ADHD vs Sensory Processing Disorder: Key Differences, and Why It Is Often Both

ADHD vs sensory processing disorder: what is the short answer?

Three things you can watch for this week, before any appointment:

• What makes it worse: sensation or demand?

  Note whether the trouble rises with particular sensations (a loud room, a scratchy label) or with long, effortful, unrewarding tasks such as homework. Write down both, with the setting named; an ADHD evaluation rests on reports about more than one setting.⁠^1,9

• Is the movement specific or general?

  Children who crave sensation may constantly touch, move and crash into things, or seek deep pressure. ADHD’s hyperactivity is fidgeting, squirming, leaving the seat and being “on the go.” Note what kind of movement, not just how much.⁠^5,12,13

• Is the reaction to noise distraction, or distress?

  Being pulled off task by outside sounds is an ADHD symptom; finding everyday sounds overwhelming is over-responsivity. Distress, covering ears or leaving the room is worth describing separately.⁠^1,12

None of these settles the question; they tell you what to describe at an appointment. Our pages on sensory over-responsivity and sensory under-responsivity describe the two patterns in full, and the ADHD presentations covers the inattentive, hyperactive and combined pictures.

Why is ADHD a diagnosis and sensory processing disorder not?

ADHD has diagnostic criteria in both the DSM-5-TR and the ICD-11. Sensory processing disorder has no formal diagnosis in the DSM-5 or the ICD classifications.⁠^1,5,6

The difficulties it describes are real. Cleveland Clinic notes that SPD “isn’t an official medical diagnosis” but that providers see the benefit of identifying and treating it. The American Academy of Pediatrics went further in 2012: with no universally accepted framework for diagnosis, it said, sensory processing disorder generally should not be diagnosed, and other developmental and behavioral disorders must always be considered.⁠^2,11

Sensory differences do appear in one diagnosis: autism. Both the DSM-5 and the ICD-11 include over- or under-reactivity to sensory input among autism’s defining features.⁠^14,15

Is ADHD a sensory processing disorder?

No. ADHD is a neurodevelopmental disorder defined by inattention, hyperactivity and impulsivity that are frequent, occur across situations and interfere with daily life; sensory processing is not among its criteria. The ICD-11 does note that minor “soft” differences in sensory and motor performance are common in ADHD, alongside emotional dysregulation and low frustration tolerance.⁠^1,5,17

Nor is sensory processing disorder a type of ADHD. They are two descriptions that often apply to the same child, which is why the research on sensory issues in ADHD matters more than the labels.

What is ADHD?

ADHD is a neurodevelopmental disorder marked by inattention (trouble keeping focus or staying organized), hyperactivity (moving more than the setting calls for, restlessness, talking a lot) and impulsivity (interrupting, trouble waiting a turn). It shows up as one of three presentations: mostly inattentive, mostly hyperactive-impulsive, or combined.⁠^17,18 → ADHD

For a diagnosis, six or more symptoms of inattention or of hyperactivity-impulsivity (five from age 17) must have been present for at least six months, several of them before age 12, and they must cause difficulty in more than one setting. There is no blood test or scan for ADHD, and several other conditions can mimic it, including learning disorders, mood disorders and anxiety.⁠⁵

In a 2024 national parent survey, an estimated 7 million US children aged 3 to 17 (11.7%) had a current ADHD diagnosis. Boys are diagnosed more often than girls (13% against 7%), and nearly 78% of children with ADHD have at least one other condition, most often a behavior or conduct problem or anxiety.⁠¹⁹

What are the signs of ADHD in children?

The CDC lists signs such as daydreaming a lot, forgetting or losing things, squirming or fidgeting, talking too much, making careless mistakes or taking unnecessary risks, having a hard time resisting temptation, trouble taking turns and difficulty getting along with others. Many children do some of these some of the time; in ADHD the symptoms continue, can be severe and cause difficulty at school, at home or with friends.⁠¹⁸ Our guide to ADHD in kids goes through the signs by age.

What is sensory processing disorder?

Sensory processing disorder describes difficulty detecting, modulating, interpreting or responding to sensory experiences: sound, touch, sight, smell, taste, movement, body position and the body’s internal signals. A child can be over-responsive in one sense and under-responsive in another, and responses can shift with stress, fatigue or changes in the environment.⁠^12,13 → Sensory processing

Clinicians describe several types of sensory processing disorder:

• Over-responsivity: responding too much, too soon or for too long to sensations most people tolerate.⁠²
• Under-responsivity: needing more input than usual to notice it; children can look uninterested or low in arousal.⁠^2,13
• Sensory craving or seeking: needing and seeking out sensation, which may leave the child more disorganized rather than satisfied.⁠²
• Discrimination, postural and motor-planning differences: trouble telling sensations apart, stabilizing the body, or planning movement (dyspraxia).⁠²

How common it is depends on how it is measured. The STAR Institute puts children with symptoms at 5% to 16%, from two parent surveys: 5.3% of one district’s kindergarten enrollment met screening criteria, and 16% of parents of 925 children aged 7 to 11 said at least four touch or sound sensations bothered their child. A Finnish cohort of 4,424 eight-year-olds found over-responsivity in 6.4%.⁠^12,20,21,22

What are the signs of sensory processing disorder?

Common signs include constantly bumping into things, discomfort in certain clothing and fabrics, gagging on certain food textures, needing to touch things constantly, not recognizing personal space, strong reactions to sudden movement, touch, loud noises or bright lights, and trouble with fine motor skills. Signs can involve one sense or several. Children who are over-responsive may react badly to certain foods and avoid social situations; children who crave input may crash into objects and have little sense of personal space.⁠^2,13

ADHD vs SPD: how do they compare, row by row?

