Sensory Processing Measure (SPM)
This is the standardized evaluation tool that Occupational Therapists in Alpine School District use along with other
observations and checklists to help identify children with sensory processing problems.
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What is it?
o An integrated system of rating scales that enables assessment of sensory processing issues, praxis, and
social participation in elementary school-aged children (K-6 or ages 5 through 12)
o Each item is rated in terms of the frequency of the behavior on a 4-point Likert-type scale. (Never,
Occasionally, Frequently, and Always)
How is it an integrated system?
o It uses three forms:
 Home form
 Main Classroom form
 School Environments form
o Together, the information from each form provides a unique and comprehensive perspective on a child’s
sensory functioning in the home, school and community environments.
What is the SPM based on?
o It is a union of two prior test development programs (Evaluation of Sensory Processing, Assessment of
Sensory Integration)
o It is anchored in sensory integration theory, which proposes that processing and integration of sensory inputs
is a critical neurobehavioral process that strongly affects development. Difficulties with processing sensory
input can affect a child’s ability to learn efficiently, perform activities of daily living, participate in social
activities and plan and organize movement.
o SPM assesses three key dimensions based on sensory integration theory
 Assessment of sensory systems (visual, auditory, tactile, proprioception, and vestibular, as well as
praxis and social participation-which are integrative functions of sensory systems)
 Assessment of sensory integration vulnerabilities (based on information of processing within each
sensory system – under and over responsiveness, sensory-seeking behavior, and perceptual
problems)
 Assessment across multiple environments
Parham, L. Diane, and Ecker, Cheryl (2007). Sensory Processing Measure. Western Psychological Services, Los
Angeles, CA.
Sensory Processing Measure Interpretation
Sensory
System
Description
Some Problems
Range
Definite
Dysfunction Range
(T-Score 60-69)
(T-Score 70-80)
Students May. . .
Vision
Represents range of visual
processing vulnerabilities: over- &
under-responsiveness to visual
stimulation, problems with
perception, and ocular-motor
control.
Hearing
Reflects the auditory processing
vulnerabilities of over- & underresponsiveness, seeking
behavior, and perceptual
difficulties
Touch
Body
Awareness
Balance
and Motion
Planning
and Ideas
Represents tactile-defensiveness
or over-responsiveness to tactile
stimulation as well as underresponsiveness and various
tactile-seeking behaviors (ie:
seeking out temperature
extremes or sensations that
others would think painful)
Refers to proprioceptive sensory
system or the student’s ability to
sense the position in space of
limbs, fingers, and other body
parts. Essential component of
coordinated movements (ie:
grasping, catching)
Refers to vestibular sensory
system which comprises student’s
ability to maintain balance and
upright posture by sensing his/her
own orientation with respect to
gravity. Essential component
involved in execution and control
of coordinated movements (ie:
running, jumping)
Refers to praxis—the ability to
conceptualize, plan, and organize
movements in order to complete
unfamiliar motor tasks. Consists
of 1) ideation—ability to create a
concept or mental image of novel
task, 2) motor planning—ability to
organize and plan novel actions.
(Not a sensory system but a
higher level cognitive function that
depends on the integration of
multiple sensory systems)
May indicate
occasional
negative
reactions to a
wide range of
visual inputs or
negative
responses to
specific stimuli.
Examine item
responses to
assess pattern of
occasionally,
frequently
ratings or if
score is elevated
due to a few
always ratings.
Usually indicates
consistent and
significant problems
with visual
processing.
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Appear distracted in environments that are visually rich
Avoid environments that are visually overwhelming
Perform poorly in important functional activities that depend on vision, such
as reading or copying material from a blackboard
Usually indicates
multiple difficulties in
variety of settings.
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May indicate
occasional
negative
reactions to a
wide range of
tactile inputs or
represent
stronger
negative
responses to
specific stimuli.
Examine item
responses to
assess pattern of
occasionally,
frequently
ratings or if
score is elevated
due to a few
always ratings.
May indicate
occasional
negative
reactions to a
wide range of
vestibular inputs
or represent
stronger
negative
responses to
specific stimuli.
May be having
problems with
either ideation or
motor planning.
Examine item
responses to
determine which
aspect is most
problematic.
Often manifests
as “up and
down”
performance
across range of
activities.
Likely demonstrates
consistent problems
with the processing
of tactile information.
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Avoid auditory stimuli
Make noise to drown out other sounds
Cover ears or retreat from noisy environments
Notice sounds that others usually do not notice (ie: humming sound from
fluorescent light bulb or overhead projector)
Be unable to determine location or loudness of sounds
Appear unable to follow directions or hear well from a distance
Be particularly distressed by intense, repetitive or high-pitched sounds (ie:
school bell, whistle, vehicle’s back-up signal, etc)
Avoid touch experiences and physical nearness to others (to the point that
it interferes with social participation)
Seek out experiences that provide deep and heavy touch
Have difficulties perceiving the location, intensity, or duration of tactile
stimulations
Likely demonstrate
frequent and
consistent difficulties
across many areas
of proprioceptive
processing and body
awareness.
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Usually
demonstrates
multiple difficulties
with movement and
balance, as well as
postural control.
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May show
consistently poor
performance in
many activities that
require motor skill
and flexible problem
solving.
Scores may be
elevated for reasons
unrelated to sensory
processing.
Consider medical,
developmental,
cognitive and
environmental
factors as well.
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Appear clumsy and uncoordinated
Often be too rough with objects and people
Demonstrate inordinate sensory-seeking behavior—seeking intense inputs
into muscles and joints
Demonstrate disordered perception—unable to judge and control the
forcefulness, direction, or speed of motions
Excessively seek intense vestibular input
Demonstrate poor postural control (ie: difficulty maintaining upright position
without slumping or leaning)
Frequently move with poor control
Seem fatigued or weak
Appear clumsy and uncoordinated
Display fear of having feet off the ground (ie: stepping on/off stool or
playground equipment)
Likely have difficulty participating in sports
Have difficulty knowing what to do with certain objects or knowing how to
begin a task
Prefer repetitive play to novel activities
Appear “bossy” to others because of need to feel in control of the situation
and know exactly what to expect