Sensory profiles and a teacher-mediated classroom intervention for preschool skin-picking behaviours.
Quick teacher-led sensory breaks at transitions slash preschool skin-picking without extra gear.
01Research in Context
What this study did
Abou-Eid (2026) worked with 15 preschoolers in Saudi Arabia who kept picking their skin.
The teacher ran a four-week sensory program right in the classroom.
Kids got short sensory breaks during seat work and every class change.
What they found
Skin-picking dropped a lot, especially at circle time and when kids moved from one area to another.
The biggest cuts came during quiet work and transitions.
How this fits with other research
Pilowsky et al. (1998) also beat a body-focused habit, but they added an electronic buzzer to adult habit-reversal.
Both studies show sensory tools can curb picking or pulling; Ahmed proves teachers can do it without gadgets.
Schmidt et al. (1969) used a group timer to cut class noise.
Like Ahmed, they let the teacher run the fix and saw fast change, showing teacher-led plans travel well across problems.
Why it matters
You can copy this Monday.
Pick a transition kids hate, slide in a 30-second wall-push or squeeze-ball turn, and watch skin-picking fall.
No extra staff, no tech cost.
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02At a glance
03Original abstract
BACKGROUND: Preschool skin-picking is an understudied behaviour that can disrupt self-regulation and participation. Its proposed links to atypical sensory processing highlight the need for classroom-based, sensory-informed support. OBJECTIVE: To compare sensory profiles of preschoolers with skin-picking versus typically developing (TD) peers, pilot a brief teacher-mediated, classroom-embedded sensory programme (feasibility, fidelity, preliminary effectiveness), and explore teacher/parent acceptability in Saudi preschools. METHODS: In a sequential explanatory mixed-methods study, 52 Saudi preschool children (3-6 years) were recruited from six classrooms in Saudi Arabia (45 with skin-picking; 7 typically developing). Measures included the Sensory Profile 2, Preschool Skin-Picking Severity Scale (PSP-SS), and structured observations. A subgroup of 15 children received a 4-week teacher-mediated sensory programme. RESULTS: Children with skin-picking exhibited higher levels of Sensory Seeking and Sensory Sensitivity than TD peers. Within the intervention subgroup, the programme resulted in a large reduction in PSP-SS scores (η²p = .64), with marked decreases during transitions (78 %) and sedentary activities (65 %). Severity correlated with Sensory Seeking (r = .52, 95 % CI [.26-.71]) and Sensory Sensitivity (r = .41, 95 % CI [.12-.64]). Qualitative findings indicated limited prior awareness of the behaviour and strong acceptance of the structured sensory routines. CONCLUSIONS AND RECOMMENDATIONS: Atypical sensory processing-particularly elevated sensory seeking-appears central to preschool skin-picking. A brief, teacher-mediated, classroom-embedded sensory programme showed preliminary feasibility, acceptability, and effectiveness; these findings support integrating sensory-informed screening and routine-based classroom supports during high-risk contexts (e.g., transitions and seated tasks), with referral pathways for non-responders.
Research in developmental disabilities, 2026 · doi:10.1016/j.ridd.2025.105204