Why do ADHD and sensory processing issues look so similar?

Four behaviors account for much of the confusion. The behavior can be identical; what differs is what drives it. The ICD-11 adds other look-alikes: restlessness in anxiety can resemble hyperactivity, and a learning disorder can cause inattention only during hard schoolwork.⁠¹

Can sensory overload look like ADHD?

Yes. Sensory symptoms affect attention, and a child who registers every sound with the same intensity can look inattentive while attending to too much.⁠^12,13 Over-responsivity also travels with anxiety: among 48 children aged 6 to 10, those with ADHD and over-responsivity were more anxious than children with ADHD alone or without ADHD, and a second study linked over-responsivity and anxiety in children with and without ADHD.⁠^26,27 When overload keeps happening, see sensory overload and coping strategies and the signs that sensory overload is untreated ADHD.

What sensory issues are common in ADHD?

Sensory differences are more common in children with ADHD than in typically developing children. A 2025 meta-analysis of 30 studies with 5,374 participants (23 in children, 7 in adults) found more sensory sensitivity, avoiding, low registration (missing sensations others notice) and seeking in people with ADHD than in controls, with average differences above one standard deviation. The studies varied widely, and only 9 were at low risk of bias.⁠^3,28

Earlier work points the same way: in 26 children with ADHD, parent reports and skin-conductance responses to repeated sensations both showed more modulation problems than in 30 typical children, and mothers of preschoolers with ADHD reported differences on 6 of 9 sensory factors. A 2022 review cites estimates of atypical sensory experiences in 50% to 64% of children with ADHD.⁠^13,29,30

Sensory problems did not separate the ADHD subtypes in a 2011 review, but children who also had oppositional defiant disorder or anxiety tended to have more severe ones.⁠²⁸ The meta-analysis authors note that ADHD guidelines do not specifically mention assessing sensory processing, and suggest it should be explored whenever children and adults are evaluated for ADHD.⁠³

Do adults with ADHD have sensory processing issues too?

Many do. Among 116 adults with ADHD, over- and under-sensitivity were more common than in norm groups and rose with ADHD severity, independent of autistic traits; 43% of women and 22% of men reported them. In 234 adults from the general population, more ADHD traits went with more sensory problems in every sense.⁠^31,32 Our pages on adult ADHD and sensory processing disorder in adults cover what helps.

Does ADHD medication help sensory issues?

The evidence is thin. A 2025 systematic review found only seven studies of sensory function in children treated with methylphenidate: those children had better pain perception and balance but worse smell discrimination than unmedicated children, and noise sensitivity did not differ. Medication is aimed at ADHD’s core symptoms, and the AAP asks prescribers to adjust it for the most benefit with tolerable side effects.⁠^9,25

Sensory seeking vs ADHD: how can you tell them apart?

Sensory seeking is a strong drive for intense input: constant touching and moving, crashing into furniture, bold flavors, deep pressure or fast movement. Cleveland Clinic describes craving that leaves the child disorganized rather than satisfied; the STAR Institute describes seeking strong sensation to feel grounded and in control.⁠^2,12,13 In a classroom, seeking and hyperactivity can look identical.

They overlap in the data too. Seeking was elevated in ADHD in the 2025 meta-analysis, though the studies disagreed most on it, and the sensory-seeking group in the 117-child study had higher ADHD scores. Seeking also falls with age, regardless of diagnosis.⁠^3,7,8

No single observation separates them. A clinician looks at the whole pattern: whether the movement is aimed at particular input, whether inattention and impulsivity also show up in quiet settings, and whether anxiety sits alongside. Questionnaires such as the Sensory Profile 2 measure seeking; ADHD rating scales from home and school measure the core symptoms.⁠^5,7,8,9 The sensory seeking guide and the sensory seeking or avoiding quiz are a place to start.

Can a child have both ADHD and sensory processing disorder?

Yes, and it is common. Sensory differences are more common in children with ADHD than in other children, and in a clinic study the group with both had more sensory-related behaviors than children with ADHD alone and more attention difficulties than children with sensory modulation disorder alone.⁠^4,28

The overlap is not just clinical impression. Among 239 children aged 3 to 14 on the Sensory Profile 2, autistic children and children with ADHD did not differ from each other in sensory processing patterns, and both were elevated compared with typically developing children; children with ADHD also had the highest visual processing scores.⁠⁷

A later study sorted 117 children aged 8 to 12 with neurodevelopmental concerns by sensory profile rather than diagnosis, and found five subtypes: the sensory-seeking and under-responsive groups had heightened ADHD scores, while the over-responsive group had distinctively elevated anxiety. All three atypical groups showed elevated emotion dysregulation, which the authors propose as a shared mechanism. In that cohort, 62% met clinically concerning thresholds for ADHD, 39% for emotion dysregulation and 19% for anxiety: having more than one difficulty is common, not the exception.⁠⁸

Treating them as alternatives is how a family ends up told it is “just sensory” or “just ADHD” while half the picture goes unaddressed.

ADHD vs sensory modulation disorder: what did research find?

A clinic study compared children with ADHD, with sensory modulation disorder, with both, and typical children. All three clinical groups had more sensory, attention, activity, impulsivity and emotional difficulties than typical children, but the profiles differed: inattention was greater in ADHD; sensory issues, physical complaints, anxiety and depression, and difficulty adapting were greater in sensory modulation disorder, along with stronger skin-conductance reactions to sensation. The authors concluded that the two are distinct.⁠⁴ A second study, in children aged 6 to 12, linked over-responsivity with anxiety in children with and without ADHD.⁠²⁷

Is it ADHD, sensory processing disorder, or autism?

