Winnipeg Occupational Therapist Discoveries in Therapy

Winnipeg Occupational Therapist Discoveries in Therapy information to persons experiencing sensory processing and self regulation differences

05/17/2026
Love this…https://m.facebook.com/story.php?story_fbid=122184037886612494&id=61568374825593
05/07/2026

Love this…

https://m.facebook.com/story.php?story_fbid=122184037886612494&id=61568374825593

Imagine you're planning to make lasagna for supper, or something similarly complicated. You go to the store and buy all the ingredients, take the meat out of the freezer, and then you go to work.

But then work didn't go the way you expected. You were short-staffed, you spent all day on your feet, a coworker was rude to you, and you didn't have time to eat your lunch. When you get home, you're exhausted and starving. You now can't imagine spending an hour making lasagna and then cleaning up afterward. So.. you ACCOMMODATE yourself and order a pizza.

You didn't forget how to make lasagna. You still have all the ingredients for lasagna. You can make lasagna tomorrow. You might even technically WANT to make lasagna. You just don't have the capacity for it right now.

But you aren't lazy for not making lasagna. Nobody tells you that you are being manipulative or that you just need more discipline because you decided to order pizza. Adults extend themselves grace for exactly this kind of capacity shift all the time.

People's abilities don't have one steady baseline. They shift and change constantly, on multiple overlapping timescales, and the pattern is different for everyone.

This is called fluctuating capacity.

For some people, fluctuating capacity means they might handle a complex task one day and then struggle with basic self-care the next, or move between different levels of functioning within the same day, the same hour, even the same conversation.

Within a single day, capacity rises and falls based on accumulated demands, sensory input, food, hydration, transitions, and how much masking or effort someone has already done.

Day to day, sleep quality, what happened the day before, whether they are feeling well, where they are in their cycle, if applicable, and lingering effects from a big event can all change what is available.

Capacity depends on factors like sleep, sensory load, accumulated demands, illness, hormonal cycles, emotional state, environment, and how much the person has already had to mask or push through that day.

In kids, fluctuating capacity often looks like a child who can do something one moment and genuinely cannot do that same thing a short time later. The skill hasn't disappeared, but their access to it has.

A child who had a great Monday can be wiped out on Tuesday from the cost of that good day.

For kids, this could show up in various ways

✱ A kid who can write a full paragraph on Monday stares at a blank page on Wednesday and cannot get a single sentence out.

✱ A child who normally tolerates the tag in their shirt but then suddenly cannot bear it. Sensory thresholds can shift with capacity.

✱ A child who sometimes handles self-care tasks like brushing teeth, getting dressed, putting on shoes, but other times doesn't

✱ Language can also come and go. A kid who chats freely in the morning might give one-word answers by afternoon

These are all situations that involve the same kid, same skill, but different available capacity. Just like in the lasagna analogy.

When capacity fluctuates, you might notice skills requiring executive function, planning, sequencing, starting tasks, switching activities, are often times the first to go. Or, you might see emotional regulation drops, like crying or becoming frustrated more easily/quickly.

When adults don't recognize what's going on, this might feel confusing or frustrating. They might think the child is being lazy, or manipulative, or attention-seeking, or maybe it's a regression, or a behavior problem, or they're simply choosing not to what you want or expect.

But, it's none of those things.

They're still just a child doing the best they can with what they have in the moment, but in this moment, their nervous system has less to give, so skills are going offline.

We can't treat kids' best moments as their baseline. That is actually the ceiling, and the ceiling moves.

For all you teachers, EAs and parents out there…
05/06/2026

For all you teachers, EAs and parents out there…

The physiological sigh is a simple and quick strategy to add to your stress-relief toolkit—here's how to do it.

Interesting research on ARFID..https://www.facebook.com/photo.php?fbid=122182049366612494&set=a.122138971304612494&type=...
04/22/2026

Interesting research on ARFID..

https://www.facebook.com/photo.php?fbid=122182049366612494&set=a.122138971304612494&type=3

ARFID stands for Avoidant/Restrictive Food Intake Disorder. It's an eating disorder where someone avoids or restricts food, but the reason has nothing to do with body image or trying to lose weight. That distinction is what separates ARFID from something like anorexia. The food avoidance is happening for completely different reasons.

