Sensory Processing Differences in Children: A Complete Guide
Sensory Processing Differences in Children: A Complete Guide for Families
Every moment of a child's day involves sensory processing. When your child walks into a classroom, their nervous system must take in the sound of other children, the fluorescent lighting, the texture of their uniform …
For familiesPublished 28 April 202626 min read· Written by the Sensphere OT team
Every moment of a child's day involves sensory processing. When your child walks into a classroom, their nervous system must take in the sound of other children, the fluorescent lighting, the texture of their uniform against their skin, the smell of lunch cooking, the position of their body in space, and somehow filter this into manageable information so they can focus on learning. For some children, this filtering works smoothly. For others, the nervous system either amplifies these signals dramatically or struggles to register them at all, leading to responses that look like stubbornness, anxiety, or avoidance when they are actually sensory struggles.
Sensory processing differences are real neurological variations that profoundly affect how children move through the world. They are not behavioural problems, character flaws, or signs of poor parenting. They are differences in how the nervous system receives, organises, and responds to sensory information. And they are highly treatable.
This guide explains what sensory processing is, what sensory processing differences look like in everyday life, how they connect to neurodevelopmental conditions like autism and ADHD, and what effective support involves.
What Is Sensory Processing?
Sensory processing is the nervous system's ability to take in information from the environment and the body, organise that information, and produce an appropriate response. Every second, your child's senses gather data: the feeling of socks on their feet, the hum of the refrigerator, the taste of breakfast, whether they need the toilet, the position of their arms in space. The nervous system must decide which information matters right now, which can be filtered into the background, and how to respond.
This is not a single sense. In fact, humans have eight sensory systems, not five.
The eight senses are:
Tactile (touch). This is the sensory system that registers pressure, temperature, pain, and texture across the skin. When your child feels the seam of a sock, the hug of a friend, the cold of an ice cube, or the scratch of a label in a shirt, they are using their tactile system. Touch is the child's first language with the world; it is how infants begin to understand what is safe, what feels good, and what hurts.
Gustatory (taste). Taste registers sweet, salty, sour, bitter, and savoury flavours. It works closely with smell to create the experience of flavour. When a child refuses a food texture or seeks intensely strong flavours, taste processing differences are often at play.
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Olfactory (smell). Smell is a remarkably powerful sense, directly linked to emotion and memory. Some children are acutely aware of smells others barely notice, the slightly off smell of a bathroom, the particular scent of a peer, while others seem immune to strong odours that bother everyone else.
Visual (sight). Vision processes light, colour, movement, depth, and spatial relationships. But visual sensory processing is not just about seeing clearly; it is about what your nervous system does with visual information. A child with visual sensory processing differences might be distressed by fluorescent lighting, drawn obsessively to spinning objects, or struggle to find their lunch box on a shelf full of similar boxes.
Auditory (hearing). The auditory system registers sound, volume, pitch, and the ability to pick meaningful sound out of background noise. A child with auditory sensory processing differences might cover their ears at the school assembly, hear a whisper from across the room, or seem completely unaware that they are making an enormous noise.
Proprioception (body position sense). Proprioception tells your brain where your body is in space and how much force you are using. This is how you know where your feet are without looking, how hard to grip a pencil, and how much power to use when running. Proprioceptive sensory differences are often invisible but profoundly affect coordination, confidence, and learning.
Vestibular (balance and movement sense). The vestibular system is located in the inner ear and registers movement, acceleration, and head position in space. It tells your child whether they are upright, moving, or still, and helps them maintain balance. It also regulates arousal, whether the nervous system is alert or calm. This is why spinning, jumping, and swinging matter so much to some children.
Interoception (internal body awareness). Interoception is the sense of what is happening inside your body. It is how you know you are hungry, thirsty, tired, hot, or need the toilet. It is also how you sense your heartbeat, your breathing, and your emotional state. Many children with sensory processing differences struggle with interoception; they might have accidents despite being toilet-trained, not realise they are cold, or be unable to name how they feel emotionally.
These eight systems work together constantly. When your child sits down to eat lunch, their proprioceptive system helps them position their body, their gustatory system registers taste, their tactile system feels the spoon in their hand, their visual system sees what is on the plate, their interoceptive system tells them when they are full, and their vestibular system helps them maintain balance on the chair. Most of the time, this is automatic and requires no conscious thought. When sensory processing is different, one or more of these systems may be working inefficiently, flooding the nervous system with noise that makes the simple act of eating lunch exhausting.
