Possible Causes

• Poor ability to prioritize: If a child is engaged in something they want to do, their brain might judge their activity as more important or urgent than the parent’s instructions (for example, if they haven’t finished playing with a toy, they might think it’s okay to delay taking a bath for another five minutes). This can lead to delaying or ignoring instructions.
• Relying on others: If a child is asked to put away toys and realizes that if they delay long enough, someone else will do it for them, they may choose not to put away the toys themselves, even if they are scolded or reprimanded.
• Physiological reasons: fluctuations in brain alertness, poor physical strength/low muscle tone/low endurance, poor auditory information reception/slow processing speed.

What can parents do?

• Take putting away toys as an example. Accompany the child to complete the task, letting them know that putting away toys is their responsibility, which requires the parent’s presence and participation. This gradually helps the child realize they can do it well. Teach them how to put toys away, allowing them to experience that it’s not difficult and doesn’t take long. Once done, there’s more time for fun activities they want to do.
• For younger children, you can use story scenarios to guide them, such as saying it’s time for the dolls to sleep and they need to be transported back to the toy box. For children who like competitions, you can have a race to see who can clean up faster. If they like cartoon characters, you can play a cartoon song while cleaning up. Depending on the child’s personality, parents can try different approaches to show that putting away toys isn’t such a boring task.
• If the child is capable of following instructions but is not listening or responding, stand next to them when giving instructions. The closer the parent is when giving an instruction, the greater the sense of urgency and demand conveyed. Additionally, crouching down to be at the child’s eye level can make communication more effective.
• Even if a child doesn’t follow instructions perfectly, it’s important to give them specific encouragement to motivate them to do better next time.
• Improving fluctuations in alertness: Fluctuations in alertness can lead to a child’s inattention or excessive fatigue. Regulating sensory stimulation can help stabilize alertness.

  When alertness is high (overactive or anxious, leading to poor information reception):

Deep pressure stimulation: For example, wrapping the child in a blanket (blanket pressure play) or giving a deep hug.

Slow-paced activities: such as rocking chairs or slow swings, help soothe the nervous system.

Gravity-related activities: let the child lie on a large yoga ball and gently roll back and forth.

When alertness is low (fatigued or lethargic):

Dynamic activities: such as trampoline jumping, jumping in place, or somersaults, help awaken the auditory processing system.

Temperature stimulation: wiping the face with cool water or giving the child a cold drink (like a popsicle) to quickly awaken attention.

Taste stimulation: sour and sweet foods help increase alertness.

Auditory stimulation: play rhythmic music (such as drum beats or songs with a clear rhythm).

• Seek professional assistance: If the child’s issues persist and affect learning and daily life, it is recommended to consult a professional occupational therapist for a sensory integration assessment and to develop an individualized treatment plan.

Possible Causes

• Sensory Defensiveness

Certain stimuli cause discomfort: A child may be very sensitive to certain sensory stimuli (such as touch, sound, light, etc.), known as “sensory defensiveness,” which can make the child feel uneasy or anxious, leading to aggressive behaviors (like hitting or biting) to express discomfort. For example, feeling uncomfortable when touched or being extremely sensitive to noise in the environment.

• Sensory Seeking Behavior

Unmet needs: Opposite to sensory defensiveness, some children have a higher need for certain sensations and may seek deep pressure or tactile stimulation through behaviors like biting or hitting to satisfy their sensory needs. For example, enjoying strong hugs, biting objects, or banging on things. Inability to self-regulate: When sensory needs are not met, the child may become irritable or stubborn and use extreme behaviors to attract attention.

• Emotional Regulation and Sensory Processing Difficulties

Inability to effectively process sensory information: A child may be unable to effectively process sensory information from the environment or themselves due to insufficient sensory integration ability, leading to emotional outbursts. For example, when a request is denied or faced with changes, the child’s brain may not adjust quickly, resulting in tantrums or aggressive behavior to express frustration. Overreaction: The child may overreact to minor changes or dissatisfaction, which is related to sensitivity in sensory processing.

