Sensory processing

25 Sensory Activities for Kids With SPD and ADHD, Grouped by Sensory System

Twenty-five activities worth trying, and an honest account of the evidence behind them.

• Expert Reviewed
• Evidence Based
• Patient Focused

Sensory activities are everyday play that gives input to specific senses: movement, deep pressure, touch, sound and the body's internal signals. They are low-risk and cost little, but they are not interchangeable: what settles one child can overwhelm another, depending on which senses they over-respond to, under-respond to or seek.⁠^3,4 The 25 below are grouped by system, each with its purpose, ages, safety notes and any evidence. Start with what your child already gravitates toward.

Why don’t sensory activities work for every child?

There is no activity that works for every child, and the same activity can have opposite effects on two children in the same room.

Spinning organizes one child and leaves another nauseated. Deep pressure calms one and makes another feel trapped. A sensory bin delights one and is intolerable for a child who can't bear rice on their hands. So the useful question isn't "what are good sensory activities" but "what does this child's system do."

Over-responsive: input feels more intense than it does for most people, and the child tries to avoid it. These children need less input, and activities that build tolerance gradually.⁠⁴ → Sensory over-responsivity

Under-responsive: input registers less or more slowly, so these children need more intensity and repetition before it lands.⁠⁴ → Sensory under-responsivity

Seeking: actively pursuing intense input. These children usually need it provided regularly and safely, before the seeking becomes disruptive.⁠¹⁶ → Sensory seeking and craving

One child can be over-responsive to sound, under-responsive to pain and seeking movement all at once; in Dunn's model everyone has some amount of each pattern.⁠³ Start with what they already choose: a child who constantly crashes into the sofa is telling you what their system wants.

Why do sensory activities help some children?

Sensory activities aim to shift a child's alertness for a while, so it better matches the task: calmer for homework, more alert on a sluggish morning. They work through eight senses: sight, hearing, smell, taste, touch, the vestibular sense of head movement, proprioception from muscles and joints, and interoception, the body's internal signals. The AAP calls the research on sensory-based therapies limited and inconclusive.⁠^5,17,18

How do I choose the right sensory activity for my child?

Notice which inputs your child seeks, which they avoid and when the hard moments come, then pick activities that give the sought-after input safely before those moments. An occupational therapist can assess the profile properly; AOTA advises against sensory-based interventions without documented assessment results.⁠¹⁵ Our sensory processing quiz is a starting point, not a diagnosis.

What are the safety rules for sensory activities?

Follow the child's lead. Offer, never impose. A child who withdraws, freezes or becomes distressed is not being difficult; their system has had enough.

Watch for overload, not just meltdowns. Flushing or paleness, sudden stillness or frantic movement, covering ears or eyes, and abrupt withdrawal all mean stop.

Spinning needs particular care. Keep it brief, stop at the first sign of discomfort, and never spin a child who isn't asking for it.

Never restrain or wrap a child. Blanket games leave the head and face clear, are child-directed, easy to get out of and supervised.

Small items choke. U.S. rules ban small parts in toys for children under 3, most children who die from choking are under 5, and balloons are a choking risk up to age 8, so rice, beans and beads are for supervised children who no longer mouth objects.⁠^11,12

No trampolines under 6. The AAP says children under 6 should never jump on one and advises keeping all children off them outside programs with trained coaches; most injuries happen with several jumpers on the mat.⁠^10,19

Nothing on a cord at night. The FDA has reports of deaths and serious injuries, including strangulation, from teething jewelry, so chew necklaces come off for sleep and whenever no one is watching.⁠²⁰

Which proprioceptive (heavy work) activities help most?

Proprioception is the sense carried by muscles and joints: where the body is and how much force it is using. Heavy work (pushing, pulling, carrying, climbing) is the group to start with if you're unsure: it is free, fits into ordinary routines and doubles as the muscle-strengthening activity the CDC recommends for school-age children at least three days a week.⁠^7,17

RelatedVestibular and proprioceptive processing

1 · Animal walks

Need: a hallway. How: bear crawl, crab walk, frog jumps, army crawl; twenty feet each, twice. Purpose: heavy work, every joint working against body weight. Suits: all patterns. Safety: a rug under wrists. Ages: from about 2½, when the CDC suggests follow-the-leader movement games.⁠⁸

2 · Wall pushes

Need: a wall. How: palms at shoulder height, feet back, push for ten seconds; three rounds. Purpose: resistance through arms and shoulders, quiet enough for a classroom. Suits: all, especially before seated work. Safety: the lowest-risk activity here. Ages: 3 and up.

3 · Carrying and pushing

Need: a laundry basket, grocery bag or loaded toy cart. How: make it a job: books to the shelf, the bag from the car. Purpose: heavy work that needed doing anyway, so it keeps happening. Suits: all. Safety: a weight the child controls; nothing overhead. Ages: from 2, when the CDC suggests letting children carry cups to the table.⁠²¹

4 · Climbing

Need: a playground, climbing frame or sofa-cushion course. How: up, over, through, ten minutes. Purpose: muscle-and-joint and movement input together, plus motor planning. Suits: seekers and under-responsive children. Safety: supervision matched to the height; cushions underneath. Ages: most toddlers climb on and off a couch by 18 months.⁠²²

5 · Squeezing and kneading

Need: playdough, therapy putty or bread dough. How: squeeze, roll snakes, dig out hidden objects, pull apart. Purpose: resistance for the small hand muscles; a hand alternative for children who chew. Suits: all. Safety: not for a child who mouths objects; see thinking putty and therapy putty. Ages: from 3, when the CDC suggests playdough to build hand muscles for writing and buttoning.⁠²³

6 · Tug of war and pulling games

Need: a rope, towel or resistance band. How: a steady pull, not jerking; ten seconds, rest, repeat. Purpose: whole-body resistance without impact. Suits: seekers and under-responsive children. Safety: let go on a signal, never as a surprise. Ages: 3 and up.

Which vestibular activities help, and which need care?

The vestibular system in the inner ear senses head movement, with one part for rotation and one for straight-line speed, and it supports balance. It needs the most caution: fast spinning is easy to overdo, and intense input can leave a child more dysregulated, not less.⁠^17,24

7 · Linear swinging

Need: a swing, a hammock, or a blanket held by two adults. How: slow and steady, one to two minutes. Purpose: rhythmic straight-line movement. Suits: most children. Safety: stop at the first sign of discomfort. Ages: any, with a seat that fits. Evidence: too little to judge, a 2018 review concluded.⁠²⁵

8 · Rolling

Need: a floor or a gentle grassy slope. How: log rolls with arms overhead. Purpose: movement input plus whole-body pressure. Suits: seekers and under-responsive children. Safety: short bouts; stop if dizzy. Ages: 2 and up.

