the electronic scoring for the spms with the spm quick tips 234 electronicscoring for spm... ·...

The Electronic Scoring for The SPMs with The SPM Quick Tips 4/12/2013

Henry, Olson, Herzberg and Kartik 1

The Electronic Scoring for The Sensory The Electronic Scoring for The Sensory Processing Measures (SPMs) with Their Processing Measures (SPMs) with Their

New SPM Quick TipsNew SPM Quick TipsGuides Us Towards Answering: Guides Us Towards Answering:

“What do I do next?”“What do I do next?”93rd Annual AOTA ConferenceApril 26 2013: San Diego CA

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April 26, 2013: San Diego, CASC 234 _3:30 PM – 5:00 PM

Room #: CC 25 CDiana A. Henry, MS, OTR/L, FAOTADiana A. Henry, MS, OTR/L, FAOTA

Henry OT Services Inc. Henry OT Services Inc. [email protected]@aol.com

Carol H. Olson, PhD, OTR/LCarol H. Olson, PhD, OTR/LUniversity of MaryUniversity of [email protected]@umary.edu

David S. Herzberg, PhD and Kartik Chandar David S. Herzberg, PhD and Kartik Chandar Western Psychological Services Western Psychological Services

References are attached

Sensory Songs for Tots Sensory Songs for Tots ChorusChorus

Here they are, these parts of meHere they are, these parts of meAll together, on my bodyAll together, on my bodyI’ll know them all soon you will seeI’ll know them all soon you will see

Challenging your praxisChallenging your praxis

I ll know them all, soon you will seeI ll know them all, soon you will seeStanzasStanzas

Nose, toes, knee caps, and tummyNose, toes, knee caps, and tummyChin, shin, shoulders, and my feetChin, shin, shoulders, and my feetEyes, thighs, elbows, and my earsEyes, thighs, elbows, and my ears

22

‘‘here’s my nose’here’s my nose’Knee cap, toes, tummy, noseKnee cap, toes, tummy, nose

Nose, toes, knee caps, and tummyNose, toes, knee caps, and tummy

Sh ld hi f t hiSh ld hi f t hiShoulders, chin, feet, shinShoulders, chin, feet, shinChin, shin, shoulders, and my feetChin, shin, shoulders, and my feet

Elbows , thighs, ears, eyesElbows , thighs, ears, eyesEyes, thighs, elbows, and my earsEyes, thighs, elbows, and my ears 33

ObjectivesObjectivesFacilitate clinical reasoning and team collaboration using the SPM Quick Tips

View a customized set of SPM and SPM-P Quick Tips via 2 case studies

Use the electronic online administration and scoring of the Sensory Processing Measures

44

My colleagues and coMy colleagues and co--authors of the SPMsauthors of the SPMs

Tara J. Glennon, EdD, OTR/L, FAOTAHeather Miller-Kuhaneck, PhD, OTR/L, FAOTA

Cheryl Ecker, MA, OTR/L, BCPL. Diane Parham, PhD, OTR/L, FAOTA

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The Sensory Processing MeasuresThe Sensory Processing Measures

SPM (5-12 yrs) SPM-Preschool (2-5yrs)

Additional School Environments: Music, Art, PE,

Recess/ playground, Cafeteria and Bus 66

For more info: visit booths:# 511 WPS

# 430 Henry OT



Development of Development of SPM Quick TipsSPM Quick Tips

"The invariable mark of wisdom is to see the miraculous in the common.”

Ralph Waldo Emerson

Q pQ pWhile working on the ‘The SASI’ (pre SPM)

School Assessment of Sensory Integration

Collaborated with Danette Rowley, OT in Canada 77

Early Quick Tips in 2004Early Quick Tips in 2004

88

When SASI became SPM in 2007 When SASI became SPM in 2007

Obtained permission from WPS, the publisher of the SPMs, to be able to relate the Quick Tips to actual SPM items

99

Held focus groups at workshops worldwide during optional

‘Lunch with Diana’ to obtain ideas/feedback regarding Quick Tips

Katie Allgood, Kathy Barrett, Colleen Basaraba, Rena Baxter, Danielle Bell, Cheryl Domino, Dave Herzberg, Debbie Hinerfeld, Jennifer Brady- Johnson, Sarah Johnson, Heather Miller-Kuhaneck, Cristy Mendoza, Victoria Nackle, Amy Niezrecki, Carol Olson and her graduate students, Diane Parham,

It does take a village!It does take a village!

Thomas Passerino, Jocelyn Reynolds, Pat Rose, Rick Ruess, Kathy Sanders’ team, Deanna Sava, Jim Spear, Sue Swindeman, Monique Taylor, Kris Tuma, Renee Watling, Deb Wilson, Maureen Kane-Wineland, Janet Wright, workshop attendees throughout North America, England, Scotland, N. Ireland, Ireland, Australia….and many more! Thank You ! 1010

SPM & SPMSPM & SPM--P Quick Tips User GuideP Quick Tips User Guide

GUIDED BY CLINICAL REASONINGConsidering the ‘Big Picture’

INTERPRETATIONSorting

CASE EXAMPLESCase A: ModulationCase B: Psycho-socialCase C: Postural (VBI)Case D: Praxis Sorting

PROCEDURES TO CONSIDER When suggesting SPM QTs

TEAM EDUCATION

RECORDING DATATracking the

implemented strategies

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PROCEDURES TO CONSIDER WHEN PROCEDURES TO CONSIDER WHEN SUGGESTING SPM Quick TipsSUGGESTING SPM Quick Tips

Addressing the underlying deficits Providing family/staff/peer training to increase awareness change attitude and interaction skills

Each Quick Tip focuses on either: Each Quick Tip focuses on either:

awareness, change attitude and interaction skills, provide support and share resourcesTeaching self advocacyAdapting task / materials / equipment / environment Using cognitive and/or behavioral strategies to teach social skills and support social participation

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Quick Tips addresses cafeteria aide’s Quick Tips addresses cafeteria aide’s concerns too!concerns too! Put applesauce in a cup

with a lid and use a straw, so it is not apparent that it is applesauce

Give him thick yogurt drink and drink that with a straw

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Use gum etc as a transition tool on the way to lunch.

Have the student explain his sensory seeking and oral motor needs

Have the student take responsibility in cleaning up his mess

Lane, S. J., & Lynn, J. Z. (2011).Sensory Integration Research:

A look at past, present, and future.

Sensory Integration Special Interest Section Quarterly, 34(3), 1-4.

Intervention researchIntervention research Examine effectiveness of therapeutic techniques with ASI™

Outcomes Focused ResearchClear identification of intervention outcomes

These charges can an also be appliedto sensory–based strategies

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Spiral Foundation Research ForumSpiral Foundation Research Forum

March 24, 2013 (left to right)Diana HenryDiana HenryDiane ParhamDiane ParhamAyelet Ben SassonAyelet Ben SassonTina ChampagneTina ChampagneBrian MullenBrian MullenDavid Lewkowicz David Lewkowicz

Teresa MayTeresa May--BensonBensonKaren AdolphKaren AdolphSimone GillSimone GillEllen CohnEllen CohnRosanne SchaafRosanne SchaafJanice Burke (moderator)Janice Burke (moderator)

1515

, ( g )

How do school based therapists How do school based therapists choose what strategies to use? choose what strategies to use?

Collins, A., & Dworkin, R. J. (2011)Pilot study of the effectiveness of weighted vests

Conclusion: Conclusion:

1616

Results indicated that weighted vests were noteffective in increasing time on task.The lack of an established treatment protocol strengthens the need to use intervention with systematic data collection.

Johnson, A. (2013). Johnson, A. (2013). Growing Pains or Growing Pains or

Cause for Concern? Cause for Concern? Wall Street Journal Wall Street Journal

Teacher referred child

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to pediatrician for ‘licking his

shirt’

Mulligan and TrolleyMulligan and Trolley--Hanson Hanson (AOTA, 2012)*(AOTA, 2012)*

Naturalistic interventions in context of daily living at school, home and in the community Change from us being the expert, to team

b b i h i h imembers being the experts in their environmentsImportant to include data to see if what we are doing is working

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**Early Intervention for Young Children with ASD



SPM Quick Tips processSPM Quick Tips processClinical reasoning following use of the SPMsHypothesis generationItem analysis and sorting of QTTeam empowerment & brainstorming ideas for i di id l i t i h l & hindividual environments in school & homeIntervention, including sensory-based strategiesRecording what was doneRe-testing using SPM and other toolsCharting outcomes

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SPM Quick Tips are SPM Quick Tips are

Color coded and easy to useDigital and fast Able to be sorted by

Sensory systems across environmentsVulnerabilities (OR, UR, postural control etc)Praxis (ideation, motor planning)EnvironmentsSocial participation

2020

vestibular

2121

“Sensory challenges may also impact the child’s thought processes and

fallback action choices when dealing with frustrations” (Orloff, 2012)

2222

SPM Quick Tips are SPM Quick Tips are NOTNOTPrescriptive

A ‘cliff note’ for OT/SI (ASI™)

A cookbook of activities based on problematic behavior and diagnosis

A pre-designed plan to provide to teachers and parents

2323

** 2006 (Opatia) Dx: ED: social participation…praxis2006 (Opatia) Dx: ED: social participation…praxis* 2007 (Dustin) Dx: ADHD… Also sensory issues?* 2007 (Dustin) Dx: ADHD… Also sensory issues?* 2008 (CCNS) Dx: Autism…severe (self contained)* 2008 (CCNS) Dx: Autism…severe (self contained)* 2009 (A) Dx: Autism…preschooler…praxis* 2009 (A) Dx: Autism…preschooler…praxis* 2010 (Declan): Expelled from Montessori * 2010 (Declan): Expelled from Montessori * 2011 (QT) Kg: Vestibular* 2011 (QT) Kg: Vestibular--posturalpostural-- bilateral bilateral

* 2012 (Mason) Dx: Severe LD…Praxis* 2012 (Mason) Dx: Severe LD…Praxis* 2012 (National and international case studies)* 2012 (National and international case studies)

* 2013 (John): Behavior prob... OR to sound/touch* 2013 (John): Behavior prob... OR to sound/touch* 2013 (Bismarck ND preschool study): Prevention* 2013 (Bismarck ND preschool study): Prevention

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John, John, his his

wonderful wonderful

SPM Quick Tips: JohnSPM Quick Tips: JohnJanuary January ––March 2013March 2013

11stst gradegradeteacher,teacher,

and some and some classmates classmates

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Main ClassroomMain Classroom

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Struggles in MusicStruggles in MusicStrategies used: 1.Take

away recess

2 Send to

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Tired?Seeking touch pressure?

Are the sounds disorganizing?

2.Send to principal’s office

HomeHome

ClimbingClimbingand and

LegosLegos

Happy at homeHappy at home

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But sounds But sounds are too loudare too loud

Initial Initial SPM test scoresSPM test scores

JohnJohnMain ClassroomMain Classroom

TOT Raw = 95SD 72

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SD = 72% =

98 to 99 % do better:1to 2 percentile

Material from the SPM copyright © 2007 by Western Psychological Services. Reprinted for

scholarly and professional presentation by permission of the publisher, WPS. All rights

reserved ([email protected])

Social participation

Team Meeting: Jan 11, 2013Team Meeting: Jan 11, 2013

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Student teachers for main classroom and music, 1st grade teacher, private OT, RtI, Diana,

parent, art and PE teacher



Difficulty discriminating what is important when presented verbally or by light touchProtects self by:

Team education re Team education re Over responsivity to touch & to sound Over responsivity to touch & to sound

3131

Tuning out /Turning away Choosing to be last Isolating & avoiding crowded situations

Being defiant Sensory seeking: muscle and movement input

Sorted: OR across sensory systemsSorted: OR across sensory systems

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Using a Using a divider…divider…for othersfor othersfor others for others

too too ☺☺

3333

Team education re Team education re Sensory SeekingSensory Seeking

When a child is over responsive to touch and to sounds, he may seek movement and muscle input to regulate his state of arousal

3434

Adding muscle input to an activity adds feedback from the body and provides a calming influence

Loves PE as gets Loves PE as gets input he needsinput he needs

Presses body Presses body against wall to against wall to

regroundreground3535

Prop and vestib across environmentsProp and vestib across environments

3636



TransitionsTransitions

3737Allowed to wear his coat

Team education reTeam education reSocial ParticipationSocial Participation

Answering: Are sensory issues driving the behavior?Sounds are painful, so he has also learned to ‘tune out’ verbal instructions

3838

tune out verbal instructions He responds best:

When provided with visual cuesWith headphones When engaged in heavy work and movement In quiet cozy spaces

Social Participation with sens Social Participation with sens strategies strategies

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Strategies recordedStrategies recorded

ParentsParents

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Homework on Homework on chair ballchair ball

Using Using ‘Sounds surrounds ‘Sounds surrounds

Us’Us’

4141

‘sounds surrounds us’‘sounds surrounds us’

Hug something heavy when you hear something loudChew something chewy when stuck in a crowdS i k i l h fl hStick in your ear plugs when you flush awayCrawl under something heavy while the vacuum is on Swing swing before the mowing’s begunFiddle with your hand fidget while the bell’s rung

4242



ParentsParents

4343


Main ClassroomMain Classroom

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HeadphonesHeadphonesCozy quiet spaceCozy quiet space

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Main classroom teacherMain classroom teacher

4646


Day careDay care

4747

Day careDay care

Batman costume Batman costume Eating Eating snacksnack

during homeworkduring homework 4848



Day careDay care

4949

After a month, stopped using the strategies. “Doing well”After a month, stopped using the strategies. “Doing well”


ArtArt

5050

Art uses visuals! Art uses visuals!

5151

Can be by himself and in different positions

ArtArt

5252

1 month post initial test: 1 month post initial test: ReRe--sorted PE/Recesssorted PE/Recess

5353


Recess/Fit Kids (same aide)Recess/Fit Kids (same aide)

5454



Cool down areaCool down area

5555

Fit Kids & RecessFit Kids & Recess

5656


Private OTPrivate OT( h d l d l 1( h d l d l 1(scheduled only 1 x (scheduled only 1 x every two weeks)every two weeks)

5757

Private OTPrivate OT ConsultationsConsultations

5858

Combining Combining all the all the

strategiesstrategies

Each chose Each chose what would what would

work in their work in their environment environment

5959 6060



January initial test (red) March re-test

(black)

SPM Main ClassroomSPM Main Classroom

Progress in many Progress in many i l di t &i l di t &

6161

Material from the Material from the SPMSPM copyright © copyright © 2007 by Western Psychological Services. 2007 by Western Psychological Services. Reprinted for scholarly and professional Reprinted for scholarly and professional

presentation by permission of the presentation by permission of the publisher, WPS. All rights reserved publisher, WPS. All rights reserved

(([email protected]@wpspublish.com))

including art & including art & cafeteriacafeteria

hearing & praxishearing & praxis

Progress in other environmentsProgress in other environmentsPE: Doing better when time to line upArt: Follows clean up directions Cafeteria: Not isolating as much

6262Isolates: Jan 2013Isolates: Jan 2013 With buddy: March 2013With buddy: March 2013

January initial test (red) March re-test

(black)

SPM HomeSPM Home

Scores reflectScores reflect

6363

Material from the SPMcopyright © 2007 by Western

Psychological Services. Reprinted for scholarly and professional presentation by permission of the publisher,

WPS. All rights reserved ([email protected])

Scores reflectScores reflectlearning curve!learning curve!

Team mtg March 15, 2013Team mtg March 15, 2013‘take home points’ ‘take home points’

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Strategies recorded (home, art, daycare, recess, cafeteria, classrooms) pointed to areas of progress on retest

School OT and counselor now joined the team to develop a 504 accommodation plan

Summer 2013 Summer 2013 ☺☺

Participate in an intensive OT/SI program with iLs

via private clinic based OT 6565

504 Accommodation team 504 Accommodation team follow up: School OT (4follow up: School OT (4--1212--13)13)

“Hi! I'd been meaning to email you. I was REALLY impressed with how informed the teachers (Janelle-1st grade, Andrea- recess, Marge-day care and Jamie-counselor) and Mom were about John's needsJamie-counselor) and Mom were about John s needs, sensory strategies, and what works for John.

What a great team he has ... and a great Mom. I really have never seen anything like it! You have done a fantastic job of informing and coaching that team!

Gretchen Wilce, school based OTGretchen Wilce, school based OT6666



504 Accommodation team 504 Accommodation team follow up: Schoo1 Counselorfollow up: Schoo1 Counselor

“Good morning Diana, The 504 Accommodation Plan meeting went well yesterday, and those present are definitely committed to helping support this little guy in thecommitted to helping support this little guy in the classroom and school community! It was apparent to me that he has come a long way since the beginning of the year due to many of the strategies put in place with your guidance.

Jamie Smith, school counselor Jamie Smith, school counselor 44--1212--1313 6767

Dr. Carol Olson & OT studentsDr. Carol Olson & OT students

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Jane Charley, Ashley Peck, Jessica Walworth,Jane Charley, Ashley Peck, Jessica Walworth,Carol, Meagan Chapman Carol, Meagan Chapman

IMPLEMENTATING THE IMPLEMENTATING THE SENSORY PROCESSING SENSORY PROCESSING

MEASURE (SPM) QUICK MEASURE (SPM) QUICK TIPS: TIPS: AN AN EARLY EARLY

CHILDHOOD CHILDHOOD CASE STUDYCASE STUDY

Carol H. Olson, PhD, OTR/LCarol H. Olson, PhD, OTR/LUniversity of MaryUniversity of Mary

Bismarck, NDBismarck, ND

MethodologyMethodologyIRB approvalParticipants/Setting

AJ3 years old

Developmental Center Preschool ProgramParents, Teachers, OTs

ResearchersOT studentsFaculty preceptor

MethodologyMethodologyChronology of Procedure

Initial Test – SPM-P (Sensory Processing Measure –Preschool)/Analysis of dataMeeting 1

Discuss results/choose Quick Tips strategies

Implementation of SPM Quick Tips TMImplementation of SPM Quick Tips Documentation Weekly e-mails

Meeting 2Re-test – SPM-P/AnalysisMeeting 3

Discuss results and perceptions

Initial Test Initial Test

SchoolDefinite Dysfunction

VisionHearing

HomeSome Problems

Social ParticipationHearing

Balance and MotionPlanning and Ideas

Some ProblemsSocial ParticipationTouchBody Awareness

TouchBody Awareness

TypicalVisionBalance and MotionPlanning and Ideas



Quick Tips Focused on Sensory Quick Tips Focused on Sensory Systems and VulnerabilitiesSystems and Vulnerabilities

Proprioception

Tactile/Vision/Hearing

Vestibular/Proprioception

Quick Tips ImplementedQuick Tips ImplementedSensory System Number of times at

Home (Mom & Dad)Number of Times at School (Tchr, OT, Aide)

Vestibular 39 76

Proprioception 66 355

Hearing 9 4Hearing 9 4

Taste/oral 42 0

Touch 185 88

Motor Planning 39 0

Total 380 523

AJ Results AJ Results School School HomeHomeDiscussionDiscussion

Improvement in occupational performance at home and at school

Addi i l id f f Q i k iAdditional evidence for use of Quick Tips

Collaboration and communication key

Lessons Learned by Research Lessons Learned by Research TeamTeam

Improved clinical reasoning by research teamImproved understanding of team dynamics and importance of collaboration

i f i idDocumentation of strategies provides support for why changes may have occurredIncreased knowledge of sensory processing can change how people view and respond to behaviors

Thank you to: Diana Henry & WPS“AJ” and his familyExploring Minds Developmental Center staff (teachers, OTs, Aid )Aides)U of Mary OT students

Ashley PeckJessica WalworthJane Charley Meagan Chapman

AJ & family at Disneyland



David Herzberg & Kartik ChandarDavid Herzberg & Kartik Chandar

7979

Digital Assessment Platforms: Digital Assessment Platforms: Competitive AnalysisCompetitive Analysis

Pearson Pearson Assessments: QAssessments: Q--Global, QGlobal, Q--InteractiveInteractivePAR: iConnect PAR: iConnect MHS: Online Assessment CenterMHS: Online Assessment Center

Creating An Optimal User Creating An Optimal User ExperienceExperience

Behavior Behavior rrating scales first, then other testsating scales first, then other testsW b b fi t thW b b fi t thWeb browser first, then apps Web browser first, then apps Easy to create an account, add assessmentsEasy to create an account, add assessmentsShare uses with your colleaguesShare uses with your colleaguesEmail templates: clear, efficient messagingEmail templates: clear, efficient messagingContextual help throughoutContextual help throughout

SPM Scoring/Quick Tips Online: SPM Scoring/Quick Tips Online: WorkflowWorkflow

Administer Online Score Select Quick Tips Report

SPM Scoring/Quick Tips SPM Scoring/Quick Tips Online: Online: Interface DesignInterface Design

SPM Scoring/Quick Tips Online: SPM Scoring/Quick Tips Online: Interface DesignInterface Design





SPM Scoring/Quick Tips Online: SPM Scoring/Quick Tips Online: Interface DesignInterface Design Pricing and ValuePricing and Value

What problems does digital assessment solve What problems does digital assessment solve f th li i i ?f th li i i ?for the clinician? for the clinician? Pricing reflects the value of solving those Pricing reflects the value of solving those problemsproblemsInitial startup (“kit”) vs. ongoing usage Initial startup (“kit”) vs. ongoing usage (“forms”)(“forms”)

We must continue to connect!We must continue to connect!We must continue to connect!We must continue to connect!Thank You very much!

8989

Questions?Also visit us at our booths

Henry OT # 430 & WPS # 511

TheElectronicScoringforTheSensoryProcessingMeasures(SPMs)withTheirNewSPMQuickTips

DianaA.Henry,MS,OTR/L,FAOTAPresentedattheAOTAAnnualConference

April26,2013

References

Brown, T. (2010). Centennial Vision‐ Child and youth practice area publications in the American Journal of Occupational Therapy in 2008 2009: Content analysis, methodology review, &summary. American Journal of Occupational Therapy, 64, 814‐819.

Collins, A., & Dworkin, R. J. (2011). Pilot study of the effectiveness of weighted vests. American Journal of Occupational Therapy, 65, 688‐694.

Colyvas, J.L., Sawyer, L. B., & Campbell, P.H. (2010). Identifying strategies for early intervention that occupational therapists use to teach caregivers. American Journal of Occupational Therapy, 64, 776‐785.

Henry, D. A. (2009). Ten Ways to Implement RtI with Sensory Strategies. School Specialty Abilitations Webinar Series. School Specialty, Greenville, WI.

Henry, D. A., & McClary, M. (2011). The Sensory Processing Measure Preschool (SPM‐P)—Part two: Test–retest and collective collaborative empowerment, and a father’s perspective. Journal of Occupational Therapy, Schools, & Early Intervention, 4, 53–70.

Johnson, Avery. (2013) Separating Growing Pains from Warning Signs in Kids. Wall Street Journal online. February 25, 2013.

Lane, S. J., & Lynn, J. Z. (2011, September). Sensory Integration Research: A look at past, present, and future. Sensory Integration Special Interest Section Quarterly, 34(3), 1‐4.

Miller Kuhaneck, H., Ecker, C., Parham, L.D., Henry, D. A., & Glennon, T.J. (2010). Sensory Processing Measure‐Preschool (SPM‐P): Manual. Los Angeles: Western Psychological Services.

Parham, L.D., Ecker, C., Miller Kuhaneck, H., Henry, D. A., & Glennon, T.J. (2007). Sensory Processing Measure (SPM): Manual. Los Angeles: Western Psychological Services.

Watling, R., Koenig, K., Davies, P., & Schaaf, R. (2011). Occupational Therapy Practice Guidelines for Children and Adolescents with Challenges in Sensory Processing and Sensory Integration. Bethesda, MD: AOTA Press.

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