Sensory Profile 2

The family of assessments in the Sensory Profile 2 provides a standard method for
the professionals document the child's sensory processing patterns and, when
combined with information about participation, support the team in identifying the effect
of sensory processing in functional participation in the context of home, school, and
community of a child.

These tests contribute to a comprehensive assessment; when combined with

other evaluations, observations and reports, the Sensory Profile 2 offers another
perspective on the strengths and challenges of a child for diagnosis and
intervention planning.

Types of Test

There are 5 types of assessments in the Sensory Profile 2. They are a set of
questionnaires based on the judgment of the caregiver or the teacher are as follows:

●Filled out by the caregiver:

Baby Sensory Profile 2: from birth to six months
age.
●Sensory Profile 2 of the Small Child: from seven months to 35
months old.
○Sensory Profile 2 of the Child: assesses children aged between 3
0 years and 14 years and 11 months
○Sensory Profile 2 Short Form: also evaluates children of ages
between 3 years and 0 months and 14 years and 11 months, but has fewer items
than the previous one.
●Filled in by the teacher:
Sensory Profile 2 of School Monitoring: evaluates children
with ages between 3 years and 0 months and 14 years and 11 months, starting from the
teachers' perspectives.

2. Test components

●Assessment questions

The first part of each form contains items to describe the child's responses to
daily sensory experiences in the contexts of home, community, and school. Caregivers or
teachers fill out the relevant questionnaire when indicating the frequency of responses from the
child to various sensory experiences, using a five-point scale, with each
response on a weighted scale with a score of 1 to 5:
Almost always = 5
●Frequentemente = 4
Half the time = 3
Occasionally = 2
Almost never = 1
For cases where a rating from 1 to 5 is not applicable, a sixth option is
available; the classifiers are encouraged to use this option only when
necessary:
Not applicable = 0

Summary of the score

The paper forms also contain the Score Summary, which provides a
resumo das pontuações da criança com base nas respostas dos classificadores.

3. Cut-off scores and classification system

The cut-off scores for the Sensory Profile 2 are based on means and standard deviations.
standard for each summarized score. These scores provide a system of
classification to categorize a child's tendency for behaviors
specific. This classification system consists of five categories that reflect
specific groups of scores along the bell curve (as shown in the image
below), they are:
Much less than others
Less than others: Exactly like most of the others
More than others: it means that the child exhibits the listed behaviors.
in that group of items (that is, sensory patterns, sensory systems,
behaviors, school factors) more frequently than it would be
expected.
Much more than others

MUCH LESS THAN

OTHERS it means that the child exhibits the behaviors
listed in that group of items less
more frequently than expected.
LESS THAN OTHERS

EXACTLY LIKE MOST OF THE OTHERS

MORE THAN OTHERS It means that the child exhibits the behaviors
listed in that group of items (i.e., standards
sensory, sensory systems, behaviors,
MUCH MORE THAN OTHERS school factors) more frequently than
it would be expected.

The five-category classification system provides an estimate of how

the child is comparable to their peers of the same age group.
 4. Important Concepts

Neurological thresholds: They refer to the amount of stimuli required

for a response of a neuron or of a neuronal system.
Low threshold: Occurs when the nervous system responds very quickly
a um estímulo sensorial.
High threshold: It occurs when the nervous system responds more slowly than
than expected.
●Habituation: It is the process of recognizing familiar stimuli that do not
require additional attention. It is related to high thresholds.
Awareness: It is the process that increases consciousness of stimuli.
important. It is related to low thresholds.
Self-regulation: it refers to how people behave to
control your own needs.
Modular capacity:

5. Sensory processing pattern scores (Quadrant scores)

All evaluations of the Sensory Profile 2 (except for the Sensory Profile 2 for Babies) contain
items to derive quadrant scores that reflect the structure of processing
Dunn's sensory.

Exploration: The degree to which a child receives sensory stimulation. The items
mutual interest of the person and pleasure with the feeling (Example: longs for
certain foods, tastes or smells.
Avoidance: The degree to which a child is disturbed by stimuli
sensory. The items measure the person's need to control the
the quantity and type of sensations available at any moment (Example:
keep the hands over the ears to protect them from the sound.
●Sensitivity: The degree to which a child detects a sensory stimulus. The
items measure a person's ability to perceive sensation (Example:
it has requirements regarding food, mainly concerning textures
of food).
●Note: The degree to which a child stops perceiving a stimulus.
sensory. The items measure the person's awareness of the sensation.
available (Example: seems aloof regarding dirty hands or face).

6. Sensory system scores (Sensory sections)

Each version of the Sensory Profile 2 contains some of the subtest scores of the system.
sensory. There are 8 in total, they are:

●General processing: The items included in the measure of the General section measure
the person's broad sensory processing (Example: has a pattern of
I am unpredictable.
 Auditory processing: The items included in the Auditory section measure the
the person's responses to what they hear (Example: gets distracted when there is too much)
noise around.
●Visual processing: The Visual section includes items that measure responses
from the person to what she sees (Example: leaves items blank in a
leaf full of details despite knowing the answers.
●Touch processing [somatosensory]: The Touch section measures the
responses of a person to stimuli that touch the skin (Example: pulls the clothing or)
resists when they wear it).
●Processing of movements [vestibular]: This section measures the responses
from the person to the movement (Example: unexpectedly loses balance when
walking on an uneven surface.
●Body position processing [proprioceptive]: The Position section
the body measures a person's responses to changes in positions of
joints and muscles (Example: gets tired easily, mainly
when standing or keeping the body in a position.
●Oral sensitivity processing: The Oral Sensitivity section measures
the person's responses to touch and taste in the mouth (Example: likes to do
movements or sounds with the mouth.
Sensory processing: This section provides a general indication of the
responses of a person to sensory interactions and is designed to give
quick information for screening and research purposes using the Profile
Sensorial 2 Abbreviated.

7. Application of the forms

BEFORE SENDING THE FORM TO THE EVALUATOR: Fill in the name and date of
child's birth at the top of the first page, as well as their name (Name of
examiner/Service provider) and profession (Profession of the examiner/ Service provider
services)
DURING THE EVALUATION (if you are present): Ask the father or teacher to read the
items and mark what best describes how often he/she observes the
following behaviors in the child. Instruct the evaluator to use the following definition for
mark the answers*:
➔ Almost always: when given the opportunity, your son/daughter/student responds.
in this way (90% or more of the time).
➔ Frequently: when given the opportunity, your child/student responds
in this way (about 75% of the time).
➔ Half the time: when given the opportunity, your child/student responds
in this way (about 50% of the time).
➔ Occasionally: when he/she has the opportunity, your child/student responds
in this way (about 25% of the time).
➔ Almost never: when given the opportunity, your child/student responds like this.
form (10% or less of the time).
➔ If you cannot respond because you did not observe the behavior or believe that
this does not apply to your son/daughter/student, check does not apply.
These instructions are also present on the cover of the paper questionnaires.

Emphasize the importance of filling out all items. Encourage the evaluator to provide.
additional comments on the child's behaviors in the comments sections.

Explain to the evaluator that they need to provide information only about the
child behaviors and that you will fill out the gross score totals section

Note: Not applicable (N/A) was calculated as 0 (zero) in the data analyses. If an evaluator
marking many responses as N/A may require conducting an interview and
observations to identify how sensory processing contributes to or interferes with the
daily life.

MANAGING MISSING DATA (i.e., blank spaces in the form)

If there is an item with missing punctuation, you can create a raw punctuation.
Dear. If an item is missing for a total score. Follow these steps*:

Add the total gross points to the remaining items.

2. Add 1 to the total gross score (minimum score for the absent item).
3. Add 5 to the total gross score (maximum score for the missing item).

This process provides you with the likely score range of the child (if the item is absent)
had been filled.

4. Next, you can represent the range on the summarized Score sheet. If the
total range to be situated in a category (e.g. Just like most of the)
others, describe this range. If the range crosses two categories, you can say that it
the child's punctuation crosses two ranges: e.g., the child's punctuation is situated within the range
of how the majority of others more than others

Principalmente, esta informação lhe informa sobre os prováveis padrões da criança a fim de
create effective intervention plans.
USING THE SUMMARY OF THE SCORE
The summarized Scoring section is located at the end of the classification questionnaires.
in the paper forms and is detachable to assist in scoring the Sensory Profile 2
Small Child, Sensory Profile 2 of the Child and Sensory Profile 2 of Monitoring
School.