9 · Balance activities

Need: a tape line, a low beam or cushion stepping stones. How: walk the line heel to toe, stand on one leg, cross the stones. Purpose: balance and posture. Suits: all. Safety: a soft landing. Ages: line-walking games from 30 months; hopping on one foot is a CDC milestone by 5.⁠^8,9

10 · Jumping

Need: clear floor, a floor cushion, a hopscotch grid, a jump rope for older children. How: two minutes, then stop. Purpose: movement and muscle-and-joint input at once. Suits: seekers. Safety: no trampolines under 6, and the AAP advises against home trampolines at any age. Ages: most children jump with both feet by 30 months.⁠^8,10

11 · Rocking

Need: a rocking chair, therapy ball, hammock or lap. How: slow and rhythmic, at the child's pace. Purpose: a self-paced wind-down; a few school-age children rock themselves to sleep, which the AAP calls a normal habit. Suits: most. Ages: any.⁠²⁶

On spinning specifically: it appears on most activity lists and needs the most care. If your child seeks it, keep it brief, let them stop when they want, and watch for nausea, pallor or a change in mood afterward. Never spin a child who isn't asking for it.

Which tactile activities suit which children?

Touch varies more between children than any other system here, and over-responsivity is common: among 925 children aged 7 to 11, 16% of parents said at least four touch or sound sensations bothered their child.⁠²⁷ Offer these; never insist.

RelatedSensory discrimination difficulties

12 · Sensory bins

Need: a shallow tub of dry rice, pasta, sand or water, with scoops. How: the child chooses how much to touch. Purpose: touch under the child's control. Suits: seekers; over-responsive children can use tools only. Safety: small fillers choke, and small parts are banned in toys for under-3s; supervise water closely. Ages: big items or water from 18 months, when the CDC suggests filling and emptying containers; small fillers from 3.⁠^11,22

13 · Messy play

Need: finger paint, shaving foam, mud, or cornstarch and water. How: start with a brush; let hands follow if the child chooses. Purpose: touch the child controls. Suits: seekers and under-responsive children. Safety: never force hands in. Ages: from 2; the CDC suggests finger paint at 2 and shaving cream on a tray at 30 months.⁠^8,21

14 · Texture exploration

Need: contrasting fabrics, brushes, sponges, sandpaper, fleece. How: handle, compare, sort by feel with eyes closed. Purpose: touch discrimination with no pressure to tolerate anything. Suits: all. Ages: handling from 2; sorting by feel from about 4.

15 · Deep pressure

Need: cushions, a therapy ball or arms. How: a bear hug on request; a cushion squash with the head clear; a ball rolled firmly over back and legs. Purpose: calming touch, thought to lower sympathetic arousal. Safety: never wrap or restrain; the child gets out whenever they want. Evidence: the only sensory technique with strong evidence in a 2025 review.⁠⁵

16 · Hair brushing, hand massage, lotion

Need: a firm brush, unscented lotion. How: firm, predictable strokes, announced first. Purpose: predictable touch; unexpected touch is what many over-responsive children find hardest. Suits: many; never a child who finds it aversive. Evidence: massage was among the deep pressure studies in the 2025 review.⁠^4,5

Which oral sensory activities help a child who chews?

Many children chew clothing, pencils or fingers; chewing pencil tips and fingers is a common self-comforting habit, and for some children it is oral seeking.⁠²⁶

No food-based activities here, on purpose. Eating has its own goals; a very narrow diet, gagging on textures or distressing mealtimes is a feeding assessment question rather than a sensory activity one. → Find a speech-language pathologist

17 · Chew tools

Need: a chew necklace, chewy tube or textured pencil topper in food-grade silicone. How: offered whenever the child chews clothes or objects. Purpose: oral input on something designed for it. Suits: children who chew. Safety: no cords in sleep or unsupervised, after FDA reports of strangulation from teething jewelry.⁠²⁰ The buying guide covers what to look for.

18 · Straws and resistance drinking

Need: a narrow or long straw, or a sports bottle with a valve. How: water, with effort. Purpose: the resistance is the input, not the drink. Suits: children who seek oral input. Ages: once a child drinks from a straw.

19 · Blowing games

Need: bubbles, a cotton ball, party blowers, pinwheels, a harmonica. How: race the cotton ball across the table; keep the pinwheel spinning. Purpose: oral-motor input and breath control. Suits: all. Safety: no balloons for young children; the AAP calls them a choking risk up to age 8.⁠¹²

Which auditory sensory activities help kids?

20 · Rhythm and music

Need: a drum, two spoons or hands. How: copy clapping patterns, drum to a beat, dance to predictable songs. Purpose: rhythmic sound plus movement. Suits: seekers and under-responsive children; keep it low and steady for over-responsive ones. Ages: any; the CDC suggests music and dancing as daily active play at 4.⁠²⁸

21 · Sound reduction

Need: ear defenders, earbuds or a quiet room. How: before a loud place, not after distress. Purpose: for an over-responsive child, less input is the activity. Safety: loud situations only, not all day; audiology guidance warns that avoiding everyday sound can make hearing more sensitive. Evidence: earmuffs helped autistic children's sound-related goals; noise-canceling headphones did not.⁠^5,29 More on a child who can't cope with loud noises.

Which visual sensory activities help kids?

22 · Visual search games

Need: I-spy, hidden-picture books, objects to sort by color. How: find, sort, spot the difference. Purpose: visual attention without overload. Suits: all. Ages: from about 3; most children know at least one color by 30 months.⁠⁸

23 · Low-light calm

Need: a dim room, a flashlight or a lava lamp. How: ten minutes before a transition or bedtime. Purpose: less visual input as a wind-down. Suits: over-responsive children especially. Ages: any; the CDC's bedtime advice at age 4 is a calm, quiet routine with no screens for 1 to 2 hours before bed.⁠²⁸

What are interoception activities?

Interoception is the sense of the body's internal state: hunger, thirst, needing the bathroom, heart rate, breathing. Researchers define it as the nervous system sensing and integrating signals from inside the body; the STAR Institute calls it the eighth, often neglected sense.⁠^17,30

RelatedInteroception

24 · Noticing games

Need: nothing. How: “How does your stomach feel? Are your hands warm or cold? Is your heart fast or slow?” Purpose: words for internal sensations, the groundwork for noticing hunger, tiredness or rising upset in time. Ages: from about 3.