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What Sensory Processing Differences Look Like
Sensory processing differences fall into two broad patterns for each sense: hypersensitivity (over-responsiveness) and hyposensitivity or sensory seeking (under-responsiveness). A child might be hypersensitive in one sense and hyposensitive in another. They might be hypersensitive to certain types of touch but not others. Sensory processing is complex and individual.
Tactile hypersensitivity and seeking. A child with tactile hypersensitivity becomes extremely distressed by touch that other children do not notice. They cannot bear seams in socks or labels in clothing and will scream if you try to cut their nails. They back away from hugs, cringe when peers brush past them, and refuse to put their hands in sand, finger paint, or water. Getting dressed becomes a daily battle because almost every texture feels intolerable.
A child with low tactile sensitivity or who seeks tactile input, by contrast, craves touch and texture in ways that seem intense or compulsive. They need to touch every surface they walk past, railings, walls, other people's hair. They are the child who picks at scabs, chews on clothing or fingers, seeks bear hugs that are too tight, and plays roughly with peers without realising how much force they are using. They seem to need constant tactile stimulation to feel settled.
Auditory hypersensitivity and seeking. A child with auditory hypersensitivity is acutely aware of sound others filter out. They cover their ears in the school assembly, the lunch hall, or the supermarket. They become distressed by the vacuum cleaner, a dog barking, or the hand dryer in a public toilet. They might have meltdowns triggered by alarm sounds or particular people's voices. School often becomes a place of constant anxiety because the background noise is simply too much.
A child who seeks auditory input turns the television up as loud as possible and seems unbothered by volume that makes others wince. They make loud vocalisations constantly, humming, repeating words, making sound effects, and seem unaware of the effect this has on others. They might seek out loud environments and appear frustrated in quiet spaces.
Visual hypersensitivity and seeking. Visual hypersensitivity makes certain visual environments genuinely painful. A child with this profile becomes distressed by fluorescent lighting and may insist on sunglasses indoors. They struggle in brightly lit classrooms and refuse to go into certain rooms because of the lighting. They might be sensitive to certain colours, patterns that flicker, or the visual busyness of a shopping centre.
A child who seeks visual input is drawn obsessively to flashing lights, spinning objects, and visual movement. They watch the same repetitive video for hours, spin themselves until they get dizzy, or watch the ceiling fan with intense focus. They seem to need visual stimulation to feel regulated.
Proprioceptive hypersensitivity and seeking. Proprioceptive hypersensitivity is less commonly discussed but deeply affects children. These children feel anxious when their body position is unusual or when they are unsure where their limbs are. They might avoid certain movements, be reluctant to take physical risks, or feel panicked during activities like climbing or swimming where their sense of body position is challenged.
A child who seeks proprioceptive input craves heavy work and impact. They crash into furniture, jump off heights, throw their body at the sofa, and seem to need constant physical force to feel grounded. They love bear hugs, pressing games, and carrying heavy objects. This sensory seeking is often misread as hyperactivity or risk-taking behaviour when it is actually sensory regulation.
Vestibular hypersensitivity and seeking. Vestibular hypersensitivity makes movement frightening. A child with this profile panics when their feet leave the ground, becomes anxious on swings or roundabouts, and avoids activities that involve unexpected movement or height. They might feel car-sick easily or become distressed in lifts or crowds. This can look like fearfulness but is a genuine sensory processing difference.
A child who seeks vestibular input spins constantly without getting dizzy, rocks obsessively, swings at every opportunity, and craves movement that would make other children nauseous. They might seek out fast, spinning, or upside-down play compulsively. This seeking is often visible in children with autism and ADHD.
Gustatory hypersensitivity and seeking. Gustatory hypersensitivity appears as extreme food selectivity. A child might gag at specific food textures, refuse most foods due to taste or texture concerns, or become anxious about trying anything new. Mealtimes become stressful because the child's food repertoire is extremely narrow. This is sensory, not behavioural.
A child who seeks gustatory input seeks out intensely strong flavours, extremely spicy, salty, sour, or sweet foods, and will eat things that are not food if given the chance: dirt, sand, soap, soap, or non-toxic plants. They need strong taste sensation to feel regulated.
Olfactory hypersensitivity and seeking. Olfactory hypersensitivity makes certain smells intolerable. A child refuses to enter a room with a particular smell, cleaning products, cooking, toilets, perfume. They become distressed by the smell of other children, their own body, or foods they do not eat. They might avoid certain people or places because of smell concerns.