• Lack of Social and Communication Skills

Inability to accurately express needs: A child may be unable to verbally express their needs or frustrations due to insufficient language or communication skills, thus using behaviors (like biting or hitting) to express themselves. Misunderstanding of rules or limitations: Children with sensory integration difficulties may have a weaker understanding of social rules, and when refused or asked to change, they may not accept it, stubbornly insisting on their own will.

• Stubbornness and Sensory Integration Connection

Children with sensory integration disorders often feel uneasy about changes in the environment or unfamiliar situations, so they may be more inclined to stick to familiar things or patterns. This stubbornness is a form of self-protection, and when their needs are not met, they may express it through emotional outbursts or aggressive behavior.

What can parents do?

• Seek Professional Assessment

Consult an occupational therapist for a sensory integration assessment to understand whether the child has sensory integration issues and their specific sensory needs.

• Create a Stable Sensory Environment

Reduce sources of stimulation in the environment that may cause problems (such as noise, bright lights) and provide a comfortable and predictable environment for the child.

• Provide Sensory Stimulation Activities

Arrange sensory integration activities (like weighted blankets, rocking chairs, trampolines) based on the child’s sensory needs to help them satisfy their sensory needs and stabilize their emotions.

• Teach Emotional Management

Help the child learn how to express emotions and needs, such as using simple language or gestures to express “dislike” or “need help.”

• Establish Clear Rules

Make sure the child clearly understands which behaviors are acceptable and which are not, and use positive reinforcement to encourage good behavior.

• Patient Accompaniment and Guidance

When the child has an emotional outburst, patiently accompany and help them calm down instead of immediately punishing or criticizing.

Possible Causes

• Sensory Regulation Difficulties

Children may be overly sensitive or unresponsive to sensory stimuli in the environment (such as sound, touch, vision), leading to difficulties adapting to changes and resulting in stubborn behavior. Sensory-sensitive children might insist on their way to avoid discomfort from stimuli like noise or touch. Sensory-unresponsive children may need more time to adapt to new things, thus resisting change or sticking to familiar patterns.

• Vestibular or Proprioceptive Deficiencies

If a child’s vestibular system (balance and spatial awareness) or proprioception (sense of body position) is underdeveloped, they may feel uneasy in new environments or activities, leading to control issues or resistance to change. Such children might use “stubbornness” to maintain an internal sense of security and balance.

• Difficulties in Motor Planning or Execution

Children may have trouble with motor planning and execution, causing frustration with new activities or challenges, leading to refusal to try. They might stubbornly demand certain fixed ways to minimize the risk of failure.

• Insufficient Emotional and Self-Regulation Abilities

Sensory integration issues may affect a child’s ability to regulate emotions, and when they feel stressed or overstimulated, they might express their needs or control the situation through stubbornness.

• Social and Communication Difficulties

If children have trouble understanding others’ emotions or needs, they may act in a self-centered way because they cannot effectively interact or coordinate with others. This needs to be distinguished from children with autism spectrum disorders.

• Poor Problem-Solving Skills

Not knowing other viable solutions or how to request help.

• Only Child, Lacking Experience in Sharing and Taking Turns

What can parents do?

• Provide a Stable Sensory Environment

Reduce Overstimulation: If the child is overly sensitive to the environment, parents can reduce unnecessary noise, light, or other stimuli to create a stable, safe environment.

Provide Appropriate Sensory Stimulation: If the child is sensory-unresponsive, provide more sensory stimulation (such as touch, rocking, jumping) to help them improve their adaptability to the environment.

• Enhance Sensory Integration Abilities

Tactile Pressure Stimulation: Use hugs, massages, or weighted blankets to help stabilize emotions and reduce resistance to change.

Vestibular and Proprioceptive Activities: Encourage activities like swinging, climbing, and trampolining to enhance vestibular system stability. Engage in carrying games (like pushing boxes, moving heavy objects) to boost emotional stability and confidence.

Regular Sensory Integration Games: Schedule structured sensory integration activities daily to help the child gradually adapt to different sensory stimuli.

• Help the Child Build a Sense of Security

Give Choices: Allow the child to choose activities or items within controllable limits to give them a sense of control, reducing stubborn behavior.

Advance Notice of Changes: ：If daily routines need to change or new activities are planned, inform the child in advance to prepare them mentally, using pictures or schedules to explain upcoming steps.

