Sensory Processing Measure - Preschool

Normative Sample: (Glennon, Miller Kuhaneck, & Herzberg, 2011)

Note: SEM = standard error of measurement.

Cutoff score of T = 60: (Glennon et al., 2011)

• The Home TOT (Total Sensory Systems) scale demonstrated sensitivity of 0.64 and specificity of 0.84. In other words, 64% of children with sensory processing disorders had Home TOT T-scores of 60 or higher, and 84% of typically developing children had T-scores of 59 or less.

• At T = 60, the School TOT scale had sensitivity of 0.52 and specificity of 0.82.

U.S. Typically Developing Children and Children Receiving Occupational Therapy: (Glennon et al., 2011)

• SPM-P is based on a nationally representative sample of 651 typically developing and 242 children receiving occupational therapy intervention aged 2 to 5.

U.S. Typically Developing Children and Children Receiving Occupational Therapy: (Glennon et al., 2011)

• SPM-P School and Home forms test-retest reliability was found to have excellent stability using over a two-week time period (r > 0.90).

U.S. Typically Developing Children and Children Receiving Occupational Therapy: (Glennon et al., 2011)

• Adequate internal consistency of SPM-P Home Form (Cronbach's Alpha ≥ .80)

• Adequate internal consistency of SPM-P Classroom Form (Cronbach's Alpha ≥ .80)

Convergent:

U.S. Typically Developing Children and Children Receiving Occupational Therapy: (Glennon et al., 2011)

• Convergent validity study: 137 children (90 boys, 47 girls) for Short Sensory Profile Total score and 105 children (74 boys, 31 girls) for the other Short Sensory Profile scales.

  • All correlations greater than 0.19 are statistically significant

  • Total scores of two measures correlate very strongly (r = 0.62), which exceeds threshold for large effect size

  • Correlations greater in magnitude for Short Sensory Profile scales that share content similarity with SPM-P Home Form scales

• Convergent validity study: 62 children (42 boys, 2 girls) performed using Infant/Toddler Sensory Profile (overlaps with SPM-P for 2-year-olds

  • All correlations greater than 0.24 are statistically significant.

  • Correlations between two measures are generally strong, but less specific than is optimal for convergent validity.

• Convergent validity study: 20 children (16 boys, 4 girls) with scales from School Companion

  • Findings generally support convergent validity.

Discriminant:

U.S. Typically Developing Children and Children Receiving Occupational Therapy: (Glennon et al., 2011)

• The tool is able to distinguish between typically developing children and those with disorders.

• all effect sizes exceed threshold for medium effect (0.50) and all but five exceed threshold for large effect size (0.80).

The SPM Standardization Study: Clinic-referred Children Receiving OT Services versus Typically Developing Children:  (Glennon et al., 2011)

• SPM-P items derived directly from items of predecessor scale of the Sensory Processing Measure (SPM) by Parham, Ecker, Miller Kuhaneck, Henry, & Glennon (2007).

• Items were subject to expert review; retained only if judged to be adequate representations of function in sensory systems, praxis, and social participation.

• Earlier development phases generate confidence in content validity of SPM-P items and scales.

Effect sizes:

SPM-P Raw Scale Scores: Descriptive Statistics and Effect Sizes by Age Group (Glennon et al., 2011)

Notes: Data from standardization sample only; Age 2: n = 114. Ages 3 to 5: n = 537; effect size of 0.2 is small, 0.5 is medium, 0.8 is large; effect size refers to the difference between the group mean and the grand mean divided by the pooled standard deviation.

SPM-P Raw Scale Scores: Descriptive Statistics and Effect Sizes by Gender

Notes: Data from standardization sample only; Males: n = 319. Females: n = 332; effect size of 0.2 is small, 0.5 is medium, and 0.8 is large; effect size refers to the difference between the group mean and the grand mean divided by the pooled standard deviation.

SPM-P Raw Scale Scores: Descriptive Statistics and Effect Sizes by Ethnicity

Notes: Data from standardization sample only; Black: n = 42; Hispanic n = 68; effect size of 0.2 is small, 0.5 is medium, 0.8 is large; effect size refers to the difference between the group mean and the grand mean, divided by the pooled standard deviation.

SPM-P Raw Scale Scores: Descriptive Statistics and Effect Sizes by Parent Educational Attainment

Notes: Data from standardization sample only; No High School Degree: n = 81; High School Graduate: n = 80; effect size of 0.2 is small, 0.5 is medium, 0.8 is large; effect size refers to the difference between the group mean and the grand mean divided by the pooled standard deviation.

SPM-P Raw Scale Scores: Descriptive Statistics and Effect Sizes by Clinical Disorder

Notes: Sensory Processing: n = 22; Autism Spectrum: n = 55; ADHD: n = 25; Mental Retardation/Developmental Delay: n = 92; effect size of 0.2 is small, 0.5 is medium, 0.8 is large; effect size (Cohen’s d) = scale mean in clinical sample minus scale mean in standardization sample divided by pooled standard deviation.