The Proprioceptive system

The proprioceptive system is located in our muscles and joints. It provides us with a sense of body awareness and detects/controls force and pressure. The proprioceptive system also has an important regulatory role in sensory processing as proprioceptive input can assist in controlling responses to sensory stimuli.

Proprioceptive input can be very calming for those who are easily overwhelmed by sensory stimulation.

Proprioceptive input can be alerting for those who need increased sensory stimulation to facilitate attention and learning.

Many students with autism seek proprioceptive input in order to regulate their emotional and behavioural responses to sensory stimulation.

What is Proprioception? • Our body’s ability to know where it is at any given time • Stimulated by pressure to the receptors all throughout our body • Input body receives from squeezing through a tight space, hugging, jumping, climbing, lifting, pushing and pulling heavy objects, including one’s own weight, pushing joints together like pushing something heavy or pulling joints apart like hanging from monkey bars

overresponsive

Over-responsiveness to proprioception can result in anxiety about weight-bearing activities and fast movements such as running, jumping, rolling and crawling. Some people can be reluctant to receive hugs and avoid activities that involve pressure or resistance.

The person may have difficulty with fine motor coordination. tasks, such as buttoning up their shirt. They might not like other people to be in close proximity. they may come across as lazy, It's common for those with proprioceptive sensitivity to be fearful of unexpected changes in position and may prefer to just sit still.

    • Streching

    • Yoga

    • Massage

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underresponsive

What is under-responsive sensory proprioception?

Under-responsive means that they do not notice and process information received from the senses as well. They often seek extra sensory input or they might need support from others to register sensory input.

Indicators of seeking proprioceptive input:

FEELING LIKE YOU’RE VIBRATING, MIGHT FIND YOURSELF JUMPING AROUND, OR SCRATCHING TO LET OUT THE ENERGY

• Hyperactive • Chews on everything • Hides in tight spots • Loves heavy blankets • Plays roughly, shouting, jumping, running excessively, pushing too hard • Crashes into things on purpose • Over-steps personal boundaries • Hold onto objects tightly

  • Bites/chews on objects e.g. sleeve of jumper, pen/pencil

  • Hyperextends joints e.g. bending back fingers, locking knee joints

  • Bangs body parts e.g. bangs hands together, bangs jaw with hand

  • Holds objects with excessive pressure e.g. pencil; writes heavily on page

  • Enjoys rough and tumble play but can be excessively rough with others

  • Throws self heavily onto floor

  • Prefers to run, jump or stamp heavily when he/she should be walking

  • Likes to sit with knees tucked under himself/herself

  • Engages in weightbearing activities e.g. swinging on desks, climbing

  • Walks on tiptoes (there are other possible factors for this gait pattern; seeking proprioceptive input is just one factor)

    • Jumping

    • Running

    • Weight Lifting, Weightbearing activities e.g. crawling, push-ups

    • Resistance activities e.g. pushing/pulling

    • Heavy lifting e.g. carrying books

    • Cardiovascular activities e.g.running, jumping on a trampoline

    • Wall pushes

    • Push ups

    • Lifting weights e.g. tins, books, dumbells

    • Jogging on the spot

    • Star jumps

    • Bouncing on therapy/exercise ball

    • Climbing wall bars/ropes in PE Hall

    • Throwing/catching weighted ball

    • Crawling obstacle course

    • Wheelbarrow walks

    • Gymnastics- handstands, cartwheels, using gym equipment

    • Jumping e.g. hop scotch

    • Tug of war

    • Bouncing on space hopper

    • Lying on stomach over exercise ball and weightbearing through arms

    • Oral activities e.g. chewing, blowing bubbles

    • Blowing bubbles

    • Blow football i.e. blowing cotton wool along a table to score goals

    • Drinking through a straw of bottle with a sports cap

    • Chewing food or appropriate object e.g. chewy tube

    • Playing a wind instrument

    • Blowing up a balloon

    • Drinking a thick liquid through a straw e.g. milkshake, yoghurt, custard

    • Deep pressure e.g. tight hugs

    • ‘Hot dog’: student is rolled in a blanket and another student or adult pretends to spread on tomato ketchup, mustard etc.

    • ‘Sandwich game’: student lies on a mat, and another mat is placed on top of him/her

    • Steamroller: student lies on stomach and an exercise ball is rolled over his/her back

    • Applying deep pressure to shoulders/arms

    • Weighted jacket/vest

    • Weighted blanket

    • Weighted lap pad

    • Weighted belt

    • Back pack with heavy book (or equivalent)

    • Beanbags in coat pocket

    • Weighted animals

    • Weighted cap

    • lay down on cold/warm floor

    • hit/tap body parts together

    • rocking, tight hug, weighted blanket, throwing around limbs

    • pacing

    • biting/chewing, playing with spit in mouth, oral play, sucking or biting fingers/sexual activities with mouth or kissing etc