Gradual Progression: Break new things or challenges into small steps to help the child adapt gradually.

• Guide the Child in Learning Emotional Regulation

Teach Emotional Expression: Help the child use language or simple gestures to express their needs instead of communicating through stubbornness or resistance.

Emotional Soothing Techniques: Teach the child deep breathing, hugging, or using calming items (like stress balls) to stabilize emotions.

Demonstrate and Guide: Set an example by demonstrating how to flexibly cope with changes and encourage the child to try new ways.

• Cultivate Social and Cooperative Skills

Role-Playing Games: Use simulated scenarios (like playing store or hospital) to help the child learn to understand others’ needs and interact.

Group Games: Participate in cooperative activities (like puzzles, building blocks) to help the child learn sharing and coordination.

Praise and Encourage: Give immediate positive feedback when the child shows flexibility or willingness to try new things to boost their confidence.

• Seek Professional Assistance

If the child’s issues persist and affect learning and life, it is recommended to consult a professional occupational therapist for a sensory integration assessment and to develop an individualized treatment plan.

Possible Causes

• Unstable Vestibular System

The vestibular system is responsible for balance and posture control. If a child’s vestibular system is underdeveloped, they may have difficulty maintaining a sitting posture for long periods, leading to behaviors like constant fidgeting or leaving their seat. They may need movement to readjust their sense of balance, resulting in an inability to sit still.

• Insufficient Proprioceptive Input

Proprioception is responsible for sensing the body’s position in space. If a child’s proprioception is insufficient, they may not feel whether they are sitting “correctly,” leading to constant movement to seek more sensory input.

• Sensory Regulation Issues

Overly Sensitive: Being overly sensitive to environmental stimuli (such as sound, light, classmates’ movements) can cause attention to be scattered, making it difficult to focus in class.
Under-Responsive: Reacting slowly to stimuli may require more sensory input (like movement or touch) to awaken themselves, leading to frequent movement or distraction.

• Difficulty Regulating Attention and Arousal Levels

Children may struggle to maintain appropriate arousal levels in class (too low or too high), making it difficult to focus on class content. When arousal is too low, they may appear tired or dazed; when too high, they may seem restless or anxious.

• Difficulties with Motor Planning and Execution

If a child has difficulties with motor planning or execution, they may need more time or movement to adjust their body posture, making them appear unable to sit still or easily distracted.

• Emotions and Stress

Children may be unable to concentrate due to a lack of security or feeling stressed by classroom activities, resulting in movement or distraction as coping mechanisms.

What Can Parents Do?

• Provide Sensory Integration Activities to Enhance Sensory Processing Abilities


Vestibular System Activities:

Engage in activities like swinging, trampolining, and balance beam games to help stabilize the vestibular system and enhance balance and posture control.

Spend a few minutes daily on spinning games (like somersaults), but be mindful to avoid overstimulation.

Proprioceptive Activities:

Engage in weight-bearing activities: carrying heavy objects (like backpacks), pushing and pulling carts to enhance body awareness.

Dynamic activities like crawling and long jumping help children better perceive their body position.

Tactile and Sensory Regulation Activities:

Tactile pressure stimulation: hugging, massaging, using weighted blankets.

Provide games with rich textures (like playing with clay or sand) to stimulate the sensory system and help stabilize emotions.

• Help Children Adjust Arousal Levels

Low Arousal (Tired, Dazed):

Provide dynamic activities (like jumping, running) or cold stimuli (like washing face with cold water) to awaken the sensory system.

Provide rhythmic music to help increase attention.

High Arousal (Restless, Anxious):

Provide tactile pressure stimulation (like hugs or weighted blankets) to reduce overexcitement.

Use slow-paced music or gentle rocking activities to help relax.

• Provide Sensory Support in the Classroom

Seat Adjustment:

If possible, let the child sit in the second or third row directly in front of the teacher to reduce distractions.

Provide a stable cushion (like a sensory balance pad) or footrest to help maintain proper sitting posture.

Small Tools:

Provide small sensory tools (like stress balls, rubber bands) for the child to use when needed to help release excess energy.

