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Sensory Processing Disorder: Validity and Recognition
Darlene R. Romer
Walden University
MS Psychology - General Psychology
PSYC – Course #6393-5 (Capstone)

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Abstract
This capstone focuses on Sensory Processing Disorder and controversy regarding its validity as a
stand-alone disorder. Currently SPD stand-alone is not recognized by the DSM-5 and therefore
cannot be diagnosed. Findings will show that SPD has been sufficiently validated as a stand-
alone disorder in many cases and should be listed as such in the DSM-5. The difficulties
experienced due to a misdiagnosis, missed diagnosis resulting in a lack of treatment are detailed.
There are eight systems identified in the body that are effected by SPD: tactile, gustatory,
olfactory, vestibular, visual, auditory, proprioception, and interoception (Ayres, 2015), as well as
four subtypes; over sensitive, under sensitive, sensory seeking, and motor difficulties (Goodman-
Scott and Lambert, 2015). In addition, social implications are detailed and discussed as
untreated symptoms get carried into adulthood. The conclusion will contain a strong petition for
SPD to be accepted as a stand-alone disorder and included in the DSM-5.

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Table of Contents
Introduction………………………….....………………………………………………...4-5
Contemporary Issues………………………….....……………………………………….5-6
Background Definitions……………………………………………………………...…..6-7
Problem Statement…………………………………………………………………...…..8-9
Resource Review and Analysis..........................................................................................9-10
Critical Analysis………………………......................……………………………..........10-11
Integrated Literature Review………….....……………………………………….….......11-14
Problem Resolution……………………….....…………………………………………..14-16
Social Implications…………………………………………………………………...….16-17
Capstone Reflection……………………………………………………………………...17-18
References…………………………………………………………………….…..…..…19-22

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Introduction
In 1972 Sensory Processing Disorder (SPD) was defined by Anna Jean Ayres, Ph.D.,
Occupational Therapist. She described the disorder as “the neurological process that organizes
sensation from one's own body and from the environment making it possible to use the body
effectively within the environment" (Ayres, 2005, p. 5). Ayres claimed that sensory information
passes through multiple regions of the brain. These regions are responsible for the such things as
coordination, attention, emotion and memory. The explanation for the processing interruption
was attributed to the possibility that even the slightest damage to any part of the brain caused
difficulties in processing various stimuli (Ayres, 2005, p. 28). Despite the number of published
research findings that substantiates this disorder the American Psychiatric Association released
the new DSM-5 without recognizing SPD as a valid disorder (Palmer, 2014). Since SPD is often
co-morbid with other neurological disorders, I began to wonder if there was more to the
consistency of the comorbidity of these disorders and their relationship. Seemingly one cannot
have a neurological disorder without SPD but SPD can exist on its own. After reading numerous
articles on the topic I felt compelled to continue my review and give SPD the attention it
deserves.
SPD is more complex than one might imagine. The disorder consists of 8 Sensory Systems:
Auditory (hearing), Gustatory (taste), Visual (sight), Tactile (touch), Olfactory (smell), the
Vestibular System, the Interoception System, and the Proprioceptive System (Miller, Coll, &
Schoen, 2007). There are four SPD characteristics that maybe identified: Over Responsive,

