Assessment Tools

A variety of instruments exist that provide valuable information about sensory processing. These measures can be categorized as formal and informal. Formal assessments include norm-referenced and standardized instruments that compare an individualÕs profile to those of typically developing peers. Informal assessments, on the other hand, include reviews of records, inventories/checklists, and observations. Informal assessments often provide descriptive information about behaviors and can be useful in developing strategies that address those behaviors. Unlike most formal assessments, informal tools are usually easy to administer, are inexpensive, and do not require specific training to be conducted. Typically, occupational therapists have a foundation of understanding about sensory processing and can administer and interpret processing assessments. While we continue to recommend the involvement of an occupational therapist during an assessment and programming we are aware that many teachers and parents are becoming much more knowledgeable in the area of sensory processing. It may be a classroom teacher or a parent who first observes some of the difficulties these individuals are experiencing.

There are several formal assessments that are available when assessing sensory processing in individuals with ASD. These instruments usually require someone who has knowledge and expertise in the area of sensory integration in order to effectively interpret the results of these instruments.

Six of the more commonly used formal assessments are:

• Sensory Profile (Dunn, 1999); (www.sensoryprofile.com)
• The Short Sensory Profile (Dunn, 1999);
• Sensory Integration and Praxis Test (SIPT) (Ayres, 1989);
• DeGangi-Berk Test of Sensory Integration (Berk-DeGangi, 1983);
• Test of Sensory Functions in Infants (TSFI) (DeGangi & Greenspan, 1989)
• Miller Assessment for Preschoolers (MAP) (Miller, 1988)

The following informal assessments may be helpful when the team is trying to decide if further sensory evaluation may be necessary. These are mostly written in the form of checklists that can be completed by parents, teachers or other caregivers who work with the child throughout the day. Once these instruments are completed it is necessary for the team to consult with an occupational therapist and discuss the necessity of further evaluation.

Some informal measures are:

• Checklist for Occupational Therapy (Occupational Therapy Associates Watertown, 1997);
• Building Bridges Through Sensory Integration (Yack, Sutton, & Aquilla, 1998);
• Questions to Guide Classroom Observations (Kientz & Miller, 1999);
• Motivation Assessment Scale (Durand & Crimmins, 1992);
• Balzar-Martin Preschool Screening Program (Balzar-Martin, 1992);
• Profile of Individual Sensorimotor Development (Berry and Fuge, 2003);
• Analysis of Sensory Behavior (Wolford & Martin, 1994);
• Evaluation of Sensory Processing (ESP) (Parham & Ecker, in press)

For a more detailed description of each of these assessments please refer to: Myles, B. et.al. (2000). Asperger syndrome and sensory issues: Practical solutions for making sense of the world. Shawnee Mission, KS. Austim Asperger Publishing Company, and , Robbins, L. & Miller, N. (in development). Sensation Station: Getting on the Right Track.

An additional tool that is currently under development is the School Assessment of Sensory Integration (SASI) (Miller-Kuhaneck, Henry & Glennon). The purpose of the SASI is to provide the educational team with information regarding a studentÕs sensory integrative functioning, in order to develop strategies to enhance a childÕs performance in the school environment. This tool is unique in that information is gathered from ALL individuals who come in contact with the child (bus driver, cafeteria staff, art, music and physical education teachers etc.).

Interpretations of assessment measures are largely instrument-dependent. Interpretations of results of sensory-related assessments or observations are most often made by occupational therapists or other professionals trained in sensory integration, who are skilled in administering, scoring, and interpreting this type of information. Skilled interpretations provide a comprehensive look at the child with ASD across environments, under various conditions, with different adults and peers, and so on.

Recommendations that stem from the assessment must be detailed enough for implementation by the many staff members and parents who have contact with the child. The sensory information will help teachers and parents develop programming strategies that support the child’s success in various environments. For example, assessment revealed that Jon has vestibular processing issues that appear to impact his ability to sit still and attend. As a result, at his IEP meeting, his teachers and parents discussed strategies that would address these needs. They thought that a Disc ‘O’ Sit™, an inflatable disc, or camping pillow may provide Jon with the needed vestibular input and help him sit in his chair and pay attention.

Close collaboration among the occupational therapist and other team members in implementing the recommendations is essential to ensure that (a) recommendations are implemented effectively and safely and (b) that the interventions are directly addressing the child’s needs and supporting her performance across environments.

The term occupational therapist is used throughout this module as the professional who can administer and interpret these formal and informal tools. This reflects the occupational therapists educational training in neurology. OTs learn about sensory processing and are often the professionals associated with sensory integration. Other professionals can attend continuing education courses and develop a comparable knowledge and skill base to administer and interpret these tools.