{"id":3225,"date":"2026-04-09T00:17:28","date_gmt":"2026-04-08T20:17:28","guid":{"rendered":"https:\/\/therapytopics.com\/?page_id=3225"},"modified":"2026-06-18T23:25:05","modified_gmt":"2026-06-18T19:25:05","slug":"sensory-processing-integration","status":"publish","type":"page","link":"https:\/\/therapytopics.com\/es\/sensory-processing-integration\/","title":{"rendered":"Sensory processing &amp; integration"},"content":{"rendered":"<div data-elementor-type=\"wp-page\" data-elementor-id=\"3225\" class=\"elementor elementor-3225\">\n\t\t\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-604495a elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"604495a\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-66 elementor-top-column elementor-element elementor-element-f7bdc55\" data-id=\"f7bdc55\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-cb49f54 elementor-widget elementor-widget-text-editor\" data-id=\"cb49f54\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<h1><strong>Procesamiento e integraci\u00f3n sensorial<\/strong><\/h1>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t<div class=\"elementor-column elementor-col-33 elementor-top-column elementor-element elementor-element-6206abb\" data-id=\"6206abb\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-adccde2 elementor-widget__width-initial elementor-widget elementor-widget-text-editor\" data-id=\"adccde2\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><a href=\"https:\/\/therapytopics.com\/es\/about\/\"><strong>Escrito por:<\/strong> Dr. C., M.S., D.OT, OTR\/L, Reviewed: April 8, 2026 &#8211; 13 min read<\/a><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-1450da5 elementor-widget__width-initial elementor-widget elementor-widget-image\" data-id=\"1450da5\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"image.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/therapytopics.com\/es\/about\/\">\n\t\t\t\t\t\t\t<img fetchpriority=\"high\" decoding=\"async\" width=\"400\" height=\"400\" src=\"https:\/\/therapytopics.com\/wp-content\/uploads\/2026\/03\/headshot_circle.png\" class=\"attachment-large size-large wp-image-2907\" alt=\"\" srcset=\"https:\/\/therapytopics.com\/wp-content\/uploads\/2026\/03\/headshot_circle.png 400w, https:\/\/therapytopics.com\/wp-content\/uploads\/2026\/03\/headshot_circle-300x300.png 300w, https:\/\/therapytopics.com\/wp-content\/uploads\/2026\/03\/headshot_circle-150x150.png 150w, https:\/\/therapytopics.com\/wp-content\/uploads\/2026\/03\/headshot_circle-70x70.png 70w\" sizes=\"(max-width: 400px) 100vw, 400px\" \/>\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-ffeb3cf elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"ffeb3cf\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-50 elementor-top-column elementor-element elementor-element-2c81a7f\" data-id=\"2c81a7f\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-1148930 elementor-widget__width-initial elementor-widget-mobile__width-inherit elementor-widget elementor-widget-icon-box\" data-id=\"1148930\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"icon-box.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-icon-box-wrapper\">\n\n\t\t\t\n\t\t\t\t\t\t<div class=\"elementor-icon-box-content\">\n\n\t\t\t\t\t\t\t\t\t<h3 class=\"elementor-icon-box-title\">\n\t\t\t\t\t\t<span  >\n\t\t\t\t\t\t\t1 in 6\t\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/h3>\n\t\t\t\t\n\t\t\t\t\t\t\t\t\t<p class=\"elementor-icon-box-description\">\n\t\t\t\t\t\tChildren have sensory processing difficulties\t\t\t\t\t<\/p>\n\t\t\t\t\n\t\t\t<\/div>\n\t\t\t\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-c6bd36e elementor-widget__width-initial elementor-widget-mobile__width-inherit elementor-widget elementor-widget-icon-box\" data-id=\"c6bd36e\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"icon-box.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-icon-box-wrapper\">\n\n\t\t\t\n\t\t\t\t\t\t<div class=\"elementor-icon-box-content\">\n\n\t\t\t\t\t\t\t\t\t<h3 class=\"elementor-icon-box-title\">\n\t\t\t\t\t\t<span  >\n\t\t\t\t\t\t\t90%\t\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/h3>\n\t\t\t\t\n\t\t\t\t\t\t\t\t\t<p class=\"elementor-icon-box-description\">\n\t\t\t\t\t\tOf autistic children have sensory differences\t\t\t\t\t<\/p>\n\t\t\t\t\n\t\t\t<\/div>\n\t\t\t\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-25c1b9c elementor-widget__width-initial elementor-widget-mobile__width-inherit elementor-widget elementor-widget-icon-box\" data-id=\"25c1b9c\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"icon-box.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-icon-box-wrapper\">\n\n\t\t\t\n\t\t\t\t\t\t<div class=\"elementor-icon-box-content\">\n\n\t\t\t\t\t\t\t\t\t<h3 class=\"elementor-icon-box-title\">\n\t\t\t\t\t\t<span  >\n\t\t\t\t\t\t\t50%\t\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/h3>\n\t\t\t\t\n\t\t\t\t\t\t\t\t\t<p class=\"elementor-icon-box-description\">\n\t\t\t\t\t\tOf children with ADHD have atypical sensory assessment &amp; intervention\t\t\t\t\t<\/p>\n\t\t\t\t\n\t\t\t<\/div>\n\t\t\t\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-f2bdd05 elementor-widget__width-initial elementor-widget-mobile__width-inherit elementor-widget elementor-widget-icon-box\" data-id=\"f2bdd05\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"icon-box.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-icon-box-wrapper\">\n\n\t\t\t\n\t\t\t\t\t\t<div class=\"elementor-icon-box-content\">\n\n\t\t\t\t\t\t\t\t\t<h3 class=\"elementor-icon-box-title\">\n\t\t\t\t\t\t<span  >\n\t\t\t\t\t\t\tOT\t\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/h3>\n\t\t\t\t\n\t\t\t\t\t\t\t\t\t<p class=\"elementor-icon-box-description\">\n\t\t\t\t\t\tPrimary specialist for sensory assessment &amp; intervention\t\t\t\t\t<\/p>\n\t\t\t\t\n\t\t\t<\/div>\n\t\t\t\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-d87d2b2 elementor-widget__width-initial elementor-widget-mobile__width-inherit elementor-widget elementor-widget-icon-box\" data-id=\"d87d2b2\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"icon-box.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-icon-box-wrapper\">\n\n\t\t\t\n\t\t\t\t\t\t<div class=\"elementor-icon-box-content\">\n\n\t\t\t\t\t\t\t\t\t<h3 class=\"elementor-icon-box-title\">\n\t\t\t\t\t\t<span  >\n\t\t\t\t\t\t\tASI\t\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/h3>\n\t\t\t\t\n\t\t\t\t\t\t\t\t\t<p class=\"elementor-icon-box-description\">\n\t\t\t\t\t\tMost evidence-based sensory intervention for children\t\t\t\t\t<\/p>\n\t\t\t\t\n\t\t\t<\/div>\n\t\t\t\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t<div class=\"elementor-column elementor-col-50 elementor-top-column elementor-element elementor-element-38b912a\" data-id=\"38b912a\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap\">\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-95a7fcf elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"95a7fcf\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-50 elementor-top-column elementor-element elementor-element-7cd572d\" data-id=\"7cd572d\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-4d2e2ef elementor-widget elementor-widget-image\" data-id=\"4d2e2ef\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"image.