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SPM & SPM-P Quick Tips with Case Study
Helping a Preschooler with ASD and Sensory Processing Issues
at Home, School, Clinic, and via Telehealth
wpspublish.com
Page 2
.
When we develop a new test, we bring an author’s idea to life,
answer a researcher’s question, meet a clinician’s need, and, ideally,
change an individual’s life for the better.
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Today’s
Panelists
§ Diana A. Henry MS, OT/L, FAOTA
§ Maureen Kane-Wineland PhD, OT/L
§ Douglene Jackson PhD, OTR/L, LMT,
ATP, BCTS
§ Sal Velasco
WPS Product Manager, Technical
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Get a
complete
picture of
sensory
processing
difficulties in
children
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Danielle, a
5-year-old in a
developmental
Initial SPM-P Test
Retest: 2 Months Later
§ Praxis
§ Ideation
preschool:
Diagnosed
with ASD
§ Motor Planning
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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
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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
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Does not use playground equipment. Though very social, she only runs around.
Avoids sensory motor challenges when left on her own.
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Score Report Home Form
§ Email SPM-P forms
to home
§ Score form
§ Generate a Score
Report Home Form
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Score Report Home Form: Top
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Score Report Home Form: Graph
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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
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Score Report School Form
§ Email SPM-P forms
to school
§ Score form
§ Generate a Score
Report School Form
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Score Report School Form: Top
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Score Report School Form: Graph
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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)
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On the playground
Difficulty motor planning
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Praxis challenges: Difficulty sequencing picture cards
Private speech therapy
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Strategy
How high can you go?
Strategy: Moving her body to act out sequence
How low can you go?
Cranium Hullabaloo game
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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
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Provide
opportunities for
proprioception:
I encouraged
parents to find
playgrounds
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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
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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?
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Initially no
movement:
Generic
seating in
cube chairs
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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.”
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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
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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
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For Danielle’s father to be able to play with
his daughter & facilitate dressing skills
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For Danielle’s father to be able to
play with his daughter
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To facilitate dressing skills
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Quick Tips Record Form
Father picked Quick Tips
developed by the father & mother
to help with play & dressing
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Quick Tips Record Form developed
Teachers picked Quick Tips to
by the teacher & paraprofessionals
help with sequencing & creativity
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§ 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
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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
Page 39
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
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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.)
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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
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Available on the Online Platform
QT Intervention Report QT Record Form Progress Report
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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
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Putting heads together brings results!
Page 45
Questions?
§ Diana A. Henry MS, OT/L, FAOTA
§ Maureen Kane-Wineland PhD, OT/L
§ Douglene Jackson PhD, OTR/L, LMT,
ATP, BCTS
§ Sal Velasco
WPS Product Manager, Technical
Page 46
Coming Soon in Spring 2021!
Join our mailing list to stay up-to-date:
https://pages.wpspublish.com/spm-2-coming-soon
Page 47
Get valuable support from
professionals you can trust:
Questions?
WPS Assessment Consultants
Page 48
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Questions?
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