A child who seeks olfactory input seems not to notice strong smells that overwhelm others. They might smell their own shoes or clothes compulsively, not notice when their nappy or clothes are soiled, or seem immune to bad smells.
Interoceptive difficulties. Interoceptive differences do not fit neatly into hypersensitivity and seeking because the sense operates differently. A child with interoceptive difficulties cannot reliably sense what is happening inside their body. They cannot tell when they need the toilet until the moment is urgent, have accidents despite being toilet-trained, do not notice they are hungry or thirsty, and cannot reliably identify whether they are hot or cold. Emotionally, they might not know whether they are anxious, angry, or sad until their nervous system floods into dysregulation.
Some children with interoceptive differences also seem to seek intense internal sensations, they might hold their breath, spin until dizzy, or push their body to physical limits in ways that seem dangerous.
How Sensory Differences Affect Participation
Sensory processing differences do not exist in a vacuum. They directly affect whether a child can participate in the everyday activities that build relationships, learning, and confidence.
At home. Mealtimes can become a source of daily conflict when a child's taste or texture preferences are driven by sensory processing. A child with gustatory or tactile hypersensitivity might eat only five foods, and introducing variety becomes impossible. Dressing is a battle when seams, labels, tightness, or fabric texture feel unbearable. Bathing might involve a child becoming distressed by the sensation of water on their skin or the feeling of being wet. Hair washing can be genuinely traumatic if the child has tactile or vestibular sensory sensitivities. Nail cutting becomes a major event. Sleeping might be difficult if the child is hypersensitive to the texture of sheets, clothing, or the feeling of being covered. Family gatherings become exhausting because the child is overwhelmed by the combination of social interaction, noise, and unpredictability. Even simple transitions between activities become flashpoints because sensory transitions are neurologically demanding.
At school. The classroom environment presents constant sensory challenges. Fluorescent lighting is distressing for many children with visual sensory sensitivities. Background noise, the hum of the lights, other children working, doors opening and closing, becomes a constant source of anxiety for children with auditory hypersensitivity. The physical proximity of other children in a classroom can be overwhelming. School assembly, where children sit still in a large space with intense sound and lighting, is genuinely painful for sensory-sensitive children. The lunch hall combines high noise levels, food smells, crowding, and visual and auditory chaos. Physical education involves unexpected movement, physical contact with peers, changing clothes, and shower facilities that present multiple sensory challenges. Playtime means unstructured movement, unpredictable peer interaction, and often overwhelming sensory environments. Even handwriting is partly a sensory task: the grip required, the proprioceptive feedback, the visual motor planning, and the fine motor coordination all depend on sensory processing. Transitions between activities require the nervous system to shift focus and attention, and for children with sensory processing differences, this shift is neurologically expensive.
In the community. Supermarkets present a perfect storm of sensory challenge: bright lighting, background music, the visual busyness of crowded aisles, other people, food smells, and unpredictability. A child with sensory sensitivities becomes exhausted and dysregulated within minutes. Birthday parties involve noise, crowds, unpredictability, unfamiliar spaces, and often food challenges. Public transport is crowded, noisy, and involves unexpected movement. Haircuts require the child to tolerate being touched, water sensations, vibration from clippers, and sitting still. Dentist appointments are overtly sensory-intense: the bright light, the suction sound and sensation, the taste of paste, the vibration of the drill, and the feeling of being reclined with someone in their personal space. Medical appointments might involve examining children's bodies, and if interoception is affected, the child might not be able to articulate what hurts or where.
Across all these settings, the pattern is the same: sensory processing differences are not a child's preference or behaviour choice. They are neurological differences that make participation in ordinary childhood difficult, sometimes painful, and often humiliating.
Sensory Processing and Neurodevelopmental Conditions
Sensory processing differences do not exist only in isolation. They are deeply connected to neurodevelopmental conditions, particularly autism and attention-deficit/hyperactivity disorder (ADHD).
Autism. Sensory differences are now recognised as a core diagnostic feature of autism. In the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5), published by the American Psychiatric Association, sensory processing differences are listed as a diagnostic criterion¹. The eleventh revision of the International Classification of Diseases (ICD-11), published by the World Health Organization, similarly includes sensory differences in the diagnostic description of autism². Research suggests that between 69 and 90 per cent of autistic children experience sensory processing differences that affect their functioning³. For many autistic children, sensory sensitivities are more disabling and more visible than social or communication differences. The combination of auditory and tactile hypersensitivity, for example, can make school attendance profoundly difficult. Acknowledging sensory processing as a core autistic difference has been transformative for how families and professionals support autistic children.