25 · Before and after

Need: nothing. How: notice heart, breath, temperature and tiredness before an active game and again after. Purpose: links a sensation to its cause. Ages: from about 5.

What are the best indoor activities for a child with ADHD?

Short, physical and repeatable: animal walks (#1), wall pushes (#2), carrying jobs (#3), a cushion climbing course (#4), tug of war (#6), balance lines (#9), floor jumping (#10) and dancing (#20), plus a chew tool (#17) for a child who chews collars. Many children with ADHD have sensory differences too: across 30 studies, people with ADHD scored higher than controls for sensory seeking, sensitivity, avoiding and low registration.⁠³¹

Does exercise help kids with ADHD focus?

Physical activity has the best evidence here. Across eight randomized trials, aerobic exercise had moderate to large effects on attention, hyperactivity and impulsivity in children with ADHD, and a 2024 meta-analysis of 18 studies found structured exercise improved inattention and executive function. The CDC counts plenty of physical activity among the habits that keep ADHD symptoms from getting worse, and notes some children with ADHD learn well while moving.⁠^1,2,32

When should a child with ADHD do movement activities?

Before seated work, not during it. In a classroom trial, short activity breaks were followed by an 8% rise in on-task behavior, and 20% in the least on-task students; stability balls and other seating did not improve attention, and fidget spinners made it worse in young children with ADHD.⁠^5,6,13 Two minutes of wall pushes before homework is the better bet.

Are sensory activities a treatment for ADHD?

No. The AAP recommends parent training in behavior management first under 6, and medication with behavior therapy from 6. Occupational therapy using Ayres Sensory Integration improved attention and participation in a 2026 trial of 94 children with ADHD aged 6 to 8, but against a waiting list, not standard treatment.⁠^2,33 Sensory activities help a child arrive at a task regulated enough to use whatever else is in place. The sensory tools evidence page covers tools sold for ADHD; ADHD vs sensory processing differences covers how the two overlap and get confused.

Which sensory activities suit children aged 3 to 5?

Children 3 to 5 should be active throughout the day, and the CDC suggests active play such as jumping or riding a tricycle. Most jump with both feet by 30 months, string large beads by 3, catch a large ball most of the time by 4 and hop on one foot by 5.⁠^7,8,9,23,28

• Movement: animal walks (#1), carrying jobs (#3), climbing (#4), rolling (#8), follow-the-leader lines (#9), floor jumping (#10).
• Hands: playdough (#5), shaving cream or finger paint (#13), sensory bins with big scoops (#12).
• Calm-down: rocking (#11), low-light time (#23), noticing games with simple words (#24).

Keep dried beans, rice and beads for children who no longer mouth objects, since most children who die from choking are under 5, and skip trampolines entirely.⁠^10,12 → The preschool years · Occupational therapy for preschoolers

Which sensory activities help autistic kids?

The same list, chosen by profile. In studies, autistic groups differ most from typical groups in under-responsivity, then over-responsivity and sensation seeking, so one child may need input subtracted in one sense and added in another.⁠³⁴

Deep pressure has the strongest evidence. For a child who seeks it: #15, #3, #2 and #5 before transitions, bedtime and anything hard. For a child over-responsive to touch it must be self-directed and predictable: a hug the child asks for, never a surprise squeeze.⁠⁵

For the over-responsive channel, subtract. Sound reduction (#21) and low light (#23) count as activities. Offer bins (#12) and messy play (#13) with tools, and drop them if they distress. Keep spinning turns short; swinging (#7) and rocking (#11) are gentler.

What the research supports. Ayres Sensory Integration, the individualized therapy delivered by a trained occupational therapist, meets evidence-based-practice criteria for autistic children aged 4 to 12 and helps them meet individualized goals, but does not improve behaviors such as irritability.⁠^35,36 The activities here are the everyday version, not that therapy. → Occupational therapy for autism

How is a sensory diet built with an occupational therapist?

A sensory diet is a planned schedule of sensory activities through the day, matched to a child's profile. In the 2025 review, one study that built sensory diets into the school day saw behavior improve in three of four children, and the reviewers suggest sensory strategies may work better inside a larger plan, matched to the child after an assessment, with caregiver coaching included.⁠⁵

Step 1 · Assessment and goals

Questionnaires for you and the teacher, such as the Sensory Profile 2, plus goals you set together: dressing without a fight, a calmer bedtime. AOTA advises both before any intervention.⁠^15,37

Step 2 · A schedule, not a list

Activities placed before the hard parts of the day: heavy work before school, movement before homework, deep pressure before bed.

Step 3 · Coaching and review

Caregiver training had strong evidence in the 2025 review, and a plan that isn't helping after a fair trial gets changed.⁠⁵

→ Sensory diets and the evidence

How often should we do sensory activities?

Before, not after. Movement before a sitting task, heavy work before a transition, quiet before a busy place; on-task behavior rose after short activity breaks in a classroom trial.⁠⁶

Short and frequent. Two minutes several times a day fits a day better than one twenty-minute session. Overall, the CDC's targets are activity throughout the day at 3 to 5 and at least 60 minutes a day at 6 to 17.⁠⁷

Build into what's already happening: carrying the shopping, pushing the cart, walking along a low wall on the way home. Activities that need a separate slot stop happening.

Watch the pattern, not the session. Notice what comes before hard moments and what helps afterward; two weeks of rough notes reveal more than any list, and tolerance shifts with tiredness, illness and the day.

Do sensory activities actually work?

Honest framing. These activities sit within sensory-based interventions, where the evidence is more mixed than enthusiasts or skeptics allow. The AAP says such therapies may be one part of a comprehensive plan, that the research is limited and inconclusive, and that pediatricians can talk with families about a trial period and how to judge whether it is working.⁠¹⁸

Some of it is stronger than you might expect. A 2025 review of 21 studies found strong evidence for deep pressure and for training caregivers in sensory strategies; the second is arguably the more useful finding.⁠⁵

Some of it is weaker. Alternative seating did not improve attention, and there is too little research to judge changing the sensory environment. An earlier review found strong evidence for Qigong massage, limited evidence for weighted vests and too little to judge slow swinging.⁠^5,25

The finding that shapes this page. The 2025 review also found moderate evidence that targeting a variety of sensory systems beats targeting one, which is the argument for working across the categories above.⁠⁵

Do weighted vests and blankets work?

Not reliably. A review of seven studies concluded weighted vests appear ineffective; weighted blankets did not improve sleep in 67 autistic children and added about 8 minutes a night in 94 children with ADHD; and they are never for babies.⁠^14,38,39,40 Some children find them comforting, which is fine.