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<img decoding=\"async\" width=\"768\" height=\"512\" src=\"https:\/\/therapytopics.com\/wp-content\/uploads\/2026\/04\/dreamstime_m_95151125-1-768x512-1.jpg\" class=\"attachment-large size-large wp-image-3236\" alt=\"\" srcset=\"https:\/\/therapytopics.com\/wp-content\/uploads\/2026\/04\/dreamstime_m_95151125-1-768x512-1.jpg 768w, https:\/\/therapytopics.com\/wp-content\/uploads\/2026\/04\/dreamstime_m_95151125-1-768x512-1-300x200.jpg 300w\" sizes=\"(max-width: 768px) 100vw, 768px\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t<div class=\"elementor-column elementor-col-50 elementor-top-column elementor-element elementor-element-a849739\" data-id=\"a849739\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap\">\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-4ab2610 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"4ab2610\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-66 elementor-top-column elementor-element elementor-element-e900d66\" data-id=\"e900d66\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-d13998a elementor-widget elementor-widget-text-editor\" data-id=\"d13998a\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<div style=\"background-color: #1f497d; padding: 18px 22px; border-radius: 6px; margin-bottom: 20px;\"><p style=\"color: #ffffff; font-weight: bold; font-size: 15px; margin-bottom: 10px;\">Conclusiones clave<\/p><ul style=\"color: #ffffff; margin: 0; padding-left: 20px; line-height: 1.8;\"><li>Approximately 1 in 6 children experience sensory processing difficulties significant enough to affect daily activities, participation, and learning (Piller et al., 2025)<\/li><li>Sensory differences are present in up to 90% of children with autism spectrum disorder and approximately 50% of children with ADHD (Piller et al., 2025; Jurek et al., 2025)<\/li><li>Ayres Sensory Integration\u00ae (ASI) is the most evidence-based OT intervention for sensory processing challenges \u2014 strong evidence from 5 RCTs supports its use for autistic children&#8217;s individualized occupational goals (Acu\u00f1a et al., 2025)<\/li><li>A 2026 systematic review found good evidence supporting occupational therapy using ASI to improve participation for children and youth with sensory processing challenges (Piller, Glennon et al., 2026)<\/li><li>Sensory processing difficulties are not a phase \u2014 they can persist through adolescence and into adulthood and are best addressed with early assessment and individualized intervention (Piller et al., 2025)<\/li><li>Occupational therapists are the primary specialists for sensory assessment and intervention, working across clinical, school-based, early intervention, and home settings (Piller, Glennon et al., 2026)<\/li><\/ul><\/div><p><!-- \u2500\u2500 IMPORTANT BOX \u2014 amber \u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500 --><\/p><div style=\"background-color: #fff3cd; border-left: 5px solid #D4A017; padding: 14px 18px; border-radius: 4px; margin-bottom: 20px;\"><p style=\"font-weight: bold; margin-bottom: 8px;\">Importante<\/p><p style=\"margin: 0;\">The information on this page is educational only and is not a substitute for a clinical evaluation or individualized therapy plan. If you are concerned about a child&#8217;s sensory processing, speak with a pediatrician and request a referral to an occupational therapist with training in sensory integration.<\/p><\/div><p><!-- \u2500\u2500 TABLE OF CONTENTS \u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500 --><\/p><h3>Tabla de contenido<\/h3><ol><li><a href=\"#sensory-overview\">What Is Sensory Processing and Integration?<\/a><\/li><li><a href=\"#sensory-systems\">The Eight Sensory Systems<\/a><\/li><li><a href=\"#sensory-difficulties\">What Are Sensory Processing Difficulties?<\/a><\/li><li><a href=\"#sensory-who\">Who Is Affected?<\/a><\/li><li><a href=\"#sensory-signs\">Signs and Symptoms Across Age Groups<\/a><\/li><li><a href=\"#sensory-assessment\">How Sensory Processing Is Assessed<\/a><\/li><li><a href=\"#sensory-ot\">Occupational Therapy and Sensory Integration<\/a><\/li><li><a href=\"#sensory-asi\">Ayres Sensory Integration\u00ae (ASI): The Evidence<\/a><\/li><li><a href=\"#sensory-sbi\">Sensory-Based Interventions<\/a><\/li><li><a href=\"#sensory-school\">Sensory Processing in School Settings<\/a><\/li><li><a href=\"#sensory-families\">Qu\u00e9 pueden hacer las familias<\/a><\/li><li><a href=\"#sensory-clinicians\">Nota para los profesionales cl\u00ednicos<\/a><\/li><li><a href=\"#sensory-references\">Referencias<\/a><\/li><\/ol><p><!-- \u2500\u2500 SECTION 1 \u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500 --><\/p><h2 id=\"sensory-overview\">1. What Is Sensory Processing and Integration?<\/h2><p>Sensory processing refers to how the nervous system receives, organizes, and interprets information from the senses \u2014 both from the external environment and from within the body. Sensory integration is the neurological process by which the brain combines signals from multiple sensory systems simultaneously and uses them to produce organized, adaptive responses that support daily function, learning, and participation (Acu\u00f1a et al., 2025; Piller, Glennon et al., 2026).<\/p><p>The concept of sensory integration was first developed in the 1970s by Dr. A. Jean Ayres, a pioneering occupational therapist and neuroscientist. Ayres proposed that the ability to integrate sensory information from multiple systems \u2014 particularly touch, movement, and body position \u2014 is foundational to learning, behavior, and daily functioning. Her framework, now known as Ayres Sensory Integration\u00ae (ASI), remains the theoretical and clinical foundation for occupational therapy practice in this area (Acu\u00f1a et al., 2025).<\/p><p>When sensory processing works well, it happens automatically and invisibly. A child reaches for a cup without looking, adjusts their posture when sitting, filters out background noise to focus on a teacher, and moves through a crowded hallway without bumping into others. These automatic responses depend on thousands of sensory integration processes operating simultaneously beneath conscious awareness (Piller, Glennon et al., 2026).<\/p><p>When sensory processing is disrupted \u2014 as it is in many children with <a href=\"https:\/\/therapytopics.com\/es\/autism-spectrum-disorder-asd\/\"><u>autism spectrum disorder<\/u><\/a>, <u>ADHD<\/u>, <u>developmental coordination disorder<\/u>, and other neurodevelopmental conditions \u2014 daily activities that most people perform without effort can become genuinely difficult, confusing, or distressing (Piller et al., 2025).<\/p><div style=\"background-color: #ddeeff; border-left: 5px solid #2E74B5; padding: 14px 18px; border-radius: 4px; margin-bottom: 20px;\"><p style=\"font-weight: bold; color: #1f497d; margin-bottom: 8px;\">Sensory Integration vs. Sensory Processing \u2014 What Is the Difference?<\/p><p style=\"margin: 0;\"><strong>Sensory processing<\/strong> refers broadly to how the nervous system receives, filters, and organizes sensory information. <strong>Sensory integration<\/strong> specifically refers to the combining of information from multiple sensory systems simultaneously to produce coordinated action and support learning. Ayres Sensory Integration\u00ae (ASI) refers specifically to the manualized evidence-based intervention framework developed by Dr. Jean Ayres and delivered by trained occupational therapists.<\/p><\/div><p><!