If a child is suspected to have a sensory processing disorder, one of our qualified occupational therapists can conduct an evaluation to gather more information. Evaluations typically consist of a combination of standardized testing and observations in our clinic. If a child has already received an evaluation elsewhere and is being seen for occupational therapy at Leaps and Bounds, we will accept external evaluation information.
Clinical observations can be used to assess sensory processing. Observations may include a child’s response to sensory stimulation, such as balance/postural control, bilateral coordination, eye movements, strength, and endurance.
Sensory Integration and Praxis Tests (SIPT)
This test evaluates sensory processing deficits related to learning and behavior problems in children from 4 years to 8 years, 11 months of age. The SIPT measures visual, tactile, and kinesthetic perception as well as motor performance. Only therapists who have completed a rigorous training course may be certified to administer the SIPT evaluation.
Miller Assessment for Preschoolers (MAP)
This comprehensive preschool assessment instrument assesses young children (2 years, 9 months through 5 years, 8 months of age) for mild to moderate developmental delays. Items provide a broad overview of a child's developmental status relative to other children the same age.
Dunn Sensory Profile
The Sensory Profile is used to assess a child’s sensory processing and modulation skills and how these may affect his/her performance of daily activities. Each item is rated on a scale of “always, frequently, occasionally, seldom,” or “never” depending on the frequency with which a parent sees a particular characteristic or behavior during various sensory activities. There are several versions of the Sensory Profile available to provide information on children from birth to 3 years of age, 3 to 10 years of age, and for adolescents and adults.
Sensory Processing Mesasure (SPM)
The SPM provides a more compelete picture of a child's ability to function at home, at school and in the community. It assesses sensory processing, praxis and social participation for children in elementary school.
Beery-Buktenica Developmental Test of Visual-Motor Integration (Beery VMI)
The Beery-Buktenica Developmental Test of Visual-Motor Integration (Beery VMI) is a developmental visual-motor screening tool comprised of 3 subtests used to assess the extent to which children ages 2 through 18 years can integrate their visual and motor skills. The Visual-Motor Integration subtest involves copying a series of developmentally sequenced geometric forms with paper and pencil. The Visual Perception subtest involves looking at a series of pictures and finding the one that matches the example. The Motor Coordination subtest consists of drawing lines through paths.
Test of Visual-Perceptual Skills, Revised (TVPS-R)
The TVPS-R determines a child’s visual-perceptual strengths and weaknesses based upon non-motor visual-perceptual testing. It divides visual-perceptual skills into the following seven domains: visual discrimination, visual memory, visual spatial-relationships, visual form-constancy, visual sequential-memory, visual figure-ground and visual closure. It can be administered to children from 4 years to 12 years, 11 months of age.
Peabody Developmental Motor Scales
The Peabody Developmental Motor Scales - II (PDMS-II) is a standardized assessment that is composed of six subtests that measure interrelated motor abilities that develop early in life. The subtests include stationary, locomotion, object manipulation, grasping, and visual-motor integration. The reflex subtest is only given to children under 12 months of age. It is designed to assess the motor skills of children from birth through 5 years of age.
Preschool Activity Card Sort (PACS)
The Preschool Activity Card Sort (PACS), designed by Christine Berg, PhD, OTR/L, is a semi-structured interview conducted with a preschool-age child’s parent. Using 85 photographs of children engaged in typical preschooler activities, parents are asked whether or not his/her child participates in each activity, and if not, why. Options for non-participation include for “child reasons,” “parent reasons,” or “environmental reasons.” Furthermore, participation is divided into three categories: child participates independently at an age-appropriate level, child participates with adult assistance, or child participates with environmental accommodation. Information gathered during the interview provides an occupational narrative about the child’s daily routine and identifies areas of parental concern which can be used to direct therapeutic interventions.
Brigance Inventory of Early Development II (IED-II)
The Brigance assesses the developmental or performance level of an infant or child. It has 200 standardized assessments in five skill areas: motor (fine and gross), language (receptive and expressive), academic/cognitive, daily living/self help, and social emotional. The Brigance is primarily an observational tool that can be used with children from birth to 7 years of age.
Miller Function & Participation Scales (M-FUN)
The Miller Function and Participation Scales (M-FUN) assess a child's functional performance related to school participation. The tool is designed to identify underlying neuromotor foundations through engaging, functional activities and occupations. It incorporates hands-on functional activities that appeal to children, ages 2 years 6 months to 7 years 11 months, with items that examine development in fine, gross and visual motor skills.