The summarized Punctuation section includes a space to record the summary of the standards.
sensory (quadrant scores), the summary of sensory and behavioral sections and
the summary of the school factor.

To determine the total gross scores of the sections, add the item scores.
referring to each section in the main questionnaire. Write this score in the labeled box
how Punctuation brute after each section example:

Not all items within a section contribute to the gross score. In these cases,
these items are described at the end of a section, for example:

Note: the scores of the sections are not reported for the Baby's Sensory Profile 2. It is
provided a space for the sum of each section to assist in manual scoring;
all the section scores are summed together to provide a
Total raw score of the Baby's Sensory Profile 2.

FILLING OUT THE QUADRANT TABLE (SENSORIAL PATTERNS)

The quadrant table is located on the Summary page of the questionnaire score.
of classification. Each quadrant is divided into two columns (Figure 4.7).
The first column contains the item number that corresponds to the item number in
classification questionnaire. In the second column, the raw scores of the
items.

To calculate the total gross scores of the quadrant, transfer the gross scores from
items from the classification questionnaire for the corresponding item number in the table
quadrant. Add the gross score column for each quadrant and record the totals in
labeled frame as Total Gross Score of the Quadrant.

FILLING OUT THE QUADRANT SUMMARY (SENSORY PATTERNS)

The quadrant summary provides an additional way to consider the scores of the
child. These scores reveal patterns related to the child's responsiveness to
stimuli in environments based on Dunn's sensory processing framework.

Transfer the child's score from each quadrant to the Total Raw Score column.
correspondent of the summary section of the quadrant. Illustrate the total gross score in
cut-off score category corresponding (Much less than others, Less than
["others","Exactly like most others","More than others","Much more"]
What others for each quadrant:
 8. INTERPRETATION

The summarized Punctuation section for each component of the Sensory Profile 2 simplifies the
scoring process, facilitates the comparisons of an individual's responses to a
national sample of pairs, and considers internal differences in a child's profile for the
implementation of additional interpretations. The cut-off scores themselves do not indicate until
at what point a certain pattern is problematic, but indicate how the patterns of
the response of a certain individual is compared to a larger group of individuals.

When combined with other data (e.g., interviews, qualified observations in various
contexts, activity settings, reports, other formal tests, matters related to
forwarding), it becomes easier to make decisions about the meaning of the scores of
individual. Once each activity and context offers its own experiences
unique sensory, we must consider the interaction between the sensory patterns of
individual, the characteristics of the context and the demands of the activity before
we can create hypotheses on how to support the successful participation of a
individual.

ATTENTION

The Sensory Profile 2 presents a summary of the sensory processing patterns of

child in various contexts. This foundational information explains the contribution of
understanding of these patterns by the team for participation.

NO PUNCTUATION ALONE EXPLAINS A SPECIFIC SCENARIO.

The scores merely provide support for the development and testing of hypotheses.
The child's life at home and at school remains the main focus of interpretation and of
planning.
STRUCTURE OF SENSORY PROCESSING BY DUNN

The Sensory Profile is based on the structure of Dunn's Sensory Processing. There are 2
main concepts within this structure: neurological threshold and self-regulation, and the relationship
among these concepts results in obtaining an adaptive behavior. The neurological threshold
it can be high, that is, when a high intensity of stimulus is needed for the child
respond or low, when a little intensity of stimulus is needed to provoke a
response. The continuity of self-regulation varies between passive strategies, for example,
children who do not react to unpleasant and active stimuli, like individuals who do
in order to control the quantity and type of sensory input DUNN, 1997; HOCHHAUSER;
ENGEL-YEGER, 2010.

Thresholds refer to the nervous system's ability to respond to stimuli.

low threshold, the nervous system is easily activated. The individual requires a smaller
quantity or intensity of stimuli to perceive and respond to a stimulus. On the other hand,
side, with an elevated threshold, a more intense stimulus is necessary for the system
nervous respond. A particular response from an individual can be situated anywhere
Not continuous. Functional participation in everyday life depends on an imbalance of activation.
for the individual to be alert to selected stimuli and, at the same time,
disregard other stimuli that could be a distraction for the tasks performed
at a certain moment.
The continuum of self-regulation is anchored, at one end, by passive response,
and at the other end, by the active response. When an individual presents answers
passive, there is a trend to let the stimuli happen and then
demonstrate response, while the active responses reflect attempts to control the
the quantity and type of sensory stimulation that an individual encounters in daily life.

These continuities interact with each other to create four processing patterns.
sensory.

EXPLORATION
General characteristics
The behavior compatible with a pattern of Exploration represents high thresholds.
with a trend of creating active responses to satisfy these thresholds. The items of
Exploration is described to represent how much the child adds intensity.
sensory to life activities, so that children who have scores of more than
others in the Exploration quadrant are more busy and more engaged than others;
we call children with this pattern Explorer Children. When the children
they have a score of less than others in Exploration, they cannot
engage with the environment. They do not actively engage in behaviors, which
provides more stimuli to them; and this, at times, is necessary for good participation
successful. For example, a child may need to stand up and move around during
an activity that you are doing sitting in a chair, and you may need to be alerted
so that he/she takes this attitude.

Scores of More than others and Much more than others in Exploration
Individuals with this pattern have an interest in exploring the environment. In general, the
sensory experiences are seen as pleasurable, so the exploring children desire
share your experiences with others.

Parents and teachers may report that this child is active and continuously participative. They
They can also report that these children make noises while working, they don't stop.
quiet, they rub and explore objects with their skin, chew on things and put parts of
body around furniture or people. They may seem stimulable or they may not.
to present considerations regarding safety while they play.

The justification for this, using the sensory processing structure, is that the
a child is motivated to seek more stimuli, and creates opportunities to increase the
stimuli to satisfy their elevated thresholds. Children with a pattern of
Explorers can easily become bored and consider environments with stimulation.
intolerable lows.

In general, people with a pattern of More than others of Exploration (that is,
Explorer children seek opportunities to enhance sensory stimuli in
all activities. For example, a child with a pattern of More Exploration than
others can listen to music while performing tasks or studying or show interest in one
restaurant with an offer of foods that are not familiar. This child wants to add
sensory value for each experience. The nature of children who are Explorers.
become excellent at creating new play scenarios or conceiving creative ways to
relating your routine: families and teachers should provide intense contexts and activities
to keep them interested

Scores of Less than others and Much less than others in

Exploration
Children with a score lower than others in Exploration probably do not
explore or seek additional stimuli, which may cause them to appear
disinterested. They may need additional stimuli to remain engaged,
it may be necessary for others to provide such stimuli to them.

EVADE
General characteristics
The behavior consistent with a Withdrawal pattern represents low thresholds with
a tendency to act in a way to avoid reaching these thresholds. The avoidance items are
described to represent how much a child keeps distance from new stimuli:
therefore, children with scores higher than others in avoidance are more prone
to retreat in the face of unknown situations; we call children with this pattern
Children who evade. Children with a score lower than others in
They receive more stimuli than is controllable, but they do not engage in
behaviors to achieve a more controllable level of stimuli (e.g. they do not retreat
when they are overloaded).

Scores of More than others and Much more than others in Dodge
Individuals with this pattern find it useful to create structures, as structure provides
predictable sensory experiences. Furthermore, they are content to be alone and
they prefer environments with limited sensory stimuli, like a room with the door closed
or a remote section of a library.

Parents and teachers may report that this child is withdrawn or very undisciplined (both
they are strategies to avoid the occurrence of a new activity). They can also report
that the child is stubborn or controlling. For example: the child may have a ritual to
getting ready to go to school that involves the father or mother waking the child up in a certain way
way, serving a specific food at breakfast and allowing the child to dress
certain clothing items. This same child may have a bad day if the ritual is altered.
Parents learn what makes a good day and try to recreate it every day to make things easier.
let the child get ready to go to school. From a processing perspective
sensory, the child creates a situation to limit the sensory stimuli for these events
they are familiar and therefore easy to control.