-- \u2500\u2500 SECTION 2 \u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500 --><\/p><h2 id=\"sensory-systems\">2. The Eight Sensory Systems<\/h2><p>Most people are familiar with the five classic senses \u2014 sight, hearing, smell, taste, and touch. Occupational therapists working in sensory integration address eight sensory systems, including three that are less well known but critically important to daily function, learning, and behavior (Piller, Glennon et al., 2026; Acu\u00f1a et al., 2025):<img decoding=\"async\" class=\"alignright wp-image-3229 size-medium\" src=\"https:\/\/therapytopics.com\/wp-content\/uploads\/2026\/04\/pexels-yankrukov-8435800-200x300.jpg\" alt=\"\" width=\"200\" height=\"300\" srcset=\"https:\/\/therapytopics.com\/wp-content\/uploads\/2026\/04\/pexels-yankrukov-8435800-200x300.jpg 200w, https:\/\/therapytopics.com\/wp-content\/uploads\/2026\/04\/pexels-yankrukov-8435800-683x1024.jpg 683w, https:\/\/therapytopics.com\/wp-content\/uploads\/2026\/04\/pexels-yankrukov-8435800-768x1152.jpg 768w, https:\/\/therapytopics.com\/wp-content\/uploads\/2026\/04\/pexels-yankrukov-8435800-1024x1536.jpg 1024w, https:\/\/therapytopics.com\/wp-content\/uploads\/2026\/04\/pexels-yankrukov-8435800-1365x2048.jpg 1365w, https:\/\/therapytopics.com\/wp-content\/uploads\/2026\/04\/pexels-yankrukov-8435800-scaled.jpg 1707w\" sizes=\"(max-width: 200px) 100vw, 200px\" \/><\/p><ul><li><strong>Tactile system (touch):<\/strong> Processes information from receptors in the skin about pressure, temperature, pain, and texture. Foundational to manual dexterity, body awareness, and comfort with physical contact. Tactile hypersensitivity is among the most commonly reported sensory difficulties in children with <a href=\"https:\/\/therapytopics.com\/es\/autism-spectrum-disorder-asd\/\"><u>autism spectrum disorder.<\/u><\/a><\/li><li><strong>Vestibular system (movement and balance):<\/strong> Located in the inner ear, the vestibular system detects movement, gravity, and changes in head position. Essential for balance, postural control, eye movement, and the ability to sit still and attend. Vestibular processing difficulties can drive movement avoidance, gravitational insecurity, and coordination problems.<\/li><li><strong>Proprioceptive system (body position):<\/strong> Processes information from muscles, joints, and connective tissue about where the body is in space and how much force is being used. Supports motor planning \u2014 the ability to plan and execute unfamiliar movements, also called praxis \u2014 coordination, and emotional regulation. Children with poor proprioception often bump into others, use too much or too little force, and actively seek heavy input.<\/li><li><strong>Visual system:<\/strong> Processes light, color, motion, and spatial information. Visual processing difficulties can affect reading, handwriting, navigation, and social interaction, and often co-occur with tactile and vestibular processing differences.<\/li><li><strong>Auditory system:<\/strong> Processes sound, pitch, volume, and direction. Auditory processing difficulties can affect language development, attention, and the ability to filter background noise in busy environments like classrooms and cafeterias.<\/li><li><strong>Olfactory system (smell):<\/strong> Closely linked to emotional responses and memory. Hypersensitivity to smell is common in autism and can significantly affect eating, participation in activities, and comfort in public spaces.<\/li><li><strong>Gustatory system (taste):<\/strong> Processes flavor, texture, and temperature of food. Oral tactile and gustatory difficulties are a major driver of restricted eating patterns \u2014 a significant clinical challenge for many children with sensory processing differences.<\/li><li><strong>Interoceptive system (internal body signals):<\/strong> Processes signals from internal organs \u2014 hunger, thirst, heartbeat, bladder fullness, pain, and emotional states. Critically important to emotional regulation, self-care, and body awareness. Interoceptive processing difficulties contribute to emotional dysregulation, toileting challenges, and difficulty identifying and communicating internal states.<\/li><\/ul><p>In Ayres&#8217; framework, the tactile, vestibular, and proprioceptive systems are considered the most foundational for development \u2014 they provide the sensory base on which visual, auditory, and higher-level skills are built. Disruption in these three systems has the most far-reaching effects on learning and behavior (Acu\u00f1a et al., 2025; Piller, Glennon et al., 2026).<\/p><p><!-- \u2500\u2500 SECTION 3 \u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500 --><\/p><h2 id=\"sensory-difficulties\">3. What Are Sensory Processing Difficulties?<\/h2><p>Sensory processing difficulties occur when the brain does not efficiently organize and respond to sensory information, resulting in responses that are poorly matched to the demands of the situation. These difficulties are not a single uniform condition \u2014 they vary widely across sensory systems, within the same individual, and across different environments and times of day (Piller et al., 2025).<\/p><p>Clinicians describe sensory processing patterns along two key dimensions: <strong>threshold<\/strong> (how much stimulation is needed before the nervous system registers and responds) and <strong>self-regulation<\/strong> (whether the individual actively or passively manages sensory input). These dimensions produce four recognizable sensory processing patterns:<\/p><ul><li><strong>Sensory seeking (high threshold, active):<\/strong> The person actively seeks out intense sensory input \u2014 crashing, spinning, touching everything, making constant noise. The nervous system needs more stimulation than typical to register and respond. Common in <u>ADHD<\/u> and <a href=\"https:\/\/therapytopics.com\/es\/autism-spectrum-disorder-asd\/\"><u>autism spectrum disorder<\/u><\/a>.<\/li><li><strong>Sensory avoiding (low threshold, active):<\/strong> The person actively avoids sensory input \u2014 refusing certain foods, textures, or clothing; avoiding crowds, loud environments, or unexpected physical contact. The nervous system registers stimulation too intensely.<\/li><li><strong>Sensory sensitivity (low threshold, passive):<\/strong> The person notices and is bothered by sensory input but does not actively avoid it \u2014 becoming distracted by background noise, bothered by lighting, or distressed by unexpected touch.<\/li><li><strong>Low registration (high threshold, passive):<\/strong> The person seems unaware of sensory input that others notice \u2014 appearing inattentive, missing verbal instructions, seeming not to feel pain or temperature, or appearing clumsy and poorly coordinated.<\/li><\/ul><p>Many individuals show a mix of patterns across different sensory systems \u2014 for example, sensory avoiding for touch but sensory seeking for movement. This variability is one reason sensory processing difficulties can be challenging to identify without a thorough individualized assessment (Piller et al., 2025; Piller, Glennon et al., 2026).<\/p><div style=\"background-color: #ddeeff; border-left: 5px solid #2E74B5; padding: 14px 18px; border-radius: 4px; margin-bottom: 20px;\"><p style=\"font-weight: bold; color: #1f497d; margin-bottom: 8px;\">Is Sensory Processing Disorder a Formal Diagnosis?<\/p><p style=\"margin: 0;\">Sensory Processing Disorder (SPD) is a clinical framework describing significant sensory processing difficulties that affect daily function. However, SPD is not currently recognized as a standalone diagnosis in the DSM-5. Sensory processing differences are documented within the diagnostic criteria for <a href=\"https:\/\/therapytopics.com\/es\/autism-spectrum-disorder-asd\/\"><u>autism spectrum disorder<\/u><\/a>\u00a0 and are frequently associated with ADHD and developmental coordination disorder. Children can receive occupational therapy services for sensory processing difficulties regardless of whether they carry a formal SPD diagnosis, provided the difficulties are affecting their participation and daily function.