FOUNDATION

SPM
Q9 processing measure
2
TO Daniela Vargas
exposes

PROA
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Daniela Vargas
GuajardoOccupational
Therapist
Occupational Therapist at the
TEAdmiro FoundationDirector of TOaccesible and PROAC training
workshopsDiploma in autism and clinical
interventionDiploma in
Early CareCertified in ADOS2 and
ADI-RCertification of Sensory Integration
ClasiModule 1 and 2
Training in TADI, Lego Therapy, VMI, SPM and SPM2, sensory
profile 2, Food selectivity
Initial training in ABA,
TEACCH, JASPER and DENVER intervention models
 Important

fcasp 4! --F ,9 . - 5 l'c

P eeednjsgeg

This workshop is not

about the basics of
Sensory Integration or
intervention strategies.
 Features of SPM-2

• All age groups except 0-3

months
• Similar forms in all age
groups
• Reliable and valid
• Detect significant differences
 Evaluation Guidelines based
on Jena Ayres' Theory

Sensory Integration (SI) Assessment

• The evaluation methods used by
Ayres include:
– Sensory history questionnaire and interview
– Standardized tests
involving direct observation of the child
’s performance– Non-standardized
and structured
clinical observations– Informal observations and behavior
spontaneous of the
child
 The SPM and SPM-2 are built on
Ayres' Sensory Integration
Theory

The original SPM and SPM-P were also structured according

to Ayres' Sensory Integration Theory: the main constructs are
sensory systems, praxis, and social participation.
Structured from the sensory
systems as they relate to the functioning of
daily life*
It is necessary to have knowledge of the theory of
Ayres sensory integration to interpret the

scores
 Questions
LIMITATIONS OF THE
QUESTIONNAIRES

BENEFITS
• The information is very
• Evaluated individuals provide information
subjective from people who know the person being
• One person's impressions evaluated very well.
may be very different from • Information will be obtained that cannot be
another's impressions. obtained from other assessment methods.
• The perceptions of parents, caregivers, and
• Questions can be
others who know the person well (teachers,
misinterpreted spouses) are important influences in the person's
life.
• These provide a tool to educate about sensory influences on
behavior.
Benefits of PMS
Provides data to consider whether
sensory and/or praxis difficulties
are affecting the child's participation in
daily situations and environments

It helps to determine the specific

types of sensory functions or
praxis that are involved.

The data is reliable: it is based on a

large set of normative data that
deliver reliable and valid scores.
important considerations
The professional must receive specialized
training in theory and
Sensory integration assessment before using
SPM

The SPM can be used in conjunction with additional

assessment methods:
– performance tests (e.g. SIPT or EASI)

– observations of spontaneous behavior

in natural environments –
structured clinical observations

Promotes collaboration between parents, teachers and

clinical professionals, such as OTs
Why SPM2?

The publisher, WPS, started a

discussion with the authors to re-
standardize the
existing forms of the
SPM for The authors
preschool and agreed, and further suggested that
school-aged children, the SPM be expanded to
cover multiple
as normative age groups.
data were becoming
 Why SPM2?

The authors worked for about 4

years to develop new
items and to The
revise
or replace
authors
old items, for created
all completely
scales.
new Smell
and
Taste
items
 SPM-2 age groups
■ Age groups for SPM-2 range from 4 months to 87 years of age

■ Forms for Infants and Toddlers:

• Toddlers: 4 months - 9 months
• Older babies: 10 months to 30 months (2 1/2 years)

■ Forms for Preschoolers from 2 to 5 years old 1 Age ranges for the school SPM
■ Forms for Schoolchildren from 5 to 12 years old and the original SPM preschool

■ Forms for Adolescents 12 to 21 Years of Age

■ Forms for Adults 21 to 87 Years of Age
SPM-2: Components
Age level Main forms (long forms) Secondary forms (environment)' unlockingR potential

Adult Self-assessment form

Driving Self-Assessment Form Evaluator's Driving
21 to 87 Evaluator Report Form
Report Form

Teenager Household Form Driving Self-Assessment Form Evaluator's Driving

12 to 21 years old School form
Report Form
Self-assessment form

Child Household Form Environment forms:

5 to 12 years School form Art, lunch, music, physical education,
recess/playground, school bus

Pre-climb Household Form

2 to 5 years School form

Baby/Toddler Form for babies

4 to 30 months Form for young children
Form for caregivers
Compariso
n
SPM /
SPM2
Comparison of SPM and SPM-2 Age
Groups
 Comparison of PMS and
SPM-2 Age groups
SPM-2
Babies and toddlers:
SPM Parents and/or caregivers assess the
frequency of
original infant/toddler behaviors
• Parents and/ Parents/caregivers of infants/
or teachers toddlers self-evaluate their own
assess behaviors
the frequency of
Preschoolers and school-age children:
the child's
behaviors • Parents and/or teachers assess the
 frequency of the
preschooler's or school-aged child's
behaviors
 Comparison of PMS and
SPM-2 Age groups
SPM-
2
Adolescents: Parents and/or teachers
SPM assess
original the frequency of the adolescent's
behaviors
•Does not The teenager self-evaluates
consider adults his own behaviors

The adult self-evaluates his

behaviors
The adult evaluates the behavior of
an adult with whom he or she lives,
{/\ works, or knows
very well.
 Comparison of PMS and
SPM-2 Evaluation of the I
Items *
v
SPM • Same as the original
original PMS• Explain that
A “Never” means almost
4-point never
scale is used:– Never •
– Occasionally – Explain that “Always”
Frequently – Always
SPM-2
 Comparison of SPM
and SPM-2 Evaluation of the
Items
SPM original SPM-2

Five Sensory Systems T-Scores T-Scores of Six Sensory

Vision SystemsVision
Hearing Hearing
Touch Touch
Body awareness (proprioception) Body awareness
Balance and movement (proprioception)
(vestibular) Balance and movement
Total T scores of (vestibular)
sensory systems Taste and smell
Ideas and planning (praxis) T-
Total T-scores for
Score Social Participation
sensory systems T-score for
ideas
Comparison of SPM-2 SPM and ,1
score DIF ..
________________oY SPM-
2
SPM original Multiple DIF scores are optional. These
measure whether it is
that the difference in T-score is significant
between:
Parent and teacher
DIF scores Both parents/caregivers assessing an infant
measure whether or
the difference child
Parent's self-ratings vs. the infant or toddler's
in the total T
scores between ratings.
father/mother and An evaluator and another person's
teacher is self-assessment (eg:
between a parent evaluating
an adolescent and the adolescent's self-
 evaluation,
or self-evaluations between two adults)
 The DIF score tells us whether
observers
or the contexts in which sensory
behaviors occur produce
significant differences in scores.

