Why the language we use around sensory interventions matters

The right terminology

It’s important that we use terminology consistently and correctly. In our updated Informed View on sensory interventions, we define Ayres Sensory Integration® (ASI) as a specific, play-based intervention, delivered in person by a therapist with particular postgraduate training. This approach aims to address a person’s underlying neural difficulties and is typically delivered in a clinic setting using specific equipment. When we say 'ASl,' we are referring to this specific intervention, not to sensory‑informed practice in general.   

As occupational therapists, we use a wide range of sensory approaches to support participation, regulation and wellbeing. But over the years, the language we use to describe this work has become blurred. I often hear people use the term 'sensory integration' to describe any sensory intervention – whether that’s classroom adaptations, movement breaks, environmental adjustments or co‑regulation strategies used in everyday settings. While this is common, it can create confusion for the families, schools and commissioning bodies who rely on us for clear, evidence‑based recommendations.

Updated evidence‑based Informed View on using sensory approaches and interventions with children and young people

Sensory based interventions and approaches with children and young people 2026

Types of sensory intervention

Most sensory‑related work carried out by occupational therapists – especially in homes, schools, early years settings, or community environments – doesn’t meet the criteria for ASI. In our updated Informed View, we’ve identified two additional types of sensory intervention.  

Sensory-based interventions involve strategies that are applied to or made available to a child or young person to support their self-regulation and participation. Examples include using tools such as weighted vests or therapy balls, and activities such as movement breaks.  

We also describe a new category: participation-focused sensory approaches. These are strategies embedded within everyday tasks, routines and environments, and that work with a person’s sensory strengths and needs, rather than attempting to change them. Their aim is to support regulation, optimise environments, and help a child or young person engage more meaningfully in the occupations that matter to them. 

Clarity in communication

Being clear about our terminology helps everyone. Families know what intervention they are receiving. Teachers understand what to expect. Commissioners can make informed decisions about funding and service pathways. And as a profession, we strengthen our credibility by describing our interventions accurately, transparently and in line with current evidence and professional standards. 

As the use of sensory approaches continues to grow, now is the perfect time to reflect on our language. Let’s commit to using sensory integration only when we mean ASI - and use sensory approaches to describe the broad, meaningful work we do every day to support participation. Clarity in language supports clarity in practice, and that ultimately benefits the children, young people and families we support.