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Under Responsive, Sensory Craving, and Motor Challenges (SPD Foundation & STAR Center,
2015). The treatment for SPD is most often occupational therapy (OT) (Ayres, 2005). OT is
provided often using the type of equipment found in a gym. This equipment is used in a way that
targets the senses with the proper type of stimulation for the individual to be able to complete
daily tasks. Often times children find this therapy to be fun and look forward to attending
(Varsames, 2010). According to Lord (as cited in Levingston, 2014) OT treatment should be
administered with caution due to the lack of evidence provided by the scientific community
proving its effectiveness. OT may be provided alone or along with one or more other possible
treatments such as listening therapy (LT) aka auditory integration therapy (AI) and physical
therapy (PT) (Miller, Neilsen & Brett-Green, 2009).
Contemporary Issues
Sensory Processing Disorder is a neurophysiological disorder that affects the detection and
interpretation of sensations received from within the individual’s body or from their
environment. Research has shown that 1 out of every 6 children have experienced sensory
processing challenges (Miller, 2014). Often these challenges disrupt their social, academic,
and/or emotional development (Miller, 2014). That's almost 5 children in each classroom which
is the equivalent to 16% (Miller, 2014) of all children. SPD has been proven to be comorbid in
children diagnosed with Autism Spectrum Disorder (ASD) and Attention Deficit-Hyperactivity
Disorder (ADHD) about 80% of the time and at least 30% of children that are gifted (SPD
Foundation & STAR Center, 2015, p. 1). Studies have proven that occupational therapy is the
most effective treatment for children with SPD (SPD Foundation & STAR Center, 2015). There

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is a sense of urgency to receive treatment at the earliest age possible because if no intervention is
received as a child then sensory challenges will continue into adulthood. It is important to note
that although SPD is often co-morbid with other neurological disorders such as ADHD and ASD
there have been reported cases where SPD is the sole disorder. Since there is no diagnostic code
for SPD as a stand-alone disorder, medical insurance companies will not cover any treatment
performed specifically for the symptoms of SPD without being associated to another diagnosis
(Levingston, 2014, p. 4) and therefore would have to be paid out-of-pocket.
Background Definitions
It is important to clarify the meanings of several terms used in the writing of this paper.
While most people will have their own understanding of the concepts discussed herein it is
prudent to provide clear definitions so the author and reader share the same understanding of the
terms and ideas presented. Here are some words and concepts that may need clarification:
 Sensory Processing Disorder (SPD) previously referred to as sensory integration is a
neurophysiological disorder that affects the detection and interpretation of sensations
received from an individual’s own body or from their environment (Miller, 2014); SPD is
a process that organizes sensation, making it possible to use the body effectively within
the environment (Levingston, 2014).
 Autism Spectrum Disorder is a neurodevelopmental disorder that is usually first detected
in infancy when certain milestones are not met such as speaking. Characteristics such as
deficits in communication, social interactions and by repetitive behaviors (Lord, 2000).
 Attention Deficit Disorder (ADHD) is a developmental disorder characterized by poor
impulse control, inability to delay gratification an impaired response inhibition, poor
sustained attention and persistence and great difficulty remaining on task and interacting

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with others. Those with ADHD are also known to be fidgety and very restless (Kopp &
Schier, 2016).
 Sensory Over Responsive is when senses are intensified; anyone with this type of SPD
receives sensations on a much greater level than actually delivered causing increased
reactions such as covering the ears, running away, or screaming, (Reynolds & Lane,
2008).
 Sensory Under Responsive is when sensations need to be very strong to be realized.
Those with this type of SPD are classed as sensory-seeking meaning they want to feel so
they will do things like deliberately fall to the ground, smack their faces or other body
parts or deliberately bump into things or people and prefer to play contact sports (Baker,
Lane, Angley, & Young, (2008).
 Vestibular System is comprised of smaller units found within each ear the saccule, utricle,
and three canals in the shape of semicircles. Together they sense movement which
provides information about the equilibrium, spatial orientation and general motions.
 Proprioceptive System is comprised of the muscles and the joints of the body. SPD
occurs when the muscles' stretch receptors fail to retain a memory of the joint positioning
and therefore becomes unsure of which muscles to contract in response to external
information being received.
 Interoception System is the way we perceive feelings, emotions from and overall well-
being of our bodies. This perception will determine the mood we project to others.
 Diagnostic and Statistical Manual of Mental Disorders, 5th Edition (DSM-5) is the
"2013 update to the American Psychiatric Association's classification and diagnostic
tool" (APA. DSM-5, 2014).