• DIF scores are expanded in the SPM-

2, e.
g., caregiver rating of an adolescent
vs.
adolescent self-rating, for each score on
the scale
 SPM-2 Environment Forms

A total of 10 optional forms, each with 15 to 18

items

There are no standardized scales (because

they are small samples), but they are

You can get significant informationSchool

Environment (Child) Forms
from the original SPM: Art
Class, Bus, Lunchroom, Music Class, Physical
Education Class, and Recess/PlaygroundSPM-2
: New Environment Forms:
Teen and Adult Driving Forms (for individuals who
already have a driver's license)

Environmental forms are not considered in this workshop

How to select the SPM-2 form when
Q age groups overlap

• Children 24 to 30 months of age: If you are

attending formal out-of-home child care, we use
the SPM-2 form for preschoolers. Otherwise we
use the forms for young children.
• 5 year old children: If you are attending a
full-day academic kindergarten (formal school
setting), we use the child forms. If the kindergarten
is play-oriented and not formally academic, we use
the preschool form.
M,

r
How to select the SPM-2 form when
Q age groups overlap

r
How to select the SPM-2 form when
Q age groups overlap

• Children 12 years of age or older: If you are in

second
grade, or would benefit from completing
a self-assessment, we use the SPM-2 form
for adolescents. Otherwise we use the form
for children.
• Teens 21 years of age or older: If you are still in
high
school, we use the SPM-2 form

r
How to select the SPM-2 form when
Q age groups overlap

for teens. Otherwise, we use the adult form

.

r
 important to
consider 11
• Evaluators should have frequent, recent, and
prolonged contact with the infant, child,
before submitting adolescent, or adult being evaluated.
questionnaires
• Assessors must have observed the person
being assessed on a daily or weekly basis
for at least one month prior to completing
the SPM-2.

Explain to the evaluator that the purpose of the

SPM-2 is to find out how the person responds to
sensory experiences, such as visual, tactile,
auditory, or muscular activity.

Those who answer the questionnaire are considered

evaluators.
 SP
evalua
tion
 scale
s
Vision (VIS) Hearing (HEA) Touch
(TOU) Smell and Taste (T&S) Body
Awareness (BOD) Balance and
Movement (BAL) Planning and
Ideation (PLN) Social Engagement
(SOC)
 Sensory functioning in the 7 systems: Tactile,
vestibular, proprioceptive, smell and taste, visual,
and auditory

what do Total Sensory Score: The T-score represents a

combination of the 6 sensory scores
items (6 T-scores, because Smell and Taste each
provide a single T-score)
measure
Planning and ideas: Praxis: ideation
and motor planning
•Social participation: Apart from
sensory processing
• Are you bothered by common household sounds, such as the vacuum cleaner?
• He moves away when touched lightly or unexpectedly
• Break things by squeezing them, throwing them or
• pushing them very hard
• He can't hold on when he's falling
 Examples of
praxis items

Does not complete tasks with multiple steps Has is

difficulty imitating movements, sounds, or
expressions correctly
or explore new ways to play with familiar
e objects
itHas difficulty maneuvering around or over obstacles
 Examples of social
participation items

Participates appropriately in circle time

Demonstrates respect and courtesy toward
teachers and staff
Works well as part of a team
Speak too low or too loud
 Interpretation of T-Scores
on the SPM-2
TYPICAL RANGE (T-SCORE OF 59 OR LESS)

DIFFICULTY RANGE* MODERATE (

TDE SCORE 60-69)

RANGE OF SEVERE DIFFICULTIES* (T

SCORE
FROM 70 TO 80)
Raw Score ►

T Score b

*Note the change in word usage

Interpretive Range
Typical
(40T-59T)

between SPM and SPM-2 Some Problems

(60T-69T)
Definitive Dysfunction
(70T-80T)
SPM-2 Infant and Toddler Forms
• Infant Form: 4 to 9 months old
Score sheet (4-6m) and (7-9m)

• Toddlers: 10-30 months old score sheet (10-20m) and (21-

30m)

• Caregiver: Self-Assessment
 NOTE:
Separate score
summary sheets for 2 age ranges on
infant forms
Parents complete
the same question
form for ages 4 to 9 months
but use separate
score summary sheets for scores at 4 to 6 months vs. 7 to ? months

The 4-6 Months of Age Summary Sheet is used for

scores for ages 4 to 6 months.

The 7 to 9 month age summary sheet is used for

scores for ages 7 to 9 months
 NOTE:
Separate score
summary sheets for 2 age ranges on
infant forms
Parents complete
the same question
form for ages 10 to 30 months,
but use
separate score summary sheets.
for scores from 10 to 20 months vs 21 to
30 months

The 10-20 Months of Age Summary Sheet is used

for scores for ages 10 to 20 months.
The 21-30 Months Summary Sheet is used for
scores for ages 21-30 months.
SPM-2 Preschool Forms
• Household Form: 2 to 5 years old score
sheet (2-4th) and (5th)

• School Form: 2 to 5 years old

Score sheet (2-4 a) and (5 a)

• Caregiver: Self-Assessment
important preschool
form 2-5
The SPM-2 preschool age range matches
the age range of toddlers
• Toddlers: 21 to 30 months
• Preschoolers: 2 to 5 years (matches
ages 24-30 months)

To choose the appropriate form:

• If the child attends a formal daycare outside the home
Preschool Form

• If the child stays at home or attends informal daycare

Form for young children
 X
Forms for SPM
2 school
5 to 12 years
• Household Form
• School form
• School Environment Forms
 important
The SPM-2 infant age range overlaps with the
preschool age range

• Preschoolers: 2 to 5 years
• Child: 5 to 12 years
(overlaps in

To choose the appropriate form:

• If the child attends a formal academic kindergarten Form
for children
• If the child does not attend a formal academic kindergarten Form for young
children
 X
Forms for SPM
2 adolescents
12 to 21 years old
• Household Form
• School form
• Self-assessment form
• Driving Environment Forms
teenager
• • Self-assessment Evaluator's report
 important
The SPM-2 adolescent age range overlaps with the
childhood range.
OUR FIRS

Child: 5 to 12 years old

• Teenager: 12 to 21 years old
(matches
age 12)

To choose the appropriate form:

• If the child has not yet entered the second cycle of high
school: Form for children
• If the child attends the second cycle of high school Form
for adolescents
 X
Forms for SPM 2
21 to 87 years
• Evaluator Report Form
• Self-assessment form
• Adult Driving Environment Forms
 important
The adult age range of SPM-2 overlaps with the
adolOUReFIRST range

Teenager: 12 to 21 years old

• Adult: 21 to 87 years (overlaps
at age 21)

To choose the appropriate form:

• If you are still in high school Teen Form
• If you are no longer in high school Form
for adults
 Environmental forms Yo

optional *
IN)
Child: Teenager and adult:
Art (ART)School Driving (only
Bus (BUS)
Cafeteria (CAF)
for those with a
Music (MUS)Physical driver's license)
Education (PHY) • Teenager • Adult
Recess/Playground (REC)

Environmental forms are not considered in this workshop

Age level Main forms (long forms) Secondary forms (environment)*

Adult Self-assessment form

Driving Self-Assessment Form Evaluator's Driving
21 to 87 Evaluator Report Form
Report Form

Teenager 12 to 21 years Household Form

Driving Self-Assessment Form Evaluator's Driving
old School form
Report Form
Self-assessment form

Little girl Household Form Environmental forms:

5 to 12 years School form Art, lunch, music, physical education,
recess/playground, school bus

Preschool Household Form

2 to 5 years School form

Baby/Toddler Form for babies

4 to 3D months Form for young children
Form for caregivers
Standard scores:
lantill of score 9 TS: Total
scale
a scores
Scoring Worksheet
Child School Form
m
sensory
(Spanish)
Ages 5-12 years

• Previously
6 sensory
systems
called TOT
• —VIS, HEA,
B0D

! vsitems

NLP:
Item
■1 2 3 4 1.
to 5 4 2.
11 J 4 3.
2
’1 2 3

TOU, BOD,
4.
4
1 2 3 4 5.

Planning and
i1 J 3 4 6.
1 2 3 4 7.

4 BAL, T&S
] 2 3 4 to.
2 3 4 9.

ideas (Praxis)
2 3
1 HEAitoms
item
1 2 3 4 11.
11
2 3 4 Xi

SOC:
¡1 2 J 4 13.
11 2 3 4 14
1 2 3 4 15.

■1 2 3 J 16.
1 2 3 TO
17.

Social
11 2 3 4 18.
Yo 3 3 : 19.
1 2 3 4 20.

ALL items
item

Participation
1 2 3
in 21.
1 2 3 4
22.
1 2 3 4. 23.
Yo 2 3 4 24.
1 2 3 4 25.
1 2 3 4 26.
1 2 3 4 27.
1 2 3 4 28.
1 2 3 4 29.

1 2 4
30.
scorecard

TOU

PIN raw score

SOC raw score

lantill Summary
DIF
a of score
comparison
template
Child AutoScore" Form
School Form
Ajas 5-12 years

SPANISH
Compare Two SPM-2 Forms: Calculate DIF Scares
Form 1
Sensory Processing Measurement, Second Edition
CherLEChErMAOTR/L tea j GenronEeo OTR/L FAOTA Duan A Form 2
Henry, MS OT/L,FAOTA Hester Kuhaneck PO OTR/LFAOTA L Dse
Parham. OTR/L FAOTA
Child Home Form (Spanish)
unlocking potential

Child School Form (Spanish)

Other_________________
Score Summary Sheet
Student being evaluated Today's date Date of birth Rater Relationship to student

Date of birth
what I VI5 Tas soci r
wed
T UFA TOU BOD BAL ST PLN
EQ 27-40 19-=0 —
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M I or 14 mm Item 9-92 mm K an •either
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calculation 79to 28 to
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12151
31 45 • •m • • 66 • M 45 Item
. 27 44 = or = M — — 65 or 444 27 ..
24 DiHerence
43 — — M = [X] — 63-64 □ 4 4] 24
Item 42 or • • • m » 62 • M > 42 21
VIS = Vesionc M
HEA = Hearing
41 TOU = Touch; — andSmelk—
— TAS = Taste BOD - Body —
Awareness: BAL
— - Balance and 61 • Sensory Total
— Motion: XT — pvi PI anning
or and Ideas SOC
4L - Social
18
Participation K 40 IC — — — — 60 10 _ 1D ■ >4
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*■* r 1 View TOU
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r Raw score
Rawscore

TKO™ OIF Score Calculation Instructions r-acore

Scale
Form 2 T-score Se DIF were tik sheet
Enter the T-scores for each scale from Formsland 2 into the s paces extended in the tableMO
above pnrmw Rangmbekg
mregwenin abnokste
DIF score valges (eference
Far the DIF calculation, subtract Form 2 T-score from Form I T-score =ithautaugn)
■□■
NoDHernee
Probabie DIMerence Definite
1•■ □. • •
■•' □ □ 10t9 1
110 to
Enter the value in the DIF score raw.
.□
D□

□
• □
Dimerence = 115
Check orbon t scoreis grester
4. Check the DIF interpretation box (No Difference, School En or Definitewiromnhen
Probable2 Difference,
Scores tromSPM Difference) Forms
for the absolute value (regardless of whether it is a positive
1 negative number) ot the DIF score.
t 1
Note: A positive DIF value that falls in the Probable Difference or Definite Difference range indicates more problems reported in Form 1 than -in Form 2. A nogative
Dir value that falls in the Probable Diference or Definite Ditferonce range indicates more problems reported in Farm 2 than in Form 1.
 ptme Hfn t iHeit 2i2: miünd2 itj! --itei -

