The Hidden Senses: How Sensory Processing Affects Communication

As a speech-language pathologist, I often hear parents say:

“My child is always moving.”
“They crash into everything.”
“They seem to not feel pain.”
“They get overwhelmed so quickly.”

At first, these behaviors can feel confusing. Sometimes they are labeled as behavioral or even defiant, but many times they are sensory based.

Once you understand what your child’s body is experiencing, those behaviors start to make more sense. You also begin to see how closely sensory processing is connected to communication, attention, and learning.

More Than Just the Five Senses

Most of us learned about five senses: sight, sound, touch, taste, and smell. Your child’s body is relying on three additional sensory systems that play a major role in how they move, feel, and regulate:

• Proprioception (body awareness)
• Vestibular (movement and balance)
• Interoception (internal body signals)

These are sometimes referred to as the “hidden senses,” and they are the ones that tend to explain the behaviors parents are most concerned about.

Why This Matters for Communication

Before a child can listen, talk, or engage, their body has to feel regulated.

If a child:

• Needs more movement
• Feels overwhelmed by input
• Is unsure where their body is in space

Their brain is focused on meeting those needs, not on communication.

In my sessions, I often see that when we support these underlying sensory systems:

• Attention improves
• Engagement increases
• Language becomes more available

Sensory support is not separate from communication. It is part of the foundation.

The Hidden Senses (Where the Real Understanding Happens)

Let us take a closer look at the three systems that most often impact behavior, attention, and communication.

Proprioception: Body Awareness and “Heavy Work”

This system tells your child:

• Where their body is
• How much force to use
• How their muscles are working

When a child needs more proprioceptive input, you might notice:

• Jumping, crashing, or rough play
• Seeking tight hugs or squeezing into spaces
• Using too much or too little force

From a communication standpoint, this matters because a child who feels disorganized in their body will have a harder time sitting, attending, and engaging.

When their body feels grounded, everything else becomes easier.

What you can do at home

You do not need special tools. You can build this into your day:

• Carrying laundry
• Pushing a basket
• Helping with groceries
• Climbing or crawling

Even short bursts of this type of input can help regulate the body.

What to say

“I need a strong helper. Can you carry this?”
“Push, push, push. Use your strong muscles.”
“Your body is working hard. That helps it feel calm.”

Vestibular: Movement and Balance

This system helps your child understand movement and where their body is in space. When a child is seeking vestibular input, you might notice:

• Spinning, jumping, or swinging
• Difficulty sitting still
• Constant movement

Some children seek this input, while others may avoid it and feel uncomfortable with movement. From a communication perspective, movement can either help or hinder attention.

Many children actually need movement in order to focus and process language.

What you can do at home

Instead of trying to eliminate movement, use it intentionally:

• Build in short movement breaks
• Let your child jump or spin before seated tasks
• Use playful movement (animal walks, obstacle courses)

Then bring the body back to calm before transitioning.

What to say

“Jump 10 times. Ready, go.”
“Spin and stop. Now freeze.”
“Take a deep breath. Your body is ready.”

Interoception: Understanding Internal Body Signals

This is the system that helps your child understand what is happening inside their body.

It includes:

• Hunger
• Thirst
• Tiredness
• Emotional states

Some children have difficulty recognizing these signals.

You might notice:

• Meltdowns that seem to come “out of nowhere”
• Difficulty identifying feelings
• Trouble recognizing when they are hungry or tired

From a communication standpoint, this impacts a child’s ability to:

• Express needs
• Label feelings
• Advocate for themselves

What you can do at home

You can help your child build awareness by naming what you see and feel:

• Talk about body signals
• Connect feelings to physical sensations
• Model simple language

What to say

“Your body looks tired.”
“I think you might be hungry.”
“Your body looks upset. Let us take a break.”

Over time, your child begins to connect their internal experiences with language.

What About the Other Senses?

The five familiar senses still matter.

Some children may be more sensitive to:

• Sounds (covering ears)
• Textures (clothing or food)
• Lights (bright environments)

These can absolutely impact regulation and participation.

When parents describe challenges like constant movement, crashing, or difficulty sitting, the hidden senses are often playing a larger role.

Putting It All Together

When you step back and look at your child through this lens, patterns begin to emerge.

Instead of seeing:

• “My child will not sit still”

You begin to see:

• “My child needs movement to regulate their body”

Instead of:

• “My child is overreacting”

You begin to see:

• “My child is overwhelmed by sensory input”

This shift changes how you respond.

What This Means for You as a Parent

You do not need to memorize all eight senses.

You just need to start noticing:

• What does my child seek?
• What do they avoid?
• When are they calm?
• When do they struggle?

From there, you can make small, supportive changes throughout your day.

Final Thoughts

Your child’s behavior is not random. It is communication from their body. When you understand the sensory systems behind those behaviors, you are better able to support your child in a way that feels calm, connected, and effective. When a child feels regulated and understood, communication has the space to grow.

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