Sensory Processing Differences: A Parent's Guide

By Laura Lurns · Reviewed by Philip Weaver · Last reviewed 2026-10-01

What parents may see

Some children react strongly to sounds or touch. Some seem to react very little. Some seem to seek out more.

Our rule is to describe patterns on these pages. We do not put a name on a child.

What the term means, and who uses it

Taking in and reacting to what the senses pick up can be hard. Some people use the name sensory processing disorder for this.

At school, occupational therapists may support fine motor skills and sensory processing.

What did the American Academy of Pediatrics say in 2012?

In 2012, the American Academy of Pediatrics (AAP) wrote about sensory processing disorder. It said there was no "universally accepted framework for diagnosis" of this disorder. It said the disorder "generally should not be diagnosed" for that reason.

The DSM is a US psychiatric manual. We hold no source on whether sensory processing disorder is in the DSM-5. We hold none for later editions either. So we do not say that it is, or that it is not.

In 2012, the American Academy of Pediatrics (AAP) also wrote about trouble handling sensory information. It said this "may be seen" in many conditions. It named autism, ADHD, developmental coordination disorder and anxiety disorders. It said these "must be considered and thoroughly evaluated" when sensory signs are present. It said that usually means a referral to a specialist. It named three kinds. One is a developmental and behavioral pediatrician. The others are a child psychiatrist and a child psychologist.

In our view, tell your child's doctor what you are seeing.

What did a 2012 pediatrics statement and a 2018 review find?

In 2012, the American Academy of Pediatrics looked at research on sensory integration therapy. It said that research was "limited and inconclusive" at that time. It said sensory-based occupational therapy "may be acceptable" as one part of a wider plan.

One review kept only studies of a high standard (Bodison and Parham, 2018). It looked at specific sensory techniques. It found eight studies that met its bar. Most were studies of autistic children. They measured taking part in daily life, and behavior, not learning. Schoolwork improves with teaching; this review does not show sensory techniques improving schoolwork, or attention at school.

What you can do

Write down what you are seeing, with dates and examples.

In our view, tell your child's doctor what you are seeing.

Have hearing and vision checked. A child who cannot hear well needs that found. Ask your child's doctor whether hearing has been checked recently.

If your child has sensory-based therapy

In 2012, the American Academy of Pediatrics asked doctors to help families set clear goals for sensory-based therapy. It asked for a time limit too.

When to ask for help

Each of these is a reason to ask for help on its own.

• Little change, even with steady practice and good teaching.
• Schoolwork well below what school expects.
• A teacher who raises a concern about learning.
• Extreme upset about schoolwork.
• Complete avoidance of school or learning.
• Hopelessness about learning.
• Sadness or worry that lasts.
• Significant delays in speech, language or motor development.
• A skill that was there and has gone. Our position is that a lost skill goes to a doctor first, not a tutor.

If no skill has gone, start with the teacher. Say what you are seeing at home, and what you have tried. Beyond the teacher, the right person depends on what it turns out to be about. If the work is too hard, someone who works on that school skill. If worry or mood is the thing, someone who works with children's mental health. In our view, delays in speech, language or movement are worth raising with your child's doctor. In our view, if you are worried enough to ask, a professional evaluation is worth asking about.

Any talk of hurting themselves is a same-day call to your doctor or a crisis line.