Brief Dynamic Breaks:

Suggest that teachers allow the child to stand or walk briefly to help refocus attention.

• Seek Professional Assistance

If the child’s issues persist and affect learning and life, it is recommended to consult a professional occupational therapist for a sensory integration assessment and to develop an individualized treatment plan.

Possible Causes

• Auditory Reception/Processing Issues: First, rule out any organic problems such as hearing loss, earwax buildup, or ear infections.

Auditory Sensitivity: Children may be overly sensitive to sounds, causing discomfort or stress with language input, reducing their willingness to speak.

Difficulty with Auditory Discrimination: Children may struggle to distinguish or understand subtle differences in language (such as tone or intensity), leading to slower language learning.

• Insufficient Proprioception and Oral Motor Coordination

Speaking requires fine oral motor coordination (such as tongue, lips, and jaw movements). If proprioception is underdeveloped, children may find it difficult to control these movements, leading to speech difficulties.

• Sensory Regulation Issues

Low Arousal: Children may be in a low arousal state (such as fatigue or lethargy), leading to slow responses to external stimuli and insufficient motivation for language expression.

High Arousal: Children may be unable to relax due to excessive tension or anxiety, affecting natural language expression.

• Social and Emotional Barriers

Children may reduce language expression due to discomfort or lack of security in social interactions. If they have experienced frustration in social settings (such as being ignored or criticized), they may be less willing to speak.

• Sensory Seeking or Avoidance Behaviors

Some children may avoid speaking to escape excessive sensory stimuli (such as complex social interactions). They may also focus more on other sensory needs (such as tactile or visual stimuli), reducing motivation for language expression.

• Delayed Language Development

Sensory integration issues may affect the brain’s ability to process language, leading to language development lagging behind peers.

What Can Parents Do?

• Provide a Rich Sensory Stimulating Environment

Tactile Stimulation: Allow children to touch different textured items (such as soft fabrics, rough sandpaper, smooth stones) to help them build perception of the external environment and reduce tactile defensive reactions.

Vestibular Stimulation: Engage in activities like swinging, spinning, jumping, such as swinging, playing on trampolines, rolling on yoga balls to help stabilize body balance.

Proprioceptive Stimulation: Activities like pushing and pulling, hugging, and using weighted blankets help children feel their body boundaries and position.

• Promote Oral Sensory Development

Chewing Activities: Provide foods with different hardness (like carrot sticks, cookies) to stimulate oral muscle development and assist speech organs’ functioning.

Blowing Activities: Encourage children to blow bubbles, blow paper, or play instruments (like harmonica or whistle) to promote oral muscle control and airflow regulation.

Massage the Mouth: Gently massage the child’s lips, cheeks, and chin with fingers or a soft brush to help them become more sensitive to the oral area.

• Combine Games to Promote Interaction

Imitation Games: Through simple imitation games like singing, clapping, and making faces, allow children to learn language and interaction in a relaxed setting.

Rhythm Games: Activities like clapping, drumming, and singing nursery rhymes can enhance children’s auditory processing ability and help them learn the rhythm and cadence of language.

• Create a Safe Language Environment

Simple and Clear Language: Use simple and clear sentences when interacting with children, and speak slowly to make it easier for them to understand.

Multisensory Teaching: Combine visual, auditory, and movement, such as speaking while pointing at objects or using body movements to reinforce the meaning of language.

Do Not Force Speaking: Respect the child’s pace of expression, do not overly demand that they speak, but naturally guide through games and interaction.

• Seek Professional Assistance

If the child’s problems persist and affect learning and life, it is recommended to consult a professional occupational therapist for a sensory integration assessment and develop an individualized treatment plan.

Possible Causes

• Tactile Defensiveness

Children may feel uncomfortable or anxious with others’ touch or proximity, such as avoiding hand-holding or hugs. They might fear being in crowds and avoid games that require physical contact.

• Underdeveloped Vestibular or Proprioceptive Sense

If a child’s sense of balance (vestibular) or body position (proprioceptive) is underdeveloped, they may feel uneasy with dynamic games (like running or chasing) and avoid participation. They might struggle to accurately perceive their distance from others, leading to awkward or uncoordinated social interactions.

