How to Communicate Vertebral Subluxation

How can chiropractors explain vertebral subluxation and sensory processing to parents without overwhelming them with technical terminology or overstating what the evidence shows? In this Look to the Children presentation, Monika Buerger, DC, explores how children respond to sensory information at home, in the classroom, and on the playground—and how clinicians can use clear communication to help families understand their observations.

The discussion connects sensory processing with interoception, proprioception, vestibular function, posture, and behavior. It also offers a practical starting point for conversations with parents and other professionals about a child’s individual needs.

Watch the Presentation: Communicate the Vertebral Subluxation

Monika Buerger, DC, discusses pediatric sensory processing and communicating chiropractic concepts to families.

Prefer to read along? Download or view the original presentation transcript. The transcript reflects the speaker’s words and may contain transcription errors.

Video Overview: Understanding Sensory Processing in Children

Buerger describes sensory processing as the way the nervous system receives information from the environment and the body, organizes that information, and uses it to guide a response. She emphasizes that children’s behavior can provide useful clues about how they experience and respond to particular situations.

Her presentation explores five main external senses—sight, hearing, smell, taste, and touch—alongside internal sensory information. She highlights two systems of particular interest to her chiropractic audience: the vestibular system, which contributes to balance and awareness of head movement, and proprioception, which provides information about body position and movement.

Using a dot-to-dot puzzle as an analogy, Buerger explains how different sources of sensory information must work together to create a meaningful picture of an experience. She then discusses how difficulties with particular activities may appear as restlessness, withdrawal, avoidance, clumsiness, or distress.

The presentation also introduces her clinical perspective on vertebral subluxation, joint movement, posture, and sensory input. These proposed clinical relationships should be distinguished from established research findings: the presentation is educational and does not, by itself, establish that vertebral subluxation causes sensory processing difficulties or that chiropractic adjustments treat developmental or behavioral disorders.

What Is Sensory Processing?

Sensory processing refers broadly to how the nervous system receives, organizes, interprets, and responds to sensory information. Children encounter this information throughout the day, from the sound of a busy classroom to the movement required to climb playground equipment.

Most activities involve more than one sensory system. A child learning to catch a ball, for example, must interpret visual information, coordinate movement, and use feedback about body position. The demands of a noisy classroom differ from those of a quiet room, and the same child may respond differently in each setting.

These examples help explain why a child’s performance in one environment may not fully represent their abilities or needs in another. They also remind clinicians to consider the task, environment, developmental stage, and individual history rather than interpreting one behavior in isolation.

External senses and internal awareness

The familiar external senses help children detect information such as light, sound, odors, flavors, and touch. Interoception refers to sensing and interpreting internal bodily signals, which can include hunger, fullness, breathing, heartbeat, and sensations associated with emotional arousal.

For example, a child who experiences stomach discomfort before a challenging school activity may be responding to several interacting factors. The sensation is real, but it does not identify a single cause. Clinicians should consider the child’s account, context, and relevant medical history before drawing conclusions.

Proprioception and vestibular function

Proprioception provides information about the position and movement of body parts. It contributes to activities such as reaching, grasping, balancing, and coordinating movements.

The vestibular system, located in the inner ear, contributes to balance, spatial orientation, and the perception of head movement. These functions interact with visual information and signals from muscles and joints during everyday activities.

Buerger emphasizes the upper cervical region in her discussion of sensory input. Clinicians should distinguish that perspective from the broader evidence on sensory physiology. Although these systems are important to movement and balance, their normal functions do not establish that a specific spinal finding is responsible for a child’s behavioral or developmental difficulty.

How Sensory Challenges May Appear at Home, School, and Play

One of the presentation’s most useful communication points is the need to look beyond a behavior’s surface appearance. A child who moves constantly, avoids playground equipment, or becomes distressed after school may be experiencing a range of challenges. Observation can guide questions, but it cannot establish a diagnosis on its own.

In the classroom: A child may struggle with transitions, find a noisy room overwhelming, have difficulty following multistep tasks, or appear restless or disengaged.
On the playground: A child may avoid climbing, have difficulty coordinating movements, or prefer activities that feel more predictable or manageable.
At home: A child may become distressed after a demanding day, resist certain routines, or report physical sensations during stressful situations.
During social activities: A child may withdraw from a group or find crowded, noisy, or unpredictable situations difficult to navigate.

These observations are not specific to sensory processing difficulties. Similar behaviors may occur for many reasons, including sleep problems, anxiety, developmental differences, medical conditions, learning challenges, and environmental stress. Avoid labeling a child based on one sign or assuming that a behavior demonstrates vertebral subluxation.

How to Communicate Clinical Observations to Parents

Effective communication starts with what the clinician and family can observe together. Rather than immediately assigning a cause, describe the activity, explain what was observed, ask the parent about the child’s experience, and discuss appropriate next steps.

1. Start with the family’s concern

Ask open-ended questions about the situations that concern the family. Examples include:

What activities seem easiest or most difficult for your child?
Do you notice differences between home, school, and other environments?
When did you first notice the change, and how often does it occur?
What have your child’s teachers or other healthcare professionals observed?

These questions encourage parents to share useful context without suggesting that a particular diagnosis or spinal finding explains the behavior.

2. Describe observations rather than assuming a cause

Specific observations are more useful than broad labels. Instead of telling a parent that a child’s nervous system is disconnected, describe the actual finding—for example, difficulty maintaining balance during a particular task or discomfort in a specific environment.

Then explain what the observation may suggest, what remains uncertain, and whether further assessment is appropriate. This approach respects the family’s concerns and avoids presenting a hypothesis as a confirmed diagnosis.

