Identify and Address Sensory Seeking Behaviors in Your Child

Last Updated on July 15, 2025 by John Hookway

Have you ever wondered why your child jumps, spins, or seeks out loud noises more than others? You might feel puzzled or even worried. You are not alone.

Many kids show sensory seeking behaviors. These actions help them get the input their brains crave. Spotting these behaviors early can make a big difference.

Why Early Recognition Matters	What It Means for Your Child
Sensory seeking often starts in the first year of life	Early support can boost communication and social skills
Seen in up to 8% of all kids, and more often in autistic children	Timely help leads to better learning and happier families

Sensory Seeking Behaviors

You might see your child moving a lot or making loud sounds. They may touch everything around them. These are clear signs of sensory seeking behaviors.

In occupational therapy, experts say these behaviors show a strong need for sensation. This need is more than what most kids want. Your child may love jumping, crashing, or spinning.

They might find it hard to sit still. They may also have trouble keeping their hands to themselves. These actions help their brains feel calm and focused.

Sensory seeking behaviors use all the senses. This means not just sight, sound, taste, touch, and smell. Kids also want input through their vestibular system for balance. They seek input from their proprioceptive system for body awareness.

They also use their interoceptive system for internal body signals. Some children have a high neurological threshold. They need more sensory input to feel okay. That is why they may always want more movement, noise, or touch.

Tip: If your child needs more sensory input than others, you are not alone. Many kids go through this. It does not mean your child is behaving badly.

Differences from Other Behaviors

It is easy to mix up sensory seeking behaviors with impulsivity or hyperactivity. They can look the same, but they are not.

Sensory seeking behaviors happen because the brain wants more sensory input. Impulsivity and hyperactivity, like in ADHD, are about trouble with attention and self-control.

Here is a quick comparison:

Kids with sensory seeking behaviors may also have poor impulse control. But their main reason is to get more sensory input. Knowing this difference helps you support your child’s needs.

Myths

There are many myths about sensory seeking behaviors. Some people think your child is just being difficult.

Others say your child needs more discipline. These ideas are not true. Here are some common myths and facts:

Myth: Only kids with autism have sensory processing challenges.
Fact: Any child can have sensory seeking behaviors.

Myth: Kids are just misbehaving.
Fact: These behaviors come from real sensory needs, not from being naughty.

Myth: Sensory issues only involve the five senses.
Fact: They also affect balance, body awareness, and internal signals.

Myth: Kids just need to “toughen up.”
Fact: Sensory processing is about how the brain works, not willpower.

Myth: Sensory seeking is the same as ADHD.
Fact: They can look alike, but they are different conditions.

Remember, all behavior is a way to communicate. When you see sensory seeking behaviors, your child is showing you what they need.

Causes

Sensory Processing

Your child’s brain tries to understand the world. Sometimes, it handles sights, sounds, and touches differently.

This can make your child want stronger experiences. You might see your child spinning or jumping a lot. They may like watching bright lights. These actions help their brain feel better.

Kids who want strong sensations often act in certain ways:

• They may really like flashing lights or tight hugs.
• Their brains might not notice normal sounds or touches much, so they want more.
• Many kids who seek these things also have trouble with feelings.
• Some kids show signs of ADHD, like not focusing or sitting still.
• Their brains may struggle to control feelings, which can cause big emotions.

🧠 Note: How your child’s brain handles sensory input can change how they feel and act each day.

Underlying Conditions

Sensory Processing Disorder

Some kids have Sensory Processing Disorder, or SPD. If your child has SPD, their brain has trouble sorting out sensory information.

Doctors are not sure what causes SPD, but genes may be part of it. SPD is the main reason some kids want extra sensory input. Most kids with SPD do not have autism, but they still need help.

Autism, ADHD

You might wonder if autism or ADHD are involved. Kids with autism often have sensory differences. Many of them want strong sensations.

Doctors see a link between autism and SPD, but not all kids with SPD have autism. ADHD can also come with sensory seeking, especially when kids have trouble focusing. Still, SPD is the most common reason for these behaviors.

Individual Differences

Every child is different. Genetics and life shape how your child reacts to the world. Some kids are born curious or love excitement. Others have different experiences, even in the same family.

Genes give your child a starting point, but experiences matter too. For example, a child who loves adventure may want more active play.

