The Sensory Profile 2 group of assessments covers children birth to 14 years.

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1 1 The Sensory Profile 2 group of assessments covers children birth to 14 years. form No. items % original Validities* alpha Test retest Inter rater Infant 25 52% na Toddler 54 53% Child 86 52% School 44 77% Short 34 27%

2 2 Birth to 6 months 25 items yielding a total score 52% of original items are included on the ISP2 boys girls Total Test retest Internal consistency SEEK AVOID SENS REG NONE TOTAL GENERAL AUD VIS 3 3 TOUCH MOVE ORAL TOTAL GENERAL PROCESSING Stays quiet & calm in an active setting compared to other babies Is unaware of people coming in or leaving the room Needs the same routine to stay content and calm Acts in a way that interferes with family schedules and plans Requires help to get to sleep Is irritable compared to other babies Sleeps more than other babies Only pays attention when I touch my baby (and hearing is OK) Not included from original General INFANT SP Is active throughout the day Behavior deteriorates when the schedule changes Is irritable when compared to same aged children

3 months 54 items 53% of original items included on TSP2 174 girls 173 boys in standardization SEEK AVOID SENS REG NONE TOTAL alpha GENERAL AUD VIS TOUCH MOVE ORAL BEHAVIOR TOTAL Alpha MOVEMENT PROCESSING Enjoys physical activity (for example, bouncing, being held up high in the air) Enjoys rhythmical activities (for example swinging, rocking, car rides) Takes movement or climbing risks Becomes upset when placed on the back (for example, at changing times) Seems accident prone or clumsy Fusses when moved around (for example, walking around, when being handed over to another person) NOT INCLUDED FROM ORIGINAL TODDLER SP Requires more support for sitting than other children the same age (for example, infant seat, pillows, towel roll) Resists having head tipped back during bath time

4 4 Test retest N=170 General.861 Behavior.835 Auditory.878 Seeking.831 Visual.894 Avoiding.921 Touch.849 Sensitivity.892 Movement.855 Registration.889 Oral DD n=15 Matched group n=15 NS NS GENERALAUDITORY VISUAL TOUCH VESTIB ORAL BEHAVIOR AVOID SENS REG SEEK n = 67 General Auditory Visual Tactile Vestibular Oral Seeking Avoiding Sensitivity Registration General Auditory Visual 664 Touch Movement Oral.522 Seeking.754 Avoiding Sensitivity Registration -.797

5 years caregiver questionnaire 349 girls 348 boys in standardization 86 items SEEK AVOID SENS REG NONE TOTAL Alpha AUD VIS TOUCH MOVE ORAL BODY SEEK AVOID SENS REG NONE TOTAL CONDUCT SOCIAL EMOT ATTN TOTALS Alpha BODY POSITION Moves stiffly Becomes tired easily, especially when standing or holding the body in one position Seems to have weak muscles Props to support self (for example, holds head in hands or leans against the wall) Clings to objects, walls or bannisters more than same aged children Walks loudly as if feet are heavy Drapes self over furniture or on other people Needs heavy blankets to sleep NOT INCLUDED FROM SENSORY PROFILE: Locks joints (for example, elbows, knees) for stability Has a weak grasp Cant lift heavy objects (for example, weak in comparison to same aged children) Poor endurance/ tires easily Appears lethargic (for example, has no energy, is sluggish)

6 6 Test retest N=226 Interrater N=164 Auditory Visual Touch Movement Body Position Oral Conduct Social Emotional Attention Seeking Avoiding Sensitivity Registration Single items that English speakers do more frequently than Spanish speakers: [conduct, social] rushes through coloring, writing, or drawing. Does things in a harder way than is needed (for example, wastes time, moves slowly). Can be stubborn and uncooperative. Appears to enjoy falling. Seems to have low self-esteem (for example, difficulty liking self). Expresses feeling like a failure. Is too affectionate with others. Freely shows emotions. Has strong emotional outbursts when unable to complete a task. Gets frustrated easily.