Sensory activities vs sensory integration therapy: the difference

Ayres Sensory Integration is a specific therapy: a trained occupational therapist, a fidelity measure, and a child actively engaged in play pitched at the “just-right challenge.” The activities here are mostly adult-led input applied to a child.⁠^5,41

The therapy's evidence is stronger: it meets evidence-based-practice criteria for autistic children aged 4 to 12, a review of nine randomized trials found strong evidence for autistic children's individualized goals, and a 2026 review found strong evidence for goal attainment in children with sensory processing challenges.⁠^35,36,42 The everyday activities are low-risk and worth trying; if a plan isn't helping after a fair trial, change it rather than doing it harder.

RelatedSensory integration therapy and the evidenceFull treatment guide

When should a child see an occupational therapist for sensory needs?

A list can't tell you which activities suit your child. An occupational therapist can assess the profile and build a plan around it, which is the difference between guessing and knowing.

Worth seeking an assessment if:

• Sensory difficulties are affecting eating, sleeping, school, or family life
• You've tried strategies without a clear pattern of what helps
• Your child's responses are escalating rather than settling
• Difficulties are affecting friendships or participation
• You want to know which patterns your child actually shows

Other conditions should always be considered, since sensory difficulties appear in autism, ADHD, developmental coordination disorder and anxiety. A free U.S. developmental evaluation is available through early intervention before 3 and the public schools from 3, without a doctor's referral, and a child who loses skills needs their doctor first.⁠^18,28,43

RelatedHow sensory processing is assessedFind an occupational therapist

Popular next reads

• Anxiety and Sensory Processing: How to Tell Them Apart
• When Sensory Overload Is Actually Untreated ADHD: 5 Signs It’s Time for a Psychiatric Evaluation
• Take a free sensory & ADHD quiz
• Find a pediatric OT, PT or speech therapist near you
• Sensory Diets: What They Are and What the Evidence Shows
• Sensory Over-Responsivity or Anxiety? How to Tell

Frequently Asked Questions

Do these work for ADHD too?

Many children with ADHD have sensory differences, and exercise has good evidence for attention and hyperactivity. But sensory activities aren't an ADHD treatment; the AAP recommends behavior therapy, with medication from age 6.⁠^1,2,31 ADHD vs sensory processing disorder.

How often should we do them?

A couple of minutes several times a day, built into what's already happening and done before demanding activities rather than after difficulty. Across the day, the CDC recommends at least 60 minutes of activity for children 6 to 17.⁠⁷

Are sensory activities a treatment?

No. They're low-risk play within sensory-based interventions, where the AAP calls the research limited and inconclusive. Ayres Sensory Integration delivered by a trained occupational therapist has stronger evidence.⁠^18,36

Do weighted vests and blankets help?

Not reliably. Weighted vests appear ineffective, weighted blankets did not improve sleep in autistic children and added only minutes in children with ADHD, and they are never for babies. Comfort alone is fine.⁠^14,38,39,40

My child hates all of these. What now?

Take it seriously. Widespread refusal can point to over-responsivity, where children try to avoid sensation, and the useful direction is less sensory load, not more input. An occupational therapy assessment would clarify it.⁠⁴

Can sensory activities make things worse?

Yes, if they give input a child is already over-responsive to, or too much of something powerful; some children get more dysregulated with intense input. Spinning is easiest to overdo. Stop at the first sign of distress.⁠²⁴

What about food-based sensory activities?

The list leaves them out on purpose. Eating has its own goals, and a very narrow diet, gagging or distressing mealtimes need a feeding assessment. Chew tools and straws give oral input without food.

How do I know which sensory activities my child needs?

Start with what they gravitate toward; a child who crashes into furniture is telling you something. An occupational therapy assessment shows which senses your child over-responds to, under-responds to or seeks, and AOTA advises one before sensory-based interventions.⁠¹⁵

What are good indoor activities for a child with ADHD?

Short bursts that fit a small space: animal walks, wall pushes, carrying jobs, a cushion climbing course, tug of war, balance lines, floor jumping and dancing. Do them before homework; activity breaks raised on-task behavior in a classroom trial.⁠⁶

What sensory activities suit a 3 to 5 year old?

Movement play (animal walks, climbing, rolling, floor jumping, follow-the-leader lines), hand play (playdough, shaving cream on a tray) and calm-down rocking or low light. Most children jump with both feet by 30 months and hop on one foot by 5.⁠^8,9

Is a trampoline good for a sensory seeker?

Not at home. The AAP says children under 6 should never use one and advises keeping all children off trampolines outside programs with trained coaches. Floor jumping and hopscotch are the alternatives here.⁠¹⁰

What is a sensory diet?

A planned schedule of sensory activities through the day, usually built with an occupational therapist after an assessment. In one school study, sensory diets in the regular day improved behavior in three of four children.⁠⁵

Do fidget toys help children with ADHD focus?

Not reliably. Fidget spinners made attention worse in young children with ADHD, and stability balls and other seating have not improved attention. Movement before the task is the better bet.⁠^5,13

Are sensory bins safe for toddlers?

With care. Dried beans, rice and beads are choking hazards, and small parts are banned in toys for children under 3. Use big items or water with close supervision, and no small fillers for a child who still mouths objects.⁠^11,12

Also worth reading: if these activities help, the next step is usually the room they happen in: how to set up a sensory-friendly home.

Sources

1. Cerrillo-Urbina AJ, García-Hermoso A, Sánchez-López M, Pardo-Guijarro MJ, Santos Gómez JL, Martínez-Vizcaíno V. The effects of physical exercise in children with attention deficit hyperactivity disorder: a systematic review and meta-analysis of randomized control trials. Child: Care, Health and Development. 2015;41(6):779–788. PMID 25988743. Checked October 10, 2026.
   Show the passageHide the passage