In general, people with a pattern of More than others in Avoidance (that is, Children
they anticipate a possible sensory stimulus and try to avoid it.
opportunity to receive non-familiar stimuli. For example, a baby with a pattern
More than others in Esquiva can become quite restless when a new
a person feeds or changes their diaper. A child may stop participating in activities
in a group or may get upset when plans change. The nature of children whose
Dodge pattern is more than others that make them satisfied in isolated areas, such as
a quarter of the funds; families and teachers must provide places of 'refuge'
so that these children can regroup.

Scores of Less than others and Much less than others in Dodge
When children have a score lower than others in Avoidance, they may
be affected by stimuli without trying to reduce the sensations in the way a child does.
a score of More than others could do.
Fast-paced activities or those that require filtering are likely more
challenging.

SENSITIVITY
General characteristics
Behavior consistent with a sensitivity pattern represents low thresholds and
a tendency to act passively in relation to reaching these thresholds (that is,
reacting after the fact under stimuli that overwhelm). The items of Sensitivity are
described to represent how a child reacts to sensory stimuli, in a way
children with scores higher than others in Sensitivity react more
more quickly and intensely than others; we call the children with this pattern
of Sensory Children. When children score less than
others in Sensitivity, they can maintain focus and may need more
intensity or irregularity to maintain control of activities that require attention to
long time.

Scores of More than others and Much more than others in Sensitivity
There are several advantages in the pattern of More than others in Sensitivity. The individuals
with this pattern they have a high level of awareness of the environment and a capacity
to discern or pay attention to details. Due to this characteristic, Children
sensory people are more demanding regarding the forms of participation they choose.

Parents and teachers may report that this child seems to be distracted or hyperactive. These
children can be cautious about proceeding in certain situations, as they are
overloaded or may be annoyed when interrupted by others. The justification
for this, using Dunn's sensory processing framework, is that the child
is aware of every stimulus that becomes available, without the proportional capacity
to get used to these stimuli.

In general, people with a pattern of More than others in Sensitivity (that is,
Sensitive children react more quickly to stimuli in the environment, even to
stimuli that other people do not detect. For example, a child with a pattern of
But others in Sensitivity may detect a change in the way that the
the professor organizes his desk or may notice students in a distant hallway at school.
This child may be the first to find a bump on the potatoes and may comment
about the sound of the oboe in a musical piece. The attention to detail of the children whose
Sensitivity is more than others, making them suitable for finding, correcting, and editing.
errors, and it can also cause them to become paralyzed by wanting everything to be
Perfect. Families and teachers should manage the amount of stimuli available.
to this child.
Scores are lower than others and much lower than others in Sensitivity.
When children have a score lower than others in Sensitivity,
they are not distracted; they can maintain focus on stimuli and may need
support to understand the important stimuli in the context and in the routines of interest. How
they are less sensitive, variability can be useful for participation, especially in the
routines that occur repeatedly.

NOTE
General characteristics
The behavior consistent with a pattern of observation represented high levels and
a tendency to act passively in relation to these thresholds. The observation items
they are described to represent how much a child perceives or does not perceive the signs, so that
children with higher scores in Observation fail to notice signs
more than others. We call the children who stop understanding signals more than others
of Observant Children. When children have scores of Less than
others in Observation, they notice more signs and may become overwhelmed due to
to the least filtering.

Scores of More than others and Much more than others in Observation
There are several advantages in the pattern of More than others in Observation. The individuals
with this pattern, they find it easier to concentrate on tasks of interest in environments of
distraction because they do not detect stimuli that could be distracting the others
people. Moreover, they tend to be more flexible and feel comfortable in a
broad range of sensory environments.

Parents and teachers may report that this child seems uninterested, apathetic, and self-centered.
in herself, or that she is expressionless and indifferent to her emotions. They also
we can report that these children have low energy levels and act as if
were extremely tired all the time. The justification for this, using the
Dunn's sensory processing framework suggests that these children have thresholds.
high and need more intensity to detect what is happening. They
they may overlook signs that are important in the context to support responsiveness
and the continuous involvement.

In general, people with a pattern of More than others in Observation (that is, Children
observers) react more slowly to stimuli presented quickly or of low
intensity. For example, a child with a pattern of more than others in
Observation may not detect a smell that all the other relatives consider.
discomfort.

This child may be the last to understand a joke and may take a long time to
to get up and start the day in the morning. The carefree nature of children whose
the observation pattern is more than others, making it easy to get along with them; the family members
teachers should provide additional clues to keep them engaged in
activities.

Scores of Less than others and Much less than others in Observation
A score of Less than others in Observation indicates that the child perceives more
stimuli in the context of what other children do, she is unlikely to ignore it.
events. This does not mean that the child fits into the Sensitive Child category,
but rather that the child may not have filters during daily routines and, thus, becomes
overloaded.

A child with a score of less than others in Observation may end up having
better performance when the context is less complex and more predictable.

IMPORTANT CONCEPTS FOR INTERPRETATION

All sensory processing patterns have both advantages and

disadvantages.
There are no inherently 'good' or 'bad' sensory processing patterns. If the pattern
the sensory processing of an individual is either an advantage, a disadvantage, or is
neutral, this depends on the context and the task performed by the person. For example, a
person classified with scores of Much more than others in Sensitivity is good
performance in tasks that require a high degree of sensory detection or discrimination
(e.g. air traffic controller, wine tasting), but may need to employ
strategies to maintain focus in distracting environments (e.g. bus station, space
of disorganized work).

A sensory profile of an individual is the pattern of scores across the four quadrants.
There is a tendency to characterize the sensory processing preferences of a
individual in terms of a quadrant with the highest score (i.e., he/she is a Child)
explorer). However, the unique combination of the individual’s scores in the four
quadrants describes in a more complete way the patterns of sensory processing of
individual. For example, an individual with scores in Exploration and Observation
classified as Much more than others is different from the individual who also has
scores of Much more than others in Exploration and Sensitivity. In the first pattern,
the individual creates and seeks sensations (Exploration), while simultaneously failing to perceive
a lot of what is happening around you (Observation). In the second pattern, the individual
creates and searches for sensations (Exploration), with a greater awareness of what is happening
around you (Sensitivity).

Low scores are just as significant as high scores.

When interpreting quadrant scores, it's important to think about the implications of the
low scores as well as high scores. Specific behaviors that
are atypical or not characteristic of a person's repertoire are as significant as
when certain behaviors dominate a person's repertoire. For example,
A person with a score lower than others in Dodge may benefit.
strategies that help her gain some control over the environment.
 Less than others Exactly like the But more than others
Much less than majority of much more than
others others others
EXPLOITATION It may not seek Use the stimulus You can fetch
sensory stimuli sensory for gathering sensory stimuli
sufficient for the information in so many ways
to sustain a necessary for the excessive or
well participation participation disturbing of
successful way to interfere in the
participation
Dodge You can stop noticing Stimulus management It can become so
the stimuli sensory to obtain overloaded by
sensory needed only the quantity sensory stimulus
for the participation necessary for the in order to interfere
participation in the participation

SENSITIVITY You can stop. Detect the stimulus You can be distracted
E detect the stimulus sensory that allows for both hair stimulus
specific sensory participation sensory in order to
what is necessary for interfere in
to sustain the participation
participation
NOTE You can notice Observe stimuli You can stop noticing.
sensory stimuli sufficient sensory the stimuli
that are not useful to support the sensory
for participation participation necessary for the
participation

Each individual has a certain amount of each of the sensory patterns.

A person can have sensitivity to touch, which interferes with the act of dressing, and be a
Explorer child for sounds, what interferes with the independent work done sitting in
a wallet at school. It may seem that one quadrant is predominant in the way by
what an individual conducts daily life, but other patterns of responsiveness may
still be present to a certain degree or in certain situations.

No summary score on the Sensory Profile 2 indicates a problem by itself.

The scores of the Sensory Profile 2 provide a comparison to the standardized sample,
and provide possible clues about what may be contributing to or interfering with daily life.
Os profissionais devem desenvolver hipóteses sobre o impacto dos padrões sensoriais nas
activities present in the individual's life; this stage of the interpretation process requires
additional information about life at home, in school, and in the community.

Any combination of sensory patterns can exist in an individual.

Once individuals encounter many contexts and activities, it is likely that these
Various situations will expose different aspects of the individual's ways of responding.
It is unlikely that auditory sensitivity will be demonstrated in a silent church, but
it is likely to be apparent in a baseball stadium. The Sensory Profile 2 provides
basic information to discover how an individual's patterns relate to the
activities and contexts of life.