<\/p><\/div><p><!-- \u2500\u2500 SECTION 4 \u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500 --><\/p><h2 id=\"sensory-who\">4. Who Is Affected?<\/h2><p>Sensory processing difficulties are far more common than many parents, educators, and clinicians realize. They affect children across a wide range of diagnoses and also occur in children without any other identified condition (Piller et al., 2025; Jurek et al., 2025).<\/p><p><strong>In the general population:<\/strong> Approximately 1 in 6 children experience sensory processing difficulties significant enough to affect participation in daily activities, learning, or social functioning. These difficulties occur across socioeconomic, cultural, and geographic groups (Piller et al., 2025).<\/p><p><strong>In autism spectrum disorder:<\/strong> Sensory differences are present in up to 90% of autistic children and are now included in the DSM-5 diagnostic criteria for <a href=\"https:\/\/therapytopics.com\/es\/autism-spectrum-disorder-asd\/\"><u>autism spectrum disorder<\/u><\/a>. They are among the most consistently reported and functionally significant features of autism, affecting eating, dressing, grooming, sleep, social participation, and learning (Acu\u00f1a et al., 2025; Piller, Glennon et al., 2026).<\/p><p><strong>In ADHD:<\/strong> A 2025 systematic review and meta-analysis of 30 studies involving 5,374 participants found that individuals with ADHD experience significantly more severe sensory atypicities than neurotypical controls across all four sensory processing patterns \u2014 sensory sensitivity (SMD = 1.17), sensory avoiding (SMD = 1.15), low registration (SMD = 1.22), and sensory seeking (SMD = 1.23). The authors concluded that sensory processing should be systematically assessed in all individuals referred for ADHD evaluation (Jurek et al., 2025).<\/p><p><strong>In other conditions:<\/strong> Sensory processing difficulties also occur in children with developmental coordination disorder (DCD), <u>par\u00e1lisis cerebral<\/u>, Down syndrome, prenatal alcohol exposure, and other neurodevelopmental conditions. Sensory differences are not limited to childhood \u2014 they can persist across the lifespan and are increasingly recognized in adolescents and adults (Piller et al., 2025; Piller, Glennon et al., 2026).<\/p><div style=\"background-color: #e8f5e9; border-left: 5px solid #4CAF50; padding: 14px 18px; border-radius: 4px; margin-bottom: 20px;\"><p style=\"font-weight: bold; color: #1b5e20; margin-bottom: 8px;\">Para pacientes y familias<\/p><ul style=\"margin: 0; padding-left: 20px; line-height: 1.8;\"><li>Sensory processing difficulties are neurological \u2014 they are not the result of bad parenting, lack of discipline, or a child being overly dramatic<\/li><li>A child with sensory difficulties may look fine in one environment and fall apart in another \u2014 the context matters as much as the child&#8217;s nervous system<\/li><li>You do not need a formal diagnosis to access OT services for sensory processing concerns \u2014 functional difficulties affecting daily life are sufficient reason for referral<\/li><li>Early assessment and intervention produce the best outcomes \u2014 if you are concerned, ask your pediatrician for a referral to an occupational therapist with sensory integration training<\/li><\/ul><\/div><p><!-- \u2500\u2500 SECTION 5 \u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500 --><\/p><h2 id=\"sensory-signs\">5. Signs and Symptoms Across Age Groups<\/h2><p>Sensory processing difficulties look different at different ages and across different sensory systems. The following are common signs that may warrant a referral to an occupational therapist with sensory integration training (Piller et al., 2025; Acu\u00f1a et al., 2025):<\/p><p><strong>Infants and toddlers:<\/strong><\/p><ul><li>Extreme distress with bathing, diaper changes, or dressing<\/li><li>Difficulty being held or comforted; arching away from touch<\/li><li>Over- or under-reaction to sounds, lights, or movement<\/li><li>Feeding difficulties related to food texture or temperature<\/li><li>Delays in motor milestones \u2014 rolling, sitting, crawling, or walking<\/li><li>Excessive mouthing of objects beyond the typical developmental age<\/li><\/ul><p><strong>Preschool and early school age:<\/strong><\/p><ul><li>Extreme fussiness about clothing \u2014 refusing tags, seams, socks, or waistbands<\/li><li>Meltdowns in busy, loud, or visually stimulating environments such as birthday parties, grocery stores, or cafeterias<img loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-3248 alignright\" src=\"https:\/\/therapytopics.com\/wp-content\/uploads\/2026\/04\/pexels-photo-6624327-6624327-300x200.jpg\" alt=\"Despaired African American boy with curly hair and closed eyes screaming while standing in light room at home near wall\" width=\"300\" height=\"200\" srcset=\"https:\/\/therapytopics.com\/wp-content\/uploads\/2026\/04\/pexels-photo-6624327-6624327-300x200.jpg 300w, https:\/\/therapytopics.com\/wp-content\/uploads\/2026\/04\/pexels-photo-6624327-6624327-1024x683.jpg 1024w, https:\/\/therapytopics.com\/wp-content\/uploads\/2026\/04\/pexels-photo-6624327-6624327-768x512.jpg 768w, https:\/\/therapytopics.com\/wp-content\/uploads\/2026\/04\/pexels-photo-6624327-6624327-1536x1024.jpg 1536w, https:\/\/therapytopics.com\/wp-content\/uploads\/2026\/04\/pexels-photo-6624327-6624327-2048x1365.jpg 2048w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><\/li><li>Avoidance of playground equipment, climbing, or physical play<\/li><li>Extreme picky eating limited to specific textures, temperatures, or colors of food<\/li><li>Difficulty sitting still, constantly in motion, crashing into furniture and people<\/li><li>Distress with haircuts, nail cutting, tooth brushing, or face washing<\/li><li>Poor coordination, frequent tripping and falls, difficulty with scissors or pencils<\/li><\/ul><p><strong>School age:<\/strong><\/p><ul><li>Difficulty tolerating classroom noise or lighting \u2014 covering ears, avoiding the cafeteria, becoming dysregulated in group settings<\/li><li>Difficulty with handwriting \u2014 poor pencil grip, excessive or insufficient pressure, rapid fatigue<\/li><li>Avoiding physical education, recess, or team sports due to sensory demands<\/li><li>Emotional dysregulation that seems disproportionate to the apparent trigger<\/li><li>Difficulty transitioning between activities or tolerating changes in routine<\/li><li>Social difficulties linked to sensory responses \u2014 avoiding physical contact with peers, distress with proximity to others<\/li><\/ul><p><strong>Adolescents and adults:<\/strong><\/p><ul><li>Avoiding crowded places, public transportation, or social events due to sensory overwhelm<\/li><li>Restricted diet based on texture, smell, or other sensory properties of food<\/li><li>Difficulty in open-plan work environments with fluorescent lighting or background noise<\/li><li>Emotional dysregulation, anxiety, or fatigue linked to the cumulative sensory demands of daily life<\/li><li>Difficulties with personal care, grooming, or medical and dental procedures<\/li><\/ul><p><!