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Sensory Processing Inventory in Children with Giftedness/High Abilities and Twice-Exceptionality (2E)

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DOI:

https://doi.org/10.37497/opsbrazil.36

Keywords:

Occupational Therapy, Sensory Integration, Giftedness/High Abilities, Twice-Exceptionality, Sensory Processing

Resumo

This paper presents the development of the Sensory Processing Inventory in Children with Giftedness/High Abilities (GA/HA) and Twice-Exceptionality (2E), a clinical-educational screening and functional guidance instrument based on Ayres Sensory Integration (ASI).

The purpose of this instrument is to identify sensory processing patterns that may interfere with functional performance, self-regulation, occupational participation, and behavior in children and adolescents with complex neurodevelopmental profiles.

This is a non-diagnostic screening instrument developed through theoretical review, systematic clinical observation, and analysis of recurring patterns identified within the context of Occupational Therapy practice.

The inventory organizes sensory responses into functional domains, considering aspects related to sensory modulation, discrimination, praxis, and the impact on daily participation.

The proposed instrument aims to support health and education professionals in understanding sensory characteristics observed in children with GA/HA and 2E, contributing to clinical reasoning, identification of specific needs, and planning of individualized interventions.

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Biografia do Autor

Letícia Cançado Carlos de Magalhães, Education: Occupational Therapist – CREFITO 4-8188/TO

Letícia Cançado Carlos de Magalhães is an Occupational Therapist licensed by CREFITO 4 under registration number 8188/TO. She specializes in the assessment and intervention of children with neurodevelopmental differences, with an emphasis on Ayres Sensory Integration (ASI), Giftedness/High Abilities, Twice-Exceptionality (2E), and occupational participation. Her work includes the development of research and clinical-educational instruments aimed at identifying sensory processing patterns, contributing to the advancement of evidence-informed practices in healthcare and education.

Referências

AYRES, A. J. Sensory Integration and Learning Disorders. Los Angeles: Western Psychological Services, 1972.

AYRES, A. J. Sensory Integration and the Child. Los Angeles: Western Psychological Services, 1979.

DABROWSKI, K. Positive Disintegration. Boston: Little Brown, 1964.

MORELOCK, M. J. Giftedness: The View from Within. Roeper Review, 1992.

SILVERMAN, L. K. Asynchronous Development. In: NEIHART, M.; REIS, S. M.; ROBINSON, N. M.; MOON, S. M. (Eds.). The Social and Emotional Development of Gifted Children. Waco: Pru-frock Press, 2000.

VIRGOLIM, A. M. R. Altas Habilidades/Superdotação: Encorajando Potenciais. Brasília: Ministé-rio da Educação, 2007.

WINNER, E. Crianças Superdotadas: Mitos e Realidades. Porto Alegre: Artmed, 1998.

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Postado

30-07-2026

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Licença

Copyright (c) 2026 Open Science Brazil

Creative Commons License
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.