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ASD-S2: Demonstrates the ability to adapt, modify, or structure the environment based on an understanding of which auditory, visual or other sensory stimuli may be distracting, offensive, reinforcing, or calming for the individual student under the direction of licensed staff.

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Vestibular Defensiveness and Proprioception

A picture of an elementary level student with his back to hallway lockers, looking apprehensive. Two forms of sensory perception deal with body position, orientation, movement, and balance. When these perceptions are impaired, a student experiences proprioception and/or vestibular system (movement) dysfunction. Examples of behaviors that might be seen as a result of having vestibular and proprioception dysfunction will be described. As you go through this lesson, think about situations when you may have experienced over sensitivity to activities that involve movement (e.g., rides at the fair) and how you felt after engaging in activities that provide increased proprioceptive input (e.g., aerobic activities).

Vestibular Defensiveness

The vestibular system is a very complex system, comprised of delicate organs in the inner ear. This system has strong connections to the auditory, muscular, and visual systems, and it regulates balance, body orientation, and movement. It senses and interprets the relationship of our head position to gravity, and it also tells us when we are moving, in what direction, and at what speed. We rely heavily on our vestibular system to feel safely connected to the Earth and to successfully move through our environment.

Children learn about the effects of gravity through normal play experiences as they seek great amounts of vestibular input (such as swinging and rocking). As they move their bodies and learn about gravity through play, the more they often seek to find limits, to challenge their balancing abilities, and, in essence, to defy gravity. Children naturally want to climb on playground equipment, hang from the monkey bars in different positions, find challenging places from which to jump, walk on curbs or narrow areas, be spun around, or be tossed in the air over and over again. That is why most children love amusement park rides.

When impairments or increased sensitivities in the vestibular system occur, they can make everyday movement scary, difficult, or sickening. Vestibular defensiveness is also sometimes called gravitational insecurity. Anyone who has ever experienced a severe ear infection or another illness that affected balance or produced vertigo has some insight into what it is like to experience vestibular dysfunction. People who are feeling off balance or dizzy often find it difficult or scary to sit or stand up. They tend to move more slowly, holding on to objects or others for stability. There is a greater tendency to avoid activity, and individuals prefer to lie down or be in a highly supported position.

Individuals with vestibular dysfunction, or gravitational insecurity, often exhibit the following:

A tendency to lie down on the ground or seek support by leaning up against other people or a wall.
Avoidance of playing on equipment that takes the feet off the ground.
Avoidance of being in positions with the head out of the midline position.
Avoidance of playing on swings and slides.
An unstable, clumsy gait, tripping often, or walking into things.
Difficulty sitting still in a chair (they rock, tip, or fall off the chair).
A closing of the eyes at inappropriate times or appearing to closely watch moving objects, due to the strong link between the visual and vestibular systems.

Proprioception

Proprioception sensors in the muscles, joints, and tendons throughout the body send information to the brain to establish where each part of our body is in space. It tells us if our leg is bent or straight or if our fingers are fisted or open. It provides information to the muscles and joints about how heavy or light something is, so our muscles know how much force to use when picking up, carrying, pushing, or pulling objects. Individuals with poor proprioceptive processing might be described as not knowing where their bodies are in space or having poor body awareness.

Because proprioception provides so much sensory input to the body necessary for organizing the nervous system, it is typical of individuals with ASD and dysfunction or impairments in the proprioceptors to seek what appears as excessive proprioceptive input as they lack typical sensory awareness that leads to body protection.

Persons seeking greater proprioceptive input may do the following in a repetitive manner:

Walk or stand on their toes.
Push things over.
Bang objects or flap their hands.
Jump up and down or off of objects.
Hang by their arms.
Run and crash into objects.
Falling.

In contrast to seeking more proprioceptor input, proprioceptive defensiveness is an avoidance of heavy input to the muscles and joints. Individuals with ASD tend to be more often seekers of, rather than avoiders of, proprioceptive input.

Information in this lesson is used with permission from:

Ayers, A. L. (1979). Sensory integration and the child. Los Angeles, CA: Western Psychological Services.

Wilbarger, P., & Wilbarger, J. L. (1991). Sensory defensiveness in children Aged 2-12: An intervention guide for parents and other caretakers. Santa Barbara, CA: Avanti Educational Programs.