-- \u2500\u2500 SECTION 6 \u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500 --><\/p><h2 id=\"sensory-assessment\">6. How Sensory Processing Is Assessed<\/h2><p>A thorough sensory processing assessment is a core competency of occupational therapy and requires specialized training in sensory integration theory and practice. A comprehensive OT sensory assessment typically includes multiple components (Acu\u00f1a et al., 2025; Piller, Glennon et al., 2026):<\/p><ul><li><strong>Caregiver and parent interview:<\/strong> Detailed history of the child&#8217;s sensory responses across environments \u2014 home, school, community, and social settings<\/li><li><strong>Standardized sensory questionnaires:<\/strong> Tools such as the Sensory Profile 2 (SP-2) and Sensory Processing Measure (SPM) provide structured, norm-referenced information about a child&#8217;s sensory processing patterns across all sensory systems as reported by caregivers and teachers<\/li><li><strong>Performance-based assessments:<\/strong> The Sensory Integration and Praxis Tests (SIPT) and Ayres Clinical Observations assess the neurological foundations of sensory integration through direct observation of the child performing structured motor and sensory tasks<\/li><li><strong>Structured clinical observation:<\/strong> Direct observation of the child&#8217;s responses to sensory input, motor coordination, postural control, bilateral coordination, praxis, and visual-motor integration during play and functional activities<\/li><li><strong>Teacher and school report:<\/strong> Information about sensory responses, attention, participation, and function in the school environment<\/li><li><strong>Review of medical and developmental history:<\/strong> Prenatal history, developmental milestones, medical diagnoses, prior therapies, and current concerns<\/li><\/ul><p>Assessment findings are integrated into a clinical picture that identifies the specific sensory systems affected, the functional impact on daily activities and participation, and the most appropriate intervention approach. This guides whether ASI, sensory-based strategies, environmental modifications, or a combination is most indicated for the individual child (Piller, Glennon et al., 2026).<\/p><div style=\"background-color: #ede7f6; border-left: 5px solid #7B1FA2; padding: 14px 18px; border-radius: 4px; margin-bottom: 20px;\"><p style=\"font-weight: bold; color: #4a148c; margin-bottom: 8px;\">Para profesionales cl\u00ednicos<\/p><ul style=\"margin: 0; padding-left: 20px; line-height: 1.8;\"><li>Sensory processing assessment should always include both caregiver report and direct clinical observation \u2014 neither alone is sufficient. Parent questionnaires identify patterns across contexts; clinical observation identifies the neurological underpinnings (Acu\u00f1a et al., 2025).<\/li><li>The gap between caregiver-reported sensory difficulties and what is observable in a clinical setting is clinically meaningful \u2014 children often regulate better in novel, one-on-one settings and may not present as they do at home or school.<\/li><li>Fidelity to the ASI framework is essential for valid outcomes. Sensory-based strategies used without adherence to ASI principles are not equivalent to ASI intervention and should not be described as such (Piller, Glennon et al., 2026).<\/li><li>65% of school-based OT practitioners report that sensory-related issues are frequently or always the primary reason for occupational therapy referrals \u2014 sensory processing competency is a core clinical skill in pediatric OT practice.<\/li><\/ul><\/div><p><!-- \u2500\u2500 SECTION 7 \u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500 --><\/p><h2 id=\"sensory-ot\">7. Occupational Therapy and Sensory Integration<\/h2><p>Occupational therapists (OTs) are the primary clinical specialists for sensory processing assessment and intervention. OT training specifically addresses the relationship between sensory processing, neurological function, and participation in daily occupations \u2014 making OTs uniquely qualified to evaluate and treat sensory integration difficulties across the lifespan (Piller, Glennon et al., 2026; Acu\u00f1a et al., 2025).<\/p><p>OT intervention for sensory processing difficulties may take several forms depending on the child&#8217;s age, diagnosis, sensory profile, and goals:<\/p><ul><li><strong>Ayres Sensory Integration\u00ae (ASI) intervention:<\/strong> The most evidence-based approach \u2014 a structured, child-directed, play-based therapy delivered by an OT with specialized postgraduate training. See Section 8 for the full evidence summary.<\/li><li><strong>Sensory-based interventions (SBIs):<\/strong> Specific sensory strategies used within daily routines to temporarily modify arousal, improve regulation, and support participation. See Section 9.<\/li><li><strong>Environmental modifications:<\/strong> Adapting the sensory demands of the home, classroom, or workplace \u2014 adjusting lighting, reducing noise, creating sensory-friendly spaces, and modifying seating arrangements<\/li><li><strong>Caregiver and teacher education and training:<\/strong> Teaching parents, caregivers, and teachers to understand, recognize, and respond effectively to the child&#8217;s sensory needs \u2014 one of the most consistently evidence-supported approaches in the current literature (Piller et al., 2025)<\/li><li><strong>Sensory diet:<\/strong> A personalized schedule of sensory activities built into the child&#8217;s daily routine to maintain an optimal level of arousal and regulation throughout the day<\/li><li><strong>Occupation-based intervention:<\/strong> Embedding sensory support directly into meaningful daily activities \u2014 dressing, eating, grooming, school tasks, play, and social participation \u2014 to maximize carryover and functional outcomes<\/li><\/ul><p>OT for sensory processing is delivered across outpatient clinics, early intervention programs, schools, homes, and community settings. The setting influences the approach \u2014 school-based OT focuses on educational participation; clinic-based OT may address a broader range of daily life goals (Piller, Glennon et al., 2026; Whiting et al., 2023).<\/p><div style=\"background-color: #e8f5e9; border-left: 5px solid #4CAF50; padding: 14px 18px; border-radius: 4px; margin-bottom: 20px;\"><p style=\"font-weight: bold; color: #1b5e20; margin-bottom: 8px;\">Para pacientes y familias<\/p><ul style=\"margin: 0; padding-left: 20px; line-height: 1.8;\"><li>Look for an OT who specifically lists sensory integration or ASI training \u2014 not all OTs have specialized sensory integration training, and the distinction matters for outcomes<\/li><li>A good sensory OT will spend significant time assessing your child before beginning treatment and will set specific, measurable, child-directed goals<\/li><li>OT for sensory processing is not just swinging and playing \u2014 it is structured, goal-directed intervention guided by detailed assessment and clinical reasoning<\/li><li>Carryover at home is essential \u2014 the most effective outcomes occur when families understand and consistently implement sensory strategies in daily routines (Piller et al., 2025)<\/li><\/ul><\/div><p><!-- \u2500\u2500 SECTION 8 \u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500 --><\/p><h2 id=\"sensory-asi\">8. Ayres Sensory Integration\u00ae (ASI): The Evidence<\/h2><p>Ayres Sensory Integration\u00ae (ASI) is the most rigorously studied intervention for sensory processing difficulties in children. It is a child-directed, play-based intervention delivered by an OT with specialized postgraduate training. Key principles include active engagement of the child, individually tailored activities, play opportunities presented at the just-right challenge to facilitate adaptive responses, and therapeutic use of specialized equipment designed to provide controlled vestibular, tactile, and proprioceptive input (Acu\u00f1a et al., 2025; Piller, Glennon et al., 2026).