[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"assessment-spm":3,"all-assessments-nav":393,"related-assessments-query":1073},{"id":4,"title":5,"body":6,"category":353,"categoryTitle":354,"clinicalCitations":355,"copyright":353,"description":367,"disclaimer":353,"downloadLink":353,"extension":368,"faqs":369,"featured":382,"i18nReady":382,"icon":353,"interpreter":353,"lastReviewed":383,"meta":384,"navigation":385,"path":386,"permissionsNote":353,"published":382,"recommendedFrequency":353,"relatedCodes":353,"relatedConditions":353,"reviewedBy":353,"seo":387,"slug":388,"stem":389,"summary":390,"takeaways":353,"timeline":353,"type":391,"usedToDiagnose":353,"__hash__":392},"assessments\u002Fassessments\u002Fspm.md","Sensory Processing Measure",{"type":7,"value":8,"toc":341},"minimark",[9,13,18,21,24,27,31,34,90,93,96,100,103,204,207,212,215,222,228,234,237,241,244,317,320,323,327],[10,11,12],"p",{},"The SPM is a validated caregiver\u002Fteacher-rated tool assessing sensory processing across eight domains in children and adolescents. T-score ≥70 indicates definite dysfunction. Miller-Kuhaneck et al. (2007).",[14,15,17],"h2",{"id":16},"what-is-the-sensory-processing-measure","What is the Sensory Processing Measure?",[10,19,20],{},"The Sensory Processing Measure (SPM) is a standardized, norm-referenced\ncaregiver and teacher rating scale developed by Miller-Kuhaneck, Henry, and Glennon\n(2007) to assess sensory processing abilities and related social participation in\nchildren ages 5–12. The companion SPM-P (Preschool) covers ages 2–5,\nand the SPM-2 (2019 revision, WPS) is an updated edition with age-banded forms\nspanning from infancy through adulthood.",[10,22,23],{},"The SPM is designed to be completed by both caregivers\u002Fparents (Home\nForm) and teachers (Main Classroom Form) to capture sensory processing\ndifferences across environments. It assesses how the brain interprets and organizes\nsensory information from the environment and from the body, identifying patterns\nconsistent with sensory over-responsivity, under-responsivity, and sensory\nseeking.",[10,25,26],{},"Scores are converted to age-normed T-scores (mean=50, SD=10).\nT-scores of 60–69 indicate some problems with sensory processing;\nT-scores ≥70 indicate definite dysfunction requiring further\nevaluation and intervention planning. The SPM is widely used by occupational\ntherapists, school psychologists, and developmental pediatricians as part of autism,\nADHD, and sensory integration evaluations.",[14,28,30],{"id":29},"spm-t-score-interpretation","SPM T-Score Interpretation",[10,32,33],{},"SPM raw item responses are converted to age-normed T-scores (mean=50, SD=10).\nEach of the eight scales produces its own independent T-score; there is no single\nsummed total raw score. The bands below represent the standard clinical convention\nestablished in the SPM manual.",[35,36,37,53],"table",{},[38,39,40],"thead",{},[41,42,43,47,50],"tr",{},[44,45,46],"th",{},"T-score range",[44,48,49],{},"Interpretation",[44,51,52],{},"Recommended action",[54,55,56,68,79],"tbody",{},[41,57,58,62,65],{},[59,60,61],"td",{},"\u003C 60",[59,63,64],{},"Typical performance",[59,66,67],{},"No concern indicated",[41,69,70,73,76],{},[59,71,72],{},"60–69",[59,74,75],{},"Some problems",[59,77,78],{},"Monitor; consider referral if functional impact",[41,80,81,84,87],{},[59,82,83],{},"≥ 70",[59,85,86],{},"Definite dysfunction",[59,88,89],{},"Referral for full occupational therapy evaluation",[10,91,92],{},"Because each scale is interpreted independently, a child may show typical performance\non some scales and definite dysfunction on others. This profile approach is one of\nthe SPM's key clinical strengths — it directs intervention planning to the specific\nsensory systems most affecting daily function.",[10,94,95],{},"In the initial development study, the SPM-School correctly classified 92.3% of\ntypically developing children and 72.0% of children with identified sensory issues,\nwith internal consistency (Cronbach's α) ranging from .93 to .99 in the first pilot\nstudy and .70 to .99 in the second pilot study (Miller-Kuhaneck et al., 2007,\nPMID 17436839). These figures are from early pilot data; the manual reports separate\nnormative statistics from the full standardization sample.",[14,97,99],{"id":98},"spm-eight-scales","SPM Eight Scales",[10,101,102],{},"The SPM measures sensory processing and related functions across eight scales.