Sensory reactivity (SR) difficulties are characterized by challenges in regulating responses to sensory input, impacting daily tasks and overall occupational performance. These difficulties can manifest as sensory hyperreactivity or hyporeactivity and affect various aspects of a child's life, including education and social participation. In recent years, there has been a growing recognition of the need to adapt SR assessments to be contextually appropriate for different populations.
The Need for Adaptation
Most SR assessments have been developed in the United States and are normed on American populations. This poses challenges when these assessments are used in diverse cultural contexts where language and societal norms differ significantly. In South Africa, for instance, occupational therapists have found that American-developed assessments may not be suitable for the local context due to cultural and linguistic differences.
Methodology of Adaptation
The study titled "Adaptation of a Sensory Reactivity Assessment for Use With Children in the Western Cape Province, South Africa" provides a detailed methodology for adapting SR assessments. The research involved adapting both caregiver questionnaires and performance-based assessments to ensure they are suitable for children aged 3-12 years in the Western Cape Province.
- Cognitive Interviews: Cognitive interviews were conducted with community members from diverse socioeconomic backgrounds to identify challenges with the existing assessments.
- