Return to References: Sensory Integration factor page.
Numerous measures exist to gain a full picture of a student's learning strengths and challenges. Following are examples of measures used to assess this Learner Factor. These measures should be administered and interpreted by experienced professionals.
Sensory Integration and Praxis Tests (SIPT): (Ayres, 1989): A comprehensive measure of visual, tactile, and kinesthetic processing and motor performance.
Sensory Profile 2 (SP2): (Dunn, 2014): Includes questionnaires for parents and teachers allowing for evaluation of sensory integration/sensory processing, praxis, and social participation. (Available in multiple languages).
Sensory Processing Measure 2 (SPM -2): (Parham et al., 2021): Standardized assessment tool, comprised of rating scales to be completed by multiple raters including parents, caregivers, and teachers to evaluate sensory processing patterns across multiple contexts. (Available in multiple languages).
Ayres, A. J. (1989). The sensory integration and praxis tests. Los Angeles, CA: Western Psychological Services.
Bolaños, C., Gomez, M. M., Ramos, G., & Rios del Rio, J. (2015). Developmental risk signals as a screening tool for early identification of sensory processing disorders. Occupational Therapy International, 23(2), 154-164.
Brandwein, A. B., Foxe, J. J., Butler, J. S., Frey, H. P., Bates, J. C., Shulman, L. H., & Molholm, S. (2015). Neurophysiological indices of atypical auditory processing and multisensory integration are associated with symptom severity in autism. Journal of Autism and Developmental Disorders, 45(1), 230-244.
Bundy, A. C., Shia, S., Qi, L., & Miller, L. J. (2007). How does sensory processing dysfunction affect play?. The American Journal of Occupational Therapy, 61(2), 201-208.
Dunn, W., (2014). Sensory profile 2. San Antonio, TX: Pearson.
Dunn, W., Little, L., Dean, E., Robertson, S., & Evans, B. (2016). The state of the science on sensory factors and their impact on daily life for children: A scoping review. OTJR: Occupation, Participation and Health, 36, 3S-26S.
Dunn, W. (1997). The impact of sensory processing abilities on the daily lives of young children and their families: A conceptual model. Infants & Young Children, 9(4), 23-35.
Dunn, W. (2007). Supporting children to participate successfully in everyday life by using sensory processing knowledge. Infants & Young Children, 20(2), 84-101.
Engel-Yeger, B., Muzio, C., Rinosi, G., Solano, P., Geoffroy, P. A., Pompili, M., ... Serafini, G. (2016). Extreme sensory processing patterns and their relation with clinical conditions among individuals with major affective disorders. Psychiatry Research, 236, 112-118.
Feldman, J. I., Kuang, W., Conrad, J. G., Tu, A., Santapuram, P., Simon, D. M., ... & Woynaroski, T. G. (2019). Brief report: Differences in multisensory integration covary with sensory responsiveness in children with and without autism spectrum disorder. Journal of Autism and Developmental Disorders, 49, 397-403.
Greenburg, J. E., Carlson, A. G., Kim, H., Curby, T. W., & Winsler, A. (2020). Early visual-spatial integration skills predict elementary school achievement among low-income, ethnically diverse children. Early Education and Development, 31(2), 304-322.
Hartman, A. G., McKendry, S., Soehner, A., Bodison, S., Akcakaya, M., DeAlmeida, D., & Bendixen, R. (2022). Characterizing sleep differences in children with and without sensory sensitivities. Frontiers in Psychology, 13, 875766.
Koenig, K. P., & Rudney, S. G. (2010). Performance challenges for children and adolescents with difficulty processing and integrating sensory information: A systematic review. American Journal of Occupational Therapy,64(3), 430-442.
Kosiecz, A., Taczała, J., Zdzienicka-Chyła, A., Woszczyńska, M., & Chrościńska-Krawczyk, M. (2019). The Level of Physical Fitness and Everyday Activities vs. Sensory Integration Processing Disorders in Preschool Children–Preliminary Findings. Journal of Education, Health and Sport, 9(6), 319-324.
Koziol, L. F., Budding, D. E., & Chidekel, D. (2011). Sensory integration, sensory processing, and sensory modulation disorders: Putative functional neuroanatomic underpinnings. The Cerebellum, 10(4), 770-792.
Levitt, M. (2019). Sensory processing patterns and emotion regulation in children presenting with externalizing behaviors.
Li, J., Wang, W., Cheng, J., Li, H., Feng, L., Ren, Y., ... & Wang, Y. (2022). Relationships between sensory integration and the core symptoms of attention-deficit/hyperactivity disorder: the mediating effect of executive function. European Child & Adolescent Psychiatry, 1-12.
Miller, L. J., Nielsen, D. M., Schoen, S. A., & Brett-Green, B. A. (2009). Perspectives on sensory processing disorder: a call for translational research. Frontiers in Integrative Neuroscience, 3, 597.
Parham, L. D., Ecker, C. L., Kuhaneck, H., Henry, D. A., & Glennon, T. J. (2021). Sensory processing measure, second edition (SPM-2). Western Psychological Services.
Rajaei, S., Kalantari, M., Azari, Z. P., Tabatabaee, S. M., & Dunn, W. (2020). Sensory processing patterns and sleep quality in primary school children. Iranian Journal of Child Neurology, 14(3), 57.
Resch, C., Meijs, C., de Groot, R. H. M., van der Wurff, I. S. M., Xu, K., & Hurks, P. P. M. (2019). Classroom interventions targeting sensory processing and executive functions of school-aged children: A systematic review comparing and contrasting different intervention approaches. Maastricht: Maastricht University.
Thompson, S. D., & Raisor, J. M. (2013). Meeting the sensory needs of young children. Young Children, 68(2), 34-43.
van der Wurff, I., Meijs, C., Hurks, P., Resch, C., & de Groot, R. (2021). The influence of sensory processing tools on attention and arithmetic performance in Dutch primary school children. Journal of Experimental Child Psychology, 209, 105143.
Wallace, M. T., Woynaroski, T. G., & Stevenson, R. A. (2020). Multisensory integration as a window into orderly and disrupted cognition and communication. Annual Review of Psychology, 71, 193-219.
Whiting, C. C., Ochsenbein, M., Schoen, S. A., & Spielmann, V. (2022). A multi-tiered and multi-dimensional approach to intervention in schools: Recommendations for children with sensory integration and processing challenges Journal of Occupational Therapy, Schools, & Early Intervention, 15(3), 314-327.
Xu, Z., Liu, D., & Joshi, R. (2020). The influence of sensory-motor components of handwriting on Chinese character learning in second-and fourth-grade Chinese children. Journal of Educational Psychology, 112(7), 1353.