Sensory Profile™ 2
School Companion Sensory Profile™ 2
School Companion Sensory Profile™ 2 Summary Report
Winnie Dunn, PhD, OTR, FAOTA
Child's Full Name: Jonathan Edward John Andrew Najarian
Child's Preferred Name: John
Gender: Male
Birth Date: 08/26/2019
Service Provider Name: ALmatar, Rawan
Service Provider's Profession: O.T
Form Completed By: Nicola Mace
Administration Date: 11/03/2025
Age at Administration: 6:2
Name of School/Daycare Center: International Academy-Amman
School Grade: First grade
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[ 1.2 / RE1 / QG1 ]
School Companion Sensory Profile™ 2 Summary Report
11/03/2025, Page 2 Jonathan Edward John Andrew Najarian
ASSESSMENT AND PLANNING REPORT
This is a limited Assessment and Planning Report. The full Assessment and Planning Report requires
additional information.
Please follow these steps for completion:
1. Review this Summary Report.
2. Use the information to complete the additional Examiner Assessment and Planning Report
Demographics in Q-global.
3. Regenerate the Summary Report and the full Assessment and Planning Report will be provided
at no additional charge.
John is a 6-year-old male.
John attends International Academy-Amman.
John's strengths and interests
John's teacher thinks John is... John's teacher states that they really like that John:...
Why the teacher is asking for support
The teacher is asking for support so John can...
What John's participation looks like now in the classroom environment
Right now, when John is in a learning environment they.... Nicola Mace says that these strategies make
it difficult for John to... Nicola Mace reports that it can be difficult for John to participate in classroom
activities because:....
What the teachers want John's participation to look like
Nicola Mace reports that John needs to...
Where the teachers need John to participate
John needs to participate in these activities in/at:...
John's sensory processing patterns
We conducted an assessment of John's sensory processing patterns at school by asking John's teacher to
complete the School Companion Sensory Profile 2. This assessment is a questionnaire for ages 3:0 to
14:11 years in which the teacher marks how frequently John engages in the behaviors listed on the form.
We compare these reports to a national standardized sample of reports from other raters to determine
how John responds to sensory situations when compared to other students the same age. A summary of
this comparison with other students is available in the Score Profile section of this report.
According to the responses on the School Companion Sensory Profile 2, Nicola Mace reports that John
is just like the majority of students of the same age in their interest in sensory experiences, reaction to
sensory experiences, detection of sensory cues, and ability to notice sensory cues.
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School Companion Sensory Profile™ 2 Summary Report
11/03/2025, Page 3 Jonathan Edward John Andrew Najarian
According to the responses on the School Companion Sensory Profile 2, Nicola Mace reports that John
is just like the majority of students of the same age in their need for support in school, alertness and
activity level in the school environment, tolerating changes in routine, and engagement in learning
opportunities.
John responds to some sensory experiences just like the majority of their peers in response to sounds,
response to visual stimuli, response to touch, and response to movement.
John is just like their peers in their ability to manage their behavior.