Another child may get curious after meeting new friends. These differences show that both nature and nurture are important.

Signs in Kids

Physical Behaviors

Jumping, Spinning, Climbing

Do you see your child moving all the time? Many kids who want sensory input like to jump, spin, or climb. These actions help their bodies feel good.

Your child might bounce on the couch or spin in circles. They may climb furniture while others sit still. These are not just games. They help your child’s brain feel calm.

Here is a quick chart of common physical sensory seeking behaviors by sensory system:

Kids use these moves to help their nervous system. For example, spinning can help a child feel balanced. Jumping can help them feel steady. You may see more of these actions when your child is excited, worried, or bored.

Heavy Steps, Bumping, Crashing

Some kids walk with loud steps or bump into things. You might hear your child stomp down the hall. They may bump into walls or furniture.

Crashing into pillows or jumping off furniture is also common. Rough play with siblings happens a lot too. These actions give deep pressure to the body and feel good.

Children often:

• Crash into couches or bean bags
• Like wrestling or rough play
• Push or pull heavy things for fun

These actions are not bad behavior. They are ways your child meets their sensory needs. Parents often see these in toddlers and preschoolers. Older kids can show them too.

Touch and Space

Constant Touching, Fidgeting

Does your child touch everything and everyone? Many kids with sensory needs love to feel different things.

Your child may run their hands on walls or rub fabrics. They might dig in sensory bins. Fidgeting is very common too. Your child may twist hair, tap fingers, or use fidget toys.

Common signs include:

• Touching classmates or teachers a lot
• Playing with things on desks or tables
• Liking messy play like finger painting or sand

Fidgeting helps many kids handle worry and focus. Some teachers use fidget toys in class to help kids pay attention. These moves are not just habits. They help kids control themselves.

Poor Personal Space

Some kids do not understand personal space. You may see your child stand too close to others. They might lean on people or hug friends tightly.

They may bump into classmates in line. These actions are not to bother others. Your child’s brain wants more touch and body feedback.

Examples you might see:

• Standing very close to others
• Rubbing against walls or furniture
• Pushing into crowds or groups

Many adults think these actions are rude. But your child is just trying to get the sensory input they need.

Oral Behaviors

Chewing, Licking, Sucking

Oral sensory seeking is very common. You may see your child chew on pencils, shirt sleeves, or toys. Some kids lick things or suck on clothing tags. These actions help them feel calm or focused, especially when stressed.

Parents and teachers often report:

• Chewing on things like erasers or pen caps
• Sucking on fingers, toys, or cheeks
• Making noises like humming, buzzing, or whistling

Kids may also want strong flavors or crunchy foods. They might like spicy, salty, or sweet snacks. These habits can sometimes distract them at school or home.

Eating Unusual Items

Some kids put non-food things in their mouths. You might see your child chew on paper, crayons, or small toys.

This is called pica if it happens a lot. It can worry parents, but it is a way for your child to meet sensory needs.

Signs to watch for:

• Licking or tasting random things
• Biting toys or people when excited
• Stuffing food in their mouth or holding it there

If you see these actions, try safe options like chewable jewelry or crunchy snacks. Always talk to your child’s doctor if you worry about safety.

📝 Tip: Sensory Seeking Behaviors are not signs of being bad. They help your child control feelings and stay alert. Try to see these actions as a way to communicate, not misbehavior.

Auditory & Visual

Loud Noises, Shouting

Some kids love making noise. You might hear your child shout, sing loudly, or bang on objects just for fun. In a classroom, you may notice kids tapping pencils, humming, or making repetitive sounds.

These actions help them feel alert and focused. Sometimes, they even seek out noisy places or turn up the volume on music or videos.

Kids who crave sound might:

• Make loud vocal sounds or shout during play
• Tap, bang, or drum on desks and tables
• Enjoy noisy toys or musical instruments
• Repeat certain sounds or words over and over

You may see these behaviors more when your child feels excited or bored. Teachers often notice these actions in class, especially when students have trouble sitting still. Some kids need regular “sound breaks” or chances to make noise in a safe way.

Tip: Try giving your child time to make noise in a controlled space. Let them use musical toys, sing, or clap along to music. This can help them get the input they need without disturbing others.