Consider the patterns within the sensory categories.

After examining the more global quadrant scores, it may be helpful to think about patterns.
specifics that arise within the sensory modalities. For example, an individual can
position oneself in the range of Exactly like most others for the quadrants of
Sensitivity and Dodge; however, upon closer observation, you notice that
the person has extremely high scores in the low threshold items for stimuli
visually. In general, this person would not be characterized as a Sensitive Child or
Criança que se esquiva, mas o planejamento de intervenção consideraria a capacidade da
person in dealing with environments and tasks that involve intense interaction with stimuli
visuals.

INTERPRETATION FOR SESSION PUNCTUATION

Scores in sensory sections: when a child has a score of Very

more than others, More than others, Much less than others or Less than
others, this means that the child's responses in the sensory section are different from the
responses from their peers. In some cases, this means that the child has difficulty in
control the behaviors reflected in this section; this is more likely when the
the child's scores in the sensory section always refer to extreme responses (e.g.
Frequently, Almost always.

In other cases, the score in the sensory section is in the range of More than others or
Less than others due to a sensory processing pattern. For example,
a child with extreme sensitivity to sounds could have sufficient scores of
Frequently and Almost always in items of Sensitivity and Dodge so that the
global scoring is in the range of More than others or Much more than others. It is
It is important to observe contrasting responses to the items of a sensory section to decide.
if a pattern affects the overall score.

Scores from the behavioral section: the scores from the behavioral section reflect
emotional and behavioral responses in daily life. When children present
sensory processing challenges, this can affect behavioral responses and
Emotional, potentially leading to interpretations of maladjusted behaviors.

The combination of perceptions about the sensory processing of quadrant scores

and the section with these behavioral responses provides a better scenario of the impact
potential of sensory processing skills on the child's ability to cope
with the expectations of everyday life.

If a child has scores of Much more than others, More than others, Much
less than others in these sections, with punctuation of
Exactly like most others in the sensory sections, it is likely that the More
what others, Much less than others and Less than others in the sections
behavioral, combined with scores of Much more than others, More than
others, Much less than others and Less than others in the sensory sections, it is
likely that the child's behavioral responses in daily life are
related to sensory processing challenges, the source of difficulty is not
sensory processing. When there are points of Much more than others, More than
others, Much less than others and Less than others in the sections
behavioral, combined with scores of Much more than others, More than
others, Much less than others in the sensory sections, it is
likely that the child's behavioral responses in everyday life are
related to sensory processing challenges.

9. INTERVENTION PLANNING

It is important to remember that the intervention supports participation in daily life activities. In
In general, when planning interventions based on quadrant scores, the goal is to provide support.
the child's sensory processing patterns so that she can participate successfully
in the activities of interest in your life. For this, the Performance Ecology is used.
Human (Ecology of Human Performance, EHP; Dunn, 2007: Dunn, Brown & McGuigan,
1994) and models based on strengths to design effective interventions.

The EHP provides a framework to consider the environmental influences on the

performance and develop a wide range of interventions. When using the EHP, we consider
the interaction of the individual, the context, and the task together to understand the impact on
the participation. The EHP serves as a framework for the intervention approaches discussed
in this manual; the five types of interventions are defined:

intervention Focus of the intervention Definition Example

Establish Strengths and Interventions that Make it so that the
restore needs of the they improve the child pushes a
child. skills of book cart
child regarding the to the library for
performance. increase the stimulus
proprioceptive to
trunk and
extremities, in order to
to improve the
postural control
for movements
Adapt Characteristics of Interventions that Move the chair from
task and environmental they change the context child from place
the demands of the to minimize the
tasks make the number of people
performance more what they stumble upon in her,

possible. so that the

tactile sensitivity
do not interfere in the
attention and
performance in
classroom.
Change Characteristics Interventions that Select the room of
environmental select a new class that has a
context in which it is Professor whose
possible to obtain temperament be
performance with more suitable for
 current skills. a certain
child.
Prevent Strengths and Interventions that Invent a ritual of
needs of the keeps the oral stimulation
person, tasks and performance to engine before the
characteristics change the course of meal times
environmental. events, in order to to prevent that the
to prevent that a child have
possible outcome difficulty of
negative occur. finish the meal
inside the
time limitations.
Create Characteristics Interventions that Collaborate in
environmental promote the drafting of
ideal performance ideal post program
of all the people school for all the
in such context. children.

The structure of the EHP recognizes that there are many ways to support participation and illustrates the
utility in considering task demands and environmental characteristics in intervention
(that is, adapt/modify, change, prevent, create interventions). Although there are moments
in which it may be necessary to create interventions to change children's skills (or
be it, establishment/restoration interventions), keeping only this approach limits
the possibilities for children, families, and teachers; the approaches to best practices
they require the consideration of a broader range of options when providing support to
people.

Many of the sensory processing patterns identified in the Sensory Profile 2 may have
an effect on children's participation at home and at school. For example:
A student who needs more intense visual stimuli (e.g. related
at a score of More than others in Observation) may need that the
Professor, place your desk right in front of the bulletin board, so that it can
to remain engaged while working sitting at the desk. However, the
the family may find it useful to take advantage of their daughter's low detection characteristic
by keeping her room simple so that she can easily fall asleep.

These are both examples of support for participation by knowing the standards of
sensory processing, rather than altering them. The best practices in teams include the
recognition of these characteristics and the creation of interventions with these in mind. The
the conception of adaptations or the alteration of the context to suit the child means not
abandon the possibility of the child's progress; instead, these adjustments
provides a successful involvement for the child. The Sensory Profile 2 data
they can enhance the possible options to facilitate participation.

Strengths-based approaches represent a shift from the perspective

that aims to fix what is wrong, starting to consider the characteristics
the particularities of a child can help support participation. The visualization of
sensory patterns as characteristics, rather than problems, promotes ideas on how
create the ideal circumstances. Example:
 The family can see a child with a pattern of Much more than others in
Avoid it like a problem in family gatherings. People are noisy, they
they stumble over each other and the activity is random, with everything contributing to a
challenging situation for this child.
A strengths-based approach encourages us to consider what could
be helpful in a Dodging pattern and how to make adjustments in family meetings to
support the child's participation. A pattern of Avoidance could be useful in the sense that
encourages adults to think ahead and make plans to care for children
involved, instead of letting the situation get out of control.
This child could perform much better at the family meeting by
to work on a project at a table in a separate room; when others came
To see the child's art, substantial interactions may occur. In this
scenario, the family members begin to see this child as productive and focused,
instead of aggressive and provocative.

The table below presents a summary of the fundamental concepts for planning
of intervention using sensory processing data. Remember, the interventions are
conceived as part of the child's daily routines:
To provide more opportunities for practice;
To create adaptations that support the child's participation;
To support generalization.

Less than others But more than others

(numerical scores) (numerical punctuations
inferiors superiors)
characteristic Focus of Feature Focus of
principal intervention principal intervention
(in the routines of (in the routines of
participation participation
Exploration Do not search provide Seek and appreciate Provide
stimuli variety stimuli but
opportunities
Evasion Less Provide Uncomfortable with Providing
prone to stimuli stimuli less
to remove organized stimuli.
Sensitivity Lower detection Promote the Greater detection Provide
consciousness more stimuli
structured.
Observation Larger Promote more Major loss of Provide
perception familiarity perception more
intensity.

[Link] task analysis

SENSORY DESCRIPTORS
Definitions for sensory descriptors with an example in everyday life
parentheses after the definition). These explanations clarify the relationship between the terms
technicals that individuals without training in neuroscience may not understand and the
functional behaviors associated with sensory processing responses.