   “Eight randomized controlled trials (n = 249) satisfied the inclusion criteria”; “aerobic exercise had a moderate to large effect on core symptoms such as attention (SMD = 0.84), hyperactivity (SMD = 0.56) and impulsivity (SMD = 0.56) and related symptoms such as anxiety (SMD = 0.66), executive function (SMD = 0.58) and social disorders (SMD = 0.59) in children with ADHD”; “short-term aerobic exercise, based on several aerobic intervention formats, seems to be effective for mitigating symptoms.”
2. Centers for Disease Control and Prevention. Treatment of ADHD. Page dated July 30, 2026. Checked October 10, 2026.
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   “For children with ADHD younger than 6 years of age, the American Academy of Pediatrics (AAP) recommends parent training in behavior management as the first line of treatment, before medication is tried”; “For children 6 years of age and older, the recommendations include medication and behavior therapy together”; “Some children with ADHD learn well if they are moving or listening to background music”; and “Nutritious food, lots of physical activity, and sufficient sleep are important; they can help keep ADHD symptoms from getting worse.”
3. Dunn W. The sensations of everyday life: empirical, theoretical, and pragmatic considerations. American Journal of Occupational Therapy. 2001;55(6):608–620. PMID 12959225. Checked October 10, 2026.
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   The abstract: using Sensory Profile questionnaires, “persons birth to 90 years of age demonstrate four sensory processing patterns: sensory seeking, sensory avoiding, sensory sensitivity, and low registration,” patterns “based on a persons neurological thresholds and self-regulation strategies”; persons with disabilities “respond differently than peers on these questionnaires, suggesting underlying poor sensory processing in certain disorders, including autism, attention deficit hyperactivity disorder”; and “each person has some level of responsiveness within each sensory processing preference (i.e., a certain amount of seeking, avoiding, etc., not one or the other).”
4. STAR Institute for Sensory Processing. Patterns or Subtypes of Differences in Sensory Integration & Processing. Undated web page. Checked October 10, 2026.
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   “Some may feel overwhelmed by sensory input, while others might actively seek out intense sensory experiences. Additionally, there are those who may not notice sensations that others find significant”; people with over-responsivity “often have a ‘fight or flight’ response to sensation, e.g. being touched unexpectedly or loud noise” and “may try to avoid or minimize sensations”; people who are under-responsive “require more intensity and repetition of sensation than others,” and “These children may not perceive objects that are too hot or cold or they may not notice pain in response to bumps, falls, cuts, or scrapes.”
5. Piller A, McHugh Conlin J, Glennon TJ, Andelin L, Auld-Wright K, Teng K, Tarver T. Systematic review of sensory-based interventions for children and youth (2015–2024). Frontiers in Pediatrics. 2025;13:1720179. PMID 41321460. Checked October 10, 2026.
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   Funded by the American Occupational Therapy Association. “Twenty-one studies were included. Strong strength of evidence supported use of deep pressure tactile input and caregiver training on the use of sensory strategies. Moderate strength of evidence supported that alternative seating did not improve attention. Additionally moderate strength of evidence supported targeting a variety of sensory systems is more effective than targeting only one system. There is a lack of evidence on the impact of sensory environmental modifications.” From the full text: “Sensory integration and processing (SI/SP) differences are estimated to affect 5%–25% of children in the United States”; “The aim of SBIs is to temporarily modify a child’s physiological arousal level, creating a better match between the person and task”; SBIs “tend to be practitioner or adult-led interventions, involving passive sensory input applied to the child,” while key features of Ayres Sensory Integration include “advanced therapist training and mentorship and adherence to fidelity principles, including active engagement of the child, individually tailored activities, and play opportunities presented at the just-right challenge”; four deep pressure studies “two of which examined weighted items and two of which examined massage,” and “Two studies found sleep behavior improvements, one with use of weighted blankets during sleep and one with massage and joint compressions prior to bedtime”; “Deep-pressure tactile stimulation has modulating effects on the nervous system via decreasing sympathetic arousal and increasing parasympathetic activity”; on seating, stability balls at school brought “no significant improvements in productivity or seatwork,” cube chairs or T-stools no “significant improvements in attention,” and stability balls at home “no statistically significant improvements on attention or behavior”; “A third Level II (38) SSD study using sensory diets as part of the regular school day showed three of four participants improving behavior”; a fidget spinner study showed “increased violations of attention”; in an earmuff study, “significant improvements in functional performance related to auditory stimuli for autistic children using earmuffs, whereas the use of noise-canceling headphones did not demonstrate significant results”; and the implications: “caregiver training or coaching should be considered as part of any sensory intervention,” “SBIs may be more effective when implemented as part of a larger intervention plan, rather than as a standalone intervention,” and interventions “should be matched to the unique sensory needs of an individual,” with “a clear assessment of sensory processing ... performed by a trained practitioner.”
6. Mahar MT, Murphy SK, Rowe DA, Golden J, Shields AT, Raedeke TD. Effects of a classroom-based program on physical activity and on-task behavior. Medicine & Science in Sports & Exercise. 2006;38(12):2086–2094. PMID 17146314. Checked October 10, 2026.
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   A controlled trial of classroom activity breaks (“Energizers”) with 243 students; on-task behavior was observed in third and fourth graders “before and after Energizers activities”; “The improvement in on-task behavior of 8% between the pre-Energizers and post-Energizers observations was statistically significant”; “the least on-task students improved on-task behavior by 20% after Energizers activities.”
7. Centers for Disease Control and Prevention. Child Activity: An Overview. Page dated December 4, 2025. Checked October 10, 2026.
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   “Children 3 to 5 need to be active throughout the day”; “Adult caregivers should encourage children to be active when they play, for example by jumping or riding a tricycle”; children and adolescents 6 to 17 need “60 minutes or more of moderate-to-vigorous intensity physical activity each day,” including “Muscle-strengthening: Includes activities like climbing or doing push-ups, at least 3 days a week” and “Bone-strengthening: Includes activities such as jumping or running, at least 3 days a week.”
8. Centers for Disease Control and Prevention. Milestones by 30 Months. Page dated May 15, 2026. Checked October 10, 2026.
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   Movement milestones include “Jumps off the ground with both feet”; a cognitive milestone is “Shows he knows at least one color”; the tips include “Let your child ‘draw’ with crayons on paper, shaving cream on a tray, or chalk on a sidewalk” and “Play ‘follow the leader’ with your child. Walk in a straight line, make turns, walk backwards, and walk on tiptoes.”
