Sensory Processing Measure-HK Chinese version: Psychometric properties and pattern of response across environments Cynthia Y.Y. Lai a, *, Jenny C.C. Chung b , Chetwyn C.H. Chan c , Cecilia W.P. Li-Tsang b a Occupational Therapy Department, Heep Hong Society, Kowloon, Hong Kong SAR, China b Department of Rehabilitation Sciences, The Hong Kong Polytechnic University, Hung Hom, Kowloon, Hong Kong SAR, China c Department of Rehabilitation Sciences, Applied Cognitive Neuroscience Laboratory, The Hong Kong Polytechnic University, Hung Hom, Kowloon, Hong Kong SAR, China 1. Introduction Sensory processing is described as a broad term that refers to the way in which the central and peripheral nervous systems manage incoming sensory information from the sensory organs, namely visual, auditory, tactile, taste and smell, proprioception, and vestibular. The process includes the reception, modulation, integration, discrimination, organization of sensory stimuli, and the behavioral responses to sensory input (Tomchek, 2001). People with sensory processing difficulty may have problem in modulation of sensory input. They may display over- or under-reactivity to the stimuli in their environment, or crave an unusual amount or type of sensory input (Miller, Anzalone, Lane, Cermak, & Osten, 2007). The estimated prevalence of parent’s perceptions of sensory processing difficulty among preschool children in United States was 5.3% (Ahn, Miller, Milberger, & McIntosh, 2004). Sensory processing difficulty could be identified through the use of standardized tests, skilled observations, and parents’ and teachers’ report (Roley, Mailloux, Miller-Kuhaneck, & Glennon, 2007). Instrument measuring sensory processing difficulty at various environments is essential for thorough understanding of the performance of the children. In Hong Kong, it was not uncommon to notice that the children behaved differently at home and at school. In clinical practice, especially for school-based occupational therapist, a standardized tool providing comparable score between the performance (sensory processing and the related functional performance) of the children at home and at school is necessary. Research in Developmental Disabilities 32 (2011) 2636–2643 A R T I C L E I N F O Article history: Received 15 June 2011 Accepted 16 June 2011 Available online 12 July 2011 Keywords: Sensory processing Psychometric properties Children Autistic spectrum disorders (ASD) Sensory Processing Measure (SPM) A B S T R A C T This study aimed to examine the psychometric properties of the Sensory Processing Measure-Hong Kong Chinese version (SPM-HKC), and to study the pattern of behavioral response of children towards sensory events across home and school settings. The two major forms of the SPM, Home Form and Main Classroom Form, were translated into Chinese in this study. The content validity of the SPM-HKC was reviewed by 20 expert panel members. A total of 547 typically developing children and 140 children with autistic spectrum disorder (ASD) were recruited for the field test on its reliability and validity. The findings of this study showed that the SPM-HKC was a valid and reliable tool in the screening for sensory processing difficulty of children aged 5–12 among the Chinese populations. But the correlation between the Home Form and the Main Classroom Form was low. It is recommended to use separate forms and norms to measure the performance of children across the home and school environments for more thorough understanding of difficulty in encountering daily sensory events. ß 2011 Elsevier Ltd. All rights reserved. * Corresponding author at: Occupational Therapy Department, Heep Hong Society, G8-9 Tung Moon House, Tai Hang Tung Estate, Shek Kip Mei, Kowloon, Hong Kong SAR, China. Tel.: +852 36186369; fax: +852 27847966. E-mail address: cynthia.lai@connect.polyu.hk (Cynthia Y.Y. Lai). Contents lists available at ScienceDirect Research in Developmental Disabilities 0891-4222/$ – see front matter ß 2011 Elsevier Ltd. All rights reserved. doi:10.1016/j.ridd.2011.06.010