Autism is the one diagnosis whose criteria include sensory differences: the DSM-5 lists over- or under-reactivity to sensory input as one of four kinds of restricted, repetitive behavior, of which a diagnosis needs two, and the ICD-11 describes persistent over- or under-sensitivity to sounds, light, textures, smells, tastes or pain. So sensory differences are not required for autism, and since they also occur in ADHD, they are not proof of it.⁠^7,14,15

What separates autism from ADHD is social communication and restricted, repetitive patterns: attention problems, impulsivity and hyperactivity are often seen in autism, but people with ADHD do not show autism’s persistent social communication differences. The two can co-occur, and both can be diagnosed.⁠¹⁵

In autism, a meta-analysis of 14 studies found the biggest sensory difference from typical children in under-responsivity, then over-responsivity and seeking; in adults with ADHD, sensory differences tracked ADHD severity rather than autistic traits. The AAP asks clinicians evaluating ADHD to screen for autism.⁠^9,31,33 Our guides to sensory processing and autism and to autism or sensory processing disorder cover that side.

Why is “ADHD or sensory?” often the wrong question?

Three reasons, and each one changes what a parent should do next.

They co-occur often. Finding one does not mean the other is absent, and stopping at the first answer is how the second gets missed.⁠^3,4

One can produce the other’s presentation. Sensory symptoms affect attention, and the ICD-11 requires that ADHD symptoms not be better explained by another condition. Inattention that comes from sensory overwhelm is not ADHD, and it still needs help.⁠^1,13

The supports overlap. The CDC’s classroom advice for ADHD (warnings before transitions, breaks, time to move, fewer distractions) sits close to what occupational therapists suggest for sensory needs, and the AAP says parent training in behavior management can start before any diagnosis, because it helps behavior problems whatever their cause. You do not have to settle a label before you start.⁠^2,9,34

How are ADHD and SPD assessed, and by whom?

ADHD: a pediatrician or other primary care provider, a psychologist or a psychiatrist. The AAP asks clinicians to evaluate any child aged 4 to 17 with academic or behavior problems and ADHD symptoms, confirm the DSM-5 criteria with reports from parents and teachers, rule out other causes, and screen for conditions that often come with ADHD, from anxiety and learning disorders to autism, tics and sleep apnea. Hearing and vision tests are part of ruling out other problems.⁠^9,23

Sensory processing: an occupational therapist, often on a pediatrician’s referral, who watches how the child responds to sensory experiences and takes a history. Caregiver questionnaires are the most common tool; a 2024 review of 19 assessments rated the measurement properties of most moderate to low.⁠^2,24 → Find an occupational therapist

Also worth ruling out: hearing and vision problems; sleep disorders, anxiety, depression and learning disabilities, which can all produce symptoms like ADHD; and autism, which involves both attention and sensory differences.⁠^15,23 → Autism

Before an appointment, our guide to testing for sensory processing disorder explains what an occupational therapy evaluation involves, and the ADHD or SPD quiz helps sort what you have noticed. A quiz cannot diagnose either.

Can my child’s school evaluate for ADHD or sensory needs?

Public schools evaluate children aged 3 and older for free, and children under 3 can be evaluated through early intervention without a doctor’s referral.⁠²³ Support then runs through an Individualized Education Program or a Section 504 plan; ADHD can qualify for either when it impairs learning, with accommodations such as breaks, time to move and fewer distractions.⁠^5,34 Our guides to SPD and ADHD at school and the school evaluation request letter walk through the steps.

What helps ADHD and sensory issues, and how do the treatments differ?

For ADHD: the AAP recommends parent training in behavior management and/or behavioral classroom interventions first for children aged 4 and 5, and FDA-approved medication with behavior therapy from age 6, with school supports in every plan. Stimulants reduce symptoms in 70% to 80% of children with ADHD; young children start with behavior therapy because they have more side effects and long-term effects are not well studied.⁠^9,10 → ADHD treatment

The AAP found too little evidence, or little or no benefit, for several other approaches: mindfulness, cognitive training, diet modification (see natural remedies for ADHD in children), EEG biofeedback and supportive counseling.⁠⁹

For sensory processing difficulties: occupational therapy, changes to the environment and tasks, and movement built into the day. The AAP’s 2012 statement says sensory-based occupational therapy may be acceptable as one part of a comprehensive plan, but research on sensory integration therapy is limited and inconclusive; agree on a trial period and how to judge it.⁠^2,11 → Sensory integration therapy and the evidence

Ayres Sensory Integration met evidence-based practice criteria for autistic children aged 4 to 12 in a 2019 review of three studies, which did not cover ADHD. For specific techniques in children with autism or ADHD, a 2018 review found strong evidence for Qigong massage, limited evidence for weighted vests, and too little to judge slow swinging.⁠^35,36

A sensory diet, a planned schedule of sensory input across the day rather than anything to do with food, is one approach an occupational therapist may set up; understand what it is and is not before starting one. → Sensory diet strategies

Useful for both: predictable routines, warnings before transitions, fewer competing demands, movement breaks that are not earned by finishing work, and recovery time after demanding environments. The CDC notes that fidget tools, background music or moving while learning help some children and distract others.⁠³⁴ Our guides to movement breaks in the classroom and sensory toys for ADHD cover the practical side.

