SENSORY PROFILE SCHOOL COMPANION

Less than Others More than

others
Much Less than Less than Similar to More Than Much more
others Others Others others than others
SCHOOL FACTOR Definite Difference Probable Typical Probable Definite
RAW SCORE TOTAL Difference Performance Difference Difference
School Factor 1 /105
School Factor 2 /65
School Factor 3 /85
School Factor 4 /55
QUADRANT RAW SCORE
TOTAL
Registration /85
Seeking /60
Sensitivity /80
Avoiding /85

Explanation of Scores on the Sensory Profile School Companion Teacher Questionnaire

School Factor Scores
School Factor Scores reflect the teacher’s perspective about the student within the context of the classroom, learning
activities and the school day. Scores reflect the ways that student’s might learn or have barriers to learning. Each
School Factor Score contains two sensory processing patterns.

School Factor 1: represents the student’s need for external supports. It encompasses Seeking and Registration
patterns. If scores fall in the probable/definite difference range these student’s typically need a lot of extra sensory
input to activate their high thresholds in order to be prepared for learning. They will likely need supports within the
learning environment to participate successfully.

School Factor 2: represents the student’s awareness and attention within the learning environment. It includes
Seeking and Sensitivity patterns. If scores fall in the probably/definite difference range, these student’s may be
getting pulled away from learning activities because of attention to other stimuli in the environment. They will likely
need adjustments within the learning environment so they can participate successfully (i.e. less stimulation).

School Factor 3: represents the student’s range of tolerance for sensory input. It includes Avoiding and Sensitivity
patterns. If scores fall in the probable/definite difference range, student’s may get overloaded quickly in the typical
learning environments, interfering with their ability to get instructions, complete independent work or cooperate with
other students in groups. The student may be seen as less tolerant, overly reactive and picky. They will need
reductions in stimuli within the learning environment so they can participate successfully.

School Factor 4: represents the student’s availability for learning. It includes Avoiding and Registration patterns. If
scores fall in the probably/definite difference range, student’s are likely missing opportunities to participate and
appear disinterested to the teacher. They may require less input so they can concentrate or more input so they notice
what is going on. It is critical to find just the right amount of sensory input. They will need adjustments within the
learning environment so they can participate successfully and strategies that the teacher can use to keep them
engaged in learning throughout the day.

Quadrant Scores
Registration: scores in the probable/definite difference range represent student’s who likely miss sensory input that
provide cues about what is going on in the context. The brain may not be getting what it needs to generate
responses. It is hypothesized that student’s in this range have inadequate neural activation to support sustained
performance and consequently may miss salient cues in the context to support ongoing responsivity. They may
appear uninterested and can have a dull or flat affect. They may seem to have low energy levels and act as if they
are overly tired all of the time.

Intervention plans should involve enhancing task features and contextual cues by increasing the contrast of stimuli
(placing a contrasting color underneath a worksheet to make it more noticeable) or by decreasing the predictability of
routines (requiring the student to pay more attention to what is happening). The overall goal is to make all
experiences more concentrated with sensory information so there is more likelihood that the thresholds will be met
and the student will be able to notice and respond to cues in the environment.
Sensitivity: scores in the probable/definite difference range represent students who tend to be distractible and may
display hyperactivity. It is hypothesized that students in this range have over-reactive neural systems that make them
aware of every stimulus that becomes available, and they do not have the commensurate ability to habituate to these
stimuli.

Intervention plans should reduce arousal/alerting stimuli and provide more discriminatory input that supports
organized patterns of information to the brain without generating additional arousal. Discriminatory input might include
firm touch pressure on the surface of the skin, linear patterns of movement and predictable patterns of visual and
auditory cues. The overall goal is to provide the student with sensory experiences that support the continuation of a
task and minimize the chances for the thresholds to be fired repeatedly.

Seeking: scores in the probable/definite difference range represent student’s who tend to be active and continuously
engaged in their environments. They add sensory input to every experience in daily life. They may make noises while
working, fidget, rub or explore objects with their skin, chew on things and wrap body parts around furniture or people
as ways to increase input during tasks. They may appear excitable or lack consideration for safety when playing.

Intervention plans should incorporate needed sensory input into their daily routines. They need ongoing vestibular
input (i.e. breaks, running errands throughout the day or alternative seating on a cushion or ball chair). The overall
goal is to incorporate additional sensory input into the student’s routines so that thresholds can be met while
conducting daily life.

Avoiding: scores in the probable/definite difference range represent students who may engage in very disruptive
behaviors hypothetically because meeting thresholds occurs too often, which is uncomfortable for the student. In
order to keep the stimulation at bay, they avoid it by either withdrawing or engaging in emotional outbursts that
enable them to get out of the situation. From a behavioral standpoint, the child might seem stubborn or controlling.
They function best with rituals and tend to create them for their daily lives. The student is creating a situation to limit
sensory input to those events that are familiar and therefore easy for the nervous system to interpret.

Intervention plans should incorporate a reduction of sensory input, with a gradual change in rituals. Defiant behaviors
can be indicative of the difficulty the student is having habituating and a power struggle to protect oneself might
occur. The overall goal is to honor the student’s need to limit unfamiliar sensory input and gradually broaden the
sensory processing experiences within the student’s accepted rituals.