• Lack of Social Communication Skills

Sensory integration issues can affect a child’s language development, expression, or comprehension, making it difficult to communicate or cooperate with peers. They may not know how to start or join a game, or even how to take turns or follow rules.

• Difficulty with Self-Regulation

Children might feel overstimulated by sounds, lights, or crowds, leading them to withdraw or avoid interaction. They may struggle to control their emotions or behavior, resulting in conflicts during social interactions.

• Lack of Social Experience

If children have fewer opportunities to interact with peers, they may lack necessary social skills, leading to difficulties in play.

• Autism

Autism’s three main symptoms include severe lack of social skills, poor communication, and repetitive behaviors. Two of these symptoms directly impact social interactions.

What Can Parents Do?

• Provide Sensory Integration Activities to Help Children Build Body Sensory Stability

Tactile Stimulation: Let children play with clay, sand, water, and other sensory integration games to gradually reduce sensitivity to touch.

Vestibular Activities: Engage in activities like swinging, sliding, and trampolining to enhance balance and spatial awareness.

Proprioceptive Activities: Play games that require strength output like pushing, pulling, and climbing to enhance body boundary awareness.

• Create a Safe Social Environment

Start with Small Groups: Allow children to play with 1-2 familiar kids to reduce pressure and gradually adapt to social situations.

Structured Games: Choose games with clear rules (like puzzles, blocks, board games) so children know how to participate and reduce confusion.

Observation and Imitation: Let children observe others playing and then encourage them to imitate and join in.

• Provide Suitable Playmates and Activities

Choose Playmates of Similar Age: Let children interact with peers or slightly older kids to avoid frustration from large ability gaps.

Organize Activities of Common Interest: Activities like drawing, building blocks, or playing with cars can help children find common topics.

• Encourage Parent-Child Interactive Games

Role-Playing Games: Play scenarios like “grocery shopping” or “doctor and patient” to simulate social situations and help children get used to interacting with others.

Cooperative Games: Complete puzzles or build block towers together to help children learn cooperation and communication.

• Seek Professional Help

If the child’s issues persist and affect learning and life, it is recommended to seek a professional occupational therapist for sensory integration assessment and to develop an individualized treatment plan.

Possible Causes

• Lack of Confidence: Children may choose to give up due to fear of failure or uncertainty about their abilities.
• Culture of Instant Gratification: Children accustomed to immediate feedback, such as using phones, playing mobile games, and using social media, may lack patience.
• High Expectations: Some children may feel that those around them have overly high expectations, causing anxiety when facing failure and leading them to avoid challenges.
• Learning Style: Some children may rely more on visual or auditory learning styles, finding tasks that require long attention spans difficult and boring.
• Emotional Factors: Anxiety or other emotional issues can affect a child’s performance and ability to face challenges, making them more prone to frustration and impatience.
• Lack of Appropriate Skills: If children lack foundational knowledge in certain skills or activities, they may choose to give up because they feel incapable.
• Lack of a Growth Mindset Environment: In an environment lacking support and encouragement, children may not be motivated to overcome challenges.
• No Experience of Success: Past experiences of frustration may cause children to hesitate.
• Insufficient Problem-Solving Skills: Children may choose not to try if they don’t know what to do after failing.

What Can Parents Do?

• Start with tasks below their ability level to establish a success experience.
• Set Small Goals: Break down large tasks into small steps, allowing children to feel successful at each step and boosting their confidence.
• Provide Assistance: Offer help and encouragement when children face challenges, letting them know parents are there and believe they can overcome difficulties.
• Cultivate Patience: Engage in proprioceptive activities to encourage serotonin secretion, which increases cognitive flexibility, enhances resilience, and stabilizes emotions. Activities like hanging on bars, children’s yoga, and “plowing the field” can be helpful.
• Communicate with the Child: For stubborn children, confronting them head-on can trigger emotional outbursts and increase stubbornness. Parents should empathize, understand their feelings or reasons for stubbornness, and express emotions. Once children feel respected and understood, they will be more open to discussing how to handle similar situations in the future and stabilize emotions.
• Seek Professional Help: If a child’s issues persist and affect learning and life, it is advisable to seek a professional occupational therapist for sensory integration assessment and to develop an individualized treatment plan.

