Presented by Stephanie Skurski Sensory Profile 2 Presented by Stephanie Skurski

Background Name Author Source Cost Sensory Profile 2 (SP2) Winnie Dunn, PhD, OTR, FAOTA Source Pearson Clinical Assessment (PsychCorp) Cost $270.00

Theoretical Concepts Neuroscience Development Ecology of Human Performance Dunn’s Sensory Processing Framework

Purpose Family of assessments that examine sensory processing patterns and the influence they have on functional participation Understand how sensory deficits influence children at home, school, and within the community

Overview Age Administration options Completed by Scoring options Birth- 14:11 Administration options Paper & pencil; Q-global Approx. 5-15 minutes Completed by Caregiver and/or teacher Scoring options Manual scoring or Q-global

Materials

Assessment Breakdown Infant Sensory Profile 2 Birth- 6 months Toddler Sensory Profile 2 7-35 months Child Sensory Profile 2 3-14 years Short Sensory Profile 2 School Companion Sensory Profile 2

Sensory Profile 2: What’s New? Infant, toddler, child, short, and school companion combined in one kit, with one manual Updated content Shorter administration time (except Toddler) Greater consistency between forms Score summary included on questionnaire Q-global

Item Development Sensory Components General Auditory Visual Touch Movement Body position Oral Sensory processing

Item Development Behavior School Conduct Social emotional Attention External supports Tolerance Awareness and attention Availability

Scoring Uses a 5 point Likert Scale Almost never- Almost always Write does not apply for behaviors that were not observed Manual scoring Approx. 15 minutes

Scoring Calculate the raw score for each category Calculate the sensory pattern quadrants and the raw scores Complete quadrant raw score total grid

Classification Seeking Avoiding Sensitivity Registration Degree to which a child obtains sensory input Avoiding Degree to which a child is bothered by sensory input Sensitivity Degree to which a child detects sensory input Registration Degree to which a child misses sensory input

Reliability Test-retest reliability Inter-rater reliability Caregiver assessments ranged from .83-.97 School Companion SP2 ranged from .66-.93 Inter-rater reliability Caregiver .70-.80 Teacher .70-.90 Internal consistency 57-.93 for every section

Case Study Jacob Teacher Concerns 11 years old, 5th grade Not available for learning Gets upset with his group for not understanding him Frequently leaves the group and refuses to rejoin them Jacob spends more and more time alone when not required to work on projects

Case Study Externalizing Behavior Internalizing Behavior Hyperactivity 40%ile Aggression 98%ile Conduct 85%ile Internalizing Behavior Anxiety 70%ile Depression 99%ile Somatization 30%ile

Case Study: OT Observation Jacob works well when teacher sends him to the library Intolerance for small groups, especially when students are enthusiastic about ideas

Case Study: Quadrants Seeking Avoiding Sensitivity Registration Jacob is just as interested in sensory experiences as the majority of students Avoiding Jacob is much more likely to be overwhelmed by sensory experiences than other students Sensitivity Jacob detects about the same amount of sensory cues as the majority of other students Registration Jacob notices sensory cues just like the majority of other students

Case Study Auditory Visual Touch Movement Behavioral Jacob responds much more to sounds than other students Visual Jacob responds to sights just like the majority of other students Touch Jacob responds to touch just like the majority of other students Movement Jacob responds to movement just like the majority of other students Behavioral Jacob exhibits behaviors associated with sensory processing much more than other students

Case Study: School Factors Need for External Supports Jacob needs the same amount of support as the majority of other students Awareness and Attention Jacob is jus as alert and active in the learning environment when compared to the majority of other students Tolerance Jacob has many more challenges tolerating changes in he routine than other students Availability Jacob is much more detached from learning than oher students

Case Study: Conclusions Jacob is experiencing sensory __________, linked with __________ and __________, and has challenges tolerating changes and is less available for learning. Fleeing groups is likely related to an increased number of students in the classroom making more noise as they interact about their projects.

Case Study: Interventions Focus on decreasing sensory experiences in daily activities and focus on Jacob’s sensory strengths Limit large group exposure Use white noise or calming sounds to drown out distracting noises Limit long unstructured time Present information visually rather than verbally Manage depressive and aggressive behaviors

References Asher, E. (Ed.). (2007). Asher’s Occupational Therapy Assessment Tools (4th ed.). American Occupational Therapy Association. Case-Smith, J. (2010). Occupational Therapy for Children (6th ed.). Mosby Inc. Pearson Clinical. (2017). Sensory Profile 2. Retrieved from http://www.pearsonclinical.com/therapy/products/10000 0822/sensory-profile-2.html