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Sensory Profile™ 2
School Companion Sensory Profile™ 2
School Companion Sensory Profile™ 2 Summary Report
Winnie Dunn, PhD, OTR, FAOTR

Child's Full Name:

Child's Preferred Name:
Gender:
Birth Date:
Service Provider Name:
Form Completed By:
PL Samuel Sample
Sam
Male
04-04-2005
Isobel O.T.
Ms. Knight
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Administration Date: 02-02-2014
Age at Administration: 8:9
Name of School/Daycare Center: P. A. Elementary
School Grade: Third grade
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Pearson, the PSI logo, PsychCorp, and Sensory Profile are trademarks in the U.S. and/or other countries of Pearson Education, Inc., or its
affiliate(s).

TRADE SECRET INFORMATION

Not for release under HIPAA or other data disclosure laws that exempt trade secrets from disclosure.

[ 1.0 / RE1 / QG1 ]

School Companion Sensory Profile™ 2 Summary Report
02-02-2014, Page 2 Samuel Sample

ASSESSMENT AND PLANNING REPORT

Sam is an 8-year-old male.

Sam attends P. A. Elementary.

Sam's strengths and interests

Sam's teacher thinks Sam is friendly, funny, and smart. Sam's teacher's favorite thing about Sam is he is
kind to others and filled with enthusiasm.

Why the teacher is asking for support

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The teacher is asking for support so Sam can complete his seatwork in a timely manner.

What Sam's participation looks like now in the classroom environment

Right now, when Sam is in a learning environment he gets up a lot, drops his supplies, and talks to
others. Ms. Knight says that these strategies are keeping Sam from complete his seatwork in a timely

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manner. Ms. Knight reports that it can be difficult for Sam to participate in classroom activities because
he cannot concentrate on his work long enough to complete the exercises.

What the teachers want Sam's participation to look like

Ms. Knight reports that Sam needs to have at least 10 minutes of concentrated work at a time to get his
work completed in school.

Where the teachers need Sam to participate

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Sam needs to participate in these activities: in his classroom while other students are getting direct
instruction from the teacher.

Sam's sensory processing patterns

We conducted an assessment of Sam's sensory processing patterns at school by asking Sam's teacher to
complete the School Companion Sensory Profile 2. This assessment is a questionnaire for ages 3 to
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14:11 years in which the teacher marks how frequently Sam engages in the behaviors listed on the form.

We compare these reports to a national standardized sample of reports from other raters to determine
how Sam responds to sensory situations when compared to other children the same age. A summary of
this comparison with other children is available in the Score Profile sections of this report.

According to the responses on the School Companion Sensory Profile 2, Ms. Knight reports that Sam is
just like the majority of children of the same age in his reaction to sensory experiences and ability to
notice sensory cues.

According to the responses on the School Companion Sensory Profile 2, Ms. Knight reports that Sam is
just like the majority of children of the same age in his alertness and activity level in the school
environment and engagement in learning opportunities.

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School Companion Sensory Profile™ 2 Summary Report
02-02-2014, Page 3 Samuel Sample

Sam responds to some sensory experiences just like the majority of his peers in response to visual
stimuli and response to touch.

Sam's teacher wished to add these additional comments: Sam is full of fun and enthusiasm, and is a
privilege to teach. I am excited to work with the Occupational Therapist to help Sam fulfill his potential
for success in school.

How Sam's sensory processing patterns affect his participation in school

Sam's teacher says that Sam is already good at good at playing with friends on the playground. This
activity provides movement, which is consistent with Sam's sensory patterns. He will be more successful

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when movement are part of his routines. Sam's teacher seems to understand this because Sam's teacher
sends Sam on errands to the library and office during the day, which incorporates movement into Sam's
school routines.

How we can support Sam's participation in school

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Sam's teacher asked us to support Sam to complete his seatwork in a timely manner. Since sensory
patterns suggest Sam does better in activities that have movement, and when there is less ambient sound,
we need to find ways to incorporate those strategies into everyday routines. This means Sam will have a
better chance to complete his seatwork in a timely manner when we find ways to give Sam opportunities
to include movement in to the classroom routine and reduce the ambient sounds around him while he is
working.

Perhaps Sam's need for movement sometimes distracts him from his school work. There is also talking
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and other activities going on in the classroom as the teacher provides direct instruction. Sam is sensitive
to sound input, so this background noise might create further challenges for Sam.

