Sensory Integration: (3)Proprioceptive Disorder Behavior Checklist
The proprioceptive system uses information from the joints, tendons, and muscles to identify and respond to the body’s position in space through an internal feedback system. This sensory system allows the body to automatically respond to changes in force and pressure during body movement and object manipulation. The body receives more feedback from active muscle use than from passive muscle use.
A function related to proprioception is praxis, more commonly referred to as motor planning ability. Based on feedback from the proprioceptive system, individuals are able to plan and carry out various motor tasks. Praxis allows us to use sensory input from the senses and coordinate this information in order to move appropriately.
When there are challenges in the development of proprioception, what kinds of behaviors may be observed?
From previous articles(See:Sensory Integration(1), Sensory Integration(2)), we know that sensory processing difficulties in children can be divided into three main categories: sensory modulation disorder, sensory-based motor disorder, and sensory discrimination disorder.(See: Classification of Sensory Processing Disorders)
When a single sensory system is affected, it is also included within the above categories. Logically, this means there can be proprioceptive modulation disorder, proprioceptive-based motor disorder, and proprioceptive discrimination disorder.
Proprioceptive modulation disorder
1.Under-responsivity
●Frequently leans against walls or furniture
●Uses excessive force in daily activities (for example, pressing too hard when writing or coloring, often breaking pencils)●Poor muscle control when remaining still
●Poor fine motor skills, such as messy handwriting
●Low muscle strength
●Unintentionally bumps into people or objects
●“Jumper and crasher” — seeks sensory input
●Unable to fall asleep without being hugged or held
●Walks on tiptoes
●Chews on pencils, shirts, sleeves, toys, etc.
●Prefers crunchy or chewy foods
●Constantly moving, fidgeting, unable to sit still
2.Seeking
●Constantly seeks activities such as jumping, crashing, and squeezing
●Likes to twist or crack finger joints, neck, or other joints
●Enjoys squeezing into small, confined spaces, such as boxes
●Prefers having many objects around when sleeping, such as multiple pillows, stuffed animals, or toys
●Enjoys squeezing or hugging people or animals
●Habitual teeth grinding
●Prefers tight-fitting clothing
●Enjoys hanging from monkey bars
●Enjoys playground activities involving climbing and pulling on the body
●Seeks proprioceptive input regardless of setting, intentionally falling or crashing into others
●Frequently has unexplained bruises on the body
●Difficulty maintaining attention
Proprioceptive discrimination disorder
●During group activities, often “accidentally” hurts others due to difficulty regulating force
●In ballrelated activities, unable to appropriately grade force, such as throwing or kicking a ball, or opening and closing doors
●Selfcare skills develop slowly, such as difficulty judging force when putting arms into sleeves or pulling socks up too forcefully
●Fine motor skill acquisition is slow due to difficulty regulating force
●Unable to appropriately grade force when using pencils, crayons, or holding paper cups, resulting in force that is too strong or too weak
Daily performance of proprioceptive-based motor disorder：
1. Postural control:
●Low muscle strength, often appearing unaware of where their hands and feet are
●Difficulty adjusting to maintain balance when balance is suddenly challenged (for example, when bumped by others)
●Dislikes activities that require strength, such as riding a bicycle
●Appears lethargic in daily life due to a dislike of exerting effort
2.Motor planning:
●Poor body awareness
●Clumsy and uncoordinated movements
●Slow to learn new playground equipment, leading to avoidance and preference for familiar equipment
●Feels lost in new environments
●Appears fearful or resistant in unfamiliar environments
Important Notice
The above information is provided for educational purposes, with the hope of helping readers who are less familiar with this topic.
The examples listed above should not be used as absolute diagnostic criteria to determine whether a child has a sensory processing disorder. They are intended only to help adults better understand and recognize certain patterns in children.
If you notice that your child demonstrates multiple characteristics described above, please do not rush to conclusions. Use this information as a reference and consult a pediatrician or child health physician. More appropriately, contact a pediatric occupational therapist with professional training in sensory integration for a comprehensive evaluation and analysis.