WPS SPM, SPM-P Quick Start Guide

.

SPM & SPM-P Quick Tips with Case Study

Helping a Preschooler with ASD and Sensory Processing Issues

at Home, School, Clinic, and via Telehealth

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change an individual’s life for the better.

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Today’s
Panelists

§ Diana A. Henry MS, OT/L, FAOTA

[e-mail]

§ Maureen Kane-Wineland PhD, OT/L

[e-mail]

§ Douglene Jackson PhD, OTR/L, LMT,

ATP, BCTS

[e-mail]

§ Sal Velasco

WPS Product Manager, Technical

[e-mail]

Get a
complete
picture of
sensory
processing
difficulties in
children

Danielle, a
5-year-old in a
developmental

Initial SPM-P Test

Retest: 2 Months Later

§ Praxis

§ Ideation

preschool:
Diagnosed
with ASD

§ Motor Planning

Today’s

§ Case Study: Danielle, Preschooler /

Diagnosed with ASD and with Praxis

Agenda

(motor planning and ideation)
challenges

§ How the SPM and SPM-P Quick Tips

work (paper and online versions) and
why they are used to help parents and
teachers

§ Ease of use for all users when

evaluating, coaching, and treating
children in person or online

§ Q&A

Danielle

Presenting Problems:

§ Is unable to dress herself

§ Is not potty-trained

§ Does not have many play interests

§ Avoids using playground equipment

§ Appears to have more challenges at

home than at school

Does not use playground equipment. Though very social, she only runs around.

Avoids sensory motor challenges when left on her own.

Score Report Home Form

§ Email SPM-P forms
to home

§ Score form

§ Generate a Score

Report Home Form

Score Report Home Form: Top

Score Report Home Form: Graph

Review Home Score Report

Look at the SPM-P Scales:

Definite Dysfunction

§ Tou ch

§ Body Awareness

§ Planning & Ideas

§ Social Participation

§ TOT

Look at Contributing
Vulnerabilities:

§ Overresponsiveness

§ Perception

§ Motor Planning & Ideation

Score Report School Form

§ Email SPM-P forms

to school

§ Score form

§ Generate a Score

Report School Form

Score Report School Form: Top

Score Report School Form: Graph

Contributing

SPM-P Items Home Form

§ 69: Confused about proper sequence

Items

Praxis: Motor
Planning

“The ability to
carry out a series

of movements
in proper

sequence”

(e.g., dressing)

§ 71: Difficulty imitating demonstrated

actions

SPM-P Items School Form

§ 70: Difficulty correctly imitating

demonstrations

§ 74: Fails to complete tasks with multiple

steps (e.g., does not use the
playground)

On the playground

Difficulty motor planning

Praxis challenges: Difficulty sequencing picture cards

Private speech therapy

Strategy

How high can you go?

Strategy: Moving her body to act out sequence

How low can you go?

Cranium Hullabaloo game

Family game at home: Place pillows on the floor for safety, roll prone

on the ball for linear vestibular input, and land on the pillows for

allover body touch pressure

Provide
opportunities for
proprioception:
I encouraged
parents to find

playgrounds

Integrated sensory activities

in the classroom

Difficulty motor

planning to lie on her

stomach

Has to ask, “How do

I get out?”

Classmate

joins in

Two months
post

Teacher:

“She now traces actual numbers.”

To help with sequencing, we ask:

§ Now what do we do?

§ What do we do next?

Initially no
movement:
Generic
seating in
cube chairs

Two months
post

Teacher:

“Better able to attend and sequence
rhymes because of the sensory input
we now provide—ball chair, T-stool,
rocking chair, etc., to sit on.”