Underlying Reasons

These issues often arise when a child has difficulties with receiving, interpreting, or processing sensory stimuli. Some children are overly sensitive to sensory input, such as being scared by the sound of a hairdryer (auditory defensiveness) or feeling anxious when a toothbrush is put in their mouth (oral defensiveness). Even a small amount of stimulation can trigger strong emotions, reducing their opportunities to explore the environment or leading to avoidance behaviors.

What Can Parents Do?

The first step to improving sensory defensiveness is to reduce stress. For children who are afraid to brush their teeth, using tactile treatments like massage and deep pressure from sensory integration, along with proprioceptive exercises, can help alleviate the issue of hypersensitive tactile nerves. Activating the parasympathetic nervous system can greatly improve the situation and enhance the child’s ability to regulate their own sensory experiences. Some caregivers or teachers may think “just practice more to overcome fear,” but this approach can actually reinforce sympathetic nervous pathways, weakening the parasympathetic balance and backfiring.

Seeking Professional Help

If the child’s problem persists and affects learning and life, it is advisable to seek a professional occupational therapist for a sensory integration assessment and to develop an individualized treatment plan.

Possible Causes

Children may love to talk due to curiosity, excitement about certain topics, or even anxiety. The concept of being talkative is largely subjective. What one person considers “excessive” may be seen as “outgoing” by another. Nonetheless, excessive talking is often viewed as socially inappropriate behavior, including:

• Interrupting others
• Not allowing others to speak
• Talking at inappropriate times or places
• Oversharing information
• Speaking impulsively
• Talking more than listening

Clinically, we also find that being talkative may be a manifestation of the following conditions:

• Autism: Individuals with this neurodevelopmental disorder exhibit a wide range of communication skills. Some may not speak at all and have difficulty expressing themselves, while others may talk extensively about topics of high interest without regard for whether others are interested or understand, facing challenges in reciprocal conversation.
• Attention Deficit Hyperactivity Disorder (ADHD): Characterized by incessant talking, speaking excessively, and frequently interrupting or talking over others.

What Can Parents Do?

Role-playing: Pretend to be a friend, teacher, or stranger and engage in conversation with your child. Set rules in advance, such as taking turns and not interrupting, and turn it into a game where they can win points or rewards.

Play Catch: Teach conversation rhythm by playing a catch game, where they speak when catching the ball and listen when the parent catches it. You can also involve others, randomly tossing the ball among a group of three, four, or five players.

Teach Active Listening: Ask your child about their day, then repeat what they just said. Now, tell them about your day and ask them to do the same.

Use Rewarding Language: Instead of scolding your child for talking too much, gently remind them of the rules and ask them to repeat them. More importantly, notice when they exhibit good behavior and praise and reinforce it.

Train to Notice Nonverbal Cues: Teach your child to observe others’ facial expressions and gestures to develop quality communication skills.

Microphone: Use a “microphone” (which could be a pretend gesture or an object) to let your child practice taking turns speaking, listening to others, waiting for others to finish before speaking, and raising their hand to speak.

Seeking Professional Help

If the child’s problem persists and affects learning and life, it is advisable to seek a professional occupational therapist for a sensory integration assessment and to develop an individualized treatment plan.

Possible Causes

• Insufficient Language Skills: A lack of vocabulary or poor understanding of sentences and grammar affects comprehension.
• Attention Issues: Lack of attention may prevent children from focusing on reading content, impacting understanding.
• Eye Control Problems: Skipping words or lines, squinting, tilting the head, or covering one eye can affect comprehension of the text.
• Lack of Background Knowledge: A lack of prior knowledge on related topics makes it difficult to understand new information.
• Learning Style: Each child has a different learning style; some need more concrete, visual learning methods to understand topics. Others require multisensory input to help comprehend the text.
• Poor Memory: Inability to remember the context affects understanding of visual and auditory input.
• Intellectual Issues: Some children may have intellectual problems that affect comprehension.
• Learning Disabilities: Some children may have learning disabilities that impact their ability to understand and express themselves in listening, speaking, reading, and writing.