Do sensory strategies help ADHD symptoms?

The evidence is small. In a randomized crossover study of 110 children with ADHD, a weighted vest improved attention on a computerized test and reduced off-task behavior and fidgeting, but not impulsivity; reviewers rate weighted vest evidence as limited.⁠^36,37 For school accommodations, the CDC says there is limited information about which work, with better evidence for clear expectations, immediate positive feedback and a daily report card.⁠³⁴ An occupational therapist working with ADHD can help choose strategies and test them one at a time.

What to ask at an ADHD or sensory processing appointment

• “What is my child struggling to do?” Ask this before any question about labels.
• “Does it change with the setting, and with what?” Sensations, demands, or both.
• “Has the other one been considered?” Especially if only one assessment has happened.
• “Have hearing, vision and sleep been checked?” Hearing and vision tests are part of an ADHD workup, and sleep disorders can produce symptoms like ADHD.⁠²³
• “What can change in the classroom now?” Routines and the room can be adjusted while an evaluation is underway.

Frequently Asked Questions

Sources

1. World Health Organization. 6A05 Attention deficit hyperactivity disorder. ICD-11 for Mortality and Morbidity Statistics, release 2026-01. Checked October 10, 2026.
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   Description: “a persistent pattern (at least 6 months) of inattention and/or hyperactivity-impulsivity that has a direct negative impact on academic, occupational, or social functioning. There is evidence of significant inattention and/or hyperactivity-impulsivity symptoms prior to age 12”; “Inattention refers to significant difficulty in sustaining attention to tasks that do not provide a high level of stimulation or frequent rewards”; hyperactivity is “most evident in structured situations that require behavioural self-control”; manifestations “must be evident across multiple situations or settings ... but are likely to vary according to the structure and demands of the setting”; “Easily distracted by extraneous stimuli or thoughts not related to the task at hand”; “Inattention may not be evident when the individual is engaged in activities that provide intense stimulation and frequent rewards”; “Symptoms are not better accounted for by another mental, behavioural, or neurodevelopmental disorder.” Additional features: “Emotional dysregulation, low frustration tolerance, and subtle clumsiness and other minor (‘soft’) neurological abnormalities in sensory and motor performance ... are also common.” Boundaries: “Fidgeting, restlessness, and tension in the context of Anxiety or Fear-Related Disorders may resemble hyperactivity”; a child with a learning disorder “may exhibit symptoms of inattention and hyperactivity when asked to focus on specific academic activities that correspond to their areas of difficulty.”
2. Cleveland Clinic. Sensory Processing Disorder (SPD). Health Library, last updated March 20, 2025. Checked October 10, 2026.
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   “Currently, SPD isn’t an official medical diagnosis. But providers recognize the benefits of identifying SPD and using therapy to manage it”; types include “Sensory over-responsivity (SOR) ... You may respond too much, too soon or for too long to sensory information that most people can tolerate,” “Sensory under-responsivity (SUR) ... you need more sensory information than usual for it to have an impact,” “Sensory craving (SC) ... getting the stimulation results in disorganization and doesn’t satisfy the craving,” sensory discrimination disorder, postural disorder and dyspraxia; common symptoms: “Constantly bumping into things (clumsiness), Feeling discomfort in certain types of clothing and fabric, Gagging when eating certain food textures, Needing to constantly touch things, Not recognizing personal space, Reacting to sudden movements, touches, loud noises and/or bright lights, Trouble using fine motor skills”; “your child’s pediatrician may refer you to an occupational therapist. These professionals can assess your child for SPD by watching them interact with certain sensory experiences. They’ll also ask about your child’s symptoms, behavior and medical history”; at school a child may need “Access to headphones to block out background noises,” “Access to fidget toys” and “A designated break to do a sensory activity.”
3. Jurek L, Duchier A, Gauld C, Hénault L, Giroudon C, Fourneret P, Cortese S, Nourredine M. 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 and 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 (k = 13, SMD = 1.17 ...), sensory avoiding (k = 11, SMD = 1.15 ...), low sensory registration (k = 23, SMD = 1.22 ...), and sensory seeking (k = 15, SMD = 1.23, 95% CI [0.48, 1.97], I2 = 97%). Heterogeneity was high in all analyses. Only 9 studies were deemed at overall low risk of bias.” Conclusion: “Even though available ADHD clinical guidelines do not specifically mention the need to assess sensory processing in ADHD, this meta-analysis suggests that this should be systematically explored in the evaluation of children and adults referred for ADHD.”
4. Miller LJ, Nielsen DM, Schoen SA. Attention deficit hyperactivity disorder and sensory modulation disorder: a comparison of behavior and physiology. Research in Developmental Disabilities. 2012;33(3):804–818. PMID 22236629. Checked October 10, 2026.
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   “All groups had significantly more sensory, attention, activity, impulsivity, and emotional difficulties than typical children, but with distinct profiles. Inattention was greater in ADHD compared to SMD. Dual diagnoses had more sensory-related behaviors than ADHD and more attentional difficulties than SMD. SMD had more sensory issues, somatic complaints, anxiety/depression, and difficulty adapting than ADHD. SMD had greater physiological/electrodermal reactivity to sensory stimuli than ADHD and typical controls. Parent-report measures ... varied in agreement with clinician’s diagnoses. Evidence suggests ADHD and SMD are distinct diagnoses.”
5. American Psychiatric Association. What is ADHD? Psychiatry.org; physician review October 2025. Checked October 10, 2026.