9. Centers for Disease Control and Prevention. Milestones by 5 Years. Page dated May 15, 2026. Movement milestones include “Buttons some buttons” and “Hops on one foot.” Checked October 10, 2026.
10. American Academy of Pediatrics, HealthyChildren.org. Are Trampolines Safe for Kids? Last updated September 3, 2024. Checked October 10, 2026.
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    “the American Academy of Pediatrics (AAP) recommends keeping kids away from trampolines, except in settings with professional coaches and specialized equipment”; “Because toddlers and preschoolers face the greatest risks for trampoline injuries, kids under 6 should NEVER jump”; kids typically get injured when they “Collide with or crash into others jumping at the same time,” “Unintentionally fall from the surface to the ground” or “Try risky moves such as flips and somersaults.”
11. U.S. Consumer Product Safety Commission. Small Parts Ban and Choking Hazard Labeling. Business guidance, undated. Checked October 10, 2026.
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    “Children’s products that are intended for use by children under 3 that present a choking, aspiration, or ingestion hazard because of small parts are banned hazardous substances”; a small part is one that fits in a test cylinder that “approximates the size of the fully expanded throat of a child under three years old.”
12. Bradin S; American Academy of Pediatrics, HealthyChildren.org. Choking Prevention for Babies & Children: What Every Parent Needs to Know. Last updated February 27, 2026. Checked October 10, 2026.
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    “Most children who die from choking are under age 5”; “Balloons, balls, marbles, pieces of toys and foods (small round objects) cause the most choking deaths”; keep away from children “Toys that can be squeezed to fit entirely into a child’s mouth”; “Remember that balloons pose a choking risk to children up to 8 years of age.”
13. Graziano PA, Garcia AM, Landis TD. To fidget or not to fidget, that is the question: a systematic classroom evaluation of fidget spinners among young children with ADHD. Journal of Attention Disorders. 2020;24(1):163–171. PMID 29676193. Checked October 10, 2026.
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    “Using an A-B-A-B design, 60 children (Mage = 4.86 years, 83% Hispanic) diagnosed with ADHD participated in the study” during “an intensive evidence-based behavioral treatment”; “Children’s use of fidget spinners was associated with poorer attention across both phases of treatment”; “Fidget spinners negatively influence young children with ADHD’s attentional functioning, even in the context of an evidence-based classroom intervention.”
14. Stephenson J, Carter M. The use of weighted vests with children with autism spectrum disorders and other disabilities. Journal of Autism and Developmental Disorders. 2009;39(1):105–114. PMID 18592366. Checked October 10, 2026.
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    “Seven studies examining weighted vests are reviewed. While there is only a limited body of research and a number of methodological weaknesses, on balance, indications are that weighted vests are ineffective ... weighted vests cannot be recommended for clinical application at this point.”
15. American Occupational Therapy Association. Practice Smart! Undated web page; the recommendations moved from Choosing Wisely, where AOTA published them from 2018 to 2021. Checked October 10, 2026.
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    Recommendation 2: “Don’t provide sensory-based interventions to individual children or youth without documented assessment results of difficulties processing or integrating sensory information.” Recommendation 6: “Don’t initiate occupational therapy interventions without completion of the client’s occupational profile and setting collaborative goals.” Recommendation 7: “Don’t provide interventions for autistic persons to reduce or eliminate ‘restricted and repetitive patterns of behavior, activities, or interests’ without evaluating and understanding the meaning of the behavior to the person, as well as personal and environmental factors.”
16. Gándara-Gafo B, Beaudry-Bellefeuille I, Schaaf RC. A correlation study exploring sensory-seeking behavior: an elusive concept. American Journal of Occupational Therapy. 2026;80(4):8004345010. PMID 42166273. Checked October 10, 2026.
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    The abstract: “Sensory seeking (SS) is a behavior in which individuals actively pursue intense sensory experiences. It is commonly described in autistic children and those with other neurodevelopmental differences, as well as in typically developing individuals”; the objective was “To determine whether, as proposed in Dunn’s model, SS is related to poor sensory registration in typical adolescents and adults,” in “Typically developing, Spanish-speaking adolescents and adults (>11 yr, n = 787)”; “A nonsignificant relationship (r = .004) was found between SS and poor sensory registration”; “These data suggest that alternate views of the underlying mechanisms of SS may be needed”; and the plain-language summary: “Sensory seeking has been linked to sensory reactivity problems but also to other problems, such as poor praxis and poor sensory perception.”
17. STAR Institute for Sensory Processing. Your 8 Senses. Undated web page. Checked October 10, 2026.
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    The eight systems are visual, auditory, olfactory, gustatory, tactile, “Vestibular (sense of head movement in space)”, “Proprioceptive (sensations from muscles and joints of body)” and interoception; “The vestibular system contributes to balance and orientation in space,” with “the semicircular canal system, (related to detecting rotation) and the otoliths, (related to detecting linear acceleration/deceleration)”; and “The eighth, often neglected, but frequently problematic sensory system in SPD is the Interoceptive System,” which “detects responses that guide regulation, including hunger, heart rate, respiration and elimination.”
18. American Academy of Pediatrics, Section on Complementary and Integrative Medicine and Council on Children with Disabilities; Zimmer M, Desch L. Sensory integration therapies for children with developmental and behavioral disorders. Pediatrics. 2012;129(6):1186–1189. PMID 22641765. Checked October 10, 2026.
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    The abstract of the policy statement: “Sensory-based therapies involve activities that are believed to organize the sensory system by providing vestibular, proprioceptive, auditory, and tactile inputs”; “Because there is no universally accepted framework for diagnosis, sensory processing disorder generally should not be diagnosed. Other developmental and behavioral disorders must always be considered, and a thorough evaluation should be completed”; difficulty processing sensory information “may be seen in many developmental behavioral disorders, including autism spectrum disorders, attention-deficit/hyperactivity disorder, developmental coordination disorders, and childhood anxiety disorders”; “Occupational therapy with the use of sensory-based therapies may be acceptable as one of the components of a comprehensive treatment plan. However, parents should be informed that the amount of research regarding the effectiveness of sensory integration therapy is limited and inconclusive”; and clinicians may talk with families “about a trial period of sensory integration therapy.”
19. Briskin S, LaBotz M; Council on Sports Medicine and Fitness, American Academy of Pediatrics. Trampoline safety in childhood and adolescence. Pediatrics. 2012;130(4):774–779. PMID 23008455. Checked October 10, 2026.
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    “Most trampoline injuries occur with multiple simultaneous users on the mat. Cervical spine injuries often occur with falls off the trampoline or with attempts at somersaults or flips”; “current implementation of safety measures have not appeared to mitigate risk substantially. Therefore, the home use of trampolines is strongly discouraged.”