Attention-deficit/hyperactivity disorder (ADHD). Children with ADHD frequently present with sensory seeking behaviours, difficulty filtering sensory input, and challenges in modulating their responses to sensory information. A child with ADHD might seek intense sensory input, constant movement, high-risk activities, loud noise, while simultaneously struggling to filter background sensory information that interferes with attention. Research has documented that sensory processing differences occur commonly in children with ADHD⁴. The relationship between ADHD and sensory processing may partly explain why many children with ADHD benefit from movement breaks, fidget tools, and sensory regulation strategies.
Developmental coordination disorder (DCD) and dyspraxia. Children with DCD or dyspraxia frequently have proprioceptive and vestibular processing differences that affect their ability to coordinate movements, plan actions, and feel confident in their bodies. These children might bump into things constantly without noticing, be unable to judge the force needed to throw a ball, or feel anxious during activities that require vestibular feedback like swinging. These are sensory processing differences, not simply motor problems.
Hypermobility (hypermobility Ehlers-Danlos syndrome or hypermobility spectrum disorder). Children with hypermobility often have significant proprioceptive processing differences. Because their joints move more than typical, their nervous system receives less proprioceptive feedback about where their joints are. This affects their sense of body position, their confidence in moving, and their ability to grade movements appropriately. These children might be extremely flexible but feel clumsy, anxious about movement, or unable to sit still because their nervous system is constantly seeking proprioceptive input.
Sensory processing differences without a diagnosis. It is crucial to name this explicitly: many children experience significant sensory processing differences that do not meet diagnostic criteria for autism, ADHD, DCD, or any other neurodevelopmental condition. These children can be helped. Occupational therapy for sensory processing differences is not contingent on a diagnosis. A child can have real, measurable, profoundly limiting sensory processing differences and still receive evidence-based, effective support.
The SPD Debate: Is Sensory Processing Disorder a Diagnosis?
Understanding the history of how sensory processing has been conceptualised helps explain why sensory processing differences might be talked about differently in different places.
In the 1970s, an occupational therapist named A. Jean Ayres developed a theory called Sensory Integration Theory. Ayres proposed that some children's nervous systems did not efficiently organise sensory information, and that this disorganisation affected their ability to function, learn, and behave⁵. She developed therapeutic approaches, now called Ayres Sensory Integration, based on the idea that children could be helped through structured, playful sensory experiences. Her work was groundbreaking.
From Ayres' foundational work, the concept of Sensory Processing Disorder (SPD) developed. Researchers, particularly Lucy Jane Miller and Winnie Dunn, began to describe SPD as a discrete diagnostic condition, distinct from autism or ADHD. They argued that some children had significant sensory processing difficulties that were not explained by a diagnosis of another condition⁶. This work has been valuable and clinically useful.
However, Sensory Processing Disorder is not currently a recognised standalone diagnosis in the DSM-5 or the ICD-11. This is the official reality that families need to understand. There is no diagnostic code for SPD. A child cannot receive a medical diagnosis of SPD, although they can receive a diagnosis of sensory difficulties as part of autism, ADHD, or other neurodevelopmental conditions.
Why does this matter practically? It matters because some families or schools might tell you that a sensory processing difference cannot be treated without an SPD diagnosis. This is inaccurate. Children can and do receive high-quality occupational therapy for sensory processing differences regardless of whether they have a diagnosis of SPD, autism, ADHD, or any other condition. The sensory processing difference itself is real and treatable.
The debate within the research community continues. Some researchers argue that the evidence for SPD as a discrete condition remains strong and that the absence from DSM-5 reflects historical politics rather than clinical reality⁷. Others note that sensory processing differences occur so frequently with autism, ADHD, and other conditions that a separate diagnosis may not be necessary or useful⁸. The Royal College of Occupational Therapists recognises sensory processing difficulties as a valid and important area of occupational therapy practice⁹. From a clinical and practical standpoint, this is what matters: sensory processing is treatable, assessment is available, and effective support exists, with or without a diagnosis of SPD.
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Assessment for Sensory Processing Differences
When a family seeks assessment for sensory processing differences, they are typically offered one of several standardised measures, or a combination of informal observation and assessment.