<img loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-3236 alignright\" src=\"https:\/\/therapytopics.com\/wp-content\/uploads\/2026\/04\/dreamstime_m_95151125-1-768x512-1-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\" srcset=\"https:\/\/therapytopics.com\/wp-content\/uploads\/2026\/04\/dreamstime_m_95151125-1-768x512-1-300x200.jpg 300w, https:\/\/therapytopics.com\/wp-content\/uploads\/2026\/04\/dreamstime_m_95151125-1-768x512-1.jpg 768w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><\/p><p>ASI requires adherence to a Fidelity Measure \u2014 a structured protocol ensuring the intervention is delivered with the theoretical and clinical precision required to produce the outcomes demonstrated in research. This distinction is clinically important: not all sensory interventions are ASI, and ASI&#8217;s evidence base should not be applied to non-fidelity sensory approaches (Piller, Glennon et al., 2026).<\/p><p><strong>What the current evidence shows:<\/strong><\/p><p>A 2025 systematic review of randomized controlled trials evaluated ASI specifically in children ages 0\u201312 using only studies adhering to the ASI Fidelity Measure. Of 9 RCTs (n=344 participants), strong evidence from five RCTs (four Level 1b) indicates that ASI supports autistic children in meeting their individualized occupational goals related to performance, function, and participation. Moderate evidence from three RCTs indicates ASI does not benefit behaviors of concern such as noncompliance or irritability. More research is needed to determine ASI&#8217;s benefits for non-autistic child populations (Acu\u00f1a et al., 2025).<\/p><p>A 2026 systematic review of ASI studies published between 2015 and 2024 (ages 0\u201321), conducted as part of AOTA&#8217;s Evidence-Based Practice Program, found good evidence supporting occupational therapy using ASI to improve participation for children and youth with sensory integration and processing challenges. The review covered 6 databases including MEDLINE, CINAHL, PsycINFO, OTseeker, Cochrane Reviews, and ERIC (Piller, Glennon et al., 2026).<\/p><p>A 2024 meta-analysis of 24 studies confirmed that sensory integration therapy produces meaningful positive effects across children with <a href=\"https:\/\/therapytopics.com\/es\/autism-spectrum-disorder-asd\/\"><u>autism spectrum disorder<\/u><\/a> , ADHD, <u>par\u00e1lisis cerebral<\/u>, and developmental disorders, including improvements in sensory integration ability, social skills, and motor function (Oh et al., 2024).<\/p><div style=\"background-color: #ede7f6; border-left: 5px solid #7B1FA2; padding: 14px 18px; border-radius: 4px; margin-bottom: 20px;\"><p style=\"font-weight: bold; color: #4a148c; margin-bottom: 8px;\">Para profesionales cl\u00ednicos<\/p><ul style=\"margin: 0; padding-left: 20px; line-height: 1.8;\"><li>ASI is currently rated as an evidence-based practice for autistic children ages 5\u20139 by multiple respected evidence-based practice organizations (Acu\u00f1a et al., 2025).<\/li><li>The most important clinical distinction is between ASI (delivered with fidelity by a trained OT) and sensory-based strategies (caregiver-implemented sensory techniques). They are not interchangeable \u2014 their evidence bases, mechanisms, and outcomes differ (Piller, Glennon et al., 2026).<\/li><li>ASI is most appropriate for addressing individualized occupational participation goals \u2014 not for directly reducing specific behavioral symptoms such as irritability or noncompliance, for which evidence is absent (Acu\u00f1a et al., 2025).<\/li><li>Preliminary evidence supports ASI for non-autistic children with idiopathic sensory integration differences, though more research is needed before strong evidence-based claims can be made for these populations (Piller, Glennon et al., 2026).<\/li><\/ul><\/div><p><!-- \u2500\u2500 SECTION 9 \u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500 --><\/p><h2 id=\"sensory-sbi\">9. Sensory-Based Interventions<\/h2><p>Sensory-based interventions (SBIs) are a distinct category from ASI. Where ASI is a direct, one-on-one, therapist-delivered intervention requiring specialized training and fidelity, SBIs are practitioner- or caregiver-implemented sensory strategies designed to temporarily modify a child&#8217;s physiological arousal level to improve regulation, attention, and participation in tasks (Piller et al., 2025).<\/p><p>SBIs can include techniques such as deep pressure touch, movement breaks, weighted vests, fidget tools, noise-canceling headphones, alternative seating, sensory environmental modifications, and structured caregiver-implemented sensory routines. They are widely used in school and home settings because they are flexible, low-cost, and do not require advanced OT training to implement once a qualified OT has assessed the child and designed the strategy (Piller et al., 2025).<\/p><p><strong>What the current evidence shows for SBIs:<\/strong><\/p><p>A 2025 systematic review of 21 studies found strong evidence supporting two specific SBI approaches: deep pressure tactile input \u2014 including weighted blankets, firm touch, and massage \u2014 for improving sleep, motor development, and regulation in children with sensory challenges and ADHD; and caregiver training in sensory strategies for improving caregiver confidence and strategy implementation across home and school settings. Moderate evidence supports multisensory approaches used consistently and sensory strategies individually matched to the child&#8217;s specific sensory profile (Piller et al., 2025).<\/p><ul><li><strong>Deep pressure tactile input:<\/strong> Strongest SBI evidence \u2014 improves sleep, regulation, and motor development (Piller et al., 2025)<\/li><li><strong>Caregiver training in sensory strategies:<\/strong> Strong evidence for improving caregiver knowledge and strategy use; emerging evidence for functional outcomes in the child (Piller et al., 2025)<\/li><li><strong>Movement breaks and proprioceptive input:<\/strong> Widely used to support attention and regulation in classroom settings \u2014 evidence is promising but more rigorous studies are needed<\/li><li><strong>Alternative seating and fidget tools:<\/strong> Moderate evidence for improving attention in specific classroom contexts<\/li><li><strong>Noise-canceling headphones:<\/strong> Emerging evidence for supporting participation in children with auditory hypersensitivity<\/li><\/ul><div style=\"background-color: #e8f5e9; border-left: 5px solid #4CAF50; padding: 14px 18px; border-radius: 4px; margin-bottom: 20px;\"><p style=\"font-weight: bold; color: #1b5e20; margin-bottom: 8px;\">Para pacientes y familias<\/p><ul style=\"margin: 0; padding-left: 20px; line-height: 1.8;\"><li>Sensory strategies should always be chosen based on your child&#8217;s individual sensory profile \u2014 not every strategy works for every child, and the wrong strategy can increase dysregulation<\/li><li>An OT can design a personalized sensory diet \u2014 a schedule of sensory activities built into your child&#8217;s daily routine \u2014 and teach you how to implement it effectively<\/li><li>Strategies that work well at home may not work in the classroom \u2014 context matters, and an OT can help adapt strategies for different environments<\/li><li>The strongest current evidence for SBIs is for deep pressure input and caregiver training \u2014 if you are looking for where to start, these are the best-supported approaches (Piller et al., 2025)<\/li><\/ul><\/div><p><!