Praxis:

SPM-P Items Home Form

§ 73: Has trouble coming up with

Ideation

“The ability
to create a concept

or mental image of a
novel task”

new ideas during play activities

§ 74: Tends to play the same activities

over and over

SPM-P Items School Form

§ 67: Has trouble coming up with

new ideas during play (e.g., never
wears dress-up clothing)

§ 69: Requires props (e.g., cell phone)

to engage in pretend play

Before you

1. Develop a hypothesis

§ Poor somatosensory processing

create an
Intervention
Report

may be contributing to difficulties
in conceptualizing, planning, and

organizing movements, noted both
in ideation as well as in motor planning
skills.

Then

2. Use the electronic system to sort

and filter

§ Scales

§ Sensory vulnerabilities

§ Item scores

3. Select individual Quick Tips

For Danielle’s father to be able to play with

his daughter & facilitate dressing skills

For Danielle’s father to be able to

play with his daughter

To facilitate dressing skills

Quick Tips Record Form

Father picked Quick Tips

developed by the father & mother

to help with play & dressing

Quick Tips Record Form developed

Teachers picked Quick Tips to

by the teacher & paraprofessionals

help with sequencing & creativity

§ Progress Report

Scale

Raw

s

c

o

re

T-

s

c

o

re%ile

I

nterpret

ive

ra

ng

e

R

aw

s

c

o

re

T-

s

c

o

re%ile

I

nterpret

ive

ra

ng

e

Social

Part

ici

pation (SOC)

21 58 79Typica

l

22 60 84 Some Proble

ms

V

isi

on (VIS

)

14 58 79Typica

l

17 64 92 Some Proble

ms

Heari

ng (HEA

)

13 57 76Typica

l

19 70 97Definite

Dys

function

Touch (TOU)

15 63 90 Some Problems18 68 96 Some Proble

ms

Body Awareness (BO

D)

15 61 86 Some Problems18 66 95 Some Proble

ms

Balance and Motion (BAL

)

20 80

>99Definite

Dys

function 17 71 98Definite

Dys

function

Planning and Ideas (PLA

)

33 80 >99Definite

Dys

function 19 64 92 Some Proble

ms

Tot

al Senso

ry Syste

ms (TOT)87 65 93 Some Problems 99 69 97 Some Problems

N

ame

Administration

1

Administration

2

A

ge 5 years 4 month

s

5 years 6 month

s

Administration Date 01/06/2020 03/06/2020

Ethn

icityW

hite

Whi

te

R

ater Name

Teacher

tea

cher

Relationshi

p to Child

O

livia's

teache

r

O

livia's

teacher (retest

)

Name:0livia Three

F

emaleGender

:

9/6/2014

Date of Birth:

Score profile

T-

sco

re

9

8

3

4

9

0

1

6

%

ile

Defini

te

Dys

function (70T-80

T)Typical (40T-59T)Som

e Problems (60T-69

T)

y

g

y

ygv.gv.

.

...

R

://::

Sensory Proce

ssi

ng

Measure - Preschool SPM-P

Progress Report: Sc

hool Form

School Form

Test Retest

Scale

Raw

s

c

o

re

T-

s

c

o

re

%

ile

I

nterpret

ive

ra

ng

e

R

aw

s

c

o

re

T-

s

c

o

re

%

ile

I

nterpret

ive

ra

ng

e

Social

Part

ici

pation (SOC)

21 58 79

Typical

22 60 84 Some Proble

ms

V

isi

on (VIS

)

14 58 79

Typical

17 64 92 Some Proble

ms

Heari

ng (HEA

)

13 57 76

Typical

19 70 97

Defini

te

Dys

function

Touch (TOU)

15 63 90 Some Proble

ms

18 68 96 Some Proble

ms

Body Awareness (BO

D)

15 61 86 Some Proble

ms

18 66 95 Some Proble

ms

Balance and Motion (BAL

)

20 80

>99

Defini

te

Dys

function 17 71 98

Defini

te

Dys

function

Planning and Ideas (PLA

)

33 80 >99

Defini

te

Dys

function 19 64 92 Some Proble

ms

Tot

al Senso

ry Syste

ms (TO

T)

