Sensory Profile Sensory Profile Measures (SPM)

General Information: -Catana Brown, PhD, OTR, FAOTA -Home form: L. Diane Parham, Cheryl Ecker
Author, date, -Winnie Dunn, PhD, OTR, FAOTA -Main classroom/home environment: Heather Miller
publisher -Published 2014 Kuhaneck, Dianna A. Henry, Tara J. Glennon
-Publisher: Pearson Inc. -Date: 2007
*** -Publisher: WPS Publish

Where to purchase -Purchasing SP2 https://www.wpspublish.com/spm-sensory-processing-me

and current cost: -Complete kit: $339.50 asure
-$15-$1865
*** -SP2: $339.50
-SPM: CLASSROOM/HOME FORM (25): $82

Description and -The Child Sensory Profile uses information obtained to help -Provides a complete picture of children's sensory
overview of contents identify ways sensory processing may be contributing to or processing difficulties at school and at home.
and major areas interfering with a child’s participation in home, school, and in their -Sensory processing, social participation, praxis, behaviors
assessed: community.
*** -Set of judgment-based caregiver/teacher questionnaire
-Info collected help formulate hypothesis & patterns of responses
indicate sensory processing pattern

Population and age -3 y/o to 14 y/o and 11 months -5-12 years old (kindergarten to 6th grade)
range:

***

Administration -Environment/Setting: useful in variety of settings -SPM forms

Procedures: -Time: 5-20 minutes -Quiet well lit room, ballpoint pen (carbon copy)
Materials, -Infant (5-10); Toddler (10-15); Child (15-20); Short (5-10); -Home, classroom, school (school and classroom should
environment, time School Companion (15) be used together)
required -15-20 minutes for each form

Preparation and -Before sending questionnaire, fill out child’s info and info of -Obtain forms
set-up: therapist -Quiet environment
-Rater fill out questionnaire based on following behaviors noticed
from child of scale of
-Almost always (5), frequently (4), half of the time (3),
occasionally (2), almost never (1), does not apply (0)
-Digital: fill out details required to set up admin and follow
instructions of Q-glob

How to administer: -Paper/Pencil -HOME: Completed by parent or caregiver that lives with
(procedures) -Online child
-Remote onscreen admin: Send link via email through -CLASSROOM: Completed by primary teacher to TA (Must
Q-Global platform & allow self phone # incase rater has questions observe the child for one month on a daily basis before
-Onscreen admin: ask rater to complete questionnaire while completing the form). Detach scoring sheet
evaluating child -SCHOOL ENVIRONMENT: Can only be used with
-Assisted onscreen: help rater fill out due to difficulty
classroom form. Must observe the child for one month on
a daily basis before completing form.

Scoring Procedures: -G-Global (web based) or manual -IF FORM HAS 8 OR MORE MISSING RESPONSES YOU CAN
How to score -quadrants/sensory/behavioral/school: Different ranges split NOT PROCEED
accurately into 5 divisions. -if 7 or fewer missing responses you may proceed with
-Much less than others; Less than others; Majority like scoring substituting median values for the missing
others ; More than others ; much more than others responses
-Each packet has a scoring sheet that is detached prior
-Print the Child’s name
-tear off the perforated strip to open the packet

Interpretation of • Normative data
results: -Classification system based on normative information
• Reliability & validity
- The multi-rater reports facilitate sensory processing
assessment in context.
- Has validity, reference list can be found at
sensoryprofile.com/bibliography
- Test-Retest Reliability
- Caregiver = .83 - .97 / School = .66 - .93
- Inter-Rater reliability
- Caregiver: Mostly in .70s and .80s / Teacher:
Mostly in .70s, .80s and .90s
How to interpret -Combined questionnaire & score forms
scores: -Used classification system & Using Dunn’s sensory
processing framework for interpretation
-Each questionnaire has combination of sensory system,
behavioral, and sensory score patterns
-Sensory: general, auditory, visual, touch, movement, body
position, oral
-Behavioral: behavior, conduct, social emotional, attentional
-Sensory pattern: seeking, avoiding, sensitivity, registration
-School factor (only for school companion SP): supports,
awareness, tolerance, & availability
What do the scores -Reports on the child’s response to sensory events through the
tell you day (Quadrants/sensory/behavioral/school)
How scores are to be -Drive effective treatment plans, interventions (within multi-tiered
used (evaluation, model of support) & everyday remediation strategies
intervention, referral, -Contribute to determine eligibility for services
etc.) -Data combined w/ other data\ NOT designed for document
progress
Overall Impression: -Strengths: it has a screen/infant version, computerized scoring is
available, IDs intervention techniques (sensation seeking,
sensation avoiding, sensory sensitivity, & low registration)
-Limitations: There is a large number of items (86 items total),
which do not account for the environment of the child spend most
of their time in (school, school bus, recess, etc)
Type of assessment: Norm-referenced (Parent and teacher questionnaire)
-add up scores for the section to achieve the raw score for
each section
-add TOT (VISION, HEARING, touch, body awareness,
balance, sum of taste and smell) scores to achieve the
total score
-social participation and planning and ideas are not added
to the total score and remain separate
-Sum scores for items 41-45 (taste and smell)
-transfer raw scores to the appropriate space
-circle scores for each category
-connect circled values
-obtain t score and percentile rank
-fill out t score values
-check appropriate interpretive range for each t score
-enter appropriate results
-Calculate environmental difference by subtracting
classroom TOT t score from home TOT score.
Normative data:
-Classification system based on normative
information
Reliability & validity:
-Inter-rater reliability (SPM Home form)
DEFINITE DIFFERENCE- More problems in the home than
in the main classroom(DIF ≥ 15)
PROBABLE DIFFERENCE: More problems in the home than
in the main classroom (14 ≥ DIF ≥ 10)
NO DIFFERENCE: In the amount of problems between the
main classroom and home. (9 ≥ DIF ≥ -9)
PROBABLE DIFFERENCE: More problems in the main
classroom than in home (-10 ≥ DIF ≥ -14)
DEFINITE DIFFERENCE: More problems in main classroom
than in the home.
-the percentile rank of child
-Used to evals for children who have sensory processing
difficulties
-Ayres SI
-Lots of sections
-Lots of questions
-Easy to understand
-Norm-referenced standard scores for two higher
level integrative functions
 -praxis and social participation and five sensory
systems (visual, auditory, tactile, proprioceptive,
vestibular functioning)
d) Type of assessment (norm reference, criterion referenced, etc.)
- SP2: classification system based on normative information
- SPM: Norm refrenced