Severe Difficulties Moderate Difficulties -

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Raw score Raw score

T-score T-score

DIF Score: Compare Two SPM-2 Forms

Form 2 T-score See Dir score calc, sheet on
reverse. Ranges below ara given
H absolute values (difference
DIF score
without a follow}.
ND Difference
□ □ □ • □ □ □
□ □ ] 0 you 9 I
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□ □• □ □ □□ □
□
□
□ '□ □ 110 to 14 1
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□ □ □
Scores from SPM-2 School Environment Forms
□ □ 12151
Check box if score is greater than
[ Or equal to cutoff value. A check
ART BUS CAF MUS 1 PH REC Yo indicates that student displays
Score 2 Cutoff □
Score s Cutoff Score a Cutoff □ I Score
2
Cutoff Score 2 Cutoff Score
2 Cutoff more problems than is typical in
that environment.
_____30
.° 27 22
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TheSPM-2 is available online at platform.wpspublish.com.

Add t iona I copies of ! hs form (W-708 F) may be sliced From WPS. Pi ease contact us at 800.648. 8857 orwpspublish.
comCopyright • MÍL by Western Psychological Services. Not to be reproduced, adapted, and/or translated In whale win
partwithout prior written permission of WPS (rightsewpspaublish.com). All rights reserved. Printed in USA. 987 6 5432 1
Translation by Susana Urbina. PhD
DIF scores
DIF scores are available for all SPM-2 age
groups.
The DIF score is the difference between the
scores of two different raters on a specific
SPM-2 scale.
For example, a mother and father complete
the PMS Infant Questionnaire separately
about their 6-month-old daughter.
Suppose the mother's total score on the
Baby Hearing scale is 30, and the father's
total score on the Baby Hearing scale is 20;
is this 10-point difference common or
unusual?
Calculation of DIF scores is
optional,
but can be useful, especially
in situations where different raters
They seem to have different points
of view

r
Interpretation of DIF scores
The SPM-2 forms collect information regarding the perceptions of adults who
know the infant well.
A significant DIF score indicates an unusually large difference in the
perceptions of different raters, based on normative data. This does not mean
that one evaluator is right and the other is wrong!
Practitioners should consider how everyday life contexts (daycare, home,
school, or work) may influence these perceptions.s 6
 Score
interpretatio
n
Quantitati
ve
qualitative
changes in
interpretatio
n TYPICAL RANGE (T-SCORE OF 59
OR LESS)

MODERATE DIFFICULTY RANGE (T-SCORE 60 TO 69)

RANGE OF SEVERE DIFFICULTIES (T-SCORE 70 TO 80)
Qualitative interpretation
For sensory items, consider potential sensory
vulnerabilities that might account
for a higher score.
– Requires professional training in sensory
integration
– Use of clinical reasoning to apply
knowledge
– Look at patterns in
item scores to clarify what might
be happening
 -Hyposensitivity
– Hypersensitivity
– Sensory search
Analysis
of results In general, there are more items
addressing modulation than perception or
motor functions.

Within the praxis scale, consider whether

elevated items indicate difficulties with
ideation and/or motor planning.
-hild AutoScore" Form
pass
ed 1 SPM-2
Home Form
Ages 5-12 years
SPANISH
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TASTE AND SMELL

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A Herey, MS ÜT/L. FAOTA Hesther Kubaneek PhD, OT A/L FADTAL F 32. Punish those who inconvenience others
Dane Parham. PD OWL FAOTA F -$ 33. Do not hurt the strong prayers
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_. . . -_______________
F 34, I smell new objects: I put them in the air before I release them.
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Instructions________ F s 35. Note fragrances or odors that others do not notice.
detanite/a ©

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F 36. So faztidis bon el Laber dg eleitas foodt.
Instructions Please answer these questions based on your child's behavior during the past month. Only
F
Birth Date Age
choose the answer that best describes how often this behavior occurs, using the following rating scale.
© F ss 37. Insist on eating only certain foods or foods.
38. Evin tried running the new ones.

68
Nunea: The behavior never happens or so it never happens,
F £ 39. Avoid public bathrooms due to odors.
Occasionally: The behavior occurs several times.
0■ r
____$ 4Q,Naditinaue sabare rlexeraa Ereberencin éntrer-^s,_____________________
______—______________=--------—
Frequently: Conduct occurs often.

5 Erlnigclanin ____________ ________ -—

© •ei
Always: The behavior always or almost always occurs N Fj
Some questions ask whether this child is "distressed" in some situations. Distress levels include verbal 42, Grab objects like a upz or a spoon, in a way masked by the masked host Pra
PF ■ -

Pa?
0
LB rfdidn dr rtapondtt eon eia nNo/ depression, soreness, crying, screaming, oppression, and wordless expressions (pushing away, gesturing).
*—4 to be able to use youfully
discarding something escaping, making gestures of pain, at length). N F £ 43. Use too many nuts for common uses, FOR example, pull THE door open on your inert surface.

©
IN 0 © S 4 4. Sana mch

School grade N F 5 45. Play with a partner in a Brussel style game

N r S 45. Break them eenns mpreskonuelaslaberLs,o empuarbasdemwsbdofueite
2°1 N F s 47. He puts too much food in his mouth,
N F 5 45. The head is hit coefNgn hen beontrn In people
PLEASE PRESS HARD WHEN CIRCLING YOUR ANSWERS. © F 3

a©
49. He spilled the courses.

ftN ñifla a esfj niita...__________________EUILIBMIU 1 » 51. He has certain movements like swinging or sliding on the
cock.
“22 m E2De niraa o HI f , ,, TI -1 —T
52. They do not maintain the balance well
N or F S 1. Yes, it's a shame with the bright light. | YES Avoid walking on US dollars that require balance, such as linen or pasta
© 0 F s 2. F tone problems to find an object in the middle of hearing
3. Gets distressed in places where the visual environment is typical, such as in rooms with a strong odor.
54. Sree of the siswhen did they change their minds
55. He/she doesn't like to throw his/her head back like when he/she looks ugly or when he/she licks his/her hair
haaitelonee with poe luF.