Fascination with Lights, Colors

Many kids feel drawn to bright lights and bold colors. You might see your child stare at spinning toys, watch sunlight dance on the wall, or play with flashlights.

In school, some students focus on colorful posters, moving objects, or even the flicker of a screen. These visual interests can help them feel calm or excited.

Common visual-seeking behaviors include:

• Watching ceiling fans or spinning tops
• Gazing at shiny or glittery objects
• Lining up toys by color or pattern
• Turning lights on and off repeatedly
• Staring at moving shadows or reflections

Some kids love art time because they can use bright markers, paints, or clay. Teachers often use sensory-friendly art supplies to help these students stay engaged.

You might also notice your child getting restless if the classroom feels too dull or the lights are too harsh.

Note: If your child seems obsessed with lights or colors, try offering safe visual toys or letting them help decorate their space with favorite colors.

Other Signs

High Pain Tolerance

You may notice your child rarely complains about bumps or scrapes. Some kids with sensory needs have a high pain tolerance.

They might fall and get right back up, or not react much to shots or minor injuries. This can surprise parents and teachers, especially if the child seems unfazed by things that would bother others.

Signs of high pain tolerance:

• Not crying after falls or accidents
• Ignoring cuts, bruises, or scrapes
• Not noticing when something is too hot or cold
• Playing rough without showing discomfort

This trait can make it hard for you to know when your child is hurt. Always check for injuries, even if your child says they feel fine.

Unusual Reactions to Sensory Input

Some kids react in ways that seem odd or unexpected. You might see your child crave rough play, tight hugs, or messy activities.

Others need to move constantly or fidget to pay attention. Sometimes, these behaviors come from retained reflexes, like the Moro or Spinal Galant reflex, which can affect how kids process sensations.

Other unique signs include:

• Extended mouthing, like chewing on clothing or pencils past toddler years
• Food pocketing, where your child holds food in their cheeks
• Needing to jump, crash, or spin to feel “just right”
• Struggling to sit still during lessons or meals

📝 Remember: These actions are not just habits. Your child uses them to help their brain and body feel balanced. Try to see these behaviors as clues to what your child needs, not as misbehavior.

Identification

At Home

You spend the most time with your child, so you have the best chance to spot sensory needs at home. Start by watching how your child reacts to daily routines.

Notice if they seek out movement, touch, or certain sounds. Maybe your child jumps on the couch, chews on sleeves, or covers their ears when you vacuum. These actions give you clues about what their body craves or avoids.

A sensory preference checklist can help you organize your observations. This tool lets you look at different senses—like touch, sound, light, and movement.

You can mark which activities bring your child comfort or joy. Many parents find that using a checklist makes it easier to spot patterns and create a sensory-friendly home.

Here are some ways to identify sensory needs at home:

• Watch how your child responds to noisy rooms or changes in routine.
• Look for constant movement or mouthing objects.
• Use a sensory checklist that covers touch, movement, sound, and sight.
• Notice if your child covers their ears, seeks out spinning, or avoids messy play.
• Combine your notes with a checklist for a full picture.

Tip: Occupational therapists recommend using both your own observations and a structured checklist. This helps you see the whole story and plan the right support.

At School

School brings new challenges and lots of sensory input. Teachers and staff can help spot sensory needs by watching how your child acts in class, during transitions, or on the playground.

They might notice your child fidgets, seeks out noisy spots, or has trouble sitting still.

Educators use many strategies to identify sensory needs. Here’s a table showing some common ways schools adapt and observe:

Teachers often work with occupational therapists to create sensory routines. They may add sensory breaks, use positive language, and teach kids to notice their own needs. You can ask your child’s teacher what they see and share what you notice at home.

Patterns & Triggers

You can learn a lot by tracking when and where sensory seeking behaviors happen. Start by looking for patterns.

Does your child jump and spin more during free play?

Do they chew on things when they feel bored or stressed? These clues help you understand what triggers certain behaviors.

Try these steps to spot patterns and triggers:

1. Write down what happens right before your child acts out a sensory need (the antecedent).
2. Watch and record the behavior itself—what your child does and how long it lasts.
3. Note what happens right after (the consequence). Does your child calm down or get more excited?
4. Use a simple chart or notebook to keep track of these details.
5. Look for trends. Maybe certain times of day or places set off sensory seeking behaviors.
6. Share your notes with teachers or therapists to get more ideas.