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Problem Statement
Sensory Processing Disorder, formerly sensory integration, has been more recently referred
to as a "peculiarly modern disease caught in the purgatory between legitimacy and quackery"
(Palmer, 2014, p. 3). This is because although it is a widely accepted childhood disorder causing
difficulty handling external stimuli, it has not yet been recognized by the DSM-5 as a stand-alone
disorder and therefore insurance companies will not pay for any treatments specific to SPD alone
(Levingston, 2014). In the United States alone there are about 16 percent of children and
families dealing with sensory processing issues (Levingston, 2014, p. 1). Since insurance will
not pay for treatment many pay out-of-pocket and others go untreated into adulthood.
The seriousness of the lack of recognition of SPD as a stand-alone disorder carries over
into other aspects of life such as emergency response. For example, first responders untrained in
the signs and symptoms of SPD may not recognize that a child is covering his ears while
screaming is a tactic to drown out other undesirable sounds like the sirens. Therefore, any
attempt to approach and resolve the situation may cause the child to react violently or attempt to
run. First responders may be trained to handle such reactions in a manner deemed appropriate for
the general public but may be detrimental to the situation at hand and may cause the child further
trauma. Thus there is significant need for training to recognize symptoms and to be able to
support any situation safely and efficiently when it involves someone with SPD. Trainees should
include but should not be limited to first responders, teachers, other school staff, security guards
and new parents, and parents-to-be. Although there have been reported cases where SPD has
been found as the sole disorder, SPD is most often found to be co-morbid with other neurological
disorders such as ADHD and ASD 80% of the time and may affect diagnosis (SPD Foundation
& STAR Center, 2015, p. 1). Therefore, the SPD training would be most effective to include a

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brief overview of common comorbid disorders and the facts regarding the different SPD
symptoms that may be masked or may be prevalent according to the comorbid disorders that may
also be present.
Resource Review and Analysis
Single Resource Review: Professional counseling for children with sensory processing disorder
- Goodman-Scott and Lambert (2015).
Goodman-Scott and Lambert (2015) give a clear definition of Sensory Processing Disorder
by breaking down the eight types; Auditory, Gustatory, Visual, Tactile, Olfactory, and the
Vestibular, Interoception, and Proprioceptive Systems and four subtypes; Over sensitive, Under
sensitive, Sensory seeking, and Motor difficulties. Goodman-Scott and Lambert (2015)
explained how this disorder affects entire families from diagnosis to treatment specify the
prevalence of SPD as "approximately 5-17% of children the majority being boys (Good-Scott
and Lambert, 2015, p. 275). They also detailed the importance of early diagnosis and
intervention, evaluation tools used and most effective treatments per type and subtype.
The authors give a timeline of the research beginning with the groundbreaking research
presented over 40 years prior by Occupational Therapist, Neuroscientist and Psychologist Dr. A.
Jean Ayres. Ayres coined the term "Sensory Integration" after discovering that children were
experiencing atypical sensory processing (Ayres, 2005, p. 5). This term was later changed to
Sensory Processing Disorder (SPD) (Good-Scott and Lambert, 2015, p. 274). It Is important to
mention that SPD may be the underlying cause for a number of "secondary symptoms" (Good-
Scott and Lambert, 2015, p. 276). Various secondary symptoms may emerge in the form of
behavioral and emotional problems such as tantrums or anxiety. Other atypical behaviors may
occur such as hyperactivity, hitting, biting and sleep problems (Varsames, 2010).

