Professional Documents
Culture Documents
Overview comments
The [name the parent, teacher, etc.] express concern about [name the child]’s
ability to [describe the daily life performance that is of concern]. During initial
data gathering strategies, I became aware that sensory processing might be
interfering with performance, so I asked the parents to complete the Sensory
Profile, observed [name the child] during these activities, reviewed a video of
[name the child] performing these tasks, and talked to the [name the parent,
teacher, etc.] regarding their concerns.
My observations, information from discussions and records [describe the daily life
performance that is of concern] and results on the Sensory Profile indicate good
performance in many areas and difficulty in some areas that seem to be
interfering with [name the child]’s ability to [describe the daily life performance
that is of concern].
SENSORY PROCESSING
[name the child] obtained scores that indicated typical performance on [name
sensory system(s) here] processing, probable differences in [name sensory
system(s) here] processing and definite differences on [name sensory system(s)
here] processing.
Typical performance indicates that [name the child] uses these sensory inputs
successfully. Therefore, [name the child] uses…[select]
[name the child] has difficulty with [list which sensory systems are poor]
information. When children have difficulty with [list the sensory system(s)]
processing, it means that this form of sensory input is either confusing, upsetting
or not meaningful to the child. In any case, difficulty with sensory input can
interfere with the child’s ability to complete important activities successfully as
other children do.
MODULATION
typical ability to modulate sensory experiences in daily life. When children have
good modulation, this means that they can organize input to create an
appropriate response. [name the child] has this ability.
OR
difficulty modulating sensory experiences in daily life. [name the child] has
difficulty with [list types of modulation that are difficult]. This means that [he, she]
might have trouble [select from next section]
OR
A range of abilities to modulate sensory experiences in daily life. [name the
child] has difficulty with [list types of modulation that are difficult]. This means that
[he, she] might have trouble [select from next section based on the scores in the
‘definite difference’ range]
In [name the child]’s case, this modulation difficulty may be manifesting itself in
[his, her] struggles to [describe the daily life performance that is of concern].
When children have good Behavior and Emotional responses, this indicates that
they are using their sensory input and modulation successfully to produce
appropriate responses in everyday life.
[name the child]’s difficult with [name the subsection] indicates that [he, she]
[select appropriate explanation]
[what the teacher, parent and Tim want and need for Tim to do]
Tim’s teacher and mother expressed concern that Tim is a ‘plodder’ in school
work and is becoming more socially isolated. The teacher explained that Tim
takes a longer time to complete work even though he understands, and
frequently misses specific directions.