-- \u2500\u2500 SECTION 10 \u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500 --><\/p><h2 id=\"sensory-school\">10. Sensory Processing in School Settings<\/h2><p>The school environment presents significant sensory demands \u2014 fluorescent lighting, crowded hallways, cafeteria noise, physical proximity to peers, and the sustained sensory-motor requirements of sitting, writing, and attending for hours at a time. For children with sensory processing difficulties, these demands can profoundly affect their ability to access the curriculum, participate in school activities, and sustain appropriate behavior across the school day (Whiting et al., 2023; Piller, Glennon et al., 2026).<\/p><p>Research shows that 65% of school-based occupational therapy practitioners report that sensory-related issues are frequently or always the primary reason for OT referrals in their schools. Children&#8217;s sensory integration and processing challenges affect their ability to sustain upright posture for desk work, coordinate head and eye movements for reading and writing, organize multi-step activities, and maintain the regulated arousal state needed for learning (Piller, Glennon et al., 2026).<\/p><p>A 2023 multiple-baseline study in a public elementary school tested the effectiveness of an ASI intervention paired with teacher consultation for students ages 5\u20138 whose sensory integration and processing differences were affecting their school occupational performance. All three participants showed improvements in functional regulation and active participation in school following the intervention, supporting ASI paired with teacher consultation as a viable school-based OT model (Whiting et al., 2023).<\/p><p><strong>What school-based sensory support can include:<\/strong><\/p><ul><li>Direct ASI intervention in a sensory-equipped therapy space, pulled out from class (Tier 3 support)<\/li><li>Consultation with teachers on classroom-level sensory modifications and universal design (Tier 1 support)<\/li><li>Small-group sensory programs for students with shared sensory needs (Tier 2 support)<\/li><li>Environmental modifications \u2014 seating, lighting, noise reduction, and movement breaks built into the school day<\/li><li>Teacher and staff training on recognizing and responding to sensory dysregulation<\/li><li>Collaboration with parents to ensure carryover between school and home environments<\/li><\/ul><div style=\"background-color: #ede7f6; border-left: 5px solid #7B1FA2; padding: 14px 18px; border-radius: 4px; margin-bottom: 20px;\"><p style=\"font-weight: bold; color: #4a148c; margin-bottom: 8px;\">Para profesionales cl\u00ednicos<\/p><ul style=\"margin: 0; padding-left: 20px; line-height: 1.8;\"><li>ASI is an evidence-based practice for autistic children and is considered appropriate for school-based occupational therapy \u2014 it is not exclusively a medical model intervention (Piller, Glennon et al., 2026).<\/li><li>Teacher consultation paired with direct ASI intervention produces better carryover and generalization than direct intervention alone \u2014 building this collaborative model into school-based practice is supported by evidence (Whiting et al., 2023).<\/li><li>Barriers to school-based ASI include lack of specialized equipment, limited OT time, and administrator knowledge gaps. Advocating for sensory-equipped therapy spaces and building administrative understanding of the evidence base are important professional responsibilities.<\/li><li>IDEA (Individuals with Disabilities Education Act) supports OT services \u2014 including sensory integration approaches \u2014 when they are educationally relevant and documented in the child&#8217;s IEP.<\/li><\/ul><\/div><p><!-- \u2500\u2500 SECTION 11 \u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500 --><\/p><h2 id=\"sensory-families\">11. What Families Can Do<\/h2><p>Families are essential partners in sensory processing intervention. Research consistently shows that carryover of strategies at home significantly improves outcomes \u2014 what happens between therapy sessions matters as much as the sessions themselves (Piller et al., 2025; Piller, Glennon et al., 2026).<\/p><ul><li><strong>Seek an OT evaluation early:<\/strong> If you are concerned about your child&#8217;s sensory responses, ask your pediatrician for a referral to an occupational therapist with sensory integration training. Early assessment leads to earlier, more effective intervention.<\/li><li><strong>Learn your child&#8217;s sensory profile:<\/strong> Understanding which sensory systems are affected and whether your child tends to seek, avoid, or under-register helps you anticipate challenges and design effective responses rather than reacting after dysregulation has already occurred.<\/li><li><strong>Build sensory strategies into daily routines:<\/strong> Consistent daily sensory input \u2014 heavy work before school, a calming routine before bed, a predictable morning sequence \u2014 is more effective than reactive strategies used only when dysregulation has already peaked.<\/li><li><strong>Communicate with your child&#8217;s school:<\/strong> Share the OT&#8217;s assessment findings and recommendations with teachers and school staff. Request that sensory accommodations be built into the IEP or 504 plan if appropriate.<\/li><li><strong>Reframe behavior as communication:<\/strong> A child who refuses to wear certain clothing, melts down in the grocery store, or crashes into everything is not misbehaving \u2014 they are communicating a sensory need their nervous system cannot yet manage independently.<\/li><li><strong>Seek support for yourself:<\/strong> Parenting a child with significant sensory processing difficulties is demanding. Connecting with other families, parent support groups, and therapist-guided parent training programs can meaningfully reduce caregiver stress and improve outcomes for the child.<\/li><\/ul><div style=\"background-color: #fff3cd; border-left: 5px solid #D4A017; padding: 14px 18px; border-radius: 4px; margin-bottom: 20px;\"><p style=\"font-weight: bold; margin-bottom: 8px;\">When to Request an OT Referral for Sensory Processing<\/p><ul style=\"margin: 0; padding-left: 20px; line-height: 1.8;\"><li>When sensory responses are affecting daily activities \u2014 dressing, eating, bathing, sleeping, or attending school<\/li><li>When a child&#8217;s behavioral response to sensory input seems extreme, prolonged, or difficult to calm compared to same-age peers<\/li><li>When sensory difficulties are affecting participation in school, social activities, or family life<\/li><li>Following a new diagnosis of <a href=\"https:\/\/therapytopics.com\/es\/autism-spectrum-disorder-asd\/\"><u>autism spectrum disorder<\/u><\/a> , <u>ADHD<\/u>, developmental coordination disorder, or another neurodevelopmental condition \u2014 sensory assessment should be part of the initial OT evaluation<\/li><li>When teachers are reporting attention, regulation, or participation difficulties in the classroom that have not responded to behavioral strategies alone<\/li><li>When an adolescent or adult reports long-standing difficulties with sensory overwhelm, restricted eating, emotional dysregulation, or fatigue in sensory-demanding environments<\/li><\/ul><\/div><p><!-- \u2500\u2500 SECTION 12 \u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500 --><\/p><h2 id=\"sensory-clinicians\">12. A Note for Clinicians<\/h2><p>Sensory processing difficulties are among the most common referral reasons in pediatric occupational therapy and among the most frequently misunderstood across disciplines. Clear clinical communication \u2014 distinguishing ASI from SBIs, fidelity-adherent ASI from non-fidelity sensory approaches, and sensory processing difficulties from purely behavioral presentations \u2014 is essential for appropriate service planning, realistic family expectations, and defensible clinical documentation (Acu\u00f1a et al., 2025; Piller, Glennon et al., 2026).