1. Excitatory/alerting stimuli tend to generate 'perception' behaviors.

The individual's attention is, at least momentarily, drawn towards the
stimulus (often interfering with ongoing behavior). These
stimuli allow the nervous system to orient itself to stimuli that may require
a protective response.
2. Discrimination/mapping stimuli are those that allow for a
individual gather information that can be used to support and generate
functional behaviors. Information generates spatial and temporal qualities of
body and the environment (that is, the content of the maps), which can be used to
create an intentional movement. These stimuli are more organizing for the
nervous system

System Excitatory/alert descriptors* Descriptors of discrimination/

sensory mapeamento**
For everyone unpredictable: the task is not familiar; the Predictable: the sensory pattern in the task
the systems a child cannot foresee the experiences that are routine for the child; the child
sensory experiences that will occur during the task Do you know what is happening and what
will happen later
SomatossenToque leve: toque suave na pele, Touch fazerpressure: firm contact on
Tattoo tickling (e.g. loose clothing in contact) the skin (e.g. hugging, pats on the
with the skin). cost, holding in the lap). It occurs both
when touching objects or people, or
Pain: abrupt pinch, contact with when they touch you.
sharp objects, skin pressed on
a small surface (e.g. when the Long-lasting stimuli: hold,
the foot gets stuck between the arm of the chair take from the lap (e.g.
and the seat). to carry a child in your arms

Temperatura: estímulos quentes ou frios Contato com superficie corporal

(ex. cold drinks, food) grande: segurar, abraçar; inclui
warm, cold hands. metal chairs also holding a glass with all the
cold). palmar surface of the hand

Variable: characteristics that vary

during the task (e.g. putting on the clothes
requires a combination of
tactile experiences.

Short duration stimuli: pats

on the back, touch briefly (e.g.
water splashes.

Contact with body surface

small: body surfaces
small (e.g. using only the)
fingertips to touch something
thing).

Vestibular / Head position change: the Linear head movement: head

movement orientation of the child's head and moving in a straight line (e.g.
altered (e.g. when pulling the child from jump up and down, pass
 lying position on the back down the hallway in a chair of
for the seated position). rodas).

Change of speed: the movements Repetitive head movement:

change speed (e.g. the teacher movements that repeat in a
in order to talk with another simple sequence (e.g. swing in
professor pushing the child until the a rocking chair.
bathroom in your wheelchair.

Change of direction: movements

change plan (e.g. if you bend down to
pick something up while loading a
child down the hallway.

Rotary movement of the head: head

moving in an arc (e.g. turn, twist)
the head from one side to the other

Proprioception Quick stretch: movements that Sustained tension: stable action and
a position we pull the muscles (e.g. constant about the muscles when
of the body to slap abruptly on a muscle part press or hold firm on a
from the belly muscle (e.g. when using heavy objects
during play.

Deviation of muscle tension: activities

that require constant change in the
muscles (e.g., walking, lifting,
move objects).
Visual High intensity: the visual stimulus is Low intensity: the visual stimulus is
intense (for example, looking out the window on a day suppressed (e.g. finding objects in
sunny a dark wardrobe

High contrast: a difference between the High similarity: small differences

visual stimulus and the surrounding environment between visual stimulus and the environment
(e.g. grape juice in a white glass). your around (e.g. oatmeal porridge in
a beige bowl
Variável: mudança de características
during a farefa (e.g., a Competitive program: is the fund interesting or
TV is a variable visual stimulus very detailed (e.g. the drawer of
mess, a bulletin board).
Auditory Variable: change of characteristics Rhythmic: sounds that repeat in a
during the task (e.g. the voice with simple sequence/rhythm
intonation of a person. e.g., to hum, to sing songs
infants.
High intensity: the auditory stimulus
it is of high volume (e.g. siren, radio in Constant: the stimulus is always
high volume). present (e.g., the noise of a
fan

Competitivo: o ambiente tem uma

variety of recurring sounds (e.g. the
classroom, a party).

Non-competitive: the environment is

silent (e.g. the room when everything
is ready for bedtime)
Low intensity: the auditory stimulus
is suppressed (e.g. to whisper)
Olfactory Strong intensity: the taste/smell has Mild intensity: the taste/smell has
smell and distinct qualities (e.g. non-distinct or familiar qualities
Gustatory spinach oatmeal
I like

REASONS FOR INCORPORATING VARIOUS SENSORY QUALITIES INTO

Intervention Programs
System Excitatory/alert descriptors Descriptors of discrimination/
sensory mapping
For everyone
systems Unpredictable: to develop a Predictable: establish the capacity
increase in alert level of of the child to anticipate a
attention, in order to keep the child programming sequence or a
interested in the task/activity. important tip; reduce the
possibilities of distraction due to a
sequence of functional tasks (e.g.:
use the same routine for the exchange of
diaper every time)
Somatosensory
everything/ all Light touch: increase the state of Touch pressure: establish and
alert in a lethargic child maintain awareness of parts of
(ex. puxar o pano, do rosto da criança corpo e posição do corpo; acalmar
during the game of hide-and-seek a child who has been
hides). superstimulated (e.g. giving a hug)
Pain: awakening from a state of tight)
unconsciousness: to determine the Long duration: allow the child
ability to respond to the become familiar. comfortable
harmful stimuli when with the stimulus: incorporate the stimulus
unconscious (e.g. giving a pat in a functional skill (e.g.
sudden in the palm of the hand or take a container to lift it and
sole of the foot distribute the content).
Temperature: to establish the Contact with body surface
awareness of stimuli; maintain the great: establish and maintain the
state of task attention (e.g., use awareness of body parts and
hot foods to eat with body position:
spoon and cold drinks to sip calm a child who has been
através de uma canudo). super stimulated (e.g. enroll)
Variable: maintain attention or the child in a very firm way in a
interest in the task (e.g. to put a blanket).
new texture on the surface of a
glass every day for what
to the child note the glass).
Short-duration stimuli:
increase excitement regarding the
task performance (e.g. taps
in the child's chest before giving
instructions).
Contact with body surface
small: generate and concentrate the
attention in a specific part of
body (e.g. touches around the lips
with the fingertips before
a feeding task
Vestibular/ Change of head position; Linear head movement: support the
movement increase the excitement related to establishment of consciousness
an activity (e.g. position the corporal in space (ex load the
child lying on its stomach on a child around the room in a
triangular-shaped pillow fixed position to explore your
(features).
 Change of speed: keep the
appropriate state of alert for the Repetitive head movement:
functional task (e.g., varying the pace when provide predictable information
take the child to a new task the organizers; to calm a
child who has been
Change of direction: elevate the state superstimulated (e.g. swinging the
from alert to a functional task child.
swing the child backward and
forward in the arms before
position her at the table for a task

Rotatory movement of the head:

increase excitement before a
functional task (e.g. pick up the child to
starting from a prone position
[lying face down], looking in the direction
opposite. for an upright position,
looking at you, in order to position
the for a new task)

Proprioception/ Quick stretch: movements that Sustained tension: stable action and
position of muscles are pulled (e.g. constant about the muscles when
body giving abrupt pats in part press or hold firm on a
belly muscles muscle (ex.
when using heavy objects during
joke).
Deviation of muscle tension:
activities that require change
constant in the muscles (e.g.
walk, lift, move objects.

Visual High intensity: increase the Low intensity: allow for the
opportunity to notice objects; generate visual stimulus mixes with others
excitement for the task (e.g. cover important characteristics; generate
biocos with aluminum foil for a search behaviors, once
manipulation task. that the characteristics are less
obvious (e.g. finding your own
High contrast: increase to hiding cubicle at the back of
possibility of locating an object and a comfortable one).
keep attention to him (e.g. put
raisins on a piece of paper High similarity: establish
sulfite for an activity of most insightful skills:
comprehension). develop skills for tasks
that occur naturally
Variable: maintain attention or grab apple sauce with
interest in the task (e.g. playing a spoon that is found in a
catch a rolling transparent ball beige grass.
that have moving parts in
its interior) Competitive: facilitate the search,
increase tolerance to
High intensity: increase the natural circumstances of life (e.g.
opportunity to notice objects; generate get the right tools from the
excitação para a tarefa (ex. cubra equipment box.
biocos with aluminum foil for a
manipulation task.

High contrast: increase to

possibility of locating an object and
keep attention to him (e.g. put
raisins on a piece of paper
 sulfite for an activity of
comprehension)

Variable: keep attention or

interest in the task (e.g. play with
catch a rolling transparent ball
that have moving parts in
its interior.

Auditory Variable: maintain attention or Rhythmic: provide information

interest in the task (e.g. a station predictable/organization for
the radio is turned on after activating a environmental orientation (e.g. singing a
switch). children's song and, at the same time,
guide physical movements).