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   “A diagnosis is based on the presence of persistent symptoms that have occurred over a prolonged period of time and are noticeable over at least the past six months ... the symptoms must be present before the individual is 12 years old and must have caused difficulties in more than one setting”; “six (or five for individuals who are 17 years old or older) of the following symptoms occur frequently,” including “Avoids or dislikes tasks that require sustained mental effort, such as homework,” “Is easily distracted by unrelated things or thoughts,” “Fidgets with or taps hands or feet, or squirms in seat,” “Not able to stay seated ... when remaining seated is expected,” “Runs about or climbs where it is inappropriate” and “Always ‘on the go,’ as if driven by a motor”; “several conditions can mimic ADHD such as learning disorders, mood disorders, anxiety”; “There are no specific blood tests or routine imaging for ADHD diagnosis”; and students whose ADHD impairs their learning “may qualify for special education under the Individuals with Disabilities Education Act” or for accommodations through a Section 504 plan.
6. Grobelna N, Rutkowski R, Rybakowski F, Rybakowski J, Ferensztajn-Rochowiak E. The phenomenon of sensory processing: historical overview, theoretical models, and neurophysiological underpinnings. Acta Neurobiologiae Experimentalis. 2024;84(4):359–370 (published January 14, 2025). PMID 39812532. Checked October 10, 2026.
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   The review traces the concepts of sensory processing disorder and sensory processing sensitivity from Ayres’ sensory integration work through Dunn’s and Miller’s models, and notes “an interest in the relationship between SP and mental disorders in adults, despite the lack of a formal diagnosis in DSM-5 and ICD classifications.”
7. Little LM, Dean E, Tomchek S, Dunn W. Sensory processing patterns in autism, attention deficit hyperactivity disorder, and typical development. Physical & Occupational Therapy in Pediatrics. 2018;38(3):243–254. PMID 29240517. Checked October 10, 2026.
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   239 children aged 3 to 14 (autism 77, ADHD 78, typically developing 84) on the Sensory Profile 2nd Edition: “Children with ASD and ADHD did not differ in sensory processing patterns which were elevated as compared to a TD group ... Children with ADHD had higher visual processing scores than children with ASD and TD. Older children had lower scores for seeking, auditory, visual, movement, touch, and conduct than younger children, regardless of diagnosis.” Conclusion: “sensory features may be an area of overlap of behaviors in ASD and ADHD.”
8. Brandes-Aitken A, Powers R, Wren J, Chu R, Shapiro KA, Steele M, Mukherjee P, Marco EJ. Sensory processing subtypes relate to distinct emotional and behavioral phenotypes in a mixed neurodevelopmental cohort. Scientific Reports. 2024;14:29326. PMID 39592662. Checked October 10, 2026.
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   117 children aged 8 to 12, community-recruited, with neurodevelopmental concerns including autism, ADHD, anxiety and sensory processing differences. “39% of NDC children met clinically concerning thresholds for emotion dysregulation, 19% for anxiety, and 62% for ADHD”; latent profile analysis found five subtypes, and “the Sensory Over-Responsive group exhibited distinctively elevated anxiety scores, while the Sensory Seeking and Sensory Under-Responsive groups showed heightened ADHD scores ... the Sensory Over-Responsive, Sensory Under-Responsive, and Sensory Seeking subgroups all demonstrated elevated emotion dysregulation scores, suggesting a potential shared mechanism.”
9. Wolraich ML, Hagan JF Jr, Allan C, Chan E, Davison D, Earls M, et al.; Subcommittee on Children and Adolescents with Attention-Deficit/Hyperactive Disorder. Clinical practice guideline for the diagnosis, evaluation, and treatment of attention-deficit/hyperactivity disorder in children and adolescents. Pediatrics. 2019;144(4):e20192528. PMID 31570648; PMCID PMC7067282. Checked October 10, 2026.
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   Key action statements: evaluate “any child or adolescent age 4 years to the 18th birthday who presents with academic or behavioral problems and symptoms of inattention, hyperactivity, or impulsivity”; confirm that “DSM-5 criteria have been met, including documentation of symptoms and impairment in more than 1 major setting ... with information obtained primarily from reports from parents or guardians, teachers, other school personnel” and “rule out any alternative cause”; “screen for comorbid conditions, including emotional or behavioral conditions (eg, anxiety, depression, oppositional defiant disorder, conduct disorders, substance use), developmental conditions (eg, learning and language disorders, autism spectrum disorders), and physical conditions (eg, tics, sleep apnea)”; for ages 4 to 5, “evidence-based PTBM and/or behavioral classroom interventions as the first line of treatment”; for ages 6 to 11, “FDA-approved medications for ADHD, along with PTBM and/or behavioral classroom intervention”; for ages 12 to 17, medication “with the adolescent’s assent” plus training or behavioral interventions; and “Educational interventions and individualized instructional supports ... are a necessary part of any treatment plan.” Also: “The use of neuropsychological testing has not been found to improve diagnostic accuracy in most cases”; “Clinicians do not need to have made an ADHD diagnosis before recommending PTBM because PTBM has documented effectiveness with a wide variety of problem behaviors, regardless of etiology”; “The majority of both boys and girls with ADHD also meet diagnostic criteria for another mental disorder”; and “Some nonmedication treatments for ADHD-related problems have either too little evidence to recommend them or have been found to have little or no benefit. These include mindfulness, cognitive training, diet modification, EEG biofeedback, and supportive counseling. The suggestion that cannabidiol oil has any effect on ADHD is anecdotal and has not been subjected to rigorous study.”
10. 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 and older, “medication and behavior therapy together”; “Parent training in behavior management has been shown to work as well as medication for ADHD in young children,” “Young children have more side effects from ADHD medications than older children” and “The long-term effects of ADHD medications on young children have not been well-studied”; stimulants: “Between 70-80% of children with ADHD have fewer ADHD symptoms when taking these fast-acting medications”; and the tip “Turn off the TV and social media, limit noise, and provide a clean workspace when your child is doing homework. Some children with ADHD learn well if they are moving or listening to background music.”