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Good-Scott and Lambert (2015) stressed the equally imperativeness of early diagnosis and
early intervention which they described as "highly impacting the child's developing brain and
behavioral symptoms" (Good-Scott and Lambert, 2015, p. 276). Diagnosis is the responsibility
of a licensed Occupational Therapist (OT) most often by using standardized testing such as "The
Sensory Integration and Praxis Tests (SIPT)". Once diagnosed the OT will create what is called a
"sensory diet" to provide the child with various types of input (Good-Scott and Lambert, 2015, p.
276). The authors strongly recommend that counselors advocate for SPD to be included into the
DSM-5 as well as education provided to counselors whether entry level or for professional
development (Goodman-Scott & Lambert, 2015, p. 286).
Goodman-Scott currently holds the position of Assistant Professor of Counseling at Old
Dominion University having previously taught at Virginia Tech. and is currently on the board of
multiple associations including the Virginia School Counselor Association. Lambert has a Ph.D.
and currently holds a Counseling education and supervisory position at Argosy University.
Goodman-Scott and Lambert (2015) have published peer-reviewed work over the past several
years in journals such as Virginia Counselors Journal and Counseling Today and The Journal of
Employment Counseling.
Critical Analysis
Good-Scott and Lambert (2015) provide a clear definition of SPD including the specific
senses and subtypes determined during diagnosis. In addition, a good background of the
exploration of SPD was presented which allows for a clear understanding of the definitions.
Their discussion about secondary symptoms explains what indicators are associated with
secondary symptoms presenting as behavioral and/or emotional. SPD has been found more often
as a co-morbid condition than as a stand-alone disorder. This gives strength for the APA to

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refuse adding the disorder to the DSM as a stand-alone disorder for diagnostic and treatment
purposes. In addition, the authors explain that providing a diagnostic code for SPD would allow
the treatment to be covered by insurance companies (Levingston, 2014, p. 4).
Those that have been diagnosed with SPD alone will need sensory based OT sessions.
Since SPD does not have a diagnostic code then the insurance companies do not have to cover
the treatment fees. The families are forced to pay out-of-pocket for services. If treatment cannot
be afforded than the child will not receive treatment. Therefore, the child will lose any chance of
becoming an active member of their community and will carry this condition into adulthood.
This could mean inability to work, make friends or have lasting relationships (Levingston, 2014).
There is no doubt that OT sessions will provide these children with a great service
granting them the input they need to take on daily tasks. However according to Dr. Matthew
Cruger, “It is about whether we have acquired sufficient scientific evidence to conclude that kids
who show these behaviors consistently and meaningfully different from typical kids” (Arky,
2016, p. 5).
Integrated Literature Review
SPD was first introduced in the early 70’s as "Sensory Integration" which was later
changed to Sensory Processing Disorder (Good-Scott and Lambert, 2015, p. 274). SPD can vary
greatly in its manifestation and is one of those “quirky” conditions that cannot be confirmed or
denied based on any biological laboratory testing. It is in fact detected through a multi-step
process, the first is observation of actions during daily tasks (Ayres, 2005). Then, if findings
warrant proceeding to the next step, standardized tests such as the Sensory Integration and Praxis
Test would be administered by an SPD trained therapist. Together the observation and testing
results will indicate the functionality of the individual's brain (Ayres, 2005). Ayres (2005) used

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a series of tests to study and investigate the association the brain may have on behavior. She
discovered that neurons called sensory neurons carry electrical impulses “from the body to the
brain” (Ayres, 2005, p. 27). The brain sends impulses through designated neurons called motor
neurons in order to reach the organs and muscles (Ayres, 2005, p. 27). The reticular formation
(RF) is a jumble of neurons located in the brain stem at the central core and is controlled by
sensations (Ayres, 2005, p. 32). The processes of the RF need to be organized otherwise it is
nearly impossible for a person to remain focused and becomes overexcited from daily events. A
decade later Ayres (2005) realized she had uncovered a disability that was hidden within the
body and called it “Sensory Integration Dysfunction” (p. 5) (SID) which detailed the insufficient
interpretations of bodily sensations as well as environmental sensations. The insufficient
interpretation of sensations facilitates difficulties with academics, motor skills and social
interaction (Ayres, 2005, (p. 5).
SPD can affect one or more or all 8 of the senses which are auditory, tactile, olfactory,
gustatory, visual, proprioceptive, vestibular and interoceptive (Miller, Coll, & Schoen, 2007).
For example, hypersensitive AS would mean that this individual is hypersensitive to all the
sounds around them (Ayres, 2005). For a person without SPD, a walk through the mall with a
friend may consist of window shopping while walking, talking and laughing – an overall fun
time. For the individual with a hypersensitive AS, a walk through the mall can be painful and can
easily cause a number of reactions such as covering the ears, screaming, running and hiding and
violence may even occur especially if the individual has ASD and is nonverbal. These type of
reactions occur because the individual with a hypersensitive AS walks through the mall and can
hear everything all at once really loudly as if it is happening in their ears and cannot focus on just
one sound while tuning out the rest (Miller et al., 2007). They hear the baby crying and the video