87 65 93 Some Problems 99 69 97 Some Problems

N

ame

Administration

1

Administration

2

A

ge 5 years 4 month

s

5 years 6 month

s

Administration Date 01/06/2020 03/06/2020

Ethn

icityW

hite

Whi

te

R

ater Name

Teacher

tea

cher

Relationshi

p to Child

O

livia's

teache

r

O

livia's

teacher (retest

)

Name:0livia Three

F

emaleGender

:

9/6/2014

Date of Birth:

c

%

S

ensory P

roce

ssi

ng

Measure - Pre

sc

hool

SP

M-P

Progress Report: Sc

hool Form

Progress Report School Form: Top

Scale

Raw

sc

o

re

T-

sc

o

re

%

ile

I

nterpret

ive

ra

ng

e

R

aw

sc

o

re

T-

sc

o

re

%

ile

I

nterpret

ive

ra

ng

e

Social

Part

ici

pation (SOC)

21 58 79

Typical

22 60 84 Some Proble

ms

V

isi

on (VIS

)

14 58 79

Typical

17 64 92 Some Proble

ms

Heari

ng (HEA

)

13 57 76

Typical

19 70 97

Defini

te

Dys

function

Touch (TOU)

15 63 90 Some Proble

ms

18 68 96 Some Proble

ms

Body Awareness (BO

D)

15 61 86 Some Proble

ms

18 66 95 Some Proble

ms

Balance and Motion (BAL

)

20 80

>99

Defini

te

Dys

function 17 71 98

Defini

te

Dys

function

Planning and Ideas (PLA

)

33 80 >99

Defini

te

Dys

function 19 64 92 Some Proble

ms

Tot

al Senso

ry Syste

ms (TO

T)

87 65 93 Some Problems 99 69 97 Some Problems

Ethn

icityW

hite

Whi

te

R

ater Name

Teacher

tea

cher

Relationshi

p to Child

O

livia's

teache

r

O

livia's

teacher (retest

)

Score profile

T-

sco

re

9

8

3

4

9

0

1

6

%

ile

Defini

te

Dys

function (70T-80

T)Typical (40T-59T)

Some Problems (60T-69

T)

y

g

y

y

g

v

.

g

v

.

.

.

.

.

R

:

/

/

:

:

Progress Report School Form: Graph

Two months post

implementing the SPM Quick Tips

Mom:

“Sequencing has improved! She is
NOW riding a bike, dressing, and

swinging.”

Teacher:

“Creativity has blossomed!
She is putting on clothes during
dress-up and playing different

parts.”

School Principal:

“We need to add a swing.” (The
next school year, a swing was

added.)

The Sensory Processing Measures:

SPM & SPM-P Quick Tips

SPM (5–12 years)

Additional School Environments:

Art, Music, PE, Recess/Playground,

Cafeteria, and School Bus

SPM-Preschool (2–5 years)

SPM/SPM-P Quick Tips & User Guide

http://www.sciencedirect.com/science/article/pii/S0891422214005484

Importance of assessment across environments

SPM-2: Across the Lifespan (Infants Through Adults) - Slated for 2021

2 Formats: Print booklet and online module

Available on the Online Platform

QT Intervention Report QT Record Form Progress Report

Online Workflow

HELP

Quick Start

1.

Administer

Online

HIPPA Secure

7.

Progress

Report

(Initial/Retest)

2.

Score

Report Form

6.

Complete

QT Record

Form

3.

Comparison

of Same 2

Forms

5.

Quick Tips

Intervention

Report

4.

Clinical

Reasoning

Sorting

Items

Filtering

Tips

Putting heads together brings results!

Questions?

§ Diana A. Henry MS, OT/L, FAOTA

[e-mail]

§ Maureen Kane-Wineland PhD, OT/L

[e-mail]

§ Douglene Jackson PhD, OTR/L, LMT,

ATP, BCTS

[e-mail]

§ Sal Velasco

WPS Product Manager, Technical

[e-mail]

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