ARFID has three main presentations, and someone can have one or more at the same time.

• The first is "picky eating," which means avoiding foods because of how they taste, feel, smell, look, or sound. This is important to flag because the everyday meaning of "picky eating" is misleading here. In ARFID, this is NOT a kid being difficult or a kid who would eat if they got hungry enough. It's a sensory-based response that the child genuinely cannot push through, and trying to wait them out can lead to real malnutrition or weight loss

• The second is "fear of aversive consequences," which means avoiding food because of fear of something bad happening. Common fears include things like choking, vomiting, or stomach pain.

• The third is "lack of interest," which is where someone just doesn't have much appetite or interest in eating. Food isn't appealing or unappealing to them, it more or less just doesn't register as something worth pursuing.

Researchers already knew that two things show up a lot in ARFID. One is sensory sensitivity, which means a body that reacts strongly to sights, sounds, smells, tastes, textures, and touch. The other is food disgust, which is that strong "ew, no" reaction to certain foods.

What no one had looked at yet was whether these two things work together, and whether they look the same across all three presentations of ARFID.

That's what this study set out to answer.

WHO WAS INCLUDED

The researchers ran an online survey and ended up with two separate samples.

The first was 270 parents reporting on their children, ages 2 to 17. About 60% of these kids were boys, and 28.5% had a neurodevelopmental difference. Specifically, 14.4% had suspected or confirmed autism, 10% had ADHD, and 10.4% had a learning or reading difference.

The second was 491 adults, ages 18 to 73. About 77% were women, and 18.3% had a neurodevelopmental difference, mostly ADHD (10.8%) or autism (7.5%).

People were recruited through social media posts, ARFID and autism support groups, parenting groups, pediatricians, speech therapists, psychologists, and kindergartens.

Anyone who failed two simple attention checks built into the survey was removed.

A subset of participants also did a phone interview with trained researchers to confirm whether they actually met the clinical criteria for ARFID. Of the 98 children who did the interview, 75.5% met the diagnosis. Of the 149 adults who did the interview, 64.4% met the diagnosis.

HOW THEY DID IT

Everyone filled out three short questionnaires. Parents filled them out about their kids. Adults filled them out about themselves.

The first measured sensory sensitivity across the five basic senses (sight, hearing, smell, taste, touch) plus texture. People rated themselves on a scale from 0 to 10, where 0 meant under-sensitive, 10 meant over-sensitive, and 5 meant no difference from typical.

The second measured food disgust using 8 questions covering things like decaying food, mold, hygiene problems, and contamination.

The third measured ARFID symptoms across the three presentations. For kids, parents answered yes-or-no questions about whether their child showed each pattern. For adults, they used a more detailed nine-item scale.

The researchers then used a statistical method called mediation analysis.

In plain English, they were testing whether sensory sensitivity leads to food disgust, which THEN leads to food avoidance, rather than sensory sensitivity directly causing the avoidance on its own.

WHAT THEY FOUND

The results came out almost identical for kids and adults, which strengthens the findings.

For picky eating, food disgust played a huge role. Kids and adults with higher sensory sensitivity had higher food disgust, and that disgust was strongly tied to picky eating symptoms. This was the largest effect in the whole study. The model explained about 30% of the variance in kids and 33% in adults, which is large.

For fear of aversive consequences, food disgust played a smaller role. It still acted as a bridge between sensory sensitivity and the symptoms, but the effect was much weaker. FEAR seems to be the main emotion driving this presentation, not disgust.

For lack of interest, food disgust did NOT play a role. Sensory sensitivity was still connected to lack of interest, but disgust wasn't the bridge. The researchers interpret this as meaning that for people with this presentation, food isn't experienced as gross or aversive. It's just not interesting.

WHAT THE AUTHORS CONCLUDED

The big takeaway is that the three presentations of ARFID are NOT all the same thing under the surface.

They may have different causes, which means they may need different approaches.