Note: Many sensory seeking behaviors involve more than one sense. For example, your child might jump on a trampoline while listening to music and watching TV. Recording these details helps you see the bigger picture and plan better support.

Behavior Journal

Keeping a behavior journal can help you spot patterns in your child’s actions. You do not need anything fancy. A simple notebook or a notes app on your phone works well.

When you see your child jumping, chewing, or fidgeting, jot down what happened before, during, and after. This helps you figure out what triggers certain behaviors and what helps your child feel better.

Here’s how you can start:

1. Pick a time each day to write a few notes.
2. Record what your child was doing before the behavior started.
3. Describe the behavior. Was your child spinning, chewing, or making noise?
4. Note what happened after. Did your child calm down or get more active?
5. Look for patterns over a week or two.

Tip: Try to stay neutral in your notes. Write what you see, not what you think it means. For example, say “jumped on the couch for five minutes,” not “was being wild.”

A behavior journal can also help you talk with teachers or therapists. You can share your notes and work together to find the best ways to support your child.

Over time, you may notice that certain times of day or activities lead to more sensory needs. This makes it easier to plan ahead and prevent meltdowns.

You might want to use a simple table like this:

This table helps you see trends at a glance. You can adjust your routines or try new strategies based on what you learn.

Sensory Profile

A sensory profile gives you a clear picture of your child’s unique sensory world. You can create one by watching how your child reacts to different sights, sounds, touches, and movements.

Some parents call this learning about their child’s “sensory cup sizes.” Each child has a different amount of sensory input they need to feel just right.

You can start by filling out a questionnaire about your child’s daily life. These questions ask how your child responds to things like loud noises, bright lights, or messy play.

You might notice your child loves spinning but avoids sticky textures. The answers help you spot patterns, such as seeking, avoiding, or being sensitive to certain sensations.

Professionals, like occupational therapists, often use these profiles to score and analyze your child’s sensory processing. They look at areas like hearing, touch, sight, and movement.

The results show if your child seeks out, avoids, or is sensitive to certain types of input. This information helps you and your child’s care team make a plan that fits your child’s needs.

A sensory profile does more than label behaviors. It helps you build routines and choose activities that support your child.

For example, if your child needs lots of movement in the morning, you can add jumping or swinging to your routine. If bright lights bother your child, you can use softer lighting at home.

Note: A sensory profile is not a one-time thing. Keep updating it as your child grows and changes. Share it with teachers and therapists so everyone can work together.

By understanding your child’s sensory profile, you can help them feel calm, focused, and happy each day.

Strategies

Sensory Environment

You can help your child by changing their space. Make a cozy spot at home or school. Use soft lights and calm colors. Add bean bags or floor cushions for comfort.

This gives your child a safe place to relax. Try to keep the room tidy and not crowded. Rugs or carpets make things quieter. Use lamps with soft bulbs to stop bright glare.

Add sensory tools that fit your child’s needs. Weighted blankets and bins with rice or beans can help. Textured toys give calming touch.

Watch how your child reacts to these things. Some kids like strong hugs, others want gentle touches. Quiet corners can help too. You can ask an occupational therapist for more ideas.

Tip: Even small changes, like a favorite color or soft chair, can help your child feel better and focus more.

Activities

Indoor

You can do sensory play inside with easy games. Make an obstacle course with pillows and chairs. Let your child crawl, jump, and climb.

Use indoor swings or small trampolines for movement. Try bean bag toss or pillow fights for safe rough play. Yoga and stretching help your child feel calm.

Messy play is fun for many kids. Fill bins with play dough, rice, or water beads. Let your child squeeze and explore. Spinning in a chair or dancing to music gives movement.

Play “freeze dance” or hopscotch for more fun. Games like “Head and Shoulders, Knees and Toes” help your child get the input they need.

Outdoor

Nature is great for sensory play. Take your child on a walk outside. Let them feel grass, sand, or mud with bare feet.

Try a scavenger hunt for colors, shapes, or textures. Swinging, climbing, and balancing on playgrounds build strength.

Here’s a quick table of outdoor ideas:

Note: Playing outside helps your child move, make friends, and feel calm. You can change these activities for any child.