0 F $ 4. You have difficulty following moving objects with Lawista

22• F 5. Has difficulty recognizing how objects look or feel based on colors, shapes.
0 sizes.
57. It leans on the wall. the buildings or the people can hold on to the estur paradoín
58. He/she rocks or twists while sitting.

(e
N F 5 59. Look for opportunities to be happy
6. Certain lighting patterns are displayed, such as flashing underwater lights. 0 lights fgseincetn
GQ Tirediffituladlen look at akomentrasiubezaenhenmovmimno comnafcener paraazanmarunabeteka.
1N F s 7. Look at others out of the corner of your eye.
0 F 5 8. He is overwhelmed by the blessings of all the things that are seen in the ghosts • PLANNING AND IDEAS
EITHER This child O eitaninla. '

( E
N F S 5. He is distracted by objects that are obvious to him [ii. T>#fW: drf <7ii!Ad pva pUcOif cir-rro C.jiftar gains cons at the same time.
162 Has difficulty keeping his/her belongings in the correct place
EITHE F s 10. Buabreazguqqalin ueuras.
63. Do not perform the necessary sequence of actions in your routine when dressing or setting the table.
R
EnteninopesEmn.-. EAR
N r 5 11. Sefazkii in the probes t1tros pommunes like that of a vacuum cleaner

8(
65. Has difficulty expressing sounds and expressions calmly.
-M go either 5 12. He responds TO loud noises by shaking and praying, opposing the mornings on 504 oklas r 66. It's not difficult to make a model by cocitrur with a blogger or with Legos

0 $ 13. He does not notice the nests that others swim in.
either F S 14. He seems intensely afraid of sounds that he thinks don't mean anything.

N F s 15. He annoys himself with sounds that do not bother others. 69. Takes a long time to complete routine tasks,

N
2 F s 16. Se disrae 0 fastda icon nudes enelamhiente quegbs ignore enra im migun da cut you césoed or you rudhodehranpondckañu4, .
170. Tiere or Heütid to generate ideas of wf onstruir com cund plays with block or too matenals of

©©
Craftsman! _ ____________ ... ________________________________________________
9 F s 17. Gulih hLnber certain sounds, repeatedly like humming or pulling the endona of the bhh taxn.
SOCIAL PARTICIPATION
This little girl. ______________________________________________
s 11 S araustlacuandot-y sonldon sharp as shbetozo cparated for haeee buhae nesn 19. It is easily absorbed when there are strong or unexpected ruts.

8
71.Collaborate with your friends without much effort when you
N F S
hang out with them.
Yo * F s 20. Avoid places where there is more than death.
73. Shares things when asked
74. Úwww bfotres enpararte ostentarsetoomasiad ark of them.
Eteniñbextaniña... TOUCH
75. Maintain appropriate physical contact when communicating.
0 F $ 21. He moves away when Do/in Bosan i mnemenbe or unexpectedly. - 76. He joins ljemo with cri in order to alter what is happening
F

8
77. Interact and participate in appropriate conversations during meetings
00 55 22. Ee anguish with the sunsonindela fona nuo. to
,,f 1 78. Paitkeips in an aproolate manner in meetings and ssdas with latammile
0 S 22.5 anguish when their hands are cut off " "........................................ ' ' ’
F 24. He is upset when someone touches his face
00 F S 79. It is reliable when YOUR routine changes.
25. He/she should not play with things that get dirty, take paint or glue.
s 26, Tin M una 8 an capacity to tolerate é dalar - henkdlas pequenas dersestrm nacm 0 cgeela mgip-tg
/withmembersofthefamilymyerrashaonmessages.
F 3 27. doesn't like to pick his teeth.

X0
He

F 3 28. You have to start carrying things in a pocket, a bag or a backpack without looking.
F & 29. You don't clean your clothes or give your food away,

6
F 30. He complains that the meals are -«i nasido caientus" or "Bemanlado titas-
5

“erw9 cnliyMmef ** Hqqnat- roncna aduaa anaos tauataG n-.2.

"0. Pe -nthn pe-m2ton • =Pa D gum-pasa ko-J JU Pe r mi-r Pr-4 * U0 4 ft 1 f, ■
 pass
Child Home Form (Spanish)
Scoring Worksheet

ed 2
Ages 5-12 years
------ ST
Wensery Tes rim
Nim# -a thü4 heinE E8"abed HEAFEN
&*ndw suEanm

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Urd dat ut ” birth

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PLEASE FRESIUNE DUN I UEKER —LHII L"" -OR- ‘"
1
VISION IFater'urrLakkmzhRpt chek IM-rTME Ei-hhuube +

4. It has the following result. object5 that murmurs-at . ILID FJW in

5. He has difficulty recognizing how oysters can be shaped or sized. _____ _
6. He gets upset with certain types «1* ilurninoeintoomo hces oroboscopicasNo-Parp-
deanth °
T.Mnasdbsetosconelrabilodelo... . .. , &. sbracunlasEendspo WdsLp posas qu b
NWF vtét •
©& 9. He gets distracted by objectspeoplequoet
like your i
fV © r JO. Euuabteas queuen tucura. HALF Mee
(©.6—E EAR
This child is mñn.-.
N (6) 11. Sefastidicon te sounds eryr9s oomunes com *l * unn
new 5
3 vacuum cleaner
S 13. He does NOT notice the sounds that
5 14 It seems
others that you are intensely interested in sounds that are not clear
make.
5 15. He gets scared by sounds that are not his - is mcfetUn.

eimu-dodearoacondcleuce - -
17. You can use certain sounds powerfully like WWM: OR pull the ending in H from
theDnangustia
10. hañ. when Hy ngudoe as 3h1be2nz * tgresbeeF 19.Se uobronahta
Easily when there are sudden or unexpected problems. HEMLRTH Erm
120. E-.nlJ te Myra dco5ó Wow & tbcrtc. ____________________

TOUCH
21. He/she moves away when touched unexpectedly. _ _
23. The sensation of the new cup is distressing,
24. He gets upset when his fingernails are cut.
25. So annoying when someone comes to Calacara .
26. It's time TO play with houses that are dirty, I take the glue stick,
27. He has a great capacity to tolerate pain and small wounds show little or no discomfort.
28. I don't like to give them 55
29. Is it difficult to open the WM5 in a bag and backpack without looking at it?
30. It is not cleaned i Mirvj and the eomin of the eara,
30. It remains that the roffiklá«Ufi'iMnteia.fe f-you?________________________

50 End of
Me*?-
 pass
ed 3 1

1
2
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3

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4

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Item
1.

