18/03/2015 Evaluate childrens sensory processing patterns at home, - PDF document

18/03/2015 Evaluate children’s sensory processing patterns at home, school, and in the community Strengths-Based Approach to Assessment and Planning Shelley Hughes, SROT Senior Product Manager: Occupational Therapy Pearson Clinical Assessment W innie Dunn, PhD, OTR, FAOTA 1

18/03/2015 Agenda Sensory Profile 2 History Theoretical Underpinnings What is Sensory Profile 2 What’s New Adm inistration/ Scoring How is it used Target Populations Intervention Planning Case Studies Further I nform ation Appendix History (Since original 1999 Publication) Originally 5 separate assessm ents • Sensory Profile (1999) • Infant Toddler Sensory Profile (2002) • Adolescent/Adult Sensory Profile (2002) • Sensory Profile School Companion (2006) • Sensory Profile Supplement (2006) Now 2 assessm ents • Sensory Profile 2 (2014) • Adolescent/Adult Sensory Profile (2002) Theoretical Underpinnings Old New 2

18/03/2015 Sensory Profile 2 Forms I nfant Sensory Profile 2 : birth ‐ 6 months Toddler Sensory Profile 2 : 7 ‐ 35 months Child Sensory Profile 2 : 3 ‐ 14 years Short Sensory Profile 2 : 3 ‐ 14 years School Com panion Sensory Profile 2 : 3 ‐ 14 years The Sensory Profile 2 is: 6 . Fam ily and Child Centered 2 . Contextually Relevant 5 . Evidence Based 7 . Strength Based 1 . Sim ple to Use 4 . Theory Based 3 . I ntegrated 8 . I nclusive Sensory Profile 2: What’s New? 1. Updated content – International Relevance – No double negatives, improved readability – Approx. 50% new items 2. Shorter administration time with reduced number of items (except Toddler Form) 3. Increased validity and reliability studies 4. Greater consistency between forms 5. Infant and Toddler record forms now two separate forms 6. Infant, Toddler, Child, Short, and School Companion combined in one kit, with one manual 7. Web ‐ based administration and scoring 8. Strengths based 3

18/03/2015 Sensory Profile 2: What’s New? 9. Ability to compare responses across caregivers with new multi ‐ rater report in Q ‐ global™ 10.Percentile ranges added for an additional level of analysis 11.Expanded upper age range to 14:11 on Child, School Companion, and Short Forms 12.No longer separate score sheets: Score summary included on questionnaire 13.Weighting on questions now changed – almost always now yields 5 instead of 1 Sensory Profile 2: What’s New? 14.Adolescent/Adult Sensory Profile (11 yrs and older) – Self ‐ report – Available as a separate product – Not included in the Sensory Profile 2 revision – Q ‐ global migration with on ‐ screen and remote on ‐ screen administration Retained Item Summary Sensory Previous Profile 2 Number of Number of version total number Number of items items % of items number of Form of Items new items modified retained retained Items Infant 25 11 9 4 52% 36 Toddler 54 28 18 8 48% 48 Child 125 86 29 43 14 66% School 62 44 10 24 10 77% Short 38 34 25 8 1 27% 4

18/03/2015 Administration and Scoring Updates Sensory Profile 2: Digital Options 1 . Reporting Options in Q-global: – Score Report – Item Analysis Report – Assessment & Planning Report • To help determine the next steps based on results – Multi-rater Report 2 . Adm inistration Options in Q-global: – Ability to administer on-screen in the office or remotely by sending a link by email through Q- global Example Items, Icon Key, & Ratings 5

18/03/2015 How is the Sensory Profile 2 used? W hat are the target populations? • Autism spectrum disorders – Can also contribute to DSM–5 ™ criteria for autism spectrum disorder i.e. [B.4] manifestation of “hyper ‐ or hypo ‐ reactivity to sensory input or unusual interest in sensory aspects of environment” • ADHD • Developmental delays • Anxiety and mental health Ccnditions • Children presenting with vulnerable conditions W hat are the benefits of using the Sensory Profile 2 ? SP2 is anchored in Dunn’s fram ew ork •Focus on activity demands and contexts – making adjustments to these to increase participation •Strengths based •Strong links with participation •Strong evidence base across professional groups •Age Range birth through adult 6

