What Our Families Are Saying Part 1: PSEQ
Over this past summer, we at SENSE-ational Spaces have been talking with families who receive space transformation services to learn more about their lived experiences. To do so, we have partnered with Ashton Bries, a Doctor of Occupational Therapy student at the University of Minnesota. Her Capstone, or final project, is focused on exploring the impacts of the environment on individuals’ ability to engage in their daily roles and routines.
Check out the findings below!
All findings are based on the Participation and Sensory Environment Questionnaire (PSEQ) (Pfeiffer et al., 2017). The PSEQ was created by a team of occupational therapist researchers to facilitate communication about and awareness of the effects of our sensory environments on participation in daily roles and routines (Pfeiffer et al., 2017). Families receiving package 3 services (“For the Dreamer”) complete the PSEQ within their intake paperwork in addition to a sensory profile.
Responses to the PSEQ can be scored to gain insight into the impacts of the sensory environment on participation.
Of the 10 families who completed the PSEQ:
20% Experience a typical/minimal impact of the sensory environment on participation
70% Experience a moderate/significant impact of the sensory environment on participation
10% Experience a substantial impact of the sensory environment on participation
(Pfeiffer et al., 2017)
That said, 100% of these families reported it was very important/essential for their child to complete these same daily activities independently.
Additionally, responses indicate that these occupations are impacted by the following sensory preferences/responses:
49.3% Hypersensitivity (overly sensitive or reactive to sensory stimuli)
16% Sensory Seeking (responding with intense searching for more or stronger sensory stimuli)
27% Both (Hypersensitivity & Sensory Seeking)
16.7% Neither
(Pfeiffer et al., 2017)
Families who completed the PSEQ prior to home modification services reported utilizing a multitude of strategies to support role and routine participation. Of the strategies included, the most commonly utilized strategies were reported as:
Keeping or developing routines
Example: One family reported reading an Elmo toothbrushing book before brushing their teeth as part of their morning/evening routine.
Preparing and planning for participation in the activity
Example: One family reported discussing where they will be going in advance and bringing snacks when traveling to new or non-routine places.
Child having control of the situation
Example: One family reported their child would seek out their small sensory area when dysregulated. Once regulated, he exits the space and rejoins the family.
(Pfeiffer et al., 2017)
Interested in learning more about the caregiver's lived experience? Stay tuned for our next blog, What Our Families Are Saying Part 2: Interviews!
References
Pfeiffer, B., Piller, A., Tucker, C. A., Coster, W., Bevans, K., & Shiu, C. (2017). Participation and sensory environment questionnaire (PSEQ). https://participationandsensoryenvironment.weebly.com/pseq.html