2.
1 2 3 4 3.

What happens if 1

1
2

2
3

3
4

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4.

5.

a question not 1
1
2
2
3
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4
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6.
7.

1 2 3 4 8.

answered? 1

1
2

2
3

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9.

] "■ item I
HEA items
1 2 3 4 11.

1 2 3 4 12.

Complete with black score 1 2 3 4 13.

1 2
according to each item 3 .4 14.

1 2 3 4 15.
There cannot be more than 6 in
1 16.
total 2 3 4

no more than 3 per item 1 2 3 4 17.

1 2 3 4 18.

1 2 3 4 19.

1 2 3 4 20.
pass
ed 4
step 2 Scoring Worksheet]
Child Home Form
(Spanish)
Ages 5-12 years

Hamaethbeingees"uated Qnder
TASTES SMELL
boyorgirl
Dosaidabt Dabet birth

Yo ■ ■ ■ ■. rta meals
Ratersrame
4). BOD itm e
Order only certain foods or certain AkrwflfM brands.
Rater'arelskknhhptochikhhgeraluatrd
CONC^NCWPEI BODY
*5-
46.
a30d0momotsomraapsscntnsccanporcemplotisinpcrtmopesmeitecuncomytrt- 47.
4B.
NO F-S 69.
50,
UD raw
too much food in your mouth. , ...

/
shadow
gcesune sbeza a popdeno coetra ~e > ohien ocontrainsenie ibem BALEtem5

EOIIILIBRIO AND MOVEMENT

little girl. ----------------------------------------------
miesoa certain movements like that of OouP are in YO

of it
the balance
53 A , Har -brr tupeit.c escguses qe ceg-an 5a

when transferring
Mesedelasmseuandocambindepotee

l to transfer
55. EM you should throw your head back as when you
brush your hair.
56Show how you coordinate *1 u ede bos doshdosd,
Nobrelkdosp esalmemotempae paraHe 806
ANseasupportsobceuswallofthefurnitureolagenbeforft. st rock the
■
batane and the rebueree to be seated at 59. I look for

manually
opportunities to be at the head
GoTrecincuhtdenmirarakomentrasiueabezaezthe
T sane ddkeuttad to plan with targarwarias w's a Tlene eifleultad to save
your belongings in 3ü5 M No eosemplena L sequence of actions new era N
Item
temmin The tasks that are done in several steps that have difficulty im £1. 62.
tending to me rnbos sondos otp % difficulty Mine copying a model when 61
building with you
64
r
U.
L ma prsctiea -Í-* the demi to dqu" a maadtime to
compietar tasks keuuad to generate ideas of what to build 00. 67.
with 68. 60.

his friends without much effort when he came to know his

parents and others. things when they ask you.
ietres stand or sit too much (

There is appropriate eye contact when playing the game and

altering what is currently being played in an appropriate manner in
some way.

Participate appropriately in
response to changes in your routine.
invest
23
Cooperate with members of the FAMILY

27.
2B.
20, I M. .
G

e
it
Child Home Form (Spanish)
Ages 5-12 years
Scoring Worksheet by TASiems

35.
HEArEN HHanm 36.
Namme o thid being evawuated G-ndee

M 37.
38.
tesaysdate Date and birth Age 319
40

Rater's
step 3
name
TO I'm “lF BOD item-ms

e
Ratw, relstionahipto chu peng evaluste-d

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73. 1
74 1
75. 1
75. L
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 step Child
AutoScore1'
Form

SDM-2
4transfer scores
Home Form Sensory Processing Measurement, Second unlocking potential
Ages 5-12 years Edition
SPANISH Cheryl L Eekar, Ui OTR/L Tara j Glennon EdD, OTR/L
FAOTADiana A Henry, US, OT/L FAOTA Heather Kuhaneck PhD. OTR/L.
FAOTA
Score Summary
L Dine ParharPhD, OTR/L.Sheet
FAOTA

Child being evaluated Today's date Date of birth Age Rater Relationship to child
VISrawucore

%ile
%eile VIS HEA TOU T&S BOD BAL ST PLN SOC
80 32-40 2- 35-40 33-40 33 -40 32-40 28-30
27
58-240
155-157
3540 40 >99
-99 79 31 28-32 31-32 31 57-39 »99 -99
2d 78 - 152-15
S
2
299 34 30 26 150-151 36 -99 -99
77
147-149
HEA FEN soone 3 -99 76 33 25
- L45-146
33-35
99 99
8
* >99 75 32 28-29 99
74 24 141-44
23 117-140 99 98
99 73 #ñc
3
g 99 72 27 22 .12-136 98
* 99 71
31
- 130-131
3331-
a
3 99 TO
29-30
37
21 7126-12900
323R-
n
3»
69 '
68
27-28
26 25-26
30
d
a23-
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67 ¿4
25
66 24 22-23 123-125 69 97
65 96
120-122 27 68
4, (4 26 67 96
21 18-119
66 ♦ 95 ñ
20 114-117 65 93 2
92
19 21 10-113 64
90
ng
I
20 106-109 61
19 kh - 88
62
104-105 61 8
99-103 -60 84
96-98

UODrmm0 91-92 59
gn-go 58
‘ 57
56
— 29
-55
82-81
54
80-81 28-
53
79
52
51
75-75M
50
49
48
47

