We believe one of our children has sensory processing disorder – what to do next?

Understanding Sensory Processing Disorder (SPD) in Children: The Essential Guide for Parents and Educators

Sensory Processing Disorder (SPD) is a condition in which the brain has trouble receiving and responding to information that comes in through the senses.⁠¹ For parents and educators, the signs of this disorder can be concerning and confusing. Your child might react strongly to certain sounds, textures, and even lighting conditions, making it difficult for them to manage everyday activities.

··· But fear not, understanding and proper support can make a significant difference in the life of a child with SPD. In this comprehensive guide, we will take you through the various aspects of SPD and provide you with a roadmap on what to do next if you suspect your child may have this condition.

Understanding Sensory Processing Disorder

SPD is not a standalone medical diagnosis. The American Academy of Pediatrics advises against diagnosing it on its own, because there is no universally accepted framework for it and the same sensory difficulties appear in autism, ADHD, developmental coordination disorder, and childhood anxiety.⁠² Sensory differences themselves are common: in a study of 925 children aged 7 to 11, 16 percent of parents said at least four touch or sound sensations bothered their child.⁠³ Researchers have proposed three broad categories of sensory processing disorder:⁠¹

• Sensory Modulation Disorder – difficulties regulating the intensity and nature of responses to sensory input.
• Sensory Discrimination Disorder – difficulties interpreting the specific characteristics of sensory input, such as how strong it is or how long it lasts.
• Sensory-Based Motor Disorder – problems with balance and core stability (postural disorder) or with planning and sequencing movements (dyspraxia).

For a child who over-responds to sensations, everyday sounds, textures, and movements can be stressful, and these children have more anxiety, behavior, and self-regulation problems than their peers, and more trouble with everyday social skills.⁠³ It’s important to recognize that each child’s experience is unique, which is why a personalized approach to evaluation and support is critical.

Recognizing the Signs

Recognizing the signs of SPD is the first step toward getting your child the help they need. Common signs include:⁠¹

• Overly sensitive to touch, movement, sights, or sounds
• Under-responsive to sensory stimuli
• Fearful or avoidant of sudden noises or busy environments
• Overly attached to or fearful of movement
• Difficulty making friends or interacting with others
• Easily distracted or impulsive

These signs can manifest in various ways, and it is crucial to understand your child’s behavior in the context of their age and environment. None of these signs is specific to SPD: difficulty with friendships, distractibility, and impulsivity are also signs of ADHD, autism, and anxiety.⁠^2,3 A behavior that might seem odd on its own can take on new meaning when viewed alongside the rest of your child’s development.

Seeking Evaluation and Diagnosis

If you suspect that your child has SPD, the next step is seeking a professional evaluation. Start by consulting with your pediatrician or a child psychologist, who can help determine whether the symptoms your child is experiencing point to SPD or another condition; the AAP says other conditions must always be considered.⁠²

Assessment typically involves:⁠¹

• Detailed interviews with parents and caregivers
• Standardized questionnaires
• Direct observation of the child in various sensory environments

A thorough evaluation, one that also looks at the other conditions that share these signs, helps pave the way for the right interventions and support your child needs.⁠²

Creating a Sensory-Friendly Environment

Once you understand your child’s sensory needs, creating a sensory-friendly environment at home and in their educational setting becomes paramount. This may include:

• Reducing clutter and organizing spaces to avoid sensory overload
• Providing a quiet space for the child to retreat to when they are overwhelmed
• Using soothing colors and lighting
• Offering sensory tools such as fidget toys or a weighted blanket if your child finds them comforting; in a randomized trial, weighted blankets did not improve sleep in autistic children, though the children liked them⁠⁷
• Collaborating with teachers to implement sensory-friendly strategies in the classroom

Creating an environment that is sensitive to your child’s sensory needs can make everyday life more manageable.

Pursuing Therapy and Interventions

Occupational therapists are the professionals who most often provide sensory-based therapy. They work with children to develop the skills needed for daily activities, often through play-based therapy that focuses on sensory integration. The evidence for it is limited: the AAP says sensory-based occupational therapy may be acceptable as one part of a broader treatment plan, but that research on sensory integration therapy is “limited and inconclusive,”⁠² and two small trials found gains on children’s individual goals.⁠⁴ Other interventions may include:

• Speech therapy if your child also has communication difficulties
• Physical therapy for difficulties with balance, coordination, or movement
• Behavioral therapy for behavior that is getting in the way at home or school

These therapeutic approaches are designed to help children with SPD develop the skills and coping mechanisms they need to thrive.