High intensity: stimulate the Constant: provide a stimulus

perception of a person or object; of foundation/base for orientation
create the appropriate alert for the environmental; especially important
task performance (e.g. play a when other sensory systems
but to encourage the child to (ex. vision, entrance exam) no
locate the stimulus). provide guidance (e.g. to
child recognizes their own room of
class by the noise of the fan and if
calm down.

Competitive: facilitate differentiation

of important stimuli: to increase the
tolerance of natural circumstances
of life (e.g. after the child
learn to look when your name is
call, conduct of activity
inside a classroom full of people.

Non-competitive: facilitate attention

focused on the acquisition of a
new and difficult skill; to calm a
child who has been
superstimulated (e.g., moving the child)
for a quiet room for
establish vocalizations).

Low intensity: allow for the

auditory stimulus mixes with
other characteristics more
important; generate behaviors
of search, since the stimulus is
less obvious (e.g. giving instructions to
child in a normal volume

Olfactory/ smell Strong intensity: stimulate the Light intensity: to facilitate

and gustatory/ task-related excitement (e.g. a exploratory behaviors:
I like child sniffs spaghetti sauce stimulate activities that occur
at lunch) naturally (e.g. the smell of food
lunch is less distinguished, so that
the child should be encouraged to notice the
textures and colors.
EXAMPLES OF INTERVENTIONS THAT COMBINE STRATEGIES OF
LEARNING WITH PATTERNS OF SENSORY PROCESSING
Standards of Observation Exploration Avoidant Sensitivity
processing [Thresholds
sensory [limiares Thresholds low, Thresholds
elevated, elevated low self-regulation
Simple explanation self-regulation passive self-regulation - self-regulation
based on the Structure yes, passive-active - perception active
of processing may not satisfaction greater than what minimizes
Dunn's sensorial to perceive sensations majority experiences
sensations. sensory
General approach incorporate into Incorporate to To offer To offer
for interventions sensation for sensation for information information
satisfy the satisfy the sensory of sensory of
in each pattern of thresholds elevated thresholds, discrimination discrimination
processing elevated, of so that the to consider the to consider
sensory so that the child no low thresholds, of the thresholds
activity win I looked for so that the low, in a way
the attention of sensations for child be that the child
child. distraction. available for can be
to wrap in
routines/habits
useful.

Characteristic
sensory
Strategies of Possible adjustments to learning strategies to support the
inherent in
learning padrões específicos de processamento sensorial
strategies of
learning
Observation Exploration Sensitivity Dodge

Preparation Use a Get ready Get involved in Provide Offer

mechanism of for the task a task that a sensations
[exposure to stimulus what is about to the child sensation of expected/family
an activity, sensory happen to consider discrimination iares
materials, selected satisfy the pleasurable with before the task upon introducing
processes, etc. for raised threshold sensations that a new
who will go provide of the child with satisfy the task
prepare to support for the media thresholds
child for the performance related to related to
participation of the child activity. activity
what is about during a next
to happen activity that
is about to
to happen.
Working Identify Incorporate Offer Offer Request/ instruct
in a way stimuli sensations that access to stimuli during the
independent sensory that, satisfy the sensations discriminative tasks of
potentially, thresholds preferred of consistent I work with
[Using can cause raised in the a way that during the sensation
resources interference; scope of help him tasks of below of
personal and identify activity of performance. work. thresholds of
environmental stimuli work. child.
conclude a sensory
task potentially
important
to support the
task

Supports Visual stimulus Put the Add to Put the Use supports
visuals for supports in feeling of visual support visuals with
provide a position maintain the so that sensations
creation of a stimulus that includes the attention let it be relatives to
visual tips continuously increase of during the accessible with child.
for tasks available sensation of use of demands
daily rates as support access supports sensory
drops.
Base Use the stimulus Organize a Include Offer Create a
to domicile sensory home base sensations in sensations safe room
preferred of to offer home base tranquilizers as
[create and child for items that that satisfy in the environment of sensations
provide one to provide satisfy the the thresholds home base. preferred.
safe place a place quantity elevated to the
for the child insurance for elevated from child.
to withdraw return sensations
state of ai tranquilizers
tranquility needy
for the child
Stories Visual stimulus Develop Provide Discuss/create the Review the
social the auditory stories with sensations social story social story
during a sensations of additional to the upon receiving in a context
[Developing conversation about fund. to use story sensations of with sensations
to give one situation of social. discrimination relatives.
explanation interest. you continue.
explicit of
a situation
social
 11. INTERVENTION STRATEGIES

Exploration

More than others

Children with a score higher than others in Exploration may be

benefit from the greater intensity of daily sensory experiences so that they do not have
that interrupt participation in daily life to obtain the extra sensory stimulation they
they desire. The general objective of the interventions is to incorporate additional sensory stimuli
nas rotinas da criança para atender aos limiares durante as atividades diárias.

As these children create sensations for themselves, their behavior tells us

what sensory stimulation they need. Their participation challenges are related to
interference of your Exploration behaviors on course performance; the strategy
but it is more effective to incorporate the necessary sensory stimuli into daily routines.

When caregivers include the sensory stimuli that the child needs.
during the execution of your activities (e.g. adding new flavors to food, changing the
place items during personal hygiene). the child does not need to interrupt the task to
obtain sensory stimuli in order to remain alert. Incorporate the sensory stimulus
preferred in the child's routines to support participation.

Intervention Strategies: Exploration [More than the others]

Visual Auditory Dad General
Choose colors - Incorporate sounds in - Choose activities Procure to accomplish
brilliant or daily activities that incorporate activities in
formats and shapes do tasks. contact with others group.
what they call the people or with the
attention. Use noises of environment. Find
fund. opportunities for
- Use lighting Choose clothes, self-expression.
intense. Find/create furniture or
activities of [Link] Incorporate
Procure work and leisure environments in various textures. news in the routine
that they are quite acceptable places child's diary.
interesting to make noise Add
visually and with or where the environment accessories like Provide to
many activities have stimuli tiaras, bracelets or new children
visuals. auditory belts. ways to carry out
interesting. tasks.
Vary the location where Go barefoot.
the child sits down Offer Various routines.
in the classroom. toys that Use carpets.
they emit sounds to towels or
Talk to the play with them. blankets of
child about what varied textures.
you see; ask him Talk to the
what he/she sees. child about what Use lotions,
 you hear: ask creams or
what he/she hears. soaps
texturized.

Movements Oral / Palate / Body Position

Sense of smell

Incorporate The child can Put tubes of

movements in chew gum or drunk us
activities. suck bullets child's limbs
when you feel during play
Help the child to uneasy. active.
to get involved in
physical activities Use soaps, Add weights
before a task cleaning products on the ankles of
of thought. and other items child
Select scented. when you make a
activities that walk.
make available
curve and/or change condiments, such Ask the child
of speed. as hot sauce to load things
at meals. during the
Put transitions.
toys in Add new ones
difficult places aromas and flavors
access for to the food.
encourage to
climbing, or Use an essence
crawl, etc. for "sleep" no
pillow

Talk to the
child about what
he/she feels the smell.

Less than others

Children with a score lower than others in the Exploration standard

can benefit from a greater variety of sensory experiences as part of life
daily so that they can maintain interest throughout the activity. With greater variety of
sensory stimuli, these children can continue to pay attention during activities
from daily life and keep them for longer

These children do not seek additional sensory experiences. You may notice that
they are less interested in things throughout the day than other children. This lower
interest may lead to difficulties in completing tasks, as these children may
not having the necessary motivation to complete daily life tasks.
 Intervention Strategies: Exploration [Less than the others]
Visual Auditory Dad General
Provide Leave the child - Insert a glove - Vary the routine of
decorations listening to music with bath, loofah personal hygiene of
colorful in the room. headphones natural sponge or child.
so that not highly towels
Move to inconvenience others. textured for Ask the child
desk of hygiene. do chores for
child in front Watch house and in the living room of

for a frame of presentations Add classroom.

notices. musicals. textures to objects
of learning and Play in
Reorganize the Read aloud. of playing, including parks, in
furniture for utensils for the equipment
provide new Encourage the child writing. different.
visual contexts. listening to books in
audio. Provides a Provide
Visit museums and variety of opportunities for
talk about Play songs clothing textures. involvement in
all displays. different during social interactions.
daily routines. - Assemble areas of
Varie as joke with
conformations of Keep the different textures.
seat during the open doors for
meals or at provide noises
school for in the background.

provide a
perspective
different.