8- 45
45
44 az
42
65 4|
60-64 40
k VIS HEA ALL OF YOU HAVE A BODY BALL
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T-score 56 ¿,3 4746634054 55 T-ichor

Yo___________________________________________________CHF SCORE: I COMPARE TWO SPM-2 FORMRG

Form 2 J score See DIF acere cak

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DIF score belownin
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 SPM-2 ■IKIgg
Child AutoScore" Form

Home Form
Ages 5-12 years
Sensory Processing Measurement, Second
SPANISH
Edition unlocking potential
Chery1L Eekar, MA OTR/L Tin j Glennon, EdD, OTR/L
FAOTADiana A Henry, MS, OT/L, FAOTA Heather KuhanetkPhD.OTR/L FAOTA

step
L Dane Parhar. PhD, OTRPL. FAQ
Score Summary Sheet
' Relationship to child
Child being . Today's date Date of birth Age Rate
evaluated
Y
5T score SO 79'

78
is HEA TOU Tas BOD BAL ST PLN SOC
40
-31
35-40

3*
33
33-40
28-32
22-40
31-32a0
22-40
11
o 28-40
27
■
258-240
155-157
152-15
150-151
2G-40

35
34
40 . 37-
39 ■
36
33-315
80
79
78
77
76
T? 3? 27 28-29 147-149
75
78
t
76
75 31
145-146
141-164 3331- 3rd
71
72
71
o
TA
73 aa ! -
29-30
27-28
177-140
12 136
322R-30 Ju
?
9
24 25 25-26 130-131 27 9
n -■ L06-129 9
55 26
a0 123-125 69 99
22-23
10-177 61
68
*
9
91
21 118-119 66 -9
-91
114-117 65
20 JO
64
1» 21 ' 110-113 5
63
20 106-109 9
E2
&
104-105 61
- -60
99-103
1? 96-98 8
15 18 8
g3-6e
92-92 53 a

22- '" 57
90nW 56

general
57
- -55
56
S3
*6-86 54
84 53 5?
82-83
80-81
78-79

interpretatio
77
75-76
M
72-73
71

n
70
E9 Eft
67

65
60-64
10 101-11
J
H.H

10 1 Yo -D
1 Vs ALL I
PLM SOC %ile
TES ] BOD BAL
Rum ücore Raw score

T-core 5 10 42 42 4 11 T-dcre

5ft 63 4 DIF Score:

46Compare 492
63TwoSPM
Form 2 r Forms
score
DIF score
No
DiffermeeeProbable
DifferenceDefimite
DiMarenee 1915
1
changes in
interpretatio
n
TYPICAL RANGE (T-SCORE OF 59
OR LESS)

MODERATE
DIFFICULTY
RANGE (T-
 SCORE 60 TO
69)

RANGE OF
SEVERE
DIFFICULTIES (T
SCORE FROM 70
TO 80)
r
Name of the student Sezb

School form
MT N
Today's date Date 4* birth Ednd
--22 33-0-% 6 a
Name • of the response to you

Edocodom Maric
The relationship ofreipondente with thenlacstudlante

Rcoesoru Tee
Eueuel-/Grmdo School Agency

____________2oT
SPM-
Child AutoScore" Form
School Form
Ages 5-12 years This student... TASTE ¥ SMELL
unlocking potential

2
Cheryl L Eekme MA OTR/L Tara J.GernenEdDOTR/L
31. He gets upset with the taste of foods that don't bother other children,
SPANISH FAOTADanaAHenryMS.OT/LFAOTA Hesther Kuhaneck. PND. OTR/L
12. You don't notice strong odors like the smell of paint or the smell of your lungs
FAOTaLDuneParha FhD, OTR/LEAOTA
33. Smell new objects or new things before using them.
34. Oifatea or smells people.
Instructions 35. Gets distressed by the smell of soap, perfume or body lotions
Instructions: Please answer these questions based on the student's typical 36. Gagging or vomiting due to certain odors
behavior during the past month. Select only the response that best describes 37. Avoid bathing-due to odors.
the frequency with which this behavior occurs, using the regular rating scale. 138. Refuse to rub eosidas or retngerkos nrvos
Never The behavior never or almost never occurs. S
Occasionally: The behavior occurs sometimes
Frequently: The behavior occurs at regular intervals. S 40. EíMa tas rtmflW but have a Mtyc a sharp otar.
BODY CONSCIOUSNESS
Always: The behavior occurs always or almost always. This student... ■ ___________________________________________

Some questions ask whether this student gets "distressed" in certain 141. Kill the |toys. clothes, or hear you repeatedly get them.
situations. Distress can cause verbal expressions (moaning, groaning, etc.). 42. Move the furniture from Helase with a sharp or forceful mantra.
Horando. gnashing) or expressions without the use of words (turning away, 43. Press hard on your feet when walking or climbing stairs
gesturing. discarding something, escaping. grimacing in pain, whipping). 44. He jumps from high places hitting his peeps with great force
45. Use too much force for certain things, for example slamming doors or pressing the hitada too hard.
46. He plays with his peers in a very rough manner.
47. Neckline and color with too much or too little force.
48. Spill or dump things.
PLEASE CLICK HARD WHEN CIRCULATING YOUR ANSWERS. 49. Breaks things by pressing, bending, or pushing them too hard.
50. He puts too much food in his mouth.