We will collaborate to identify specific strategies what will work for Sam and fit into the classroom
activities and routines.
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ADDITIONAL INFORMATION

Present Conditions/Diagnoses: Attention Deficit/Hyperactivity Disorder and Otitis Media

Current Services: Occupational Therapy and Counseling
Frequency of contact the teacher has with Sam: daily
Length of contact at this frequency with Sam: 7 months to 1 year

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School Companion Sensory Profile™ 2 Summary Report
02-02-2014, Page 4 Samuel Sample

SCORE PROFILE

Quadrant
Sam is more interested in
Seeking/Seeker ◆ sensory experiences than

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others
Sam reacts to sensory
Avoiding/Avoider ◆ experiences just like the
majority of others
Sam detects more sensory
Sensitivity/Sensor ◆

Registration/
Bystander
School Factor

School Factor 1

School Factor 2
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◆
◆
cues than others
Sam notices sensory cues just
like the majority of others

Sam needs more support than

other students
Sam is just as alert and active
in the learning environment
when compared to the majority
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of other students
Sam has more challenges
School Factor 3 ◆ tolerating changes in the
routine than other students
Sam is just as available for
School Factor 4 ◆ learning as the majority of
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other students

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School Companion Sensory Profile™ 2 Summary Report
02-02-2014, Page 5 Samuel Sample

Sensory and
Behavioral
Sections
AUDITORY Sam responds more to sounds
◆
Processing than others
VISUAL Sam responds to sights just
◆

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Processing like the majority of others
TOUCH Sam responds to touch just
◆
Processing like the majority of others
MOVEMENT Sam responds to movement
◆
Processing much more than others
BEHAVIORAL
responses
associated with
sensory
processing
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Sam exhibits behaviors
associated with sensory
processing more than others
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School Companion Sensory Profile™ 2 Summary Report
02-02-2014, Page 6 Samuel Sample

QUADRANT SCORE SUMMARY

Quadrant Raw Score Percentile Range Classification

Seeking/Seeker 24 87-94 More Than Others

Avoiding/Avoider 20 7-88 Just like the Majority of Others

Sensitivity/Sensor 27 87-95 More Than Others

Registration/Bystander 28 5-85 Just like the Majority of Others

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SCHOOL FACTOR SCORE SUMMARY

School Factor

School Factor 1

School Factor 2

School Factor 3

School Factor 4
PL Raw Score

35

22

29

13
Percentile Range

88-95

6-87

88-96

6-87
Classification

More Than Others

Just like the Majority of Others

More Than Others

Just like the Majority of Others

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School Companion Sensory Profile™ 2 Summary Report
02-02-2014, Page 7 Samuel Sample

SENSORY AND BEHAVIORAL SECTION SCORE SUMMARY

Sensory Section Raw Score Percentile Range Classification

AUDITORY Processing 19 89-95 More Than Others

VISUAL Processing 14 4-84 Just like the Majority of Others

TOUCH Processing 12 6-87 Just like the Majority of Others

MOVEMENT Processing 27 96-99 Much More Than Others

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Behavioral Section Raw Score Percentile Range Classification

BEHAVIORAL responses associated

23 81-93 More Than Others
with sensory processing

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Note: Pages 8 - 12 (Item Analysis Report) are not included in this
sample for copyright protection.
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School Companion Sensory Profile™ 2 Summary Report
02-02-2014, Page 13 Samuel Sample

RATER SECTION COMMENTS

AUDITORY Processing
Sam is easily distracted by the door in the office adjacent to the classroom

VISUAL Processing
No rater comments were included for this section.

TOUCH Processing

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No rater comments were included for this section.

MOVEMENT Processing
Sam enjoys recess and all sports activities, this is a real strength for him. Sometimes he can be very
excitable which can bother other children

BEHAVIORAL Responses
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No rater comments were included for this section.

End of Report

NOTE: This and previous pages of this report contain trade secrets and are not to be released in
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response to requests under HIPAA (or any other data disclosure law that exempts trade secret
information from release). Further, release in response to litigation discovery demands should be made
only in accordance with your profession's ethical guidelines and under an appropriate protective order.
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Copyright © 2014 NCS Pearson, Inc. All rights reserved.