7 7 VALIDITY Comparison of children with specific conditions and paired sample Clinical matched Develop Delay NOT signif Autism mixed Visual is not different ADHD signif Autism + ADHD signif Learning Disability NOT signif Gifted & Talented NOT signif Intellectual Disability 9 9 NOT signif Down Syndrome 9 9 NOT signif nd Eng 2 language 7 7 NOT signif other NOT signif CSP2 Seeking Avoiding Sensory Profile: Supplement Sensitivi ty Registrat ion Auditory Visual Vestibul ar Touch Oral Mod Body Emotional / Position and Social Movement N Auditory Visual Movement Touch Oral Body Position SocEmot Conduct Attention Seeking Avoiding Sensitivity Registration

8 8 VALIDITY with other measures

9 years 349 girls 348 boys in standardization 34 items 27% of original items SEEK AVOID SENS REG TOTAL alpha AUD 3 3 VIS 1 1 TOUCH MOVE ORAL 1 1 BODY CONDUCT SOCIAL ATTENTION TOTAL SENSORY [42% SAME] Struggles to complete tasks when music or TV is on Is distracted when there is a lot of noise around Tunes me out or seems to ignore me Shows distress during grooming (for example, fights or cries during haircutting, face washing, or fingernail cutting) Becomes anxious when standing close to others (for example, in a line) Touches people and objects more than same aged children Pursues movement to the point it interferes with daily routines (for example, cant sit still, fidgets) Rocks in chair, on floor or while standing Loses balance unexpectedly when walking on an uneven surface Bumps into things, failing to notice objects or people in the way Shows a strong preference for certain tastes Moves stiffly Becomes tired easily especially when standing or holding the body in one position Drapes self over furniture or on other people

10 10 BEHAVIOR [10% SAME] Seems accident prone Can be stubborn and uncooperative Has temper tantrums Resists eye contact from me or others Needs positive support to return to challenging situations Has strong emotional outbursts when unable to complete a task Struggles to interpret body language or facial expressions Gets frustrated easily Has fears that interfere with daily routines Is distressed by changes in plans, routines or expectations Needs more protection from life than same aged children (for example, defenseless physically or emotionally) Interacts or participates in groups less than same aged children Misses eye contact with me during everyday interactions Struggles to pay attention Looks away from tasks to notice all actions in the room Seems oblivious within an active environment (for example, unaware of activity) Watches everyone when they move around the room Jumps from one thing to another so that it interferes with activities Gest lost easily Has a hard time finding objects in competing backgrounds (for example shoes in a messy room pencil in junk drawer ) Test retest N=226 Interrater N=164 Sensory Behavior Seeking Avoiding Sensitivity Registration

11 11 Clinical matched Develop Delay signif Autism signif ADHD signif Autism + ADHD signif Learning Disability mixed Sensory, seek, reg not signif Gifted & Talented NOT signif Intellectual Disability 9 9 NOT signif Down Syndrome 8 9 mixed Sensory, reg not signif nd Eng 2 language 5 7 NOT signif other mixed LBW and PREM different Otitis: sensitivity VALIDITY STUDIES Short Sensory Profile 2 Seeking Avoiding Sensitivity Registratio n Auditory Visual Vestibular Touch Multi- Sensory Oral Emotional Behavioral / Social Outcomes N Behavior Sensory sspavoid sspreg sspseek sspsens

12 girls 343 boys 44 items 77% of original items included SEEK AVOID SENS REG NONE TOTAL alpha AUD VIS TOUCH MOVE BEHAVIOR TOTAL alpha N OF ITEMS ALPHA COEFFICIENT SCHOOL FACTOR SCHOOL FACTOR SCHOOL FACTOR SCHOOL FACTOR VISUAL PROCESSING Misses written or demonstrated directions more than same aged students Struggles to keep materials and supplies organized for use during the day Leaves items blank on a busy worksheet, despite knowing the answers Watches people as they move around the room Looks away from tasks to notice all actions in the room Misses eye contact with me during everyday interactions Is attracted to TV or computer screens with fast paced brightly colored graphics NOT INCLUDED FROM SCHOOL COMPANION Doesn t watch during instruction, but follows through with activities Adds more details to drawing and coloring than other students Notices even small changes in the room or desk organization Comments on small details in objects or pictures that others haven t noticed Startles at unexpected movements near desk or around room (e.g., another student getting up quickly, objects falling off desk)

