Sensory Processing Disorder Checklist
· The purpose of this sensory processing disorder checklist is to help guide parents to become
educated about certain signs of sensory processing dysfunction.
· This checklist is not to be used as a way to diagnose your child with sensory processing disorder.
Rather, this can be used as a tool to help you speak with your doctor and an Occupational
Therapist so you can clearly explain why you think your child may need help.
· You might go through this list, and think; it's not a big deal if your child has these certain
characteristics/behaviors. For many, a child's behavior can change on a daily basis, and therefore
not be a cause for concern.
· You need to be concerned, however, when particular behaviors interfere with a child's life and the
kind of impact it is having on their level of functioning. A child might have a lot in one category,
and none in the other, or some in all categories. If you see that you have checked off at least 3 or
more items in a section, you should follow up with your doctor and an Occupational Therapist.
· Above all else, we want you to remember to trust that great parental instinct you have. We hope
that this checklist provides a way to empower you to move forward in advocating for your child.
Never forget who you're fighting for.
· Please check the behaviors that are observed most of the time
Threshold Key
Neither low nor high
L Low
H High
Checklist by Winnie Dunn, Ph.D., OTR, FAOTA
Item Auditory Processing
L 1. Responds negatively to unexpected or loud noises (for example, cries or hides at noise
from vacuum cleaner, dog barking, hair dryer)
L 2. Holds hands over ears to protect ears from sound
L 3. Has trouble completing tasks when the radio is on
L 4. Is distracted or has trouble functioning if there is a lot of noise around
L 5. Can’t work with background noise (For example, fan, refrigerator)
H 6. Appears to not hear what you say (for example, does not “tune in” to what you say,
appears to ignore you)
H 7. Doesn’t respond when names is called but you know the child’s hearing is OK
H 8. Enjoys strange noises/seeks to make noise for noise’s sake
Item Visual Processing
L 9. Prefers to be in the dark
L 10. Expresses discomfort with or avoids bright lights (for example, hides from sunlight
through window in car)
L 11. Happy to be in the dark
L 12. Becomes frustrated when trying to find objects in competing backgrounds (for
example, a cluttered drawer)
L 13. Has difficulty putting puzzles together (as compared to same age children)
L 14. Is bothered by bright lights after others have adapted to the light
L 15. Covers eyes or squints to protect eyes from light
H 16. Looks carefully or intensely at objects/people (for example, stares)
H 17. Has a hard time finding objects in competing backgrounds (for example, shoes in a
messy room, favorite toy in the “junk drawer”)
Item Vestibular Processing
L 18. Becomes anxious or distressed when feet leave the ground
L 19. Dislikes activities where head is upside down (for example, somersaults,
roughhousing)
L 20. Avoids playground equipment or moving toys (for example, swing set, merry-go-
round)
L 21. Dislikes riding in a car
L 22. Holds head upright, even when bending over or leaning (for example, maintains a rigid
position/posture during activity)
L 23. Becomes disoriented after bending over sink or table (for example, falls or gets dizzy)
H 24. Seeks all kinds of movement and this interferes with daily routines (for example, can’t
sit still, fidgets)
H 25. Seeks out all kinds of movement activities (for example, being whirled by adult, merry-
go-rounds, playground equipment, moving toys)
H 26. Twirls/spins self frequently throughout the day (for example, likes dizzy feeling)
H 27. Rocks unconsciously (for example, while watching TV)
H 28. Rocks in desk/chair/on floor
Item Touch Processing
L 29. Avoids getting “messy” (for example, in paste, sand, finger paint, glue, tape)
L 30. Expresses distress during grooming (for example, fights or cries during haircutting, face
washing, fingernail cutting)
L 31. Prefers long-sleeved clothing when it is warm or short sleeves when it is cold
L 32. Expresses discomfort at dental work or tooth brushing (for example, cries, or fights)
L 33. Is sensitive to certain fabrics (for example, is particular about certain clothes or bed
sheets)
L 34. Becomes irritated by shoes or socks
L 35. Avoids going barefoot, especially in sand or grass
L 36. Reacts emotionally or aggressively to touch
L 37. Withdraws from splashing in water
L 38. Has difficulty standing in line or close to other people
L 39. Rubs or scratches out a spot that has been touched
H 40. Touches people and objects to the point of irritating others
H 41. Displays unusual need for touching certain toys, surfaces, or textures (for example,
constantly touching objects)
H 42. Decreased awareness of pain and temperature
H 43. Doesn’t seem to notice when someone touches arm or back (for example, unaware)
H 44. Avoids wearing shoes; loves to be barefoot
H 45. Touches people and objects
H 46. Doesn’t seem to notice when face or hands are messy
Item Multisensory Processing
47. Gets lost easily (even in familiar places)
48. Has difficulty paying attention
L 49. Looks away from tasks to notice all actions in the room
H 50. Seems oblivious within an active environment (for example, unaware of activity)
H 51. Hangs on people, furniture, or objects even in familiar situations
H 52. Walks on toes
H 53. Leaves clothing twisted on body
Item Oral Sensory Processing
L 54. Gags easily with food textures or food utensils in mouth
L 55. Avoids certain tastes or food smells that are typically part of children’s diets
L 56. Will only eat certain tastes
L 57 Limits self to particular food textures/temperatures
L 58. Picky eater, especially regarding food textures
H 59. Routinely smells nonfood objects
H 60. Shows strong preference for certain smells
H 61. Shows strong preference for certain tastes
H 62. Craves certain foods
H 63 Seeks out certain tastes or smells
H 64. Chews or licks on nonfood objects