ADDITIONAL INFORMATION
Present Conditions/Diagnoses: Specific Learning Disorder
Current Services: Regular Education, Special Education, and Speech Therapy
Frequency of contact the teacher has with John: Daily
Length of contact the teacher has had at this frequency with John: 0 to 6 months
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School Companion Sensory Profile™ 2 Summary Report
11/03/2025, Page 4 Jonathan Edward John Andrew Najarian
SCORE PROFILE
Quadrant
0 1-------6 7-------19 20-------25 26-------40 John is just as interested in
Seeking/Seeker ◆ sensory experiences as the
majority of other students
0-------1 2-------7 8-------21 22-------27 28-------60 John reacts to sensory
Avoiding/Avoider ◆ experiences just like the
majority of other students
0-------2 3-------9 10-------23 24-------30 31-------55 John detects about the same
Sensitivity/Sensor ◆ amount of sensory cues as the
majority of other students
0 1-------9 10-------28 29-------37 38-------65 John notices sensory cues just
Registration/ ◆ like the majority of other
Bystander
students
School Factor
0 1-------9 10-------28 29-------37 38-------65 John needs the same amount
School Factor 1 ◆ of support as the majority of
other students
0-------2 3-------9 10-------24 25-------30 31-------50 John is just as alert and active
◆ in the learning environment
School Factor 2
when compared to the majority
of other students
0-------2 3-------8 9-------23 24-------29 30-------60 John tolerates changes in the
School Factor 3 ◆ routine just like the majority of
other students
0-------1 2-------5 6-------16 17-------21 22-------45 John is just as available for
School Factor 4 ◆ learning as the majority of
other students
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School Companion Sensory Profile™ 2 Summary Report
11/03/2025, Page 5 Jonathan Edward John Andrew Najarian
Sensory and
Behavioral
Sections
0-------1 2-------5 6-------15 16-------19 20-------35 John responds to sounds just
AUDITORY ◆ like the majority of other
Processing
students
** 0-------5 6-------17 18-------23 24-------35 John responds to sights just
VISUAL ◆ like the majority of other
Processing
students
0 1-------4 5-------15 16-------20 21-------40 John responds to touch just
TOUCH ◆ like the majority of other
Processing
students
0 1-------5 6-------17 18-------23 24-------40 John responds to movement
MOVEMENT ◆ just like the majority of other
Processing
students
BEHAVIORAL 0-------1 2-------8 9-------22 23-------29 30-------55
◆ John exhibits behaviors
responses
associated with sensory
associated with
processing just like the majority
sensory
of other students
processing
** No scores are available for this range.
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School Companion Sensory Profile™ 2 Summary Report
11/03/2025, Page 6 Jonathan Edward John Andrew Najarian
QUADRANT SCORE SUMMARY
Quadrant Raw Score Percentile Range Classification
Seeking/Seeker 13 6-86 Just like the Majority of Others
Avoiding/Avoider 16 7-88 Just like the Majority of Others
Sensitivity/Sensor 15 6-86 Just like the Majority of Others
Registration/Bystander 18 5-85 Just like the Majority of Others
SCHOOL FACTOR SCORE SUMMARY
School Factor Raw Score Percentile Range Classification
School Factor 1 20 5-87 Just like the Majority of Others
School Factor 2 16 6-87 Just like the Majority of Others
School Factor 3 14 6-87 Just like the Majority of Others
School Factor 4 12 6-87 Just like the Majority of Others
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School Companion Sensory Profile™ 2 Summary Report
11/03/2025, Page 7 Jonathan Edward John Andrew Najarian
SENSORY AND BEHAVIORAL SECTION SCORE SUMMARY
Sensory Section Raw Score Percentile Range Classification
AUDITORY Processing 10 4-88 Just like the Majority of Others
VISUAL Processing 11 4-84 Just like the Majority of Others
TOUCH Processing 11 6-87 Just like the Majority of Others
MOVEMENT Processing 13 5-86 Just like the Majority of Others
Behavioral Section Raw Score Percentile Range Classification
BEHAVIORAL responses associated
14 6-80 Just like the Majority of Others
with sensory processing
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School Companion Sensory Profile™ 2 Summary Report
11/03/2025, Page 8 Jonathan Edward John Andrew Najarian
ITEM ANALYSIS
SK SeeKing Item [Seeker] AA Almost Always (90% or more of the time)
AV AVoiding Item [Avoider] F Frequently (75% of the time)
SN SeNsitivity Item [Sensor] H Half the Time (50% of the time)
RG ReGistration Item [Bystander] O Occasionally (25% of the time)
Item does not contribute to a quadrant
AN Almost Never (10% or less of the time)
score
DNA Does Not Apply
AUDITORY Processing AA F H O AN DNA
Quadrant Item Item Response Weight 5 4 3 2 1 0
My Student...
misses verbal directions in class more than same-aged
RG 1
students.
◆
RG 2 tunes me out or seems to ignore me. ◆
RG 3 struggles to complete tasks in a noisy setting. ◆
SN 4 tells others to be quiet. ◆
becomes distressed during assemblies, lunch, or other
AV 5
large gatherings.
◆
reacts strongly to unexpected or loud noises (for example,
SN 6 fire alarm, books dropping to floor, doors slamming, ◆
announcements, bells).
has difficulty participating in group activities where there is
SN 7
a lot of talking.
