How do you know when your child has a Sensory Processing difficulty?

Children with Sensory Processing disorders may experience:

OVERLY SENSITIVE TO TOUCH, MOVEMENT, SIGHTS, SMELLS, TASTES AND SOUNDS

This may be manifested in behaviours such as irritability or withdrawal when touched, avoidance of certain textures of clothes or food, easily distracted as well as fearful reactions to ordinary movement activities such as swinging and spinning.

UNDER-REACTIVE TO SENSORY STIMULATION

An under responsive child may seek out sensory experiences such as whirling in circles or crashing into people and objects. Children may seem oblivious to pain or to body position. Some children fluctuate between extremes of over and under responsiveness.

ACTIVITY LEVELS THAT ARE UNUSUALLY HIGH OR LOW

Children may be constantly on the move or the opposite, very slow to warm up and fatigue easily and again, may fluctuate between extremes

COORDINATION PROBLEMS

Some children may have unusually poor balance, while others have great difficulty learning to do a new task that requires motor coordination, which can be seen in gross and fine motor activities.

POOR SELF-CONCEPT

Often a child with sensory processing difficulties ‘does not quite feel right.’ A bright child may know that some tasks are more difficult than others but may not know why. This can sometimes come across as bored, lazy or unmotivated, with children developing strategies to avoid tasks that are hard or embarrassing. When this happens, the child may be considered troublesome or stubborn, prior to addressing the real problem at hand.

POOR ORGANISATION OF BEHAVIOUR, AND EMOTION REGULATION DIFFICULTIES

Poor organisation of behaviour and emotion regulation difficulties can significantly impact a child's ability to function successfully in everyday settings. Some children may appear impulsive or easily distracted, struggling to plan or sequence actions needed to complete tasks. They may have difficulty shifting attention or adapting to changes in routine, leading to challenges in managing transitions or unexpected events. When faced with frustration or perceived failure, these children may respond with emotional outbursts, aggression, or withdrawal, indicating difficulty regulating their emotional responses. These patterns can affect learning, relationships, and self-esteem, and may benefit from targeted support such as structured routines, emotional literacy development, and sensory-based regulation strategies to build resilience and coping skills.

DELAYS IN SPEECH, LANGUAGE, MOTOR SKILLS, OR ACADEMIC ACHIEVEMENT

These may be evident in a pre-schooler along with other signs of poor sensory integration. In a school-aged child, there may be problems in some academic areas despite normal intelligence.

AVOIDING SPACES AND ENVIRONMENTS

Sensory avoidance and Pathological Demand Avoidance (PDA) are both patterns of behaviour that can significantly impact daily functioning, particularly for individuals with neurodevelopmental differences. Sensory avoidance occurs when a person is overwhelmed by certain sensory input—such as noise, touch, or bright lights—and actively withdraws or avoids these experiences. PDA, often associated with autism, involves an extreme avoidance of everyday demands, often driven by high anxiety and a need to remain in control. Sensory integration therapy can support individuals experiencing these challenges by helping them better understand their unique sensory profiles, reduce sensory overwhelm, and gradually build tolerance to triggering stimuli. Through carefully graded exposure, sensory-based calming strategies, and empowering individuals with choice and autonomy, sensory integration can reduce anxiety, support regulation, and increase functional participation in daily life.