This action might not be possible to undo. Are you sure you want to continue?
Brought to you by your friendly, neighborhood mentor, winnie dunn… 1999
Overview comments The [name the parent, teacher, etc.] express concern about [name the child]’s ability to [describe the daily life performance that is of concern]. During initial data gathering strategies, I became aware that sensory processing might be interfering with performance, so I asked the parents to complete the Sensory Profile, observed [name the child] during these activities, reviewed a video of [name the child] performing these tasks, and talked to the [name the parent, teacher, etc.] regarding their concerns. My observations, information from discussions and records [describe the daily life performance that is of concern] and results on the Sensory Profile indicate good performance in many areas and difficulty in some areas that seem to be interfering with [name the child]’s ability to [describe the daily life performance that is of concern]. Description of Sensory Profile as a tool used in the assessment process I administered the Sensory Profile as part of comprehensive assessment to determine whether aspects of sensory processing might be contributing to [name the child]’s performance challenges in daily life. The Sensory Profile is a caregiver questionnaire that contains statements about children’s responses to sensory events in daily life. Caregivers report how frequently their child engages in each of 125 behaviors. There are three sections on the Sensory Profile, i.e., Sensory Processing, Modulation and Behavior, and Emotional Responses. • The Sensory Processing section contains 6 subsections that evaluate the child’s responses to specific sensory information, including auditory, visual, responses to movement (i.e., vestibular), touch, multisensory experiences and oral sensory experiences. • The Modulation section contains 5 subsections that evaluate various combinations of responses reflecting the child’s ability to receive sensory input and organize it for an appropriate response. • The Behavior and Emotional response section contains 3 subsections that evaluate behavioral outcomes that occur that are related to sensory processing ability.
. she] might have trouble [select from next section based on the scores in the ‘definite difference’ range] • [section G] sitting for long periods. [name the child] has difficulty with [list types of modulation that are difficult]. it means that this form of sensory input is either confusing. In any case. [name the child] uses…[select] • • • [auditory. Typical performance indicates that [name the child] uses these sensory inputs successfully. probable differences in [name sensory system(s) here] processing and definite differences on [name sensory system(s) here] processing. Therefore. MODULATION [name the child] obtained scores that indicated [select] typical ability to modulate sensory experiences in daily life. she] might have trouble [select from next section] OR A range of abilities to modulate sensory experiences in daily life. visual] input effectively to understand what is going on around [him. difficulty with sensory input can interfere with the child’s ability to complete important activities successfully as other children do. This means that [he. upsetting or not meaningful to the child. When children have difficulty with [list the sensory system(s)] processing. This means that [he. her] own body [oral] input effectively to obtain and use information from the mouth area [name the child] has difficulty with [list which sensory systems are poor] information. OR difficulty modulating sensory experiences in daily life. touch. this means that they can organize input to create an appropriate response. [name the child] has this ability. When children have good modulation. [name the child] has difficulty with [list types of modulation that are difficult]. her] [vestibular. multisensory] input effectively to understand [his. remaining alert and maintaining participation with peers.Ways to summarize the child’s performance on the Sensory Profile SENSORY PROCESSING [name the child] obtained scores that indicated typical performance on [name sensory system(s) here] processing.
becoming inflexible or upset by situations more easily than others. a poor score here suggests a relationships between performance demands and the child’s inaccurate ‘maps’ of the body and/ or the world. When children have good Behavior and Emotional responses. [name the child]’s difficult with [name the subsection] indicates that [he. she] [select appropriate explanation] • [section L] becomes frustrated or upset easily. being too excited or too withdrawn for demands of tasks at different times. When sensory processing is also difficult for the child. [section K] understanding the meaning and usefulness of visual information resulting in inappropriate responses. • • . [section J] responding appropriately to social or environmental cues. her]. incoordination and frequent injuries.• • • • [section H] anticipating how to move around safely. In [name the child]’s case. resulting in clumsiness. leading to the child’s sense of disruption with what is going on around [him. this child may need support to notice most important stimuli and derive meaning from those stimuli for action. this indicates that they are using their sensory input and modulation successfully to produce appropriate responses in everyday life. BEHAVIORAL AND EMOTIONAL RESPONSES [name the child] obtained scores indicating typical performance on [name sections]. the child’s nervous system is not interpreting the input in a helpful way. [section N] is having difficult with general thresholds for responding. probable differences on [name sections] and definite differences on [name sections]. making performance imprecise. her] struggles to [describe the daily life performance that is of concern]. [section M] has a poor work product. [section I] determining the appropriate responses for situations. this modulation difficulty may be manifesting itself in [his. In some cases. That is. These responses can sometimes be related to confusing information from the sensory systems.
His low scores on sections D. The teacher explained that Tim takes a longer time to complete work even though he understands. Although other children tried to talk to Tim. parent and Tim want and need for Tim to do] Tim’s teacher and mother expressed concern that Tim is a ‘plodder’ in school work and is becoming more socially isolated. he is slower to respond and misses information that he needs to perform at the rate of other children. He roamed slowly during recess. [example of recommendation in report] Tim will profit from interventions that incorporate high intensity body sensory input into activities to increase the chances that he will notice what is going on around him and improve his ability to participate. [skilled observations in salient environments] I observed him during seatwork. and spilled his soup when children bumped into him. He dropped his pencil several times and propped his head on his arm during seatwork. E. and at recess and saw him lay his head on the table.Example of segments of Tim’s report…(see p. He seemed unaffected by all the activity in the lunchroom. 91-103 in Sensory Profile User’s manual for the case study ‘Tim’) [what the teacher. [see manual for interventions used and their effectiveness] . [Sensory Profile results being related to performance need] Results from the Sensory Profile provide insights about Tim’s performance needs. G and I indicate that touch. multisensory processing and modulation related to endurance and activity level are poor and therefore do not provide adequate sensory information about his body to respond as efficiently as other children his age. but did not seem to be searching for an activity or friend. lean on teachers and the walls. he did not notice their questions. lunchtime. and frequently misses specific directions. Because Time is not receiving information about his body.