11. Zimmer M, Desch L; Section on Complementary and Integrative Medicine; Council on Children with Disabilities; American Academy of Pediatrics. 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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    “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 tolerating or processing sensory information is a characteristic that 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.” Roles for clinicians include “talking with families about a trial period of sensory integration therapy, and teaching families how to evaluate the effectiveness of a therapy.”
12. STAR Institute for Sensory Processing. Understanding the Sensory Integration Process. Sensoryhealth.org. Checked October 10, 2026.
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    “Studies indicate that 5% to 16% of children exhibit symptoms of SPD,” citing Ahn and Miller (2004) and Ben-Sasson and Carter (2009); the eight senses are visual, auditory, tactile, olfactory, gustatory, vestibular, proprioception and interoception; “you can have heightened sensitivity to some sensory systems and reduced in others”; heightened sensitivity “can make sounds, sights, smells, being moved or moving, and even internal sensations feel overwhelmingly ‘big,’ ‘loud,’ or ‘intense’”; some people “register everything around them with the same level of intensity ... the teacher’s voice, the ticking of the clock, the buzzing of the air conditioner, and the bell signaling time for transition may all be equally intense, all ‘vying for the attention’ of the individual”; “Some individuals might actively seek out strong sensations, like bold flavors or deep pressure, or intense movement, to help them feel grounded, balanced, and in control”; and “Sensory processing isn’t static; it can fluctuate based on factors like stress, fatigue, or environmental changes.”
13. Passarello N, Tarantino V, Chirico A, Menghini D, Costanzo F, Sorrentino P, et al. Sensory processing disorders in children and adolescents: taking stock of assessment and novel therapeutic tools. Brain Sciences. 2022;12(11):1478. PMID 36358404; PMCID PMC9688399. Checked October 10, 2026.
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    “Sensory processing disorders (SPDs) can be described as difficulty detecting, modulating, interpreting, and/or responding to sensory experiences”; “SPDs manifest as extreme reactions to sensory stimuli, in a range of ‘fight, flight or freeze’ behaviours”; over-responsive children “exhibit exaggerated response to stimuli that typical-development children (TD) would find tolerable ... they may react negatively to certain food groups, and they avoid social situations”; under-responsive children “show low arousal, seem uninterested, and daydream”; “children with sensory craving (or sensory seeking) constantly touch, move, crash into objects, and have little to no awareness of personal space or boundaries”; “There is evidence that sensory symptoms affect attention and communication abilities”; and “Atypical sensory experiences are believed to occur in up to 90% of individuals with ASD and in 50-64% of children with ADHD.”
14. Centers for Disease Control and Prevention. Clinical Testing and Diagnosis for Autism Spectrum Disorder. Page dated May 8, 2025, reproducing the DSM-5 criteria. Checked October 10, 2026.
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    “To meet diagnostic criteria for ASD according to DSM-5, a child must have persistent deficits in each of three areas of social communication and interaction ... plus at least two of four types of restricted, repetitive behaviors”; the fourth type is “Hyper- or hyporeactivity to sensory input or unusual interest in sensory aspects of the environment (e.g. apparent indifference to pain/temperature, adverse response to specific sounds or textures, excessive smelling or touching of objects, visual fascination with lights or movement).”
15. World Health Organization. 6A02 Autism spectrum disorder. ICD-11 for Mortality and Morbidity Statistics, release 2026-01. Checked October 10, 2026.
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    Among the features of restricted, repetitive patterns: “Lifelong excessive and persistent hypersensitivity or hyposensitivity to sensory stimuli or unusual interest in a sensory stimulus, which may include actual or anticipated sounds, light, textures (especially clothing and food), odors and tastes, heat, cold, or pain.” Boundary with ADHD: “Specific abnormalities in attention (e.g., being overly focused or easily distracted), impulsivity, and physical hyperactivity are often observed in individuals with Autism Spectrum Disorder. However, individuals with Attention Deficit Hyperactivity Disorder do not exhibit the persistent deficits in initiating and sustaining social communication and reciprocal social interactions or the persistent restricted, repetitive, and inflexible patterns ... However, Autism Spectrum Disorder and Attention Deficit Hyperactivity Disorder can co-occur and both diagnoses may be assigned if diagnostic requirements are met for each.”
16. Electronic Code of Federal Regulations. 34 CFR 300.8, Child with a disability. Individuals with Disabilities Education Act regulations. Checked October 10, 2026.
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    The categories are “an intellectual disability, a hearing impairment (including deafness), a speech or language impairment, a visual impairment (including blindness), a serious emotional disturbance ..., an orthopedic impairment, autism, traumatic brain injury, an other health impairment, a specific learning disability, deaf-blindness, or multiple disabilities”; “Other health impairment means having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that (i) Is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder ...; and (ii) Adversely affects a child’s educational performance.”
17. National Institute of Mental Health. Attention-Deficit/Hyperactivity Disorder (ADHD). NIMH health topic page. Checked October 10, 2026.
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    “ADHD is a neurodevelopmental disorder characterized by: Inattention, such as having difficulty paying attention, keeping on task, or staying organized; Hyperactivity, such as often moving around (including during inappropriate times), feeling restless, or talking excessively; Impulsivity, such as interrupting, intruding on others, or having trouble waiting one’s turn”; “for people with ADHD, the behaviors are frequent and occur across multiple situations, such as at school, at home, at work, or with family and friends and interfere with daily life.”
