FAQ

Sensory Integration Dysfunction: Outdated Term or Still Relevant?

Words Matter | Answering Your Questions about Sensory Integration

A Changing Understanding

Once widely used in the field of occupational therapy and child development, the terms SPD (sensory procesisng disorder) and ‘Sensory Integration Dysfunction’ are now largely being replaced by more inclusive and accurate phrases such as ‘sensory integration and processing differences’. This shift reflects the field’s growing commitment to strength-based, person-first language and an evolving understanding of sensory differences across the lifespan, particularly in recognizing the nuances of sensory processing differences that are unique to each person.

While the original term helped raise awareness of sensory challenges, it no longer fits with the neurodiversity-affirming language we strive for today. So, what’s changed – and why does it matter?

Historic and Current Terminology

The term Sensory Integration Dysfunction originated in the pioneering work of Dr. A. Jean Ayres, an occupational therapist and educational psychologist. Her research in the 1960s and 70s led to the development of Ayres Sensory Integration® (ASI), which provided a new way to understand the behaviours and learning challenges many children experience.

Ayres described how the brain organises sensory information so that we can use it effectively in daily life. When this process wasn’t working well, she referred to it as a “dysfunction in sensory integration.”

This language was groundbreaking at the time. However, as the field has matured, there’s been a significant move towards terminology that:

• Recognises individual variation rather than disorder
• Reflects a more compassionate, person-led approach
• Avoids the implication that something is ‘wrong’ or ‘broken’

Today, you’ll more often hear terms like:

• Sensory processing differences
• Sensory integration and processing differences
• Sensory strengths, sensory challenges or sensory-based unmet needs

These newer terms feel more respectful and better reflect the lived experiences of children, adults, and families.

Why not Sensory Processing Disorder or Sensory Integration Dysfunction – what should we use instead?

Another layer of complexity comes with the term Sensory Processing Disorder (SPD), which is sometimes used in clinical or parent communities.

While SPD and “Sensory Integration Dysfunction” are sometimes used interchangeably, they are not identical:

SPD is often used to reflect a symptom-based or behavioural classification. SPD is not officially recognised in diagnostic manuals such as the DSM-5 or ICD-11, though research and advocacy around it continues, especially in the US. It is not a term that the Royal College of Occupational Therapy (RCOT) recommends that Occupational Therapists use.

Sensory integration and processing differences impacting participation

This way of describing sensory differences, links it to occupational therapy and person centered ways of understanding why we need to think about the senses. It allows the term to be use in conjunction with a range of diagnoses from CP, to Down’s Syndome, and co-occurring with neurodevelopmental diversity; ADHD, ADD, PICA, dypraxic and autistic.

When the focus becomes ‘impacting participation‘, we are linking cleary and without ambiguity, to a person own therapy goals. The things the person wants and needs to do. This is as recommended by RCOT and reflects a systems-based and occupational lens, focusing on function, participation, and person-led intervention.

Words Matters

Words shape how we understand ourselves and others. Shifting away from labels like “dysfunction” aligns with a neuroaffirming approach. It invites empathy, not pity. It honours difference, not deficit.

This is particularly important when working with children, autistic people, or anyone who has felt misunderstood or judged for their sensory responses. Saying someone has ‘processing differences‘ or ‘a unique sensory profile‘ opens the door to co-created support rather than imposed solutions.

As therapists, educators, families and individuals, language is one of our most powerful tools. Let’s use it thoughtfully. Read more here about our award-winning Sensory Ladders presented at recent RCOT Annual Conferences

Signs and Impact

People with sensory integration and processing differences may show signs such as:

• Overreaction to touch, noise, smells, or visual input
• Difficulty with balance, posture, or coordination
• High need for movement, deep pressure, or other sensory input
• Challenges with transitions, clothing, eating, or social situations

These challenges can profoundly impact daily life, from getting dressed in the morning to learning in the classroom to maintaining friendships or a job. They often affect emotional regulation, self-esteem, and participation.

The good news? With the right support, people can learn to better understand their sensory world and develop strategies to thrive.

Assessment and Support

Today’s best practice is grounded in evidence-based tools and compassionate, co-productive assessment. These may include:

• Sensory Ladders, Spiders, Grids, Tracks and About Me Plans
• The EASI (Evaluation in Ayres Sensory Integration)
• SPM-2
• AASH
• The Sensory Profile 2
• Observations, interviews, and structured assessments

Assessment is not just about ticking boxes – it’s about understanding the person’s sensory story and identifying what supports their well-being and participation.

Support may come through:

• Occupational therapy using Ayres Sensory Integration®
• Environmental adaptations at home, school, or work
• Sensory ladders or profiles that help the person understand and communicate their needs
• Everyday routines that support regulation and safety

Conclusion: Toward a Strength-Based Future

While the term ‘Sensory Integration Dysfunction’ played an important historical role, it’s time we embrace more modern, inclusive language. Referring to “sensory integration and processing difficulties” invites collaboration, curiosity, and care.

Let’s move away from focusing on dysfunction and instead focus on what’s possible when we understand each person’s sensory strengths and challenges – these shape who we are, our choices, our likes and our dislikes. Let’s remember the senses, the body, the unmet needs and the person as a whole. Sensory Integration is Everyone’s Business.

Explore More Resources:

• Introduction to Sensory Integration – Free Course
• Free Poster and other Resources
• Create a Sensory Ladder with a person or child