13 13 Avoids eye contact Test retest N= 138 Interrater N=100 Auditory Visual Touch Teachers in the first cohort of raters had: Movement Behavior Seeking Avoiding Sensitivity Registration Clinical Known the child longer More teaching experience matched Develop Delay 8 8 mixed Vis, touch, seek, move, SF1,2,4 not signif Autism Signif ADHD mixed Avoid and SF4 not signif Autism + ADHD signif Learning Disability mixed Touch, behavior, avoid, sens not signif Gifted & Talented Intellectual Disability 6 6 Down Syndrome nd Eng 2 language 5 7 other 64 72

14 14 SCSP2 Auditory Visual Movement Touch Behavior Seeking Avoiding Sensitivity Registration N Auditory Visual Movement SPSC Touch Behavior Seeking Avoiding * Sensitivity Registration

15 15 INTERPRETIVE REPORT Child s strengths Why the [caregiver/ teacher] is asking for support What the child s participation looks like now [home or school] What [teachers/ family] want the child s participation to look like Where [teachers/ family] need the child to participate The child s sensory processing patterns How the child s sensory processing patterns affect participation at [home/ school] How we can support the child s participation in [school/ home] CHILD S STRENGTHS Sammy is really great at watching others to see what to do. Sammy loves his dog and talking about animals. Sammy enjoys playing in the woods. Sammy s family likes to go camping. Sammy s family think Sammy is really funny. WHY THE [CAREGIVER/ TEACHER] IS ASKING FOR SUPPORT Sammy s parents are asking for support so Sammy can help take care of their dogs. or Sammy s teacher is asking for support so Sammy can keep up with large classroom instruction. WHAT THE CHILD S PARTICIPATION LOOKS LIKE NOW [HOME OR SCHOOL] Right now, when Sammy is in a family environment, he plays with the dogs, and distracts them from eating and drinking water. Mom reports that it can be difficult for Sammy to participate in activities because he is busy playing instead of helping to feed the dogs. WHAT [TEACHERS/ FAMILY] WANT THE CHILD S PARTICIPATION TO LOOK LIKE The family reports that Sammy needs to help feed the dogs. The mom reports that they would like Sammy to feed the dogs. WHERE [TEACHERS/ FAMILY] NEED THE CHILD TO PARTICIPATE Sammy needs to participate in feeding the dog in the garage. THE CHILD S SENSORY PROCESSING PATTERNS We conducted an assessment of Sammy s sensory processing patterns by asking the mom to complete the Child Sensory Profile 2. This assessment is a questionnaire for children ages 3-14 years

16 in which the rater marks how frequently Sammy engages in the behaviors listed on the form. We can compare these reports with a national standardization sample of reports from other raters to determine how Sammy responds to sensory situations when compared to other children the same age. Please refer to the Child Sensory Profile 2 and Summary Score Sheet for details about the mom s responses. THE CHILD S SENSORY PROCESSING PATTERNS continued According to responses on the Child Sensory Profile 2, the mom reports that Sammy is just like other children of the same age in his visual, touch and sensitivity. He responds to sounds more than others. HOW THE CHILD S SENSORY PROCESSING PATTERNS AFFECT PARTICIPATION AT [HOME/ SCHOOL] The mom says that Sammy is already good at watching others to see what to do. This activity provides visual input, which is consistent with Sammy s sensory patterns. He will be more successful when visual input is part of his routines. He responds to sounds differently, so reducing sounds may increase success. HOW WE CAN SUPPORT THE CHILD S PARTICIPATION IN [SCHOOL/ HOME] The mom asked us to support Sammy to help feed the dogs. Since sensory patterns suggest that Sammy does better in activities that have visual input, and when there is less sound, we need to find ways to incorporate those strategies in everyday routines. This means Sammy will have a better chance to help feed the dogs when he can watch others when it is more quiet. We will collaborate to identify specific strategies that will work for Sammy and fit into the family activities and routines. 16