Movements Oral / Palate / Body Position

Smell

- Introduce a Introduce new Play games

variety of food and speak of dance and
activities of about your recreation in a
movements. characteristics. console of
video game that
Find new ones Incorporate products, use movements
ways to do of hygiene ample.
disturbances during scented.
the games. Register the child
Consider the addition in art classes
Ask the child for a candle martial or of
do some fragrant chores for a dance.
during the hours daily routine.
school Make it so that the
Ask the child to be a child.
Put items in identify the food responsible for
several places by the smell. remove/replace
the daily tasks, items in frames of
so that the Provide notices at school.
child move materials and
 during the tasks. markers
scented for
Ask the child activities of
to help you put drawing and writing.
the table.

Dodge

More than others

Children with a score of More than others in the Avoidance pattern are more
able to participate in everyday life when there are fewer sensory stimuli available
in the environment. When the environment is calm, these children can continue doing the
daily living activities for longer. The intervention planning involves the reduction
of sensations available in a context or activity.
These children notice and are bothered by things more than others. Like
These children have greater perception; you can observe that they become more isolated from
which other children are bothered by things more quickly than others
family members. These children may be more interested in being alone or in
very quiet places. When the environments are very challenging, these children
they can withdraw and not complete daily activities.
Avoidance behaviors indicate a need for fewer stimuli and, therefore,
In this way, they are adaptive responses. Respect the child's need for fewer stimuli.
instead of waiting for repeated exposure to change your low threshold for sensations.
We must remember to respect the child's need for a reduction in stimuli.
sensory: this is not a situation where repeated exposure will cause her to get used to it
to the stimulus. Avoidance behaviors should be understood as indications that
the child is not getting used to it, and it is a power struggle over this primordial response for
protecting yourself will not be productive

Intervention Strategies: Avoidance [More than others]

Visual Auditory Dad General
Teach the child to Reduce the noise Explain the Avoid high areas
close your eyes background/conversation. needs of traffic, crowds
periodically for personal distance and/or times of
reduce the Teach the child to in relation to pico.
visual stimuli. go to an area other people.
calm when she Keep the
Wear sunglasses. really need Choose fabrics consistency and try
to concentrate. that are not reduce the
Use lighting irritants and models interruptions.
weak or natural, or Use music that are not
even the relaxing sounds or sounds tightened to Establish routines
darkness. repetitive buy clothes. that represent
calmants for sensation of
Remove piles of muffle noises that Position comfort and support.
mess. distract. fans/outputs
of wind of shape Provide
Let the Close the door. that they do not blow calm places to
child have a directly about the that the child stays
food for each Use tampons of child. alone for some
once on the plate. ear. time.
Provide gloves
Limit exits when the child Incentive
long and without to participate in moments of
purpose to places activities that silence
public. they will cause "dirt". opportunities for
activities
Choose to travel in Warm handkerchiefs sedentary.
more schedules before using them.
silent (that do not Limit exposure
be peak) for Provide clothes to large groups;
walks/tasks. intimate of good found
falling, without opportunities for
Give instructions by parts that small groups or
written or images I open one-on-one interaction.
to complement
the information Use warm water
verbal. for hygiene.

Movements Oral / Palate / Body Position

Smell

Use ladders Serve sauces and Identify

when it is reasonable. seasonings places/positions of
separately. sit favorites and the
Take measures always keep
for the child Use products from available for the
take a break and cleaning, soaps child.
sit down, as you wish and other items without
necessary, when perfume. Establish routines
involved in predictable to
physical activities. Allow the to arrange.
child suggest the
- Incorporate routine and restaurant when Teach the child to
repetition in to eat out. how to sit for
activities of put and/or take off
movements. Remove the pants and/or shoes.
air purifiers
Place objects perfumed of
used with comfortable.
frequency in height
from the arm in
cabinets and drawers
for the child
can avoid if
lean down
 or try to reach
on top.

Use seats or
chairs for what
a baby or child
not small
precise being
loaded the time
everything.

Use a cart
as a baby with a
vertical position of
to sit.

Less than others

Children with a score lower than others in the Avoidance pattern are
but more capable of participating in everyday life when stimuli are organized for them
or when the stimuli that can overwhelm them are reduced. When the environment is
more organized, these children can continue to carry out daily life activities for
mais tempo.

These children are less susceptible to distancing themselves from stimuli than others. You
you will notice that these children do not engage in behaviors to lessen the
impact of sensory stimulation on their daily life activities even when they feel
overwhelmed. For these children, environments can become too challenging,
and yet they did not take an active stance by stepping back to facilitate the
participation.

The intervention planning involves considering ways to manage the

atividades e contextos de modo a diminuir os estímulos sensoriais disponíveis a qualquer
specific moment. You can do this by paying attention to the complexities of the
activities and contexts, and finding ways to simplify them for the child.

Intervention Strategies: Avoidance [Less than others]

Visual Auditory This General
Reduce the Create a moment Talk to the - Create a
decorations in of silence in the child about the schedule with
fourth. daily routines. because of you many pauses.
put layers of
Position the table Ask the child about clothes during the Plan the
of the child in what sounds are there cold weather. schedules of
direction aimed at distracting or are house and of the school
a wall/corner pleasant for Discuss about the in advance, and
empty. carry out tasks. personal space and converse about
about what it is changes with
Encourage the child Use a fan normal in each in advance for
to wear sunglasses. to create a noise environment. manage the
smooth and repetitive impulsivity.
Put the clothes in a room. Use warm water
in only one place. in the shower. Teach and lead
Close the windows the child meditating
Use shelves and to reduce sounds of - Serve meals of or use others
closed cabinets environment. single dish type or strategies of
to save the stew for relaxation.
brinquedos de forma - Reduza ou elimine maintain the texture and
to reduce to auditory sounds that temperature more Develop routines
disorganization. they can distract the uniforms. for walks to
child familiar places.
Provide
dim lighting.

Movements Oral / Palate / Body Position

Smell

Create activities Create a diary Create a plan for

recreational that feed for routines within
include breaks. determine possible house and living room
foods class, with
Observe as problematic specifications
activities that for the child. about the positions and
involve duties of the child.
movement for Observe if
identify risks colonies or Create games with
manageable. soaps of patterns of
others may be movement
Organize seats associated with expected.
comfortable and that changes
let's minimize it behavioral
movement during challenging.
as refeições.
Prepare the child
Create routines of for how it tastes
movement from the food with
regularly in advance: do
daily tasks. correspondences
with images.
Sensitivity

More than others

Children with a score of More than others in the Sensitivity pattern if

they benefit from more structured patterns of sensory experiences during daily life.
With greater structure in sensory stimuli, these children can continue to pay attention.
attention during daily life activities and maintain them for a longer time.
These children notice things more than others. How these children have
greater perception, you may notice that they get distracted more easily than others
children are bothered by things that others in the family may not have even noticed.
Children with greater perception pick up more details in everyday life and may notice
changes in the environment or mood very quickly. However, the greater awareness also
may mean that children are more likely to get distracted and be interrupted
completion of tasks in a timely manner.
The intervention planning involves the elimination of distractions and the addition of
support to maintain focus. Creating organizational systems can be helpful. Calm,
repetition, familiarity, and consistency are characteristics of tasks that support success
for people with sensory sensitivity. The overall objective is to provide the child
the right amount of sensory experiences that help the child to continue a task
and, at the same time, minimize possible additional stimuli that could overwhelm
the.
To achieve this, it is necessary to understand which stimuli are excitatory (and
potentially lead to distraction) for the child and which stimuli promote organization
for the child. Excitatory stimuli include light touches, angular movements, and sounds,
unexpected sights or smells. The organizational stimulus includes firm pressure touches,
linear movements and predictable patterns of visual and auditory signals.