°ag Fmsme-
5
re (0 F S BALANCE AND MOVEMENT
This/this student...
n (either F 5 S 11. Hooks his/her feet around the bottom of the chair when sitting.
N©F 4 5 52. He/she rocks, sways, or twists while sitting.
53. Avoid walking on uneven surfaces that require balance such as dirt or grass.
(© 0 F s This/this is amazing...___________________________________________________________________________________VISION
54.1 You should lean on it when you sit on the ground.
1. He is distracted by visible objects or people. 55, He/she slumps forward or leans back, holds his/her head with his/her hands when he/she is sitting
NOFs (N—oFES K 6 F
2. Look around the chair at your fellow mantras and the teacher is speaking. 56, Shows little effort in using both sides of his body as in activities that require the use of both hands. for
s 3. Stare at Li people and hate them. example, cutting with scissors or grabbing a stick.
N• F S 4. Guide to looking at objects that spin or move. 57, He doesn't hold on when he's falling.
5. Lose your place reading or copying texts 58, It does not maintain the balance,
©0 F S 6. They are built to keep track of items that are being moved with the view.
59, You stumble, fall, or lose your balance while running or playing sports.
7. I have trouble finding an object among others
8. You stumble upon things or people like you are not worthy of
4. Has difficulty recognizing how similar or different objects are based on their colors, shapes, or sizes.
10,student...
This I look at objects out of the corner of my eye.
11. 5 distress when there are loud or unexpected sounds. like a pencil sharpener or an announcement over 60. Look for opportunities to be upside down
N the loudspeaker
12. others applaud or sing.
ss 13. verbal
ss 14. He swims too much during transkeletal periods
11. Hum, sing. I hear rude strangers during class.
s )$. Hundreds of words that sound more or less the same, such as when and how much

EI
doing tietac
« TH
ER 18. NA responds when I call her name.
19. He has trouble paying attention when there is noise in the classroom.
20. I seem to be intensely interested in sounds that others don't notice.

© $$$
This student... TOUCH

21. The sensation of certain textures is distressing This student... SOCIAL PARTICIPATION
$
5$$
22. When others touch him/her accidentally. he catches you or separates you 71. Works well in a group.
72. Show your attention to other students.
$9 s
23. Does not react when touched 73. Handles trust without outbursts or aggressive behavior
24. Nudge, nudge, tap. or touch their shares™ during 11 aunt seo when they are in Na. 74. Join 0 of your fellow Frog friends' games and activities
25. The saliva has not been cleaned or it has been sifted. 75. Joins the game with coras Without altering what is happening
76. Talk to others without getting too close to them.
26. Eat meals with mixed textures such as yogurt and fruit. 77. Maintain appropriate visual contact to engage in conversation.
27. It's hard to find cones in a pocket. a bag or a backpack A look. ft. Move from one ethic to another with ease
79. Shares EUSE materials when asked.
28. Disappointment with sensations that would cause others pain like throwing themselves against walls.
29. Enjoy moving your body in small spaces
30. It has space for many pure people.
123682322
W-7081 Transla I Un by Sd-mna Urbna,
PD
 Scoring Worksheet T&S i"m
Child School Form 3 32. 33.

(Spanish) M, 35.
36. 37.
Ages 5-12 years 31 39.
40.
Name ot sludent being kvalued ünder

Today's date Ag0

10-0-21-0-1 b0
Rater's name AODiEenr
PLEASE PRESS HARD WHEN CIRCULATING YOUR ANSWERS.
41.
42.
Esefeatm msifudLune ...
VISION Rates relationsh p to student being evaluated 41
1. Editb eenebltos ü genteque «Lín M8 bües
I see Mian's neighbor or her companion, Maerma, and she is talking to 44.
her.
Like were or •who move.
Rmesoxa_______ 45.
46.

4. You have-d#cudtad iDara iegara eteilkavaka 47.

?. Tef pebHm pifa enveentar un obeto en 4B.
8. You climb with La=oa oconl ger emo or « estilerañ
9. T n dieoutad ox-» reo-ker 49
50.

Esfmémnña EAR
mmiudlante.. - EALiorm
athep-irlanle. 5!.

13. Has d=c an adpua sezuk

YE
inusrusckoneisrerbaks. AH.
15. Hum, sing okcerudaseastraño d.rante u clsse
54
55.

56.
L9. Have Problems for PT MLa l euamel W was on Monday 1st
20 PHM«B em 57
wganMr TOUCH 58
mitudiande. .. Yes.
22 Qaand etrenkcu leeaaper bobid+"te kaatacao soarta

PLN rtem
2 Een- eemürt on macHah de ientuaran femri Tgurtporut 61.
27. Thnergutad par a-erdonIt was things in a bolno unnb-naunamHhLLn ma
25, DqdrutadesensamcionLq- a eireaks use andslee oombe bramse0tHL5 pareden 62.
29. Daruta meb4*-4 au urp- # eipac pm"QL
9,_____________________________________________________________YO- 53

64,
65.
66.
67.

68.
69.

IPLH rafe oone 70.

S0M NMM

72
S r.üM HAS 73.
74.
N2 75.

.
76.

78.
7?.
80
Reme Scoring Worksheet
OA)
Htem TSiwm

mber
fkilH mhmFI EAEF

■■ ■
student tie.______________________________________ ___________________
unfair to the food consumers who work with children and are left with Ider HE a «.ye

T
। note üloren fuerbe to rarae like the smell down feathers

the new objects or nsuntee to use them.

O
I fate ao 2",

and is
EE« student • ■
vomits due to certain odors.
distressed by the smell of soap, perfume or body lotions, or

4 1, Bite 105 toadstools. clothing or other objects repeatedly.

avoid bathing due to odors.
BODY CONSCIOUSNESS
to
amzed
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44. He jumps from place to place, landing his feet with great force.
45. U5 48
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49.
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72. The teacher tried to help other students
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76.Eat with food and drink • sit down too
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79, Share #lesson materials when asked.
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n OTHER OBSERVATIONS
SCORE BY ITEMS
AND CONDUCTS BY It should also be noted that the
ITEMS
TOTAL SCORE minor presents an expected
Vision: Typical (or typical) processing
development is observed, or in the areas
In relation to the within of touch (mention those
evaluation carried out a range of moderate frequently
through SPM-2, difficulties or always)...
we can . as evaluated through the
observe MODERATE XXX always gets irritated information provided by
, SEVERE difficulties in environments that have the parents in the home
(or significant a lot of visual stimuli. context... (
difficulties Frequently squints add school)
) in the general sensory
when It is worth mentioning that
processing of the very bright stimuli are there is no significant
minor, present. Occasionally difference between school and
affecting has trouble home
his social participation functioning.
 It is suggested to be able
to
clinically evaluate the child
in order
to obtain
a much
more complete sensory
profile and in this way
address

the child's sensory needs.