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games beeping, the bells ringing and the squeaky wheel on the shopping cart, bags rustling and
doors closing until the person cannot listen to it anymore causing auditory sensory overload. This
overload triggers a reaction, and those that are properly trained may be able to take this
opportunity to teach a coping skill if reasonable (Ayres, 2005). Similarly, Dr. Catherine Lord (as
cited in Arky, 2016) a member of the decision making task force for the DSM-5 and the
developer of the Autism Diagnostic Observation Schedule (ADOS) which is used to help
diagnose autism in very young children, validates the value of addressing how children perceive
sensation and the effect it has on the child (p. 4). However contrary to Lords (as cited in Arky,
2016) validation she has shared that she does not believe there is enough known about what
children with SPD are really experiencing to see sensory challenges as a diagnosis in themselves
and therefore, does not believe it to be a good idea to give SPD its own label (p. 4). Dr. Michelle
Zimmer a pediatrician based in Cincinnati concurs with Lord that there is a lack of evidence that
SPD is a stand-alone disorder and sees all forms of SPD as a symptom of another disorder yet to
be diagnosed (Levingston, 2014). Despite the admitted validation, SPD continues to be denied as
legitimate stand-alone disorder. The focus must remain on researching SPD further and more in-
depth and providing the required information for SPD to be legitimately validated as a stand-
alone disorder and added to the DSM’s next release. The review process for inclusion into the
DSM is rigorous therefore research results must be precise in meeting the criteria and standards
of the decision makers.
According to the American Psychiatric Association's DSM-5 development website the
decisions regarding all modifications to the DSM before releasing the fifth edition were made by
a task force of 160 researchers and clinicians from around the world. The task force has deemed
SPD as unworthy of inclusion based on "a careful consideration of the scientific advances in

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research underlying the disorder, as well as the collective clinical knowledge of experts in the
field" (American Psychiatric Association (APA), 2014, p 4). Any type of SPD can significantly
interfere with a child’s education yet another reason teachers and various other school staff needs
the knowledge to spot the signs as early as possible - early intervention is key.
As previously noted without a diagnosis code SPD symptoms cannot be targeted for
treatment. Treatment would therefore need to be paid for out-of-pocket which can be rather
exorbitant. Often intakes are free, but assessments can be as much as $2,800 and individual
sessions range between $140 and $330 per session (Miller, 2016, p. 7). In turn many individuals
may not receive the proper treatment needed to strive and be a successful part of their
community due to the unaffordability of the treatment (Levingston, 2014). Keeping this in mind
the need for this disorder to be recognized as a stand-alone disorder and receive a diagnostic
code is vital. Everyone has the right to be the best they can be and deserves the assistance to get
there regardless of socioeconomic status. In addition, Goodman-Scott and Lambert (2015)
explained how SPD affects entire families often adding a great deal of stress to the family
composition and on the main caretaker. Often family members may need additional support such
as psychological therapy to help maintain the consistency of proper care for the patients that are
extremely demanding and require continuous supervision and assistance due to the high burnout
rate of main caretakers.
Proposed Problem Resolution
Sensory Processing Disorder is most often diagnosed by Occupational Therapists and a
child can receive a diagnosis as early as 18 months old (Reynolds, 2008). It is usually the parents
or the main caretaker that notices the first red flags. A red flag could be feeding issues, needing
to be swaddled (sensory under-responsive) or being happiest when naked (sensory over-