18/03/2015 Intervention Planning • Whole chapter on intervention planning to address the ‘what next’ question • Whole chapter on case studies to address different scenarios • Assessment and planning report’s main function is to support the clinician to relate findings from the questionnaire[s] to participation Intervention Planning Generally, planning interventions happens after noticing that a particular pattern of sensory processing interferes with something the child, parent, and/or teacher want and need the child to do. Case Studies 7

18/03/2015 Case Study 1: Noah • 5 Year old Boy • Autism Spectrum Disorder • Wants to be included with peers at school • Transition from small pre ‐ school environment to larger mainstream school • Previous OT intervention with pre ‐ school and family; now working on transition • Parent videos • Child Sensory Profile 2 • School Companion Sensory Profile 2 Case Study 1: Noah ‐ Scores • Many Scores different to majority of others – Auditory processing = challenges – Visual, touch and movement processing = strengths – Oral processing differences – Behaviours associated with sensory processing differences Case Study 1: Noah: Interpretation • Bringing questionnaire responses together with parent videos from home • School observations • Therapist, Educational Psychologist, SENCO and Main teacher collaborated • Observed ritualistic play patterns • Introduction to new school ‐ ritualistic behaviour ‐ Should we interpret this as seeking or a need for sameness? 8

18/03/2015 Case Study 1: Noah ‐ Intervention • Primary need: honour what Noah was telling them • No power struggles • New teacher spent a day at the pre ‐ school ‐ Observed visual timetable ‐ Other children playing supportively ‐ Use of headphones • New school implemented these strategies ‐ Moved desk ‐ Allowed to roam during unstructured time and stand during morning routine • …and added new strategies ‐ Pushing trolley to deliver snacks and milk to classrooms ‐ Weighted toys ‐ Backpack Case Study 1: Noah – Intervention Outcomes • Noah transitioned and participated successfully in his new class • Other children became comfortable with the routines • Information was passed on successfully as he transitioned through school • Circle of friends group • His peers supported his patterns through school – they knew him better than each new teacher Case Study 2: Emily • 7 year old girl • Mum wants to participate in family activities • Mum asked the OT for help managing home life with her 2 children • Emily has lots of rituals and challenging behaviours in public places – previous early intervention • Her older brother (Ryan aged 9) says he never gets any of his mum’s attention • Mum completed the Adolescent/Adult sensory profile on herself, and the Child Sensory Profile 2 for both children 9

18/03/2015 Case Study 2: Emily ‐ Scores • Mum has mostly expected scores in sensory processing ‐ She does miss cues more than other adults (registration = more than others) • Ryan’s score are mostly Just Like the Majority of Others ‐ slightly more than peers for movement • Emily has low sensory thresholds for sounds and touch Case Study 2: Emily ‐ Interpretation • Explored home ‐ life routines for a typical week to determine participation priorities • Major challenge is Ryan’s football games • The therapist explored insights about why the games were challenging for mum ‐ Mum expressed feeling of guilt about the impact on Ryan’s games, whilst feeling the need to keep Emily safe and not distracting others ‐ Mum expressed the expectation that families ‘do things together’ Case Study 2: Emily ‐ Intervention • Unsuccessful with earplugs (touch) • Tried several strategies over the few weeks • Mum decided to get a babysitter • Everyone was much happier • Each individual’s needs were being met • Keeping Emily in her happy natural state at home meant they had more quality family time together 10

18/03/2015 Further Information Further Information… • Appendix • Podcasts on website • Sample Reports Q ‐ Global scoring • Email questionnaires • Manual entry • Reports available: – Assessment and planning – Multi ‐ rater 11

18/03/2015 Pricing • Sensory Profile 2 Starter Kit – Manual – 1 pack of each record form • £244 (£292.80 inc VAT) • Q ‐ Global summary report – £2 (£2.40 inc VAT) Thank you! • Questions? ? Contact us 12

18/03/2015 Appendix Normative Information • 1791 Children for standardization with 337 children rated on both the child and school forms • 774 children with disabilities • Approx. 10% of sample include children with disabilities • Data collected both digitally and paper/pencil Reliability Studies • Test ‐ retest – Caregiver .83 ‐ .97 – School .66 ‐ .93 • Inter ‐ rater – Caregiver mostly in .70s and .80s – Teacher mostly in .70s, .80s and .90s 13