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%.365-.765.751.860 na Toddler 54 53%.522-.797.561-.797.831-.921 Child 86 52%.633-.867.600-.919.872-.968.494-.876 School 44 77%.287-.704.806-.953.662-.925.028-.671 Short 34 27%.689-.875.770-.926.933-.970.834-.892
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 34 34 68.86.751 SEEK AVOID SENS REG NONE TOTAL GENERAL 3 3 1 7 AUD 2 1 3 VIS 3 3 TOUCH 2 1 3 MOVE 1 1 1 1 4 ORAL 1 1 0 1 3 4 TOTAL 4 5 6 4 6 25 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 7-36 months 54 items 53% of original items included on TSP2 174 girls 173 boys in standardization SEEK AVOID SENS REG NONE TOTAL alpha GENERAL 2 2 1 5 10.727 AUD 2 4 1 7.727 VIS 3 1 2 6.697 TOUCH 3 2 1 6.634 MOVE 3 1 1 5.568 ORAL 1 3 1 2 7.676 BEHAVIOR 3 1 2 6.695 0 1 2 2 2 7 TOTAL 7 11 13 11 12 54 Alpha.741.748.789.797 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 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.833 35.00 30.00 25.00 20.00 DD n=15 Matched group n=15 NS NS 15.00 10.00 5.00 0.00 GENERALAUDITORY VISUAL TOUCH VESTIB ORAL BEHAVIOR AVOID SENS REG SEEK n = 67 General Auditory Visual Tactile Vestibular Oral Seeking Avoiding Sensitivity Registration General -.710 Auditory -.739 Visual 664 Touch -.709 Movement -.611 Oral.522 Seeking.754 Avoiding -.676 Sensitivity -.791 Registration -.797
5 3-14 years caregiver questionnaire 349 girls 348 boys in standardization 86 items SEEK AVOID SENS REG NONE TOTAL Alpha AUD 3 4 1 8.842 VIS 1 2 1 2 6.600 TOUCH 3 1 3 3 1 11.857 MOVE 5 2 1 8.798 ORAL 4 5 1 10.877 BODY 1 1 1 5 1 9.818 SEEK AVOID SENS REG NONE TOTAL CONDUCT 3 2 4 9.853 SOCIAL EMOT 10 1 1 1 13.896 ATTN 2 1 1 6 10.901 0 1 1 2 TOTALS 19 19 17 24 7 86 Alpha.903.891.875.919 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 Test retest N=226 Interrater N=164 Auditory 0.943.799 Visual 0.872.494 Touch 0.94.552 Movement 0.931.732 Body Position 0.935.769 Oral 0.961.758 Conduct 0.966.874 Social Emotional 0.949.875 Attention 0.967.892 Seeking 0.968.825 Avoiding 0.968.876 Sensitivity 0.964.856 Registration 0.959.822 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 VALIDITY Comparison of children with specific conditions and paired sample Clinical matched Develop Delay 11 11 NOT signif Autism 78 78 mixed Visual is not different ADHD 96 101 signif Autism + ADHD 24 24 signif Learning Disability 45 45 NOT signif Gifted & Talented 18 18 NOT signif Intellectual Disability 9 9 NOT signif Down Syndrome 9 9 NOT signif nd Eng 2 language 7 7 NOT signif other 62 72 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 67 64 64 69 66 66 68 69 67 69 68 Auditory -.781 Visual -.665 Movement -.683 Touch -.737 Oral -.805 Body Position SocEmot Conduct Attention Seeking -.850 Avoiding -.867 Sensitivity -.839 Registration -.829 -.633 -.860 -.769 -.755
8 VALIDITY with other measures
9 3-14 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 1 2 3 MOVE 2 2 4 ORAL 1 1 BODY 1 2 3.867 CONDUCT 3 1 4 SOCIAL 6 2 8 ATTENTION 2 3 2 7.926 TOTAL 8 9 10 7 34.814.862.859.770 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 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 0.967.834 Behavior 0.97.892 Seeking 0.966.838 Avoiding 0.955.871 Sensitivity 0.962.889 Registration 0.933.846
11 Clinical matched Develop Delay 10 11 signif Autism 64 69 signif ADHD 99 99 signif Autism + ADHD 24 24 signif Learning Disability 44 44 mixed Sensory, seek, reg not signif Gifted & Talented 18 18 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 71 72 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 67 64 64 69 67 66 69 70 70 67 69 67 Behavior Sensory -.825 -.764 -.824 -.835 -.836 -.723 sspavoid - -.837 sspreg -.811 sspseek -.875 sspsens -.802 -.834 -.689
12 336 girls 343 boys 44 items 77% of original items included SEEK AVOID SENS REG NONE TOTAL alpha AUD 1 3 3 7.806 VIS 2 1 4 7.828 TOUCH 3 1 3 1 8.834 MOVE 3 1 1 3 8.846 BEHAVIOR 7 2 2 11.876 0 2 1 3 TOTAL 8 12 11 13 44.953 alpha.852.889.835.915 N OF ITEMS ALPHA COEFFICIENT SCHOOL FACTOR 1 12.880 SCHOOL FACTOR 2 10.823 SCHOOL FACTOR 3 13.873 SCHOOL FACTOR 4 9.873 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 Avoids eye contact Test retest N= 138 Interrater N=100 Auditory 0.662.349 Visual 0.827.476 Touch 0.794 -.177 Teachers in the first cohort of raters had: Movement 0.837.235 Behavior 0.899.141 Seeking 0.762.056 Avoiding 0.925 -.028 Sensitivity 0.733.027 Registration 0.839.671 Clinical Known the child longer More teaching experience matched Develop Delay 8 8 mixed Vis, touch, seek, move, SF1,2,4 not signif Autism 77 78 Signif ADHD 74 75 mixed Avoid and SF4 not signif Autism + ADHD 24 24 signif Learning Disability 54 56 mixed Touch, behavior, avoid, sens not signif Gifted & Talented 29 30 Intellectual Disability 6 6 Down Syndrome 10 11 nd Eng 2 language 5 7 other 64 72
14 SCSP2 Auditory Visual Movement Touch Behavior Seeking Avoiding Sensitivity Registration N 38 33 38 38 37 38 37 38 33 Auditory -.586 Visual -.685 Movement -.548 SPSC Touch -.287 Behavior -.492 Seeking -.574 Avoiding -.416 * Sensitivity Registration -.452 -.704
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
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