20. U.S. Food and Drug Administration. Safely Soothing Teething Pain in Infants and Children. Consumer Update, June 26, 2024. “The FDA also has received reports of death and serious injuries to infants and children, including strangulation and choking, caused by teething jewelry, such as amber teething necklaces.” Checked October 10, 2026.
21. Centers for Disease Control and Prevention. Milestones by 2 Years. Page dated May 15, 2026. Checked October 10, 2026.
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    Movement milestones include “Kicks a ball” and “Runs”; the tips include “Have your child help you get ready for mealtime, by letting him carry things to the table, such as plastic cups or napkins” and “Give your child crayons or put some finger paint on paper and let her explore by spreading it around and making dots.”
22. Centers for Disease Control and Prevention. Milestones by 18 Months. Page dated May 15, 2026. Checked October 10, 2026.
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    Movement milestones include “Walks without holding on to anyone or anything” and “Climbs on and off a couch or chair without help”; the activity tips include “Play with your child by rolling balls back and forth, pushing toy cars, and putting blocks or other items in and out of containers.”
23. Centers for Disease Control and Prevention. Milestones by 3 Years. Page dated May 15, 2026. Checked October 10, 2026.
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    Movement milestones include “Strings items together, like large beads or macaroni” and “Uses a fork”; the tips include “Let your child play with playdough by squishing it, pressing it, pinching it, and making balls in different colors. This builds her hand and finger muscles for writing, buttoning, and cutting.”
24. STAR Institute for Sensory Processing. About SPD. Undated web page. Checked October 10, 2026.
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    The site’s menu names “Founder Dr. Lucy Jane Miller”; the page says “Sensory Processing Disorder can affect people in only one sense–for example, just touch or just sight or just movement–or in multiple senses”; “other children exhibit an appetite for sensation that is in perpetual overdrive, we call these children sensory cravers. They seem almost addicted to intense stimulation” and, the page goes on, become dysregulated when they get it; and “We also have a vision of a world where SPD is an accepted diagnosis, is included in diagnostic manuals such as the DSM and ICD, and where treatment is covered by insurance.”
25. Bodison SC, Parham LD. Specific sensory techniques and sensory environmental modifications for children and youth with sensory integration difficulties: a systematic review. American Journal of Occupational Therapy. 2018;72(1):7201190040. PMID 29280714. Checked October 10, 2026.
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    “Eight studies met inclusion criteria”; “Strong evidence supported Qigong massage, moderate evidence supported sensory modifications to the dental care environment, and limited evidence supported weighted vests. The evidence is insufficient to draw conclusions regarding slow linear swinging and incorporation of multisensory activities into preschool settings.”
26. American Academy of Pediatrics, HealthyChildren.org. Common Childhood Habits. Last updated December 15, 2025; adapted from Caring for Your School-Age Child: Ages 5 to 12. Checked October 10, 2026.
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    Habits’ “repetitive nature suggests that they serve a soothing or calming process for the brain,” and adults under stress keep self-comforting traits such as “sucking on pencil tips or their fingers”; “a small number of middle-years children exhibit the normal behavior of rocking themselves to sleep in bed ... The rhythmic motion seems necessary to soothe or calm the central nervous system in the transition from wakefulness to sleep”; “Fingernail biting, cuticle picking, hair twirling and nose picking are also very common ... developing between ages 3 and 6”; and “When you call attention to them with harsh words, ridicule, or punishment, the tension that the habit presumably relieves will increase, and the habit will get worse. Punishment is not an effective way to eradicate habits.”
27. Ben-Sasson A, Carter AS, Briggs-Gowan MJ. Sensory over-responsivity in elementary school: prevalence and social-emotional correlates. Journal of Abnormal Child Psychology. 2009;37(5):705–716. PMID 19153827. Checked October 10, 2026.
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    Read on Europe PMC: in “a representative sample of elementary school-aged children (n = 925, 50% boys, ages 7-11 years),” “Sixteen percent of parents reported that at least four tactile or auditory sensations bothered their children.”
28. Centers for Disease Control and Prevention. Milestones by 4 Years. Page dated May 15, 2026. Checked October 10, 2026.
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    Milestones include “Avoids danger, like not jumping from tall heights at the playground” and “Catches a large ball most of the time”; “If your child is not meeting one or more milestones, has lost skills he or she once had, or you have other concerns, act early. Talk with your child’s doctor”; the tips include “Create a calm, quiet bedtime routine. Avoid any screen time (TV, phone, tablet, etc.) for 1 to 2 hours before bed,” “Try to make time for active play each day ... playing music and dancing together, playing outside, or taking a walk together” and “Let your child help with simple chores, such as bringing in the mail, feeding a pet, or wiping down tables.”
29. American Speech-Language-Hearing Association. Tinnitus and Hyperacusis. Practice Portal, undated. Checked October 10, 2026.
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    Under Hearing Protection: “Some individuals with hyperacusis feel that wearing hearing protection to avoid disturbing sounds is helpful. This is not generally advisable when environmental sound levels are safe. Avoiding sounds in the environment can make the auditory system become more sensitive to these sounds when protection is not used. This increased sensitivity can exacerbate hyperacusis (Formby et al., 2003). Using hearing protection when exposed to excessive noise is advisable for all individuals.”
30. Khalsa SS, Adolphs R, Cameron OG, et al. Interoception and mental health: a roadmap. Biological Psychiatry: Cognitive Neuroscience and Neuroimaging. 2018;3(6):501–513. PMID 29884281. Checked October 10, 2026.
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    “Interoception refers to the process by which the nervous system senses, interprets, and integrates signals originating from within the body, providing a moment-by-moment mapping of the body’s internal landscape across conscious and unconscious levels.”
31. Jurek L, Duchier A, Gauld C, et al. Sensory processing in individuals with attention-deficit/hyperactivity disorder compared with control populations: a systematic review and meta-analysis. Journal of the American Academy of Child & Adolescent Psychiatry. 2025;64(10):1132–1147. PMID 40250555. Checked October 10, 2026.
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    “30 studies (reported in 32 publications) encompassing 5,374 participants were included, with 23 studies focusing on children and 7 focusing on adults”; “Patients with ADHD presented with significantly more severe sensory atypicities than the control group in multiple domains: sensory sensitivity ..., sensory avoiding ..., low sensory registration ..., and sensory seeking (k = 15, SMD = 1.23 ...)”; “Heterogeneity was high in all analyses”; and sensory processing “should be systematically explored in the evaluation of children and adults referred for ADHD.”
