Sensory Profile™ 2

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Child Sensory Profile™ 2
Child Sensory Profile™ 2 Summary Report
Winnie Dunn, PhD, OTR, FAOTA

Child's Full Name:

Child's Preferred Name:
Gender:
Birth Date:
Service Provider Name:
PL Anna Sample
Anna
Female
02/18/2008
Mr OT
Service Provider's Profession: Occupational Therapist
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Form Completed By: Mrs Sample
Relationship to Child: Mother
Administration Date: 07/30/2014
Age at Administration: 6:5
Name of School/Daycare Center: P.A. Elementary
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School Grade: Kindergarten

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Pearson, the PSI logo, PsychCorp, and Sensory Profile are trademarks in the U.S. and/or other countries of Pearson Education, Inc., or its
affiliate(s).

TRADE SECRET INFORMATION

Not for release under HIPAA or other data disclosure laws that exempt trade secrets from disclosure.

[ 1.0 / RE1 / QG1 ]

Child Sensory Profile™ 2 Summary Report
07/30/2014, Page 2 Anna Sample

ASSESSMENT AND PLANNING REPORT

Anna is a 6-year-old female who lives with her Mother, Father, and Brother (3 years old).

Anna attends P.A. Elementary.

Anna's strengths and interests

Mrs Sample reports that Anna is really great at looking after younger children, swimming, and playing
with Lego bricks alone. Anna loves Lego, and looking after animals. Anna enjoys playing computer
games, going to the park or family days out, and playing alone in her room with her small toys (e.g.
lego bricks). Anna's family likes to camp, cycle, be outdoors, and going to movies. Anna's caregiver

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thinks Anna's best characteristic is: making others smiles.

Why the caregiver is asking for support

The caregiver is asking for support so Anna can behave appropriately in social situations, for example,

PL
eating out without having temper tantrums, and play with other children without adult intervention.

What Anna's participation looks like now in the home environment

Right now, when Anna is in a family environment she has frequent temper tantrums which can lead to
altercations with other families, and plays alone or requires adult supervision to play. Mrs Sample says
that these strategies make it difficult for Anna to participate in social situations, for example - eating out,
and play with other children without adult intervention. Mrs Sample reports that it can be difficult for
Anna to participate in activities because: she struggles with understanding the requirements of a social
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situation, and is often fearful in a busy environment; she likes to play alone and control all play activity
around her.

What the family wants Anna's participation to look like

Mrs Sample reports that they would like their child to enjoy social situations with less anxiety, and share
SA

toys.

Where the family needs Anna to participate

Anna needs to participate in these activities in/at: various public environments, and at home
and/or friends/relatives homes.

Anna's sensory processing patterns

We conducted an assessment of Anna's sensory processing patterns at home by asking Anna's caregiver
to complete the Child Sensory Profile 2. This assessment is a questionnaire for ages 3:0 to 14:11 years in
which the caregiver marks how frequently Anna engages in the behaviors listed on the form.

We compare these reports to a national standardized sample of reports from other raters to determine
how Anna responds to sensory situations when compared to other children the same age. A summary of
this comparison with other children is available in the Score Profile section of this report.

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Child Sensory Profile™ 2 Summary Report
07/30/2014, Page 3 Anna Sample

According to the responses on the Child Sensory Profile 2, Mrs Sample reports that Anna is just like the
majority of children of the same age in her interest in sensory experiences.

Anna responds to some sensory experiences just like the majority of her peers in response to visual
stimuli, response to movement, and response to items in or around the mouth.

Anna is just like her peers in her ability to manage her attention.

How Anna's sensory processing patterns affect her participation at home

Anna's caregiver says that Anna is already good at playing alone and can keep herself occupied with her
toys, she is also excellent at sleeping, and has a varied diet with lots of different food textures and tastes.

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Bedtime and mealtimes in the home are always positive experiences for the whole family. This activity
provides visual, sensitivity, seeking, and oral sensory processing which is consistent with Anna's sensory
patterns. She will be more successful when visual, sensitivity, seeking, movement, oral sensory
processing, and attentional are part of her routines. Anna's caregiver seems to understand this because
Anna's caregiver provides heavy blankets and a dark room for Anna to sleep in, and also provides a calm

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environment at mealtimes with plenty of different food tastes to enjoy, which incorporates visual,
sensitivity, seeking, oral sensory processing into Anna's family routines.

How we can support Anna's participation at home

Anna's caregiver asked us to support Anna to behave appropriately in social situations, for example,
eating out without having temper tantrums and play with other children without adult intervention. Since
sensory patterns suggest Anna does better in activities that have visual, sensitivity, seeking and oral
sensory processing, and when there is less avoiding, registration, auditory, touch, body position, and
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social emotional, we need to find ways to incorporate those strategies into everyday routines. This means
Anna will have a better chance to behave appropriately in social situations, for example, eating out
without having temper tantrums, and play with other children without adult intervention, when we find
ways to give Anna opportunities for less auditory stimuli, unexpected touch and more visual support and
control over her body position during acitivites.
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Anna also has a strength for visual sensory activities, by incorporating visual stimuli during play we can
support Anna's interactions with other children.

The questionnaire shows that Anna can be easily overwhelmed by sensory experiences especially in the
areas of auditory, touch and body position. By recognizing these differences when participating in
social situations and playing with other children we can support Anna and her family.

We will collaborate to identify specific strategies what will work for Anna and fit into the family's
activities and routines.

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Child Sensory Profile™ 2 Summary Report
07/30/2014, Page 4 Anna Sample

ADDITIONAL INFORMATION

Present Conditions/Diagnoses: Intellectual Disability, Autism Spectrum Disorder, and Behavioral

Difficulties
Current Services: Regular Education, Occupational Therapy, and Speech Therapy
Child's birth order within the family: 1st
Have there been more than three children, between the ages of birth to 18 years, living in the child's
household during the past 12 months? No

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PL
M
SA

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Child Sensory Profile™ 2 Summary Report
07/30/2014, Page 5 Anna Sample

SCORE PROFILE

Quadrant
Anna is just as interested in
Seeking/Seeker ◆ sensory experiences as the
majority of others

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Anna is much more likely to be
Avoiding/Avoider ◆ overwhelmed by sensory
experiences than others
Anna detects more sensory
Sensitivity/Sensor ◆
cues than others
Registration/
Bystander
PL ◆
Anna misses many more
sensory cues than others
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SA

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Child Sensory Profile™ 2 Summary Report
07/30/2014, Page 6 Anna Sample

Sensory Section
AUDITORY Anna responds more to
◆
Processing sounds than others
VISUAL Anna responds to sights just
◆
Processing like the majority of others
TOUCH Anna responds much more to
◆

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Processing touch than others
MOVEMENT Anna responds to movement
◆
Processing just like the majority of others
Anna responds to body
BODY POSITION
◆ position much more than
Processing

ORAL SENSORY
Processing

Behavioral
Section
CONDUCT
PL ◆
others
Anna responds just like the
majority of others to items in or
around the mouth

associated with Anna exhibits this aspect of

◆
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sensory conduct more than others
processing
SOCIAL
EMOTIONAL
Anna exhibits social emotional
responses
◆ responses much more than
associated with
others
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sensory
processing
ATTENTIONAL
responses Anna pays attention to cues
associated with ◆ around her just like the majority
sensory of others
processing

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Child Sensory Profile™ 2 Summary Report
07/30/2014, Page 7 Anna Sample

QUADRANT SCORE SUMMARY

Quadrant Raw Score Percentile Range Classification

Seeking/Seeker 41 9-84 Just like the Majority of Others

Avoiding/Avoider 72 97-99 Much More Than Others

Sensitivity/Sensor 53 87-96 More Than Others

Registration/Bystander 70 97-99 Much More Than Others

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SENSORY AND BEHAVIORAL SECTION SCORE SUMMARY

Sensory Section

AUDITORY Processing

VISUAL Processing

TOUCH Processing

MOVEMENT Processing
PL Raw Score

27

16

37

14
Percentile Range

86-96

11-82

97-99

8-85
Classification

More Than Others

Just like the Majority of Others

Much More Than Others

Just like the Majority of Others

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BODY POSITION Processing 37 97-99 Much More Than Others

ORAL SENSORY Processing 15 8-87 Just like the Majority of Others

Behavioral Section Raw Score Percentile Range Classification

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CONDUCT associated with sensory

27 85-96 More Than Others
processing

SOCIAL EMOTIONAL responses

56 97-99 Much More Than Others
associated with sensory processing

ATTENTIONAL responses associated

24 7-84 Just like the Majority of Others
with sensory processing

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Child Sensory Profile™ 2 Summary Report
07/30/2014, Page 8 Anna Sample

ITEM ANALYSIS

SK SeeKing Item [Seeker] AA Almost Always (90% or more of the time)

AV AVoiding Item [Avoider] F Frequently (75% of the time)

SN SeNsitivity Item [Sensor] H Half the Time (50% of the time)

RG ReGistration Item [Bystander] O Occasionally (25% of the time)

Item does not contribute to a quadrant

AN Almost Never (10% or less of the time)

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score

DNA Does Not Apply

AUDITORY Processing AA F H O AN DNA

Quadrant

AV
AV
Item

2
My Child... PL Item Response Weight

reacts strongly to unexpected or loud noises (for example,

sirens, dog barking, hair dryer).

holds hands over ears to protect them from sound.

5

◆
4 3

◆
2 1 0
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SN 3 struggles to complete tasks when music or TV is on. ◆

SN 4 is distracted when there is a lot of noise around. ◆

becomes unproductive with background noise (for

AV 5 ◆
example, fan, refrigerator).
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SN 6 tunes me out or seems to ignore me. ◆

seems not to hear when I call his or her name (even

SN 7 ◆
though hearing is OK).

RG 8 enjoys strange noises or makes noise(s) for fun. ◆

AUDITORY Raw Score 27

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Child Sensory Profile™ 2 Summary Report
07/30/2014, Page 9 Anna Sample

VISUAL Processing AA F H O AN DNA

Quadrant Item Item Response Weight 5 4 3 2 1 0
My Child...

SN 9 prefers to play or work in low lighting. ◆

10 prefers bright colors or patterns for clothing. ◆

11 enjoys looking at visual details in objects. ◆

RG 12 needs help to find objects that are obvious to others. ◆

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is more bothered by bright lights than other same-aged
SN 13 ◆
children.

SK 14 watches people as they move around the room. ◆

AV 15
PL
sunlight through car window).*
* This item is not part of the VISUAL Raw Score.

TOUCH Processing
VISUAL Raw Score
is bothered by bright lights (for example, hides from

AA F H
16

O
◆

AN DNA
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Quadrant Item Item Response Weight 5 4 3 2 1 0
My Child...
shows distress during grooming (for example, fights or
SN 16 ◆
cries during haircutting, face washing, fingernail cutting).
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17 becomes irritated by wearing shoes or socks. ◆

shows an emotional or aggressive response to being
AV 18 ◆
touched.
becomes anxious when standing close to others (for
SN 19 ◆
example, in a line).

SN 20 rubs or scratches a part of the body that has been touched. ◆

SK 21 touches people or objects to the point of annoying others. ◆

displays need to touch toys, surfaces, or textures (for

SK 22 ◆
example, wants to get the feeling of everything).

RG 23 seems unaware of pain. ◆

RG 24 seems unaware of temperature changes. ◆

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Child Sensory Profile™ 2 Summary Report
07/30/2014, Page 10 Anna Sample

SK 25 touches people and objects more than same-aged children. ◆

RG 26 seems oblivious to messy hands or face. ◆

TOUCH Raw Score 37

MOVEMENT Processing AA F H O AN DNA

Quadrant Item Item Response Weight 5 4 3 2 1 0

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My Child...
pursues movement to the point it interferes with daily
SK 27 ◆
routines (for example, can't sit still, fidgets).

SK

SK
SK
28

29

30

31
PL
rocks in chair, on floor, or while standing.

hesitates going up or down curbs or steps (for example, is

cautious, stops before moving).

becomes excited during movement tasks.

takes movement or climbing risks that are unsafe.

◆

◆
◆

◆
M
looks for opportunities to fall with no regard for own safety
SK 32 ◆
(for example, falls down on purpose).
loses balance unexpectedly when walking on an uneven
RG 33 ◆
surface.
bumps into things, failing to notice objects or people in the
RG 34 ◆
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way.
MOVEMENT Raw Score 14

BODY POSITION Processing AA F H O AN DNA

Quadrant Item Item Response Weight 5 4 3 2 1 0
My Child...

RG 35 moves stiffly. ◆

becomes tired easily, especially when standing or holding

RG 36 ◆
the body in one position.

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Child Sensory Profile™ 2 Summary Report
07/30/2014, Page 11 Anna Sample

RG 37 seems to have weak muscles. ◆

props to support self (for example, holds head in hands,

RG 38 ◆
leans against a wall).
clings to objects, walls, or banisters more than same-aged
RG 39 ◆
children.

RG 40 walks loudly as if feet are heavy. ◆

SK 41 drapes self over furniture or on other people. ◆

42 needs heavy blankets to sleep. ◆

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BODY POSITION Raw Score 37

Quadrant Item

43
My Child...
PL
ORAL SENSORY Processing
Item Response Weight

gags easily from certain food textures or food utensils in

mouth.
AA
5
F
4
H
3
O
2
AN
1

◆
DNA
0
M
rejects certain tastes or food smells that are typically part of
SN 44 ◆
children's diets.

SN 45 eats only certain tastes (for example, sweet, salty). ◆

SN 46 limits self to certain food textures. ◆

SA

SN 47 is a picky eater, especially about food textures. ◆

SK 48 smells nonfood objects. ◆

SK 49 shows a strong preference for certain tastes. ◆

SK 50 craves certain foods, tastes, or smells. ◆

SK 51 puts objects in mouth (for example, pencil, hands). ◆

SN 52 bites tongue or lips more than same-aged children. ◆

ORAL SENSORY Raw Score 15

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Child Sensory Profile™ 2 Summary Report
07/30/2014, Page 12 Anna Sample

CONDUCT AA F H O AN DNA
Quadrant Item Item Response Weight 5 4 3 2 1 0
My Child...

RG 53 seems accident-prone. ◆

RG 54 rushes through coloring, writing, or drawing. ◆

takes excessive risks (for example, climbs high into a tree,

SK 55 ◆
jumps off tall furniture) that compromise own safety.

SK 56 seems more active than same-aged children. ◆

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does things in a harder way than is needed (for example,
RG 57 ◆
wastes time, moves slowly).

AV 58 can be stubborn and uncooperative. ◆

AV
SK
AV
59

60

61
has temper tantrums.
PL
appears to enjoy falling.

resists eye contact from me or others.

CONDUCT Raw Score

◆

27
◆
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SOCIAL EMOTIONAL Responses AA F H O AN DNA
Quadrant Item Item Response Weight 5 4 3 2 1 0
SA

My Child...
seems to have low self-esteem (for example, difficulty liking
RG 62 ◆
self).

AV 63 needs positive support to return to challenging situations. ◆

AV 64 is sensitive to criticisms. ◆

AV 65 has definite, predictable fears. ◆

AV 66 expresses feeling like a failure. ◆

AV 67 is too serious. ◆

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Child Sensory Profile™ 2 Summary Report
07/30/2014, Page 13 Anna Sample

has strong emotional outbursts when unable to complete a

AV 68 ◆
task.

SN 69 struggles to interpret body language or facial expression. ◆

AV 70 gets frustrated easily. ◆

AV 71 has fears that interfere with daily routines. ◆

is distressed by changes in plans, routines, or

AV 72 ◆
expectations.
needs more protection from life than same-aged children

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SN 73 ◆
(for example, defenseless physically or emotionally).
interacts or participates in groups less than same-aged
AV 74 ◆
children.
has difficulty with friendships (for example, making or
AV 75
keeping friends).

ATTENTIONAL Responses
PL SOCIAL EMOTIONAL Raw Score
◆

AA F H
56

O AN DNA
M
Quadrant Item Item Response Weight 5 4 3 2 1 0
My Child...

RG 76 misses eye contact with me during everyday interactions. ◆

SN 77 struggles to pay attention. ◆

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SN 78 looks away from tasks to notice all actions in the room. ◆

seems oblivious within an active environment (for example,

RG 79 ◆
unaware of activity).

RG 80 stares intensively at objects. ◆

AV 81 stares intensively at people. ◆

SK 82 watches everyone when they move around the room. ◆

jumps from one thing to another so that it interferes with

SK 83 ◆
activities.

SN 84 gets lost easily. ◆

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Child Sensory Profile™ 2 Summary Report
07/30/2014, Page 14 Anna Sample

has a hard time finding objects in competing backgrounds

RG 85 (for example, shoes in a messy room, pencil in "junk ◆
drawer").
ATTENTIONAL Raw Score 24

RG 86 seems unaware when people come into the room.* ◆

* This item is not part of the ATTENTIONAL Raw Score.

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PL
M
SA

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Child Sensory Profile™ 2 Summary Report
07/30/2014, Page 15 Anna Sample

RATER SECTION COMMENTS

AUDITORY Processing
Anna becomes very distressed with loud unexpected noise.

VISUAL Processing
No rater comments were included for this section.

TOUCH Processing
Anna likes to touch on 'her terms' and is averse to being touched unexpectedly. She doesn't like to

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cuddle.

MOVEMENT Processing
No rater comments were included for this section.

ORAL SENSORY Processing

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No rater comments were included for this section.

CONDUCT Associated with Sensory Processing

No rater comments were included for this section.

BODY POSITION Processing

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No rater comments were included for this section.

SOCIAL EMOTIONAL Responses Associated with Sensory Processing

No rater comments were included for this section.
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ATTENTIONAL Responses Associated with Sensory Processing

No rater comments were included for this section.

End of Report

NOTE: This and previous pages of this report contain trade secrets and are not to be released in
response to requests under HIPAA (or any other data disclosure law that exempts trade secret
information from release). Further, release in response to litigation discovery demands should be made
only in accordance with your profession's ethical guidelines and under an appropriate protective order.

Copyright © 2014 NCS Pearson, Inc. All rights reserved.