1 The Sensory Profile 2 group of assessments covers ... · PDF file1 @Winnie dunn 2014data for Sensory Profile 2 standardization reliability and validity . The Sensory Profile 2 group

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@Winnie dunn 2014 data for Sensory Profile 2 standardization reliability and validity

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

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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

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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

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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

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**

0.00

5.00

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35.00

1 TY

PICA

L11

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GENERALAUDITORY VISUAL TOUCH VESTIB ORAL BEHAVIOR AVOID SENS REG SEEK

DD n=15 Matched group n=15

NS

NS

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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)

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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.

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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

Eng 2nd

language 7 7 NOT signif

“other” 62 72 NOT signif

CSP2

Sensory Profile: Supplement

Seek

ing

Avoi

ding

Sens

itivi

ty

Regi

stra

tio

n

Audi

tory

Visu

al

Vest

ibul

ar

Touc

h

Ora

l Mod Body Position and Movement

Emotional / Social

N 67 64 64 69 66 66 68 69 67 69 68 Auditory -.781

**

Visual -.665**

Movement -.683**

Touch -.737

**

Oral -.805**

Body Position

-.633

**

SocEmot -.860

**

Conduct -.769

**

Attention -.755

**

Seeking -.850**

Avoiding -.867**

Sensitivity -.839**


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VALIDITY with other measures

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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

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• 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

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Clinical matched

Develop Delay 10 11 signif

Autism 64 69 signif

ADHD 99 99 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

Eng 2nd

language 5 7 NOT signif

“other” 71 72 mixed LBW and PREM different Otitis: sensitivity

VALIDITY STUDIES

Short Sensory Profile 2 Se

ekin

g

Avoi

ding

Sens

itivi

ty

Regi

stra

tion

Audi

tory

Visu

al

Vest

ibul

ar

Touc

h

Mul

ti-Se

nsor

y

Ora

l Emotional / Social

Behavioral Outcomes

N 67 64 64 69 67 66 69 70 70 67 69 67

Behavior -.834**

-.689**

Sensory -.825**

-.764**

-.824**

-.835**

-.836**

-.723**

sspavoid - -.837**

sspreg -.811**

sspseek -.875**

sspsens -.802**

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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




• 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)

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• 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:

• Known the child longer • More teaching experience

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 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


Learning Disability 54 56 mixed Touch, behavior, avoid, sens not signif

Gifted & Talented 29 30

Intellectual Disability 6 6

Down Syndrome 10 11

Eng 2nd

language 5 7

“other” 64 72

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SCSP2

SPSC

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**

Touch -.287 Behavior -.492

**

Seeking -.574**

Avoiding -.416*

Sensitivity -.452**


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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

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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.

Documents

1 The Sensory Profile 2 group of assessments covers ... · PDF file1 @Winnie dunn 2014data for Sensory Profile 2 standardization reliability and validity . The Sensory Profile 2 group