Boundaries & Routines

Clear rules and routines help your child feel safe. Baby-proof your home if your child climbs or explores. Use locks, covers, and alarms to keep things safe. Mark off-limits areas with signs or pictures. This helps your child know where to go.

Teach safe choices with simple rules and praise. Use visual schedules and reward charts for routines. Practice what to do before new things happen.

Give your child breaks to move and use sensory tools. Let your child help plan their routines. This builds trust and teamwork.

Remember: When you meet your child’s needs, they feel understood and supported.

Self-Regulation

Teaching your child self-regulation can feel like a big task, but you can break it down into simple steps. Self-regulation means helping your child notice their own feelings and actions, then choose ways to calm down or focus.

Kids who crave lots of movement or touch often need extra help with this skill. You can guide them to find what works best for their bodies.

Start by offering sensory activities that have a clear goal. For example, set up a game where your child sorts objects by color or shape.

Give them a task with a beginning and an end, like building a tower or racing to collect toys. These activities help your child stay focused and give their body the input it needs.

Structure is important. Use a visual timer or play a favorite song to show when an activity starts and stops. This helps your child know what to expect and makes transitions easier.

You might say, “When the timer rings, we’ll clean up and take a break.” Kids feel safer and more in control when they know what comes next.

Heavy work activities can be a game changer. These include pushing, pulling, carrying, or squeezing. Try letting your child carry groceries, push a laundry basket, or do animal walks across the room. These actions give deep pressure to muscles and joints, which can help your child feel calm and steady.

Don’t wait for your child to get overwhelmed. Plan sensory breaks throughout the day. You might schedule jumping jacks before homework, or a quick dance party after school. Regular movement helps your child stay regulated and prevents meltdowns.

Talk about what you see. If your child starts to fidget or get restless, say it out loud: “I see you’re wiggling your feet.

Do you need to move?”

This helps your child notice their own signals. Over time, they’ll learn to ask for what they need or try a calming strategy on their own.

Here are some simple self-regulation ideas you can try:

• Use a visual timer for activities.
• Offer heavy work like carrying books or pushing a cart.
• Build in sensory breaks every few hours.
• Narrate your child’s actions to build self-awareness.
• Encourage your child to choose a calming tool, like a fidget or a quiet space.

🧩 Tip: Every child is different. Try different strategies and see what helps your child feel “just right.” Celebrate small wins and keep practicing together.

Professional Help

When to Seek Help

Sometimes, you may wonder if your child’s actions are normal or need extra help. Trust what you feel. If people think your child is acting out or just wants attention, it might be time to get help.

If stopping your child from exploring causes them to get upset or anxious, this is also a sign. These things can mean your child needs more support than you can give at home.

You might notice your child has trouble with daily tasks, making friends, or learning new things. If you think your child might have ADHD, autism, or sensory processing disorder, a professional can help you find answers. Getting help early can really help your child. You do not have to do this by yourself.

Tip: If you feel lost or stressed, talking to an expert can help you feel better and give you new ideas.

Types of Professionals

You have many choices when looking for help. Each expert has special skills to help your child:

• Occupational therapists (OTs): OTs are the main experts for sensory processing challenges. They use sensory integration therapy and make special plans for your child. OTs can also suggest things like weighted blankets or earmuffs to block noise.
• Counselors: Counselors check for sensory issues, help avoid wrong diagnoses, and treat emotional or behavior problems. They often help families handle stress and learn ways to cope.
• Physical therapists: Some kids need help with moving or body control. Physical therapists help with these needs, especially if movement is a big challenge.
• Pediatricians and neurologists: These doctors check for medical reasons and send you to the right experts.
• School-based professionals: Many schools have OTs or counselors who can watch your child and suggest ways to help in class.

Working as a team is best. When experts work together, your child gets the best support.

Evaluation

An evaluation helps you learn about your child’s needs and strengths. An occupational therapist, pediatrician, or neurologist may start with a sensory assessment.

They watch your child’s actions, like jumping or spinning. They also look at the setting to see what might cause certain behaviors.

If things are not clear or your child’s actions get stronger, you can ask for a functional behavior assessment (FBA). This helps find out what starts certain behaviors and what helps your child calm down. School OTs often help a lot with this.

They collect information from teachers and parents to see the whole picture. After the assessment, you get a plan with ideas and changes to help your child.

The goal is to help your child handle sensory input safely and keep learning and friendships going well.