Intervention Strategies: Sensitivity [More than the others]

Visual Auditory Tat General
Teach the child to Limit to Use toque with Incorporate
use methods amount of deep pressure Intervals and pauses.
systematic of information/stages instead of light.
visual scanning. what is given to Help the child to
any moment. - Wear clothes that divide the tasks into
Cover or block be heavy or smaller parts.
visually the Lower the volume of good fit.
information. the number of Teach the child to
auditory stimuli. Wrap or roll place the materials
Organize drawers, the child in a in order
cabinets, etc.. for Give instructions by blanket sequential.
make it easier written or images
take that which the together with the Use many Write steps
child is verbal information. blankets or to carry out a
looking. heavy comforters task and do with
Teach the child to in bed. that the child has
Eliminate stimuli ask for another compliant risk with her
background visuals. person to give you Avoid that outputs complete each one.
tips when he/she gives air or
Serve food it seems that it is ceiling fans Help the child to
with spaces between losing contact soprem in direction make a plan
they. or the focus. to the child. before starting a
task, in order to
- Remove all the Provide a identify the stages
light sources additional space of and characteristics
at four o'clock security for what important that
to sleep. the child plays they need
without bumping attention.
easily.
Establish and
maintain routines.
Movements Oral / Palate / Body Position
Sense of smell Go to places with
levels and types of
Use chairs of Identify Provide a experiences
balance for product effects area to sit in sensory
calmants. fragrant that the classroom that predictable.
child likes and use - be familiar
Limit to the always
amount of Encourage the child
stages in learning Identify flavors to push the
a new activity the ingredients that the shopping cart
that involves child prefers and in the market or in the
movement. find ways fair.
to incorporate them
Select at meals Provide books
activities of daily. for the child
movement that put on your lap
allow that the Introduce new during meals
child remain foods and smells and during tasks a
standing and/or gradually. will be done in the
keep a wallet in the room
speed of class.
constant

Use a cart
as a baby with a
vertical position of
to sit.

Create a structure
of seat
comfortable for the
child during the
meals.
 Less than others

Children with a score lower than others in the Sensitivity standard

they benefit from experiences that promote their awareness of the changes in
sensory experiences during daily life. With greater awareness of the stimuli
Sensory, these children can participate more effectively.
These children are not distracted or overwhelmed by stimuli.
in this category, there are no problems maintaining focus on activities and tasks, but
they may need assistance to improve their ability to perceive important stimuli
in the environment.

Your detection capabilities may be low and interfere with activities that
require more attention to detail. The intervention planning involves the consideration of
ways to enhance the detection of the distinctive features of activities and environments.
Signal to the child about what they should pay attention to or emphasize particularly elements.
important.

Intervention Strategies: Sensitivity [Less than others]

Visual Auditory Dad General
Add colors or Change the volume of the Choose clothes Talk to the
change the font in music or TV. with various textures. child about
written material. characteristics
- Vary the instructions - Choose clothes sensory in the
- Change the position of it and repeat. that move daily activities.
child when easily
change diapers for Try to do it with Change the location where
that she observes that the child make a - Provide a the child sits down
different things. homework variety of items at dinner or in the living room
using headphones to write with from class to
Move the heard. different weights increase attention
toys and piece to and/or textures. to the news
child for Offer perspectives.
find them. toys that Change the
they emit sounds to surfaces of Go to new places
Point to things to play with them. joke and the and note the differences
as you wish name according to the characteristics
passes through them. Create a game of child if sensory of
sound or action with sits/crawls/CA environment.
Provide water during the my granddaughters.
visual information bath. Provide
varied and Go to a park or opportunities for
unpredictable on outings where the exploration and
child can touch activities
name things interactive.
the.
Various routines.

Movements Oral / Palate / Body Position

Smell
 Register the child Add flavors Play games
in activities of to the foods for what exam
recreation that that the child may changes
they demand a distinguish the tastes. frequent in
learning of body position.
new sequences. Visit stores of
candles or flowers and Give different
Create new shapes practice a surfaces to the child
of playing in the differentiation between to sit down.
little park the aromas.

Put on clothes Change the scents

in several places, of the soap
so that the child frequently
moves while make it so that the
he/she gets dressed. child identify the
smell.
Make it so that the
child feels in Talk about smells
a cushion What you feel in the
during the environment
meals.

Incentive
games with
obstacles.

Observation

More than others

Children with a score of More than others in the Observation standard if

they benefit from greater intensity in sensory experiences during daily life. With more
intensity in sensory stimuli, these children may continue to pay attention
during daily life activities and maintain them for a longer time.
These children are less aware of things than others. Like these children.
they can't make detections, you can observe that they are more relaxed about
that other children do not mind things that bother others in the family.
meanwhile, non-perception can also mean that these children do not respond when
calls, your attention may be diverted during activities and they may have more
difficulty in completing tasks in a timely manner.

The intervention planning involves enhancing characteristics of the

tasks and contextual cues, increasing the chance of this child noticing what is happening
happening (that is, reaching the thresholds). Increase the contrast of stimuli or decrease
the predictability of routines.
 Intervention Strategies: Observation [More than others]
Visual Auditory Tato General
Make the Teach the child to Provide Vary the routines of
visual tips are ask others various textures bath and to be
most prominent to go further for materials. to dress.
slowly, speak more
Put labels high or repeat, Teach the child to Visit places that
in drawers and/or in accordance use visual tips offer a
wardrobes. necessary. or verbal for variety of
note when he/she experiences
Take notes for Registry is touched by sensory.
analyze and process information people or objects.
after. important using
digital devices. Configure
Use mirrors to heaters of
check the appearance - Ask that water to a
people. verbal information higher temperature
be written. download to avoid
Place objects burns.
important in a Teach the child to
local obvious. ask about Pay attention to the
many examples. weather news
Change the colors, and the temperature as
sources and/or Make it so that the a way to
positioning of child repeat or talk about the
objects for explain the clothing
reduce the information for adequate.
familiarity you to certify
habituation. knows that he/she Add textures to
processed what to help you the objects
Choose clothes or it was said. in detection.
toys
brilliant. Make it happen
child use a
Choose materials alert for
of coloring reminders.
brilliant for the
school.

Movements Oral / Palate / Body Position

Smell

Use movements Make the Vary the location where

stronger and broader meals shall be the child sits down
before refining more interesting in the classroom.
patterns. when incorporating
food Use blankets
Choose objects unknowns, heavy for
heavier for combinations to sleep.
play. uncommon or
food with Provide
Use visual tips flavors or scents opportunities for
 to support the intense. load
activities that to move
involve Take extra care with heavy objects.
movement. when drinking liquids
hot.
Use/add
handrails Confirm if
detectors of
on the stairs, bars and
other clues for smoke are
marking of presents and
steps, doors, etc. functioning.

Put carpets Use lotions

anti-slip fragrant and
bathtub/shower. soaps when
take a shower
Wear shoes with
jungle
non-slip.

Make sure to
what the tickets
be free from
objects in which the
child could
to stumble.

Less than others

Children with a score of Less than others in the Observation standard if
they benefit from more familiar environments around them, so that their perception is more
notable and does not interfere with experiences during daily life. With greater familiarity in
sensory stimuli, these children may continue to pay attention during activities
from daily life and keep them for longer.
These children are susceptible to perceiving things in their environment. You will be able to
to observe that they are attentive to the activities around them without being bothered by
They. The "perception" does not automatically mean that this child seeks stimuli.
additional, but only that she is aware of the environment around her.

Intervention Strategies: Observation [Less than the others]

Visual Auditory Dad General
Recognize that Use patterns Choose materials Identify routines
neutral colors rhythmic for of soft texture relatives and resume-
can provide instructions. for cloths and when it seems
an easier background towels. that the child is
for the activities. Give instructions in overloaded.
an order Identify socks,
Use symmetries or predictable. underwear and Establish routines
standards for fabric textures predictable.
organize the Provide noises favorites and complete
calming toys at home the wardrobe of Provide
where the materials in for more activities in agreement. familiarity with
school. challenging relationship to contexts,
Make sure to people and
Create a pattern that the clothes of experiences.
for materials of children be of
hygiene. light fall, without
tighten.

Identify one
temperature
comfortable
for the room.

Allow that the

child bring a
blanket or
favorite toy
on visits or
travels.

Movements Oral / Palate / Body Position

Smell

Create exercises or Choose foods Use a seat in the

recreation that with a mild flavor or classroom that
incorporeal brando. keep your feet of
repetition. Use products without child firmly
Make it so that the perfume or on the ground.
stay child select
engaged to low fragrances - Select tasks
walk in a intensity that that occur with
rotation/pattern be (plural) regularity and
predictable. comforting for contains a
Encourage the child the child. component of
to sit in a hard work.
rocking chair
you sit of
balance.
Group the clothes
in a place to be
to dress