Food disgust seems to be central to picky eating in ARFID. It plays some role in fear of aversive consequences. And it doesn't really apply to lack of interest at all.

The researchers suggested that for picky eating specifically, addressing food disgust directly in treatment might be useful. They also pointed out that disgust is harder to "unlearn" than fear, which might be one reason ARFID can be so persistent. (Which we think makes sense given that you can't desensitize people to their sensory aversions)

What this study can't tell us - the researchers were honest about the limits.

• Because everything was measured at one point in time, they can't say for sure what causes what. Sensory sensitivity might lead to disgust, which leads to avoidance. But it's also possible that the avoidance comes first and shapes the disgust over time.

• Both samples were highly educated (the parents and the adult participants) which doesn't reflect the full range of people who experience ARFID.

• The sensory sensitivity questionnaire had only moderate reliability. Someone might be very sensitive to sound but not to taste, and a single overall score can miss that.

• The food disgust scale also had trouble with younger kids. Some parents had a hard time answering for very young children, which suggests we need better tools for that age group.

WHY THIS ALL MATTERS

First, the framing that "picky eating is just a phase" or "they'll eat when they're hungry enough" is wrong when it comes to ARFID.

The picky eating in this disorder is a sensory and disgust-based response that the body produces automatically.

It's NOT stubbornness, it's not bad parenting, and it's not something a child can override by getting hungry enough. Kids with ARFID can lose dangerous amounts of weight or end up needing feeding tubes because their bodies genuinely cannot push through it.

Disgust isn't a behavior or a choice. It's an automatic, full-body response. The "ew, no" reaction kids and adults with ARFID have to certain foods is happening at a level below conscious decision-making.

Telling someone to just push through it, or shaming them for not trying harder, doesn't reach the place where the response is actually happening. It just adds shame on top of an experience they didn't choose.

The traditional approach to this kind of food avoidance is desensitization, slowly exposing someone to the food until the response goes away. But you cannot desensitize someone out of their sensory aversions. Sensory differences are part of how a nervous system is wired. They aren't a problem to be solved or a wrong response to correct. Pushing kids through food exposures they aren't ready for can actually deepen the avoidance and the disgust response, not reduce it.

What may help more is honoring what the body is telling someone, expanding what's available within their safe foods, and supporting the nervous system overall.

The goal isn't to make a child eat foods their body rejects. It's to make sure they have enough safe and accessible options to be nourished, and to support them with respect for what their sensory system is actually doing.

The lack of interest presentation may also connect to interoception. Interoception is the sense that picks up internal body signals like hunger, thirst, and fullness. Many neurodivergent folks have differences in interoception, where these signals can be muted, delayed, different, or hard to read. If your body isn't clearly telling you that you're hungry, food isn't going to register as something to pursue.

This isn't a person choosing to ignore food. It's a nervous system that isn't sending the cue clearly in the first place. If your body doesn't send hunger cues reliably, external structure could fill that gap.

It's also worth saying: lumping all food avoidance together misses important differences. A kid who avoids food because of texture and taste needs different support than a kid who avoids food because they're scared of choking, who needs different support again from a kid who just doesn't feel hunger.

One-size-fits-all approaches don't work here.

**Note: This graphic is a screenshot of recently published research. It shows the title of the study, the authors' names, and the DOI link. The caption summarizes the research and the researchers' findings and conclusions. This is shared strictly as information to our audience and is not intended as an endorsement or a claim that the research findings are definitive.**

[ Alt Text: Screenshot of a research article listing from the journal Appetite, Volume 217, dated 1 February 2026, article number 108329. The title reads "Sensory sensitivity and food disgust in ARFID presentations across ages." Authors listed are Lena Kramer, Alexander Nettlau, Anne-Kathrin Merz, Annick Martin, Anja Hilbert, and Ricarda Schmidt. The Think Sensory logo appears at the bottom on a dark teal background. ]

Very interesting…https://www.facebook.com/photo.php?fbid=122180034386612494&set=a.122138971304612494&type=3
04/08/2026

Very interesting…

https://www.facebook.com/photo.php?fbid=122180034386612494&set=a.122138971304612494&type=3

Your body is constantly sending you signals - your heart beating faster, your stomach churning, your muscles tensing.

