‘Is it sensory or behaviour?’ is the most frequent question I am asked when I am assessing an individual with a presenting behaviour. Behaviour is complex and there are multiple pieces to fit together to understand behaviour. It is not as simple as ‘Is it sensory or behaviour?’. That would be reducing all behaviour down to only two components: sensory or behaviour. What do we mean by ‘behaviour’? The Cambridge dictionary defines behaviour as ‘the way that a person, an animal, a substance, etc. behaves in a particular situation or under particular conditions’. In order to put in place meaningful and effective interventions we need to try to fully understand the behaviour and all the factors involved for that particular individual.

The course in November, Making SENSE of Behaviour, gives you the skills and a framework to make sense of an individual’s behaviour. It is an advanced course and for those who have already attended an introductory course on sensory processing.


Preterm Birth Information

A free learning resource for education professionals on Preterm Birth Information . Five learning resources have been developed to improve knowledge and confidence in supporting prematurely born children in the classroom.



How we tune out distractions

MIT neuroscientists have identified a brain circuit that helps us to block out sensory distractions.


Whally Board

This piece of equipment has been recommended by Rebecca Lee from Pendle View Primary School. Her pupils use this as a rocker giving them linear vestibular and proprioceptive sensory input.



Out of Sync Child grows up

This book is the follow on book to the Out of Sync Child, written for adolescents and provides strategies for coping with the daily challenges of life. Plenty of firsthand experiences from young people living with sensory processing disorder.



The reasons I don’t eat

Read Naomi’s account of why she doesn’t like to eat.



Making SENSE of Behaviour

More about this course

27 and 28 November 2019

How do we make sense of some of the difficult behaviours we see in children and adults that we work with?  Is it just behaviour? is all behaviour “communication”? or is it more complex than this?

For example, how do we make sense of:

  • A child who appears to be consistently defiant and manipulative
  • A young person who head bangs without any apparent trigger
  • A child who never sits still, seems to be constantly distracted and unable to concentrate

Understanding why individuals behave in the way that they do, and how it may be linked to sensory processing difficulties, is fundamental to developing appropriate and effective strategies and interventions that will lead to effective change.

The aim of this two day advanced course is to provide teachers and health professionals with a structured framework to develop an understanding of an individual’s behaviour, drawing on ideas from a variety of approaches to develop an individualised formulation. This will inform a clear intervention involving developing and implementing appropriate and effective strategies and programmes to assist the individual in school, home and other settings. Understanding and integrating sensory integration theory into the formulation and intervention will form a key part of the course. There will be a practical session in the large sensory room at SPACE on Day 2.

This course provides an extension to the knowledge gained on the course ‘Introduction to Sensory Integration and Sensory Processing Disorder’.