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responsive) (Reynolds, 2008). Being part of the age of technology it is common to look to the
world wide web for answers. Entering the symptoms into a search engine will pull up a
smorgasbord of information including a symptoms checklist (be sure it is from a reputable site -
see below) (SPDFoundation, 2015). This is a very inexpensive way of taking a first step to
gathering information and doing a home evaluation. As a parent it is important to share all
concerns with the child’s pediatrician including the results of any home evaluations using the
checklist. The doctor may or may not be familiar with the signs of SPD or may not believe that
SPD is a real disorder which may result in a misdiagnosis (Sensory Processing Disorder.com,
2016).
Figure 1. Infant/ Toddler Checklist: (SPD Foundation, 2015)
____ My infant/toddler has problems eating.
____ My infant/toddler refused to go to anyone but me.
____ My infant/toddler has trouble falling asleep or staying asleep
____ My infant/toddler is extremely irritable when I dress him/her; seems to be uncomfortable in clothes.
____ My infant/toddler rarely plays with toys,especially those requiring dexterity.
____ My infant/toddler has difficulty shifting focus from one object/activity to another.
____ My infant/toddler does not notice pain or is slow to respond when hurt.
____ My infant/toddler resists cuddling, arches back away from the person holding him.
____ My infant/toddler cannot calm self by sucking on a pacifier, looking at toys,or listening to my voice.
____ My infant/toddler has a "floppy" body, bumps into things and has poor balance.
____ My infant/toddler does little or no babbling, vocalizing.
____ My infant/toddler is easily startled.
____ My infant/toddler is extremely active and is constantly moving body/limbs or runs endlessly.
____ My infant/toddler seems to be delayed in crawling, standing,walking or running.
In general pediatricians have been advised by the American Academy of Pediatrics
(AAP) to not diagnose SPD independently however they may approve a referral to see an
occupational therapist or developmental pediatrician for an evaluation (American Academy of
Pediatrics, 2016). The evaluation/assessment fees range from $500 - $2,000 depending upon the
child’s age and specific evaluation as well as the type of facility performing the assessments
(Center for Psychological and Educational Assessments, 2016). Consultation fees also range
from free to more than $175.00 per hour depending on the facility (Center for Psychological and

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Educational Assessments, 2016). These fees may be considered reasonable and manageable
depending on the patient’s socioeconomic status and payment options available.
Another step that is key in changing the acceptance of SPD as a stand-alone disorder is
education. There are several resources available to educate pediatricians and their staff such as
online courses, international symposiums and workshops for both caregivers and clinicians that
cost about $35.00 per CEU (SPD Foundation, 2015). In addition, SPD Foundation (2015) now
offers education resources for preschool educators as a free download. Since early detection and
intervention is key it is extremely important for educators and clinicians that interact with the
infant/toddler population to be well educated on the red flags of this disorder (Reynolds, 2008).
In turn it is believed that more children will receive the treatment that they need in the most
critical period of life which is according to Dr. Catherine Lord is before the child turns 3 years
old (Glickman, 2012). These fees are realistic and manageable for any working professional and
the knowledge obtained would be extremely beneficial.
Social Implications
SPD is a neurological disorder that may cause any, all or any combination of systems in
the body to malfunction. The systems are visual, auditory, olfactory, gustatory, tactile,
proprioception, vestibular, and interoception (Ayres, 2015). In addition, children with SPD are
more likely to experience anxiety, aggressive behavior or depression (Levingston, 2014). The
social implications that may occur if SPD continues to be overlooked as a stand-alone disorder
by the DSM-5 is that the children with SPD may go undiagnosed, be misdiagnosed and/or
untreated to be carried into adulthood. If SPD goes untreated the types of difficulties will
increase and existing ones may become more severe possibly causing the inability to contribute
to society, to keep a job or make friends, poor self-concept, social isolation, belligerent behavior,