18. Centers for Disease Control and Prevention. Symptoms of ADHD. Page dated July 30, 2026. Checked October 10, 2026.
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    “A child with ADHD might daydream a lot, forget or lose things a lot, squirm or fidget, talk too much, make careless mistakes or take unnecessary risks, have a hard time resisting temptation, have trouble taking turns, have difficulty getting along with others”; “children with ADHD do not just grow out of these behaviors. The symptoms continue, can be severe, and can cause difficulty at school, at home, or with friends”; three presentations: predominantly inattentive, predominantly hyperactive-impulsive and combined.
19. Centers for Disease Control and Prevention. Data on ADHD in Children. Page dated July 8, 2026. Checked October 10, 2026.
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    “An estimated 7 million (11.7%) U.S. children aged 3–17 years have a current ADHD diagnosis, according to data collected in 2024 from a national survey of parents”; “Boys (13%) were more likely to be diagnosed with ADHD than girls (7%)”; “nearly 78% of children with ADHD had at least one other co-occurring condition: Almost half of the children with ADHD had a behavior or conduct problem. About 4 in 10 of the children with ADHD had anxiety.”
20. Ahn RR, Miller LJ, Milberger S, McIntosh DN. Prevalence of parents’ perceptions of sensory processing disorders among kindergarten children. American Journal of Occupational Therapy. 2004;58(3):287–293. PMID 15202626. Checked October 10, 2026.
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    Of 703 returned Short Sensory Profile surveys from one suburban district, “96 children (13.7% of 703) met criteria for sensory processing disorders based upon parental perceptions. A more conservative prevalence estimate ... suggests that based on parents’ perceptions, 5.3% (96 of 1796) of the kindergarten enrollment met screening criteria for sensory processing disorders.”
21. 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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    A representative sample of 925 children aged 7 to 11 followed from infancy: “Sixteen percent of parents reported that at least four tactile or auditory sensations bothered their children,” and children with elevated over-responsivity had more internalizing, externalizing and dysregulation problems.
22. Jussila K, Korkiakoski A, Jussila A, Kuusikko-Gauffin S, Joskitt L, Mäntymaa M, Moilanen I, Mattila ML. Sensory over responsivity (SOR) as a transdiagnostic marker of neurodevelopmental risk. An epidemiological birth cohort study. Nordic Journal of Psychiatry. 2025;79(8):632–641. PMID 41090667. Checked October 10, 2026.
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    A population cohort of 4,424 eight-year-olds in Northern Finland: “SOR was reported in 6.4% of children and was significantly more common among those with developmental challenges. Children with any developmental difficulty were 4.7 times more likely to exhibit SOR than those without. ASD showed the strongest association, followed by ADHD related traits.”
23. Centers for Disease Control and Prevention. Diagnosing ADHD. Page dated July 30, 2026. Checked October 10, 2026.
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    “There is no single test to diagnose ADHD, and many other problems, such as sleep disorders, anxiety, depression, and certain types of learning disabilities, can also have symptoms similar to ADHD”; “The diagnosis can be made by a mental health professional, like a psychologist or psychiatrist, or by a primary care provider, like a pediatrician”; “One step of the process involves having a medical exam, including hearing and vision tests, to rule out other problems with symptoms like ADHD”; and “You can also contact a local early intervention program for a free or low-cost evaluation (children under age 3) or school system for a free evaluation (children 3 years or older). A doctor’s referral is not needed for connecting with an early intervention program.”
24. Watkyns AF, Cloete LG, Parham LD. Sensory reactivity assessment in children: a systematic review. Developmental Medicine and Child Neurology. 2024;66(4):422–439. PMID 37771091. “The reviewers identified 41 studies, representing 19 assessments. The most common type of assessment was the proxy-reported caregiver questionnaire ... Ratings for measurement properties of most assessments were moderate to low.” Checked October 10, 2026.
25. Recarey-Rama S, Conde-Pumpido Zubizarreta S, Brenlla C, Gerpe-Rieiro E, Gil-Rodriguez A, Tubío-Fungueiriño M, et al. Exploring the sensory profile and pharmacogenetic biomarkers in child and youth ADHD patients undergoing methylphenidate (MPH) treatment: a systematic review conducted in European studies. Journal of Psychiatric Research. 2025;190:512–521. PMID 40929953. Checked October 10, 2026.
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    “After screening 568 articles, seven studies met the inclusion criteria ... Findings showed that ADHD children treated with MPH had improved pain perception and postural balance but worse odour discrimination compared to unmedicated patients. Other sensory factors, such as noise sensitivity and odour identification, did not yield statistically significant results. Further research is needed.”
26. Reynolds S, Lane SJ. Sensory overresponsivity and anxiety in children with ADHD. American Journal of Occupational Therapy. 2009;63(4):433–440. PMID 19708472. Checked October 10, 2026.
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    Twenty-four children aged 6 to 10 with ADHD and 24 without: “Children in the ADHD + SOR group were significantly more anxious than both the ADHD-only and non-ADHD (control) groups. Children with ADHD + SOR were also more likely to have clinically significant anxiety.”
27. Lane SJ, Reynolds S, Thacker L. Sensory over-responsivity and ADHD: differentiating using electrodermal responses, cortisol, and anxiety. Frontiers in Integrative Neuroscience. 2010;4:8. PMID 20556242. Checked October 10, 2026.
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    Children aged 6 to 12 with ADHD and sensory over-responsivity, ADHD without it, and typical children, tested with a sensory challenge protocol: “Results substantiated links between SOR and anxiety, in both TYP and ADHD children. Results suggests that ADHD should be considered in conjunction with anxiety and sensory responsivity.”