3. Use simple explanations and check understanding

Buerger’s dot-to-dot analogy offers one way to introduce the idea that the brain integrates information from multiple sources. Clinicians can adapt this analogy to the family’s questions without implying that a child’s nervous system is necessarily malfunctioning.

For example, a clinician might explain: “Balance and coordinated movement rely on information from several systems, including vision, the inner ear, and signals from muscles and joints. If an activity is difficult, we can look at the circumstances and determine whether further assessment would help.”

Ask parents to explain what they understood in their own words. This helps identify confusing terminology and creates an opportunity to correct misunderstandings.

4. Agree on meaningful goals and follow-up

When a family pursues an intervention, identify a practical, observable goal. Depending on the child’s needs, that might involve participation in a particular activity, greater comfort with a daily routine, or improved performance on an appropriately selected functional measure.

Discuss how progress will be assessed, how long the trial will last, and what would prompt a change in approach. Do not promise that a chiropractic adjustment or other intervention will resolve a developmental, sensory, gastrointestinal, or behavioral condition.

Vertebral Subluxation and Sensory Processing: What Should Clinicians Say?

In the presentation, Buerger describes vertebral subluxation complexes in terms of joint restriction and altered sensory input. She discusses chiropractic adjustments, joint movement, posture, and calming activities as parts of her clinical approach.

When communicating this model, it is important to distinguish a practitioner’s proposed explanation from a conclusion established by clinical research. A plausible physiological mechanism does not, on its own, demonstrate that an intervention produces a particular clinical outcome.

For responsible patient education, chiropractors should:

Explain what they assessed and what they actually observed.
Distinguish a clinical finding from a proposed explanation for a child’s symptoms or behavior.
Describe the evidence and limitations of any intervention being discussed.
Avoid promising changes in attention, emotional regulation, digestion, learning, or development without appropriate supporting evidence.
Respect parents’ questions and collaborate with the child’s pediatrician and other relevant professionals.

This approach allows clinicians to explain their practice model clearly while preserving the distinction between a chiropractic perspective and an established causal relationship.

When Should a Child Receive Further Evaluation?

Persistent or concerning difficulties with movement, attention, learning, emotional regulation, daily activities, or social participation warrant appropriate assessment. Chiropractors can help families recognize concerns and coordinate care, but they should not use sensory observations or spinal findings as a substitute for a developmental or medical evaluation.

The American Academy of Pediatrics has advised clinicians to consider other developmental and behavioral conditions when children show sensory-related difficulties. Its clinical report also cautions that evidence for sensory integration therapies varies and that families should understand the limitations of available research.

Depending on the concern, referral may involve the child’s pediatrician, an occupational therapist, a developmental and behavioral pediatrician, a psychologist, or another appropriately qualified professional. Developmental concerns should receive timely attention rather than waiting to see whether a single intervention resolves them.

For additional guidance, consult these resources:

Practical Takeaways for Chiropractic Practices

Chiropractors who work with children can use the presentation’s communication themes to make conversations with parents more specific, collaborative, and useful.

Listen before explaining. Understand the family’s primary concern and the situations in which it occurs.
Use concrete examples. Describe observable movement, balance, or participation challenges instead of relying on jargon.
Separate observation from interpretation. Be clear about what the assessment establishes and what remains a hypothesis.
Set realistic expectations. Explain the purpose and limitations of an intervention without guaranteeing outcomes.
Collaborate appropriately. Refer concerns beyond your scope and communicate with other professionals when the family agrees.
Measure what matters. Use relevant functional goals and follow-up observations to evaluate whether an approach is helping.

Frequently Asked Questions

What does it mean to communicate vertebral subluxation to parents?

It means explaining the clinician’s findings and proposed care in clear, understandable language. Responsible communication distinguishes observed findings from hypotheses and avoids promising outcomes that the evidence does not establish.

What is the difference between proprioception and the vestibular system?

Proprioception provides information about body position and movement through signals from muscles, joints, and related structures. The vestibular system in the inner ear contributes to balance and awareness of head movement. Both systems work with other sensory inputs to support coordinated activity.

Can sensory processing difficulties explain a child’s behavior?

They may be one consideration, but behavior alone cannot establish a sensory processing condition or its cause. Similar behaviors can have many explanations, so persistent concerns should receive an appropriate, comprehensive evaluation.

Does correcting vertebral subluxation treat sensory processing disorders?

The presentation describes Buerger’s clinical perspective, but it does not establish that correcting vertebral subluxation treats sensory processing disorders or developmental and behavioral conditions. Clinicians should communicate the limits of the evidence and avoid presenting a proposed mechanism as proven treatment efficacy.

When should a chiropractor refer a child to another professional?

Referral is appropriate when a child’s symptoms or functional difficulties require assessment beyond the chiropractor’s scope, when developmental concerns persist, or when a medical or behavioral condition needs further evaluation. The child’s pediatrician and other qualified professionals can help determine the next steps.

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Conclusion

Monika Buerger, DC, uses her presentation to explore how sensory information, movement, posture, and behavior can shape the way children experience everyday environments. Her dot-to-dot analogy offers a starting point for explaining sensory integration in accessible language.

For chiropractors, the broader lesson is to communicate with curiosity, describe findings precisely, acknowledge uncertainty, and collaborate with families and other healthcare professionals. These practices help keep pediatric education informative, respectful, and aligned with responsible clinical communication.

Educational disclaimer: This article is intended for professional education and general information. It does not establish a diagnosis, replace individualized medical or developmental assessment, or demonstrate that chiropractic care treats sensory processing, developmental, or behavioral disorders. Refer children for appropriate evaluation when indicated.

Communicate the Vertebral Subluxation: Pediatric Sensory Processing