<\/p><p>The evidence base for ASI has strengthened substantially in the last decade. The 2025 Acu\u00f1a et al. systematic review \u2014 restricted exclusively to RCTs adhering to the ASI Fidelity Measure \u2014 found strong evidence for ASI supporting autistic children&#8217;s individualized occupational goals. The 2026 Piller, Glennon et al. systematic review adds good evidence across a broader age range (0\u201321) and population. Both reviews emphasize that fidelity is a prerequisite for outcome validity \u2014 interventions described as ASI but delivered without adherence to the fidelity measure are not the same intervention and cannot claim the same evidence base (Acu\u00f1a et al., 2025; Piller, Glennon et al., 2026).<\/p><p>The 2025 Jurek et al. meta-analysis of sensory processing in ADHD \u2014 30 studies, 5,374 participants \u2014 makes a clear clinical argument: sensory processing should be systematically assessed in all individuals referred for ADHD, not treated as an incidental or co-occurring curiosity. The large, consistent effect sizes across all four sensory processing patterns (SMD range 1.15\u20131.23) indicate that atypical sensory processing is a significant and consistent feature of ADHD that warrants direct clinical attention and intervention planning (Jurek et al., 2025).<\/p><p>Caregiver training is among the most consistently evidence-supported approaches across both the ASI and SBI literature. It is not a lower tier of intervention \u2014 it is a high-leverage strategy that extends the impact of direct therapy into the environments where children spend most of their time. Building structured caregiver training into every sensory processing treatment plan is both evidence-based and clinically efficient (Piller et al., 2025).<\/p><p><!-- \u2500\u2500 SECTION 13 \u2014 REFERENCES \u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500 --><\/p><h2 id=\"sensory-references\">13. References<\/h2><ol><li>Acu\u00f1a, C., Gallegos-Berrios, S., Barfoot, J., Meredith, P., &amp; Hill, J. (2025). Ayres Sensory Integration\u00ae with children ages 0 to 12: A systematic review of randomized controlled trials. <em>American Journal of Occupational Therapy, 79<\/em>(3), 7903205180. <a href=\"https:\/\/doi.org\/10.5014\/ajot.2025.051023\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.5014\/ajot.2025.051023<\/a><\/li><li>Jurek, L., Duchier, A., Gauld, C., H\u00e9nault, L., Giroudon, C., Fourneret, P., Cortese, S., &amp; Nourredine, M. (2025). Sensory processing in individuals with attention-deficit\/hyperactivity disorder compared with control populations: A systematic review and meta-analysis. <em>Journal of the American Academy of Child &amp; Adolescent Psychiatry, 64<\/em>(10), 1132\u20131147. <a href=\"https:\/\/doi.org\/10.1016\/j.jaac.2025.02.019\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.1016\/j.jaac.2025.02.019<\/a><\/li><li>Oh, S., Jang, J. S., Jeon, A. R., Kim, G., Kwon, M., Cho, B., &amp; Lee, N. (2024). Effectiveness of sensory integration therapy in children, focusing on Korean children: A systematic review and meta-analysis. <em>World Journal of Clinical Cases, 12<\/em>(7), 1260\u20131271. <a href=\"https:\/\/doi.org\/10.12998\/wjcc.v12.i7.1260\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.12998\/wjcc.v12.i7.1260<\/a><\/li><li>Piller, A., McHugh Conlin, J., Glennon, T. J., Andelin, L., Auld-Wright, K., Teng, K., &amp; Tarver, T. (2025). Systematic review of sensory-based interventions for children and youth (2015\u20132024). <em>Frontiers in Pediatrics, 13<\/em>, 1720179. <a href=\"https:\/\/doi.org\/10.3389\/fped.2025.1720179\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.3389\/fped.2025.1720179<\/a><\/li><li>Piller, A., Glennon, T. J., Andelin, L., Auld-Wright, K., McHugh Conlin, J., Teng, K., &amp; Tarver, T. (2026). Occupational therapy interventions using Ayres Sensory Integration\u00ae for children and youth (2015\u20132024): A systematic review. <em>American Journal of Occupational Therapy, 80<\/em>(1), 8001185030. <a href=\"https:\/\/doi.org\/10.5014\/ajot.2025.051130\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.5014\/ajot.2025.051130<\/a><\/li><li>Whiting, C. C., Schoen, S. A., &amp; Niemeyer, L. (2023). A sensory integration intervention in the school setting to support performance and participation: A multiple-baseline study. <em>American Journal of Occupational Therapy, 77<\/em>(2), 7702205060. <a href=\"https:\/\/doi.org\/10.5014\/ajot.2023.050135\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.5014\/ajot.2023.050135<\/a><\/li><\/ol><hr \/><p style=\"text-align: center; font-size: 12px; color: #888888; font-style: italic;\">\u00a9 TherapyTopics.com \u2014 Toda la informaci\u00f3n se proporciona \u00fanicamente con fines educativos y no constituye asesoramiento m\u00e9dico ni terap\u00e9utico. Consulte a un terapeuta o m\u00e9dico autorizado para su evaluaci\u00f3n y tratamiento.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t<div class=\"elementor-column elementor-col-33 elementor-top-column elementor-element elementor-element-17da596\" data-id=\"17da596\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<section class=\"elementor-section elementor-inner-section elementor-element elementor-element-b1e4281 elementor-section-height-full elementor-section-boxed elementor-section-height-default\" data-id=\"b1e4281\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-inner-column elementor-element elementor-element-35dad37\" data-id=\"35dad37\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<section class=\"elementor-section elementor-inner-section elementor-element elementor-element-af28fe3 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"af28fe3\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-inner-column elementor-element elementor-element-8b32e48\" data-id=\"8b32e48\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-920ea2e elementor-widget elementor-widget-text-editor\" data-id=\"920ea2e\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p>\u00a0<\/p><h2>Ver tambi\u00e9n<\/h2><ul><li><h5>Autism Spectrum Disorder (ASD<a href=\"https:\/\/therapytopics.com\/es\/autism-spectrum-disorder-asd\/\">)<\/a><\/h5><\/li><\/ul>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<\/div>","protected":false},"excerpt":{"rendered":"<p>Sensory Processing &amp; Integration Written by: Dr. C., M.S., D.OT, OTR\/L, Reviewed: April 8, 2026 &#8211; 13 min read 1 in 6 Children have sensory processing difficulties 90% Of autistic children have sensory differences 50% Of children with ADHD have atypical sensory assessment &amp; intervention OT Primary specialist for sensory assessment &amp; intervention ASI Most [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":3236,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"elementor_header_footer","meta":{"_monsterinsights_skip_tracking":false,"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","ast-disable-related-posts":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"set","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"class_list":["post-3225","page","type-page","status-publish","has-post-thumbnail","hentry"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.2 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Sensory Processing &amp; 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