\nEach scale produces an independent T-score; the Total Sensory Systems score\nprovides an overall summary.",[35,104,105,118],{},[38,106,107],{},[41,108,109,112,115],{},[44,110,111],{},"Scale",[44,113,114],{},"Common label in manual",[44,116,117],{},"What it measures",[54,119,120,130,140,150,160,171,182,193],{},[41,121,122,125,127],{},[59,123,124],{},"Social Participation",[59,126,124],{},[59,128,129],{},"Integration of sensory information into social interaction and play",[41,131,132,135,137],{},[59,133,134],{},"Vision",[59,136,134],{},[59,138,139],{},"Processing of visual input; visual discrimination and modulation",[41,141,142,145,147],{},[59,143,144],{},"Hearing",[59,146,144],{},[59,148,149],{},"Auditory modulation, discrimination, and sensitivity",[41,151,152,155,157],{},[59,153,154],{},"Touch",[59,156,154],{},[59,158,159],{},"Tactile modulation, discrimination, and sensitivity to touch input",[41,161,162,165,168],{},[59,163,164],{},"Body Awareness",[59,166,167],{},"Body Awareness (Proprioception)",[59,169,170],{},"Processing of proprioceptive input from muscles and joints",[41,172,173,176,179],{},[59,174,175],{},"Balance & Motion",[59,177,178],{},"Balance & Motion (Vestibular)",[59,180,181],{},"Processing of vestibular input; balance, movement, and spatial orientation",[41,183,184,187,190],{},[59,185,186],{},"Planning & Ideas",[59,188,189],{},"Planning & Ideas (Praxis)",[59,191,192],{},"Motor planning and ideation; ability to conceive and execute novel movement sequences",[41,194,195,198,201],{},[59,196,197],{},"Total Sensory Systems",[59,199,200],{},"Total",[59,202,203],{},"Composite of all sensory scale scores",[10,205,206],{},"Note that the SPM uses consumer-friendly scale labels (Body Awareness, Balance & Motion, Planning & Ideas) rather than the corresponding neurological terms (proprioception, vestibular, praxis). Clinicians reporting results should clarify which underlying sensory system each label represents.",[208,209,211],"h3",{"id":210},"sensory-patterns-what-they-mean","Sensory Patterns & What They Mean",[10,213,214],{},"The SPM identifies three response patterns that can co-exist within the same individual, even within the same sensory system.",[10,216,217,221],{},[218,219,220],"strong",{},"Sensory over-responsivity"," means the nervous system reacts more strongly or quickly than typical to a given input level. A child who is over-responsive to touch may resist clothing tags, avoid being touched, or become dysregulated during routine grooming.",[10,223,224,227],{},[218,225,226],{},"Sensory under-responsivity"," means the nervous system fails to register or respond to sensory input at the level typical peers do. An under-responsive child may appear inattentive, seem unaware of injuries, or require intense input to produce a reaction.",[10,229,230,233],{},[218,231,232],{},"Sensory seeking"," describes an active, motivated drive to obtain more sensory input — the child actively crashes into furniture, touches everything, or seeks spinning and swinging. Unlike under-responsivity, seeking is a behavioural strategy rather than simply a registration failure.",[10,235,236],{},"These three patterns are not mutually exclusive; a child may show over-responsivity in one sensory system while seeking input in another. Importantly, an elevated T-score on any single SPM scale does not on its own identify which pattern is present — over-responsivity, under-responsivity, and seeking can each contribute to a high score. The specific response pattern is identified through examination of the individual item-level responses and clinical observation. Identifying the pattern within each domain guides intervention: sensory integration therapy, environmental modification, and sensory diet strategies differ meaningfully depending on whether the primary pattern is over-responsivity, under-responsivity, or seeking.",[208,238,240],{"id":239},"spm-versions-overview","SPM Versions Overview",[10,242,243],{},"The SPM family has expanded since the 2007 original to cover the full developmental lifespan. The table below summarizes the main versions available from Western Psychological Services (WPS).",[35,245,246,265],{},[38,247,248],{},[41,249,250,253,256,259,262],{},[44,251,252],{},"Version",[44,254,255],{},"Age range",[44,257,258],{},"Forms",[44,260,261],{},"Published",[44,263,264],{},"Key additions vs. original",[54,266,267,284,300],{},[41,268,269,272,275,278,281],{},[59,270,271],{},"SPM-P (Preschool)",[59,273,274],{},"2–5 years",[59,276,277],{},"Home Form; Preschool Classroom Form",[59,279,280],{},"2007",[59,282,283],{},"Normed for preschool; adapted item content for younger children",[41,285,286,289,292,295,297],{},[59,287,288],{},"SPM (Original)",[59,290,291],{},"5–12 years",[59,293,294],{},"Home Form; Main Classroom Form",[59,296,280],{},[59,298,299],{},"Core 75-item normative edition",[41,301,302,305,308,311,314],{},[59,303,304],{},"SPM-2",[59,306,307],{},"Infant\u002FToddler through Adulthood (age-banded)",[59,309,310],{},"Multiple age-banded forms",[59,312,313],{},"2019",[59,315,316],{},"Extended lifespan coverage; updated norms; additional adult items",[10,318,319],{},"The SPM-P was developed alongside the original SPM and shares the same publisher and T-score framework. The SPM-2 (2019) is a comprehensive revision by Western Psychological Services that maintains backward conceptual compatibility with the original SPM while providing updated normative data and forms covering ages outside the original 5–12 range. Clinicians should specify