32. Sun F, Fang Y, Chan CKM, et al. Structured physical exercise interventions and children and adolescents with attention deficit hyperactivity disorder: a systematic review and meta-analysis. Child: Care, Health and Development. 2024;50(1):e13150. PMID 37433667. Checked October 10, 2026.
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    “A total of 18 studies were included in the review. The majority of the studies examined the effects of SPE lasting for 3-12 weeks”; “The meta-analysis (pooled n = 627) revealed that SPE had a positive effect on primary and secondary outcomes, that is, inattention (SMD = -1.79), executive function (SMD = 2.19), physical fitness (SMD = 1.39) and mental health issues (SMD = -0.89)”; “There is emerging evidence that SPE is a promising option to enhance symptom management.”
33. Kaplan Kılıç B, Bumin G, Öğütlü H, Türkçapar MH. Comprehensive effects of occupational therapy using Ayres Sensory Integration® in children with ADHD: a randomized controlled trial. American Journal of Occupational Therapy. 2026;80(1):8001185020. PMID 41343283. Checked October 10, 2026.
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    “Ninety-four children (ages 6-8 yr) with ADHD (intervention group, n = 47; control group, n = 47)”; “The intervention group received OT-ASI (three sessions per week for 10 wk). The control group was placed on a 10-wk waiting list”; “OT-ASI can improve sensorimotor, attention, and executive functions; emotional regulation; and participation in children with ADHD.”
34. Ben-Sasson A, Hen L, Fluss R, Cermak SA, Engel-Yeger B, Gal E. A meta-analysis of sensory modulation symptoms in individuals with autism spectrum disorders. Journal of Autism and Developmental Disorders. 2009;39(1):1–11. PMID 18512135. Checked October 10, 2026.
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    “Results from 14 studies indicated a significant high difference between ASD and typical groups in the presence/frequency of sensory symptoms, with the greatest difference in under-responsivity, followed by over-responsivity and sensation seeking”; “Sensory differences were highest for studies of children ages 6-9 years.”
35. Schoen SA, Lane SJ, Mailloux Z, May-Benson T, Parham LD, Smith Roley S, Schaaf RC. A systematic review of Ayres Sensory Integration intervention for children with autism. Autism Research. 2019;12(1):6–19. PMID 30548827. Checked October 10, 2026.
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    “the remaining three studies were rated using the CEC quality indicators and standards for an evidence-based practice”; “Based on CEC criteria, ASI can be considered an evidence-based practice for children with autism ages 4-12 years old.”
36. Acuña C, Gallegos-Berrios S, Barfoot J, Meredith P, Hill J. Ayres Sensory Integration® with children ages 0 to 12: a systematic review of randomized controlled trials. American Journal of Occupational Therapy. 2025;79(3):7903205180. PMID 40193295. Checked October 10, 2026.
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    RCTs were included if they “compared implementation of ASI with its Fidelity Measure™”; “Nine RCTs (N = 344 participants), six with autistic children and three with other child populations, were included”; “Strong evidence from five RCTs (four Level 1b) indicates that ASI supports autistic children in meeting their individualized goals. Moderate evidence from three RCTs (two Level 1b) indicates no benefits of ASI for behaviors of concern, such as noncompliance or irritability”; “It is not recommended to address behaviors of concern, such as resistance to change or irritability.”
37. Pearson Assessments. Sensory Profile 2. Product page for the questionnaires by Winnie Dunn, published 2014. Checked October 10, 2026.
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    “The Sensory Profile™ 2 family of assessments provides standardized tools to help evaluate a child’s sensory processing patterns in the context of home, school, and community-based activities”; “Age range: Birth–14:11”; “Completion time: 5–20 minutes”; and “caregivers and teachers report on the child’s response to sensory events throughout the day.”
38. Gringras P, Green D, Wright B, et al. Weighted blankets and sleep in autistic children: a randomized controlled trial. Pediatrics. 2014;134(2):298–306. PMID 25022743. Checked October 10, 2026.
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    A placebo-controlled crossover trial in children “aged between 5 years and 16 years 10 months, with a confirmed ASD diagnosis and severe sleep problems”; “Seventy-three children were randomized and analysis conducted on 67 children who completed the study”; “The use of a weighted blanket did not help children with ASD sleep for a longer period of time, fall asleep significantly faster, or wake less often. However, the weighted blanket was favored by children and parents, and blankets were well tolerated over this period.”
39. Lönn M, Svedberg P, Nygren J, Jarbin H, Aili K, Larsson I. The efficacy of weighted blankets for sleep in children with attention-deficit/hyperactivity disorder: a randomized controlled crossover trial. Journal of Sleep Research. 2024;33(2):e13990. PMID 37452697. Checked October 10, 2026.
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    “The study included 94 children with attention-deficit/hyperactivity disorder (mean age 9.0 [sd 2.2] years)”; “Weighted blankets had a significant effect on total sleep time (mean diff. 7.72 min ...), sleep efficiency (mean diff. 0.82% ...) and wake after sleep onset (mean diff. -2.79 min ...), but not on sleep-onset latency.”
40. American Academy of Pediatrics, HealthyChildren.org. Baby Products to Avoid: Unsafe Registry Picks & Secondhand Gear. Last updated May 29, 2026. Under “What about weighted sleep blankets?”: “Weighted blankets can make it harder for your baby to breathe. Your baby can also get trapped underneath a heavy blanket and suffocate.” Checked October 10, 2026.
41. Parham LD, Roley SS, May-Benson TA, et al. Development of a fidelity measure for research on the effectiveness of the Ayres Sensory Integration intervention. American Journal of Occupational Therapy. 2011;65(2):133–142. PMID 21476360. Checked October 10, 2026.
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    “We designed a fidelity instrument to measure structural and process aspects of ASI intervention”; “Total score significantly differentiated ASI from four alternative interventions”; “The Ayres Sensory Integration Fidelity Measure has strong content validity.”
42. Piller A, Glennon TJ, Andelin L, Auld-Wright K, McHugh Conlin J, Teng K, Tarver T. Occupational therapy interventions using Ayres Sensory Integration® for children and youth (2015–2024): a systematic review. American Journal of Occupational Therapy. 2026;80(1):8001185030. PMID 41324442. Checked October 10, 2026.
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    “Twelve studies (four randomized controlled trials, four nonrandomized group designs, and four single-subject designs) met the inclusion criteria. Strong strength of evidence supports ASI for individual goal attainment and occupational performance. Moderate strength of evidence supports ASI in improving daily living and self-care skills and social, communication, and play skills.”
43. Centers for Disease Control and Prevention. Concerned About Your Child’s Development? Page dated February 17, 2026. Checked October 10, 2026.
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    “call your state’s public early childhood system to request a free evaluation to find out if your child qualifies for intervention services ... You do not need to wait for a doctor’s referral or a medical diagnosis to make this call”; “If your child is younger than 3 years old, contact your local early intervention system”; “If your child is age 3 or older, call any local public elementary school (even if your child does not go to school there)” and ask for an evaluation.

Medical disclaimer. This page is for general educational purposes and does not constitute medical advice, diagnosis, or treatment. Always consult a qualified healthcare provider about your child.