"Interoception" is the fancy word for how well you notice and interpret those internal body signals.

This recent study asked: in autistic teenagers, what's actually driving their anxiety? Is it how accurately they can detect those body signals, or is it what they believe about those signals?

They studied 37 autistic adolescents. The teens filled out questionnaires measuring their autism traits, anxiety levels, alexithymia (difficulty identifying your own emotions), and their beliefs about their body signals. They also did heartbeat-counting tasks where they tried to count their own heartbeats without touching their pulse to measure how objectively accurate their interoception was.

Then they ran statistical analyses to see which of these factors actually predicted anxiety.

What they found: The only interoceptive variable that significantly predicted anxiety was something called BPQ-ANSR — basically, the teens' beliefs about how reactive their body is.

It didn't matter whether a kid could actually feel their heart beating accurately. What mattered was whether the kid THOUGHT their body was going haywire all the time - "my heart races, my stomach drops, I get sweaty." Those beliefs about body chaos predicted anxiety.

They also found that autism traits amplified that effect. The more autistic traits a teen had, the stronger the link between those distressing body beliefs and anxiety.

The third finding: Alexithymia (trouble naming emotions) was connected to interoceptive insight and heartbeat accuracy, but alexithymia itself didn't predict anxiety and didn't act as a middleman between interoception and anxiety.

The researchers suggest something really interesting: the mismatch between what your body is actually doing and what you think it's doing might show up first as alexithymia in adolescence and could be a precursor to anxiety developing later.

A lot of interoception work focuses on improving accuracy, things like "can you feel your heartbeat? can you notice when you're hungry?"

This study says that's NOT where the anxiety lives. The anxiety lives in the story the kid tells themselves about their body signals.

A kid who believes "my body is always doing something scary and out of control" is the kid who develops anxiety, regardless of whether they're actually good at detecting those signals.

So therapeutic work should also target those beliefs, not just accuracy.

For example, if your kid says things like "my heart is pounding" or "I feel sick" or "something feels wrong in my body" before anxious moments, the instinct might be to say "you're fine, nothing is wrong." But this research suggests they genuinely experience their body as reactive and overwhelming. The more useful approach is helping them reframe what those signals mean honestly.

For example "Your heart beats faster for tons of reasons.. when you move, when you're warm, when you're thinking hard, when you're mad, or worried or excited...It speeds up and slows down all day. The feeling isn't dangerous, it's just... noticeable. And maybe uncomfortable. I wonder what else you notice right now"

If a kid can start to recognize "oh, my heart is doing the fast thing and I also have a math test today... so maybe this is the nervous feeling," that's interoceptive-emotional linking happening in real time.

You're not just normalizing the body signal, you're helping them label what's behind it without making the signal itself the scary part.

There are several other much larger studies that converge on this same core idea.

The overall picture from the larger body of research is: it's not that autistic people can't feel their body signals (the findings on that are genuinely mixed - can some autistic individuals not feel their body signals or do they experience and communicate their body signals differently than neurotypical benchmarks so have had them dismissed their whole lives?)

What's more consistent in research is that the way they interpret, evaluate, and respond to those signals is what connects to anxiety. And consider where those beliefs may come from... a lifetime of 'you're fine, nothing is wrong' doesn't teach a kid their body is safe. It teaches them not to trust what they feel.

**Note: This graphic is a screenshot of recently published research. It shows the title of the study, the authors' names, and the DOI link. The caption summarizes the research and the researchers' findings and conclusions. This is shared strictly as information to our audience and is not intended as an endorsement or a claim that the research findings are definitive.**

[ Image description: A screenshot of a research article from ScienceDirect. The journal is Research in Autism, Volume 132, April 2026. The article title is 'Understanding anxiety in autistic adolescents: The predictive role of interoceptive beliefs and insight' by Lauren Craik, Lisa Quadt, Matt Garner, and Gaby Pfeifer. The Think Sensory logo appears at the bottom of the image. ]

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