which version was used when reporting results, as norms differ across editions.",[10,321,322],{},"Cross-cultural adaptations of the SPM have been studied in multiple languages. A Hong Kong Chinese version (SPM-HKC) demonstrated acceptable reliability and validity in a sample of 547 typically developing children and 140 children with autism spectrum conditions, supporting cross-cultural use while recommending culture-specific norms (Lai et al., 2011, PMID 21752596).",[14,324,326],{"id":325},"sensory-developmental-outcome-tracking","Sensory & Developmental Outcome Tracking",[10,328,329,330,335,336,340],{},"The SPM is often used alongside complementary standardized instruments when monitoring sensory and developmental outcomes across settings. Common pairings include the CARS-2 for autism severity, the Vineland Adaptive Behavior Scales for adaptive function, and the ",[331,332,334],"a",{"href":333},"\u002Fassessments\u002Fconners-rating-scale\u002F","Conners"," or Vanderbilt assessments for attention difficulties. Using a consistent battery across re-assessment points allows clinicians to detect change in specific sensory domains while also tracking broader developmental and behavioural outcomes — supporting ",[331,337,339],{"href":338},"\u002Fmbc\u002F","measurement-based care"," for pediatric, ASD, and school-based programmes.",{"title":342,"searchDepth":343,"depth":343,"links":344},"",3,[345,347,348,352],{"id":16,"depth":346,"text":17},2,{"id":29,"depth":346,"text":30},{"id":98,"depth":346,"text":99,"children":349},[350,351],{"id":210,"depth":343,"text":211},{"id":239,"depth":343,"text":240},{"id":325,"depth":346,"text":326},null,"Sensory & Developmental",[356,359,361,364],{"text":357,"link":358},"Miller-Kuhaneck H, Henry DA, Glennon TJ, Mu K. Development of the Sensory Processing Measure-School: initial studies of reliability and validity. Am J Occup Ther. 2007;61(2):170-5.","https:\u002F\u002Fpubmed.ncbi.nlm.nih.gov\u002F17436839\u002F",{"text":360},"Parham LD, Ecker C, Miller-Kuhaneck H, Henry DA, Glennon TJ. Sensory Processing Measure (SPM): Manual. Western Psychological Services. 2007.",{"text":362,"link":363},"Lai CY, Chung JC, Chan CC, Li-Tsang CW. Sensory processing measure-HK Chinese version: psychometric properties and pattern of response across environments. Res Dev Disabil. 2011;32(6):2636-43.","https:\u002F\u002Fpubmed.ncbi.nlm.nih.gov\u002F21752596\u002F",{"text":365,"link":366},"Jones S, Yu ML, Brown T. Convergent validity between the school-age versions of the Sensory Processing Measure 2 (SPM2) and the Sensory Profile 2 (SP2): A pilot study. Aust Occup Ther J. 2024;71(5):718-732.","https:\u002F\u002Fpubmed.ncbi.nlm.nih.gov\u002F38702985\u002F","The SPM is a standardized caregiver\u002Fteacher-rated sensory processing assessment for children ages 5–12. Eight T-score scales: Social Participation,...","md",[370,373,376,379],{"question":371,"answer":372},"What does a T-score of 70 or higher mean on the SPM?","A T-score of 70 or above on any SPM scale is interpreted as definite dysfunction — meaning the child's sensory processing in that domain is significantly outside the typical range and warrants further evaluation and intervention planning. This threshold is a standard convention established in the SPM manual rather than a cutoff derived from a single clinical trial.",{"question":374,"answer":375},"Is the SPM completed by a parent or a clinician?","The SPM uses informant-rating rather than direct assessment. The Home Form is completed by a parent or caregiver, and the Main Classroom Form is completed by the child's teacher. Both forms are scored independently, because research has found that home and school environments can produce meaningfully different sensory profiles for the same child.",{"question":377,"answer":378},"Can the SPM diagnose sensory processing disorder?","No. The SPM identifies patterns of sensory processing difficulty across multiple domains but does not produce a clinical diagnosis on its own. Interpretation must be carried out by a qualified occupational therapist or psychologist as part of a broader developmental evaluation.",{"question":380,"answer":381},"What is the difference between the SPM and SPM-2?","The original SPM (2007) covers children ages 5–12. The SPM-2, published in 2019 by Western Psychological Services, is a revised and extended edition with age-banded forms spanning from infancy through adulthood. The SPM-2 preserves the core T-score framework while adding updated norms and additional life-stage forms.",false,"2026-06-03",{},true,"\u002Fassessments\u002Fspm",{"title":5,"description":367},"spm","assessments\u002Fspm","The SPM is a standardized caregiver\u002Fteacher-rated sensory processing assessment for children ages 5–12. Eight T-score scales: Social Participation, Vision, Hearing, Touch, Proprioception, Vestibular, Praxis, and Total. T≥70 indicates definite dysfunction. Miller Kuhaneck et al. 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