Note: Getting help and support early can change your child’s future. You give your child the tools they need to do well.

Support

Support Network

You do not have to do this alone. Building a strong support network can make a big difference for you and your child.

When you work together with others, you create a team that helps your child feel safe and understood. Parents, therapists, and teachers each play a special role.

Take a look at how everyone can help:

Talking with other parents can help too. Many families feel less stressed when they share stories and tips. You might join a local group or an online community.

Caregiver education programs teach you new skills and give you tools to help your child. When you learn together, you feel more confident and ready to handle challenges. Early support and teamwork help you speak up for your child and get the help you need.

Self-Care

Caring for a child with sensory needs takes energy and patience. You might feel tired or overwhelmed some days.

Remember, you need care too. Taking breaks, even short ones, helps you recharge. Try to set aside time for things you enjoy, like reading, walking, or talking with friends.

Ask for help when you need it. You can trade babysitting with another parent or ask a family member to watch your child for a while.

It helps to talk about your feelings. Share your worries and wins with someone you trust. You are not alone in this journey.

Many parents face the same ups and downs. When you take care of yourself, you have more energy and patience for your child. Self-care is not selfish—it is necessary.

💡 Tip: Make a list of small things that make you feel good. Pick one each day, even if it is just for five minutes.

Celebrating Progress

Every step forward matters. You can track your child’s growth by setting small, clear goals. Try using SMART goals—these are Specific, Measurable, Achievable, Relevant, and Time-bound. For example, you might set a goal for your child to use a fidget toy during homework for one week.

You will notice progress in many ways:

• Fewer problem behaviors or meltdowns
• New skills, like asking for a break or using calming tools
• Using skills in new places, like home and school
• Keeping up with changes over time

You play a big part in this. Write down what you see and celebrate every win, big or small. Give high-fives, hugs, or simple praise.

You can make a progress scrapbook or plan a special family outing. Even a sticker chart or a favorite snack can make your child feel proud.

• Keep cheering for small wins and big milestones.
• Talk with your child’s therapist about what is working.
• Share successes with your support network.

When you celebrate progress, you build your child’s confidence and keep everyone motivated. Your support helps your child feel seen and valued.

You can help your child thrive by noticing their unique sensory needs and building routines that work for your family.

Here are some key steps to remember:

• Watch for common signs like jumping, spinning, or making noises.
• Create sensory-friendly spaces with calming colors and quiet corners.
• Use daily routines and sensory activities to support your child.
• Teach self-regulation with simple tools and choices.
• Work with therapists and celebrate every small win.

You are not alone. Reach out, share your story, and keep moving forward—one step at a time.

FAQ

What are sensory seeking behaviors?

Sensory seeking behaviors are actions your child does to get more input from their senses. You might see jumping, spinning, chewing, or making loud noises. These behaviors help your child’s brain feel calm or focused.

Is sensory seeking the same as being hyperactive?

No, sensory seeking is different. Hyperactivity often comes from trouble with attention. Sensory seeking happens because your child’s brain wants more sensation. You may see both in some kids, but the reasons are not the same.

Will my child outgrow sensory seeking behaviors?

Some kids outgrow these behaviors as they get older. Others may always need extra sensory input. You can help by teaching self-regulation and offering safe ways to meet their needs.

Should I stop my child from sensory seeking?

You do not need to stop all sensory seeking. Instead, guide your child to safe and acceptable ways to get input. Set clear rules and offer choices, like jumping on a trampoline instead of the couch.

When should I talk to a professional?

Reach out if sensory seeking gets in the way of daily life, learning, or friendships. If you feel worried or unsure, a professional like an occupational therapist can help you find answers and support.

Can sensory seeking behaviors happen at school?

Yes, many kids show sensory seeking at school. Teachers may notice fidgeting, loud noises, or trouble sitting still. You can work with teachers to create a plan that helps your child succeed.

What activities help sensory seeking kids?

Try activities like swinging, jumping, squeezing playdough, or carrying heavy objects. Outdoor play, obstacle courses, and music breaks also help. Watch what your child enjoys and add those activities to your routine.

How can I support my child at home?

Create a sensory-friendly space with soft lights, cozy corners, and sensory tools. Use routines, offer choices, and celebrate small wins. Talk with your child about their needs and listen to what works best for them.