Understanding Sensory Processing

Sensory processing refers to the way our nervous system receives, organises, and interprets information from the environment and our own bodies. This includes input from the senses: touch, movement, body awareness, sight, sound, taste, and smell. A sensory assessment occupational therapy approach can help address these challenges. For most people, sensory processing happens automatically. However, some children and young people experience difficulties with this process, which can impact their daily life, learning, and emotional wellbeing.

Sensory processing challenges can present in many ways, such as being easily overwhelmed by noise, seeking constant movement, avoiding certain textures, or struggling to focus in busy environments. These differences can affect participation at home, nursery, school, and in the community.

What is a Sensory Assessment in Occupational Therapy?

A sensory assessment occupational therapy is a comprehensive evaluation carried out by a qualified occupational therapist (OT) to understand how an individual processes sensory information. The goal is to identify specific sensory strengths and challenges, and to develop a tailored plan to support participation and wellbeing.

Why is Sensory Assessment Important?

• Identifies underlying causes of behavioural or learning difficulties
• Guides intervention by pinpointing which sensory systems need support
• Informs recommendations for home, school, and community settings
• Empowers families and educators with strategies to help the child thrive

Who Might Benefit from a Sensory Assessment?

Sensory assessment in occupational therapy is beneficial for children and young people who:

• Are easily distracted or overwhelmed in busy environments
• Seek or avoid certain sensory experiences (e.g., movement, touch, sound)
• Have difficulty with transitions or changes in routine
• Struggle with attention, focus, or following instructions
• Display emotional or behavioural responses that seem out of proportion to the situation
• Experience challenges with motor skills, coordination, or self-care tasks

Sensory processing differences are common in neurodivergent children, including those with autism, ADHD, developmental coordination disorder (dyspraxia), and other additional needs. However, sensory challenges can also occur in children without a formal diagnosis.

Key Components of a Sensory Assessment Occupational Therapy

A high-quality sensory assessment in occupational therapy typically includes:

1. Parent and Teacher Consultation

• Gathering detailed information about the child’s strengths, interests, and challenges
• Understanding how sensory processing affects daily life at home and school
• Identifying priorities and goals for intervention

2. Standardised Questionnaires

• Tools such as the Sensory Processing Measure (SPM-2) or Sensory Profile are used to gather structured information from parents and teachers (Click here for a sensory checklist)
• These questionnaires assess responses across different sensory domains (e.g., touch, movement, sound, vision, taste/smell, body awareness)

3. Clinical Observations

• The OT observes the child in a relaxed, play-based environment
• Activities are designed to assess responses to various sensory inputs (e.g., tactile play, movement games, listening tasks)
• The therapist notes patterns of sensory seeking, avoidance, or sensitivity

4. Direct Assessment

• Standardised tests may be used to assess sensory perception, motor planning, balance, and coordination
• Examples include the Evaluation in Ayres Sensory Integration (EASI), Movement Assessment Battery for Children (MABC-2), or Beery VMI

5. Environmental Review

• The OT considers the sensory environment at home, school, and in the community
• Recommendations are made to reduce sensory overload and promote regulation

6. Collaborative Goal Setting

• Goals are developed in partnership with the family and, where appropriate, the child or young person
• Goals focus on meaningful participation in daily life, such as attending school, joining in play, or managing self-care

Common Sensory Processing Patterns

During a sensory assessment occupational therapy, the OT will look for patterns such as:

• Sensory Seeking: Actively looking for intense sensory experiences (e.g., spinning, jumping, touching everything)
• Sensory Avoidance: Withdrawing from or avoiding certain sensations (e.g., loud noises, messy play, certain clothing)
• Sensory Sensitivity: Overreacting to sensory input (e.g., covering ears, distress with light touch, strong reactions to smells)
• Low Registration: Not noticing or responding to sensory input that others do (e.g., not reacting to name being called, unaware of messy hands)

Understanding these patterns helps the OT to tailor interventions and recommend strategies that support regulation and participation.

How Sensory Processing Challenges Affect Daily Life

Sensory processing difficulties can impact many areas, including:

• Learning: Difficulty focusing, following instructions, or participating in classroom activities
• Behaviour: Meltdowns, avoidance, or hyperactivity in response to sensory overload
• Self-Care: Challenges with dressing, eating, toileting, or hygiene due to sensory sensitivities
• Social Participation: Difficulty joining in play, group activities, or coping with busy environments
• Emotional Wellbeing: Increased anxiety, frustration, or low self-esteem related to sensory challenges

A thorough sensory assessment in occupational therapy helps to identify these impacts and develop practical solutions.

Sensory Assessment Occupational Therapy: The Process

1. Referral and Initial Consultation

• Parents, carers, or schools can refer a child for a sensory assessment
• The OT gathers background information and discusses concerns

2. Assessment Sessions

• Sessions are tailored to the child’s needs and may take place in clinic, at home, or in school
• The OT uses a combination of observation, play-based activities, and standardised tools

3. Analysis and Interpretation

• The OT analyses the information to identify sensory processing strengths and challenges
• Patterns are mapped across different environments (home, school, community)

4. Feedback and Recommendations

• A detailed report is provided, outlining findings and practical recommendations
• The OT meets with parents and, where appropriate, school staff to discuss the results

5. Intervention Planning

• An individualised intervention plan is developed, focusing on the child’s goals
• Strategies are shared with all key adults to ensure consistency

Sensory Assessment Occupational Therapy: Treatment Approaches

Following assessment, occupational therapy intervention may include:

1. Sensory Diets

• A personalised set of sensory activities designed to help regulate arousal and attention
• May include movement breaks, deep pressure activities, or calming sensory input

2. Environmental Adaptations

• Adjusting lighting, noise levels, seating, or classroom layout to reduce sensory overload
• Providing access to quiet spaces or sensory tools (e.g., ear defenders, fidget toys)

3. Skill Development

• Supporting fine and gross motor skills, balance, and coordination
• Teaching self-regulation strategies and coping skills

4. Education and Training

• Empowering parents, carers, and school staff with knowledge and practical strategies
• Promoting understanding of sensory processing and its impact on behaviour and learning

5. Collaborative Working

• Ongoing liaison with families, schools, and other professionals to ensure joined-up support
• Regular review and adjustment of strategies as the child’s needs change

Frequently Asked Questions

What are the signs my child might need a sensory assessment occupational therapy?

• Overreacting or underreacting to sensory input (e.g., noise, touch, movement)
• Difficulty with attention, focus, or transitions
• Avoidance of certain activities or environments
• Seeking intense sensory experiences
• Challenges with self-care or motor skills

How long does a sensory assessment take?

• Typically, the process involves an initial consultation, one or two assessment sessions, and sometimes a feedback meeting or phone call. The OT will advise on the best approach for your child.

Will my child need ongoing therapy?

• This depends on the assessment findings. Some children benefit from a short block of intervention, while others may need longer-term support. The OT will discuss options with you.

Can you work with my child’s school?

• Yes. Collaboration with schools is key to success. OTs can provide written recommendations, attend meetings, and offer training for staff.