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academic and vocational failure, poor sleep habits, and anxiety and/or depression
(SPDFoundation, 2015). Furthermore, there will be difficulties with understanding social
situations and communication in general, managing daily tasks such as toileting, grooming and
dressing (SPDFoundation, 2015). No one deserves to live under such duress, help is available
however right now it is only available to those that can pay out-of-pocket for treatment. These
children are the future of this world, they need to be able to function well and positively
contribute to their community.
Capstone Reflections
This journey has been a long and difficult one for me. In the beginning I had a hard time
deciding which degree to apply for and even after deciding to go with general I second guessed
myself halfway through thinking I may not have made the right choice. In addition, I was not
sure what direction I wanted to go in once I have completed the degree. Thus, I became
paralyzed in my process because of over analysis. I got through that using the “drop dead” date
technique (Boss, 2015). I now have a clear picture of where I am going. I want to help children
with Autism via ABA.
I have had to face many challenges along the way in my personal life. For example, my
son was placed on medication for his Attention Deficit-Hyperactivity Disorder after he began
getting violent. He is 8 and since he was 3 I have tried everything I could to keep him off
medication. When I was told he needed it obviously I saw the need as well but I felt as if I failed
him and it really hit me hard. This and other challenges made things difficult but thanks to very
understanding teachers I was able to forge forward to where I am today. It was an amazing
feeling to submit my application for graduation.

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Through the process of earning my degree I have learned better ways to perform
research, include important details and perform critical analysis on literature regarding the topic
at hand. I have really come to understand scholarly writing and the strengths behind it. An
example would be that scholarly writers must adhere to APA standards otherwise it may be
confusing and likely not get published (Lambie, Sias, Davis, Lawson, & Akos, 2008). In
addition, I have a better understanding of the importance of promoting positive social change.
Walden University Catalog (2016) defines positive social change as “a deliberate process of
creating and applying ideas, strategies, and actions to promote the worth, dignity, and
development of individuals, communities, organizations, institutions, cultures, and societies.
Positive social change results in the improvement of human and social conditions (p. 1). My
capstone project focuses on the need for the Diagnostic and Statistical Manual of Mental
Disorders, 5th Edition (DSM-5) to recognize Sensory Processing Disorder (SPD) as a stand-
alone disorder and therefore added to the DSM-5 as such. According to the American Psychiatric
Association a committee of 160 researchers from around the world concluded that there was not
enough clinical data to be for SPD to be included in the DSM-5 (American Psychiatric
Association (APA), 2014). As more and more research that validates SPD can exist on its own,
the more likely recognition and inclusion will be achieved. During my career and as a scholar-
practitioner I will aim to positively impact the communities I enter by providing professional,
ethical and quality care for those lives I touch.

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References
American Academy of Pediatrics. (2012). AAP Recommends Careful Approach to Using
Sensory-Based Therapies. Retrieved from https://www.aap.org/en-us/about-the-aap/aap-
press-room/pages/AAP-Recommends-Careful-Approach-to-Using-Sensory-Based-
Therapies.aspx#sthash.HS3YgG3G.dpuf Retrieved on April 20, 2016.
American Psychiatric Association, Diagnostic and Statistical Manual of Mental Disorders 5th
Edition. 2014. http://www.dsm5.org/about/Pages/faq.aspx#5
Arky, Beth. (2016) The debate over sensory processing: A look at the dispute over whether
sensory symptoms constitute a disorder, and whether treatment works. Child Mind
Institute. http://childmind.org/article/the-debate-over-sensory-processing/
Ayres, A. Jean, PhD. (2005). Sensory Integration and the Child (25th anniversary ed). Los
Angeles, CA: Western Psychological Services.
Baker, A., Lane, A., Angley, M., & Young, R. (2008). The relationship between sensory
processing patterns and behavioral responsiveness in autistic disorder: a pilot study.
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Boss, Jeff. (2015). How to overcome the 'analysis paralysis' of decision-making.
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to-overcome-the-analysis-paralysis-of-decision-making/#3f46d3e27cc4. Retrieved on May
4, 2016.

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_Disorder103114.pdf
Lambi, G., Sias, S., Davis, K., Lawson, G., and Akos, P. (2008). A scholarly writing resource for
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Levingston, S. (2014). The debate over sensory processing disorder: Are some kids really ‘out of
sync’? The Washington Post: Health & Science. Retrieved from
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