28. Ghanizadeh A. Sensory processing problems in children with ADHD, a systematic review. Psychiatry Investigation. 2011;8(2):89–94. PMID 21852983. Checked October 10, 2026.
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    Eleven studies on sensory problems in children with ADHD: “Sensory processing problems in children with ADHD is not a well studied area. Sensory processing problems in children with ADHD are more common than in typically developing children. Findings do not support that ADHD subtypes are distinct disorders with regard to sensory processing problems. However, co-morbidity with oppositional defiant disorder and anxiety are predictors of more severe sensory processing problems in children with ADHD.”
29. Mangeot SD, Miller LJ, McIntosh DN, McGrath-Clarke J, Simon J, Hagerman RJ, Goldson E. Sensory modulation dysfunction in children with attention-deficit-hyperactivity disorder. Developmental Medicine and Child Neurology. 2001;43(6):399–406. PMID 11409829. Checked October 10, 2026.
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    26 children with ADHD and 30 typically developing children, tested by electrodermal reactivity to repeated sensory stimulation and parent reports: “Compared to the typical sample, the children with ADHD displayed greater abnormalities in sensory modulation on both physiological and parent-report measures. The children with ADHD also displayed more variability in responses.”
30. Yochman A, Parush S, Ornoy A. Responses of preschool children with and without ADHD to sensory events in daily life. American Journal of Occupational Therapy. 2004;58(3):294–302. PMID 15202627. Checked October 10, 2026.
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    Mothers of 48 children aged 4 to 6 with ADHD and 46 without completed the Sensory Profile: “children with ADHD demonstrated statistically significant differences from children without ADHD in their sensory responsiveness as reflected in 6 out of 9 factor scores ... young children with ADHD may be at increased risk of deficits in various sensory processing abilities, over and above the core symptoms of ADHD.”
31. Bijlenga D, Tjon-Ka-Jie JYM, Schuijers F, Kooij JJS. Atypical sensory profiles as core features of adult ADHD, irrespective of autistic symptoms. European Psychiatry. 2017;43:51–57. PMID 28371743. Checked October 10, 2026.
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    116 adults with ADHD: “Adults with ADHD had more autistic symptoms, and they had both more hyper- and hyposensitivity compared to norm groups. This was especially apparent in the Activity level and Auditory sensory modalities. Sensory hypo- and hypersensitivity were both related to an increased ADHD score ... but not to any autistic symptom or comorbid disorder. As much as 43% of the females with ADHD reported sensory hypo- and/or hypersensitivity, compared to 22% of the men.”
32. Panagiotidi M, Overton PG, Stafford T. The relationship between ADHD traits and sensory sensitivity in the general population. Comprehensive Psychiatry. 2018;80:179–185. PMID 29121555. Checked October 10, 2026.
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    234 participants answered questionnaires on ADHD traits and sensory responsivity: “Results showed a highly significant positive correlation between the number of ADHD traits and the frequency of reported sensory processing problems. An increased number of sensory difficulties across all modalities were associated with the level of ADHD.”
33. 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.”
34. Centers for Disease Control and Prevention. ADHD in the Classroom. Page dated June 1, 2026. Checked October 10, 2026.
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    “The American Academy of Pediatrics (AAP) recommends that the school environment, program, or placement is a part of any ADHD treatment plan”; IEPs and Section 504 plans can offer accommodations including “Allowing breaks or time to move around” and “Changes to the environment to limit distraction”; “There is limited information about which types of accommodations are effective for children with ADHD. However, there is evidence that setting clear expectations, providing immediate positive feedback, and communicating daily with parents through a daily report card can help”; tips for teachers: “Provide extra warnings before transitions and changes in routines,” “Allow breaks,” “Allow time to move and exercise,” “Minimize distractions in the classroom” and “Observe and talk with the student about what helps or distracts them (for example, fidget tools, limiting eye contact when listening, background music, or moving while learning can be beneficial or distracting, depending on the child).”
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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    After screening, three studies were rated against the Council for Exceptional Children standards: “Two randomized controlled trials respectively met 100% and 85% of the CEC criteria items ... Based on CEC criteria, ASI can be considered an evidence-based practice for children with autism ages 4-12 years old.”
36. 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 the criteria; “Seven studies evaluated effects of specific sensory techniques for children with autism spectrum disorder (ASD) or attention deficit hyperactivity disorder: Qigong massage, weighted vests, slow swinging, and incorporation of multisensory activities into preschool routines ... 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.”
37. Lin HY, Lee P, Chang WD, Hong FY. Effects of weighted vests on attention, impulse control, and on-task behavior in children with attention deficit hyperactivity disorder. American Journal of Occupational Therapy. 2014;68(2):149–158. PMID 24581401. Checked October 10, 2026.
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    “In a randomized, two-period crossover design, 110 children with ADHD were measured using the Conners’ Continuous Performance Test-II ... In the weighted vest condition, the participants did show significant improvement in all three attentional variables ... and three of four on-task behaviors, including off task, out of seat, and fidgets. No significant improvements in impulse control and automatic vocalizations were found.”

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