Collaborating with Schools and Educators

Collaboration with your child’s school is vital to ensure they are receiving the necessary support. It is essential to:

• Share any evaluation reports with school staff
• Ask the school whether your child qualifies for an Individualized Education Program (IEP) or a 504 Plan that outlines the accommodations and support your child will receive. SPD is not one of the disability categories in special education law, so an IEP depends on a qualifying condition and a need for special education,⁠⁵ while a 504 Plan depends on an impairment that substantially limits a major life activity, such as learning⁠⁶
• Advocate for staff training on SPD and how it can impact learning and behavior
• Work with the school to identify and address triggers within the learning environment

Collaboration helps create a supportive and inclusive educational experience for your child.

Participating in Support Groups and Community

Connecting with other parents and families who are experiencing similar challenges can be an invaluable source of support. Look for local support groups or online communities where you can share experiences and learn from others who are on a similar path.

In these communities, you can:

• Share strategies that have worked for your child
• Learn about new research and treatment options
• Find emotional support from those who understand

Participating in a community can help you feel less isolated and more empowered as you support your child with SPD.

The Journey of Understanding

Understanding SPD is a journey that involves patience, learning, and adaptation. By recognizing the signs, seeking an evaluation, creating a supportive environment, pursuing therapy, collaborating with schools, and connecting with a community, you are taking the essential steps to help your child thrive.

Remember, you are not alone. There is a wealth of information, resources, and support available to you as you navigate the world of SPD. Your commitment to your child’s well-being and your proactive approach will make a significant difference in their life.

Stay informed, stay connected, and most importantly, stay patient and understanding as you help your child with SPD reach their full potential.

Sources

1. Miller LJ, Nielsen DM, Schoen SA, Brett-Green BA. Perspectives on sensory processing disorder: a call for translational research. Frontiers in Integrative Neuroscience. 2009;3:22. doi:10.3389/neuro.07.022.2009 (PMID 19826493).
   Show the passageHide the passage

   Defines SPD as “impaired responses to, processing of, and/or organization of sensory information” that affects daily life; proposes three categories (sensory modulation disorder, sensory discrimination disorder, and sensory-based motor disorder, which includes postural disorder and dyspraxia); identification uses clinical observation and parent or teacher questionnaires such as the Sensory Profile and the Sensory Processing Measure.
2. 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. doi:10.1542/peds.2012-0876 (PMID 22641765).
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   “Because there is no universally accepted framework for diagnosis, sensory processing disorder generally should not be diagnosed”; sensory difficulty is seen in autism, ADHD, developmental coordination disorder and childhood anxiety; occupational therapy with sensory-based therapies “may be acceptable as one of the components of a comprehensive treatment plan,” but research on sensory integration therapy is “limited and inconclusive.”
3. 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. doi:10.1007/s10802-008-9295-8 (PMID 19153827).
   Show the passageHide the passage

   In 925 children aged 7 to 11, “sixteen percent of parents reported that at least four tactile or auditory sensations bothered their children”; children with elevated over-responsivity had more internalizing, externalizing and dysregulation problems and fewer adaptive social behaviors.
4. Case-Smith J, Weaver LL, Fristad MA. A systematic review of sensory processing interventions for children with autism spectrum disorders. Autism. 2015;19(2):133–148. doi:10.1177/1362361313517762 (PMID 24477447). Two small randomized trials of sensory integration therapy found positive effects on children’s individual goals; more rigorous trials are needed.
5. 34 CFR 300.8. Child with a disability (Individuals with Disabilities Education Act regulations). A child with a disability is one evaluated as having one of the listed conditions “and who, by reason thereof, needs special education and related services.” Checked October 6, 2026.
6. 34 CFR 104.3. Definitions (Section 504 regulations). Covers a person with “a physical or mental impairment which substantially limits one or more major life activities,” which include learning. Checked October 6, 2026.
7. 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. doi:10.1542/peds.2013-4285 (PMID 25022743). The weighted blanket “did not help children with ASD sleep for a longer period of time, fall asleep significantly faster, or wake less often,” though children and parents favored it.

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.