What Can Parents Do?

• Don’t wait; seek reading help for your child early.
• Try reading to your child for a few minutes each day.
• Help your child choose books appropriate for their reading level.
• Consider using audiobooks. Find ways to enhance learning absorption.
• Create a reading-friendly home environment by limiting screen time.
• Seek professional help if your child’s issues persist and affect learning and life. It’s advisable to consult a professional occupational therapist for a sensory integration assessment and develop an individualized treatment plan.

Possible Causes

Children with high sensitivity traits typically have four characteristics:

• Keen awareness of small stimuli, such as changes in sounds, colors, eye contact, situations, and atmosphere.
• Easily overstimulated: They pay more attention and think more about new things than others, which may make them appear to dislike change, resist variation, and prefer routines. In daily life, they might be very sensitive to clothing textures, particularly picky about food, afraid of noisy environments, dislike being touched, have emotional reactions, and be very afraid of dirt or getting wet with sand or water.
• Delicate emotional responses and strong empathy.
• Skilled at deep processing, interpreting external information in a more complex manner.

These behaviors are quite similar to sensory integration disorder. It is recommended that parents seek assistance and consultation from an occupational therapist for support.

What Can Parents Do?

• For highly sensitive children:

Gradually give children time to adapt and change.

Help children observe their emotions.

Use an accepting and guiding attitude in parenting.

Encourage children to appreciate their traits and practice relaxation.

Fill out a high sensitivity scale to help assess.

• For children with sensory integration disorder, as the causes are diverse and heterogeneous, it is advisable to seek professional help to identify the root issues and assist the child. Use sensory integration techniques and various advanced courses, packaged as games, to design individualized courses that improve daily functions and enhance family life quality.

Learning disabilities manifest differently in each child. For example, some children struggle with reading and spelling; some love reading but are clueless about math; others cannot understand spoken language or communicate verbally. These diverse issues are all forms of learning disabilities. Clinically, difficulties often arise in listening, speaking, reading, writing, and arithmetic.

Below are warning signs for different age groups:

Preschool

• Pronunciation issues.
• Inability to recognize simple words.
• Difficulty grasping rhymes.
• Challenges in learning phonetics, numbers, colors, shapes, and days of the week, taking longer than peers and often forgetting, feeling like starting from scratch each time.
• Difficulty following instructions or learning daily routines.
• Trouble controlling a pencil, using scissors, or coloring within lines.
• Difficulty buttoning, zipping, or tying shoelaces independently.

Ages 5-9

• Inability to connect sounds with letters, e.g., not learning the sound of “b.”
• Inability to blend two or more sounds to read, e.g., “fàn” for “飯.”
• Frequently confusing words when reading, e.g., seeing “you” as “he.”
• Seeing words as separate parts, often drawing words rather than writing them.
• Slow to learn new things.
• Frequent spelling mistakes and errors.
• Difficulty understanding basic math concepts.
• Trouble reading clocks and remembering number sequences.

Ages 10-13

• Weak reading comprehension or math skills.
• Struggling with open-ended test questions.
• Dislike of reading and writing, avoiding reading aloud.
• Poor handwriting.
• Poor organizational skills, e.g., unable to make a bed, pack a bag, or tidy a desk.
• Unable to keep up with class discussions or express thoughts verbally.

Remember, children without learning disabilities may also experience similar symptoms. Don’t worry excessively unless a child’s performance in a specific subject fluctuates significantly. If parents have concerns, early intervention and treatment can be very effective.

What Can Parents Do?

• Understand types of learning disabilities.
• Develop individualized learning plans.
• Provide a suitable learning environment.
• Seek professional help: Therapists use sensory stimulation to help children understand learning content more comprehensively, with multi-sensory input like clay word formation or kinesthetic learning.
• Break tasks into small steps.
• Boost confidence.
• Use assistive tools like charts, digital apps, or software to help children learn more effectively.
• Communicate regularly with teachers and therapists.
• Train learning strategies and compensation methods: Include component teaching, using highlighters, reading along a ruler, or using fingers to read aloud to avoid skipping words, teaching reading order from top left to bottom right, etc.
• Assess visual perception and rule out intellectual issues.