for coping with classroom activities. Parents and therapists are also helpful resources for the teacher to learn what tactile stimuli the student has issues with.

• Always approach the student from the front, so as not to surprise them with unexpected stimuli. For example: Do not walk up from behind the student and place your hand on their shoulder.

• Talk to the teen student and explain each sensory activity — the purpose and how it works — before conducting it. Never force the student to participate in an activity when they are unsure of or unwilling to do. Sensory activities should not cause discomfort. If one activity does not work, try a different one.

• Success from classroom activities may vary. Some students may respond positively and quickly, while others may progress slowly or not at all.

Occupational therapy, home treatment and classroom activities for hypersensitive individuals are sometimes referred to as the "sensory diet." The sensory diet is the therapeutic use of sensory stimuli incorporated into daily activities. To affect brain function, sensory activities must be performed regularly and consistently. Incorporating sensory activities into the classroom environment provides consistent exposure to the sensory stimuli for the student. In the sensory diet, there are no set activities that must be followed; activities can be adapted to the individual. Examples of activities that can be used in the classroom for hypersensitive tactile teens are:

The Student's Workspace

The student's workspace should be a comfortable area, free from unpleasant sensory stimuli. Talk to the student to find out if any aspect of the workspace is uncomfortable and make any necessary changes. For example: If the carpet underneath the student's desk is bothersome, place tile or linoleum over the carpet.

Textured Balls

Provide textured balls for the student to squeeze during classroom lectures. Examples of textured balls are: sand-filled bags, bead-filled stress balls, zip lock bags filled with freeze-dried coffee, play dough and etc.

Safe Area

Provide a safe area in the classroom where the student can spend time when feeling overloaded by sensory stimuli. Before designing the safe area, talk to the student to determine which items they find comforting. Items that commonly comfort tacitly hypersensitive individuals include a bean bag chair, massage chairs, weighted vests and weighted blankets. Note: the materials that bean bags and chairs are covered with are often important. For example: One person may dislike the feel of cotton, while others may dislike the feel of nylon.

Art Activities

Incorporate art activities into class lessons using different textured media, such as clay and sand.

Body and Face Painting

Body and face painting are great sensory activities. You can incorporate these activities into a project in which the entire classroom participates. Put on a school theater production on endangered animals, for example. Assign each student the part of a different animal. Have the students paint their faces and bodies to look like the animal they are portraying.

PE: Walking on Textured Surfaces

During physical education class, have the student walk barefoot on different textures such as grass, dirt and concrete.

PE: Exercise

Weight lifting, working out using an exercise ball and jumping on a trampoline are often helpful activities for individuals who are tactile defensive.

PE: Swimming and Water Activities

Swimming can be therapeutic for those with tactile sensitivities. Make a special time for the student to participate in swimming activities for physical education class, without other students present. It is important that swimming and water activities are participated in without other students, because water splashing can upset the tacitly defensive individual. Have the student use the Jacuzzi as well, if one is available at the school.

Continue to page 2 of this article to read more about tactile defensiveness.