◆
AUDITORY Raw Score 10
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School Companion Sensory Profile™ 2 Summary Report
11/03/2025, Page 9 Jonathan Edward John Andrew Najarian
VISUAL Processing AA F H O AN DNA
Quadrant Item Item Response Weight 5 4 3 2 1 0
My Student...
misses written or demonstrated directions more than
RG 8
same-aged students.
◆
struggles to keep materials and supplies organized for use
RG 9
during the day.
◆
leaves items blank on a busy worksheet, despite knowing
RG 10
the answers.
◆
SK 11 watches people as they move around the room. ◆
SN 12 looks away from tasks to notice all actions in the room. ◆
RG 13 misses eye contact with me during everyday interactions. ◆
is attracted to TV or computer screens with fast-paced,
SK 14
brightly colored graphics.
◆
VISUAL Raw Score 11
TOUCH Processing AA F H O AN DNA
Quadrant Item Item Response Weight 5 4 3 2 1 0
My Student...
SK 15 gets too close to others when talking face-to-face. ◆
RG 16 doesn't seem to notice when face and hands remain dirty. ◆
SK 17 touches people or objects to the point of annoying others. ◆
displays need to touch objects, surfaces, or textures (for
SK 18
example, wants to get the feeling of everything).
◆
SN 19 wants to wipe hands quickly during messy tasks. ◆
is easily upset by minor injuries (for example, bumps into
SN 20
something, scrapes or cuts self).
◆
uses only fingertips to work on projects requiring
SN 21
manipulation.
◆
flinches or recoils when body is touched or when others get
AV 22
too close.
◆
TOUCH Raw Score 11
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School Companion Sensory Profile™ 2 Summary Report
11/03/2025, Page 10 Jonathan Edward John Andrew Najarian
MOVEMENT Processing AA F H O AN DNA
Quadrant Item Item Response Weight 5 4 3 2 1 0
My Student...
fails to steady objects when working (for example, does not
RG 23
hold paper down when writing).
◆
plays or fiddles with objects (for example, pencils,
SK 24
notebooks, folders).
◆
is fidgety or disruptive when standing in line or close to
SN 25 other people (for example, getting on the bus, entering ◆
school, sitting in an assembly).
RG 26 slouches, slumps, or sprawls in chair. ◆
bumps into things, failing to notice objects or people in the
RG 27
way.
◆
SK 28 is "on the go". ◆
SK 29 seems to find endless reasons to approach a teacher. ◆
is slower to participate in physically active tasks or
AV 30
activities than same-aged students.
◆
MOVEMENT Raw Score 13
AV 31 stands or sits at the side of the playground during recess.* ◆
refuses to participate in team games (for example, soccer,
AV 32
basketball).*
◆
* This item is not part of the MOVEMENT Raw Score.
BEHAVIORAL Responses AA F H O AN DNA
Quadrant Item Item Response Weight 5 4 3 2 1 0
My Student...
does things in a harder way than is needed (for example,
RG 33
wastes time, moves slowly).
◆
RG 34 appears tired (for example, has no energy, is sluggish). ◆
could be described as overreactive or dramatic compared
SN 35
to same-aged students.
◆
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School Companion Sensory Profile™ 2 Summary Report
11/03/2025, Page 11 Jonathan Edward John Andrew Najarian
AV 36 lacks a sense of humor. ◆
could be described as inflexible compared to same-aged
AV 37
students.
◆
is distressed by changes in plans, routines, or
AV 38
expectations.
◆
SN 39 can be stubborn or uncooperative. ◆
perseverates to a point that interferes with participation (for
AV 40
example, can't "shift gears").
◆
withdraws when there are changes in the environment or
AV 41
routine.
◆
AV 42 gets frustrated easily. ◆
interacts or participates in groups less than same-aged
AV 43
students.
◆
BEHAVIORAL Raw Score 14
SN 44 is bothered by rules being broken.* ◆
* This item is not part of the BEHAVIORAL Raw Score.
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School Companion Sensory Profile™ 2 Summary Report
11/03/2025, Page 12 Jonathan Edward John Andrew Najarian
RATER SECTION COMMENTS
No rater comments were made while completing the questionnaire.
End of Report
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