Post on 29-Mar-2020
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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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@Winnie dunn 2014 data for Sensory Profile 2 standardization reliability and validity
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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@Winnie dunn 2014 data for Sensory Profile 2 standardization reliability and validity
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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@Winnie dunn 2014 data for Sensory Profile 2 standardization reliability and validity
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**
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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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@Winnie dunn 2014 data for Sensory Profile 2 standardization reliability and validity
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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@Winnie dunn 2014 data for Sensory Profile 2 standardization reliability and validity
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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@Winnie dunn 2014 data for Sensory Profile 2 standardization reliability and validity
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**
Registration -.829**
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@Winnie dunn 2014 data for Sensory Profile 2 standardization reliability and validity
VALIDITY with other measures
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@Winnie dunn 2014 data for Sensory Profile 2 standardization reliability and validity
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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@Winnie dunn 2014 data for Sensory Profile 2 standardization reliability and validity
• 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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@Winnie dunn 2014 data for Sensory Profile 2 standardization reliability and validity
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
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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@Winnie dunn 2014 data for Sensory Profile 2 standardization reliability and validity
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)
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@Winnie dunn 2014 data for Sensory Profile 2 standardization reliability and validity
• 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
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
Eng 2nd
language 5 7
“other” 64 72
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@Winnie dunn 2014 data for Sensory Profile 2 standardization reliability and validity
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**
Registration -.704**
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@Winnie dunn 2014 data for Sensory Profile 2 standardization reliability and validity
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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@Winnie dunn 2014 data for Sensory Profile 2 standardization reliability and validity
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.