Sensory Profile 2. The Sensory Profile 2, developed by Winnie Dunn, is one of the most widely used assessments for sensory processing in children¹⁰. It is administered via caregiver and school questionnaires, parents and teachers complete detailed forms about how the child responds to sensory experiences in everyday life. The Sensory Profile 2 produces a profile based on Dunn's model of sensory processing, which divides children into four patterns: low registration (does not notice sensory input), sensation seeking (craves sensory input), sensory sensitivity (dislikes certain sensory input), and sensation avoiding (actively avoids sensory experiences). The output shows where a child sits within each pattern. This framework is clinically useful because it helps explain not just what a child responds to, but how they respond, and therefore what kind of support might help.
Sensory Processing Measure (SPM). The Sensory Processing Measure, developed by Parham and Ecker, is another standardised assessment available in school and home versions¹¹. It measures sensory processing, praxis (the ability to plan and execute actions), and social participation. Like the Sensory Profile 2, it relies on caregiver and teacher report.
Sensory Integration and Praxis Tests (SIPT). The Sensory Integration and Praxis Tests, developed by A. Jean Ayres, is often referred to as the gold standard for sensory assessment¹². The SIPT includes 17 subtests that directly assess how a child's nervous system processes and responds to sensory information and produces coordinated movement. It requires specialist training and is not widely available in the UK, but it remains a valuable reference point. Some specialist occupational therapists offer SIPT assessment.
Naturalistic observation and parent report. Beyond standardised measures, occupational therapists use careful observation of how a child functions in real settings, how they move, respond to sensory experiences, interact with peers, and manage daily tasks. Parent report about what is difficult at home, what the child loves, and what causes distress is invaluable. This information often reveals sensory patterns that formal testing alone might miss.
What a sensory assessment report includes. A comprehensive assessment report typically includes a summary of the child's sensory profile (which senses are affected, in what way), the functional impact (what is difficult because of sensory processing differences), recommendations for support at home and school, and sometimes specific therapy recommendations. A good report is not just a score; it tells the family's story back to them in a way that makes sense, explains why their child behaves as they do, and offers hope through explanation and direction for support.
What Support Looks Like
Effective support for sensory processing differences takes several forms, and often the most effective approach combines multiple strategies.
Sensory diets. A sensory diet is a personalised plan of sensory activities scheduled throughout the day to help the nervous system stay regulated¹³. A sensory diet might include activities before school to help an alerting child settle, movement breaks during the school day to help a seeking child regulate, calming activities before transitions or bedtime, or specific tactile or proprioceptive activities at key points in the day. A sensory diet is not something families should devise from the internet; it should be designed by a qualified occupational therapist who understands the child's specific sensory profile and functional needs. When well-designed, sensory diets are genuinely transformative. A child who receives appropriate sensory input at the right times is better able to learn, behave, and participate.
Environmental modifications. Many sensory challenges can be reduced or removed by modifying the environment. A child with visual hypersensitivity might benefit from dimmer classroom lighting, sunglasses, or a quiet work space. A child with auditory hypersensitivity might use noise-cancelling headphones, have access to a quiet space during lunch, or be positioned away from noise sources. A child with tactile sensitivities might be allowed to wear specific clothing, avoid certain textures, or be given advance notice before physical contact. School and home modifications can be remarkably simple but profoundly effective. A quiet workspace, a desk position away from the door, permission to leave an assembly, or access to fidget tools can transform a child's school experience.
Ayres Sensory Integration (ASI) therapy. Ayres Sensory Integration therapy, developed from A. Jean Ayres' original theory, is a child-led, play-based approach to occupational therapy that aims to help children's nervous systems process sensory information more efficiently¹⁴. In ASI, a trained occupational therapist guides the child through carefully selected sensory experiences, swinging, spinning, climbing, jumping, touching different textures, in a way that gradually challenges and organises the nervous system. The child leads; the therapist responds. Research, including a randomised controlled trial by Schaaf and colleagues, has shown effectiveness for children with autism and sensory processing differences¹⁵. However, ASI requires specialist training, and not all occupational therapists are trained in this approach. In the UK, ASI therapy is available in some private practices but not widely through the NHS.
Sensory circuits and movement breaks. Sensory circuits are brief, structured sequences of movement activities designed to alert, organise, or calm the nervous system. They might be used in schools before learning begins or before transitions. A sensory circuit might include jumping, spinning, wall presses, and balance activities, all completed in a few minutes. Research in UK educational settings has shown that sensory circuits improve attention, behaviour, and learning outcomes for children with sensory processing differences. Movement breaks throughout the day provide similar benefits.
Parent coaching and strategy support. Often, the most powerful support is parents learning specific strategies to help their child manage sensory challenges at home. A parent coach, typically an occupational therapist, works with families to identify sensory triggers, develop strategies to reduce or manage those triggers, build routines that include sensory support, and modify daily activities like mealtimes and dressing to be more sensory-friendly. This coaching is practical, individualised, and immediately applicable.
When to seek professional help. If a child's sensory processing differences are significantly affecting their participation in school, family life, or social activities, assessment and support from an occupational therapist is indicated. If mealtimes are a daily battle, if school avoidance is happening, if the child is becoming anxious or withdrawn, or if a child's behaviour is being misinterpreted as defiance when it is actually a sensory response, an assessment is worth pursuing. Occupational therapists can assess, explain, and guide families toward effective support.
When families can try strategies independently. Many sensory strategies can be implemented by families without formal therapy. Simple modifications, changing lighting, providing fidget tools, adjusting clothing, offering movement breaks, modifying food environments, often help significantly. The challenge is knowing which strategies will help which child, and understanding how to implement them effectively. This is where professional guidance is valuable.
Closing
Sensory processing differences are real. They are not parenting failures, behavioural problems, or something a child will grow out of if ignored. They are neurological variations that profoundly affect how children move through the world.
Understanding what is sensory, validating that sensory differences are real, and pursuing effective support can be transformative. Families often describe assessment as the moment everything made sense, the moment the child's responses stopped being frustrating and started being understood. A child who "refuses" to wear certain clothes might actually be experiencing genuine sensory pain. A child who "acts out" at birthday parties might be overwhelmed by sensory input. A child who "won't try" new foods might be genuinely unable to tolerate the taste, smell, or texture.
This understanding shifts everything. It opens doors to genuine support. Occupational therapy can help.
References
1.American Psychiatric Association (2013). Diagnostic and Statistical Manual of Mental Disorders (5th ed.). APA Publishing.
2.World Health Organization (2022). International Classification of Diseases (11th revision). WHO.
3.Ben-Sasson, A., Hen, L., Fluss, R., Cermak, S.A., Engel-Yeger, B., & Gal, E. (2009). A meta-analysis of sensory modulation symptoms in individuals with autism spectrum disorders. Journal of Autism and Developmental Disorders, 39(1), 1–11.
4.Pitcher, T.M., Piek, J.P., & Hay, D.A. (2003). Fine and gross motor ability in males with ADHD. Developmental Medicine and Child Neurology, 45(8), 525–535.
5.Ayres, A.J. (1972). Sensory Integration and Learning Disorders. Western Psychological Services.
6.Dunn, W. (1997). The impact of sensory processing abilities on the daily lives of young children and their families. Infants and Young Children, 9(4), 23–35.
7.Miller, L.J., Anzalone, M.E., Lane, S.J., Cermak, S.A., & Osten, E.T. (2007). Concept evolution in sensory integration: A proposed nosology for diagnosis. American Journal of Occupational Therapy, 61(2), 135–140.
8.Kadesjo, B., & Gillberg, C. (2000). Tourette's disorder: Epidemiology and comorbidity in primary school children. Journal of the American Academy of Child & Adolescent Psychiatry, 39(5), 548–555.
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Royal College of Occupational Therapists (2019). Professional Standards for Occupational Therapy Practice, Conduct and Ethics. RCOT.
10.Dunn, W. (2014). Sensory Profile 2. Pearson Clinical Assessment.
11.Parham, L.D., & Ecker, C. (2007). Sensory Processing Measure. Western Psychological Services.
12.Ayres, A.J. (1989). Sensory Integration and Praxis Tests. Western Psychological Services.
13.Wilbarger, P., & Wilbarger, J. (1991). Sensory Defensiveness in Children Aged 2–12. Avanti Educational Programs.
14.Ayres, A.J. (1979). Sensory Integration and the Child. Western Psychological Services.
15.Schaaf, R.C., Benevides, T., Mailloux, Z., Faller, P., Hunt, J., van Hooydonk, E., Freeman, R., Leiby, B., Sendecki, J., & Kelly, D. (2018). An intervention for sensory difficulties in children with autism: A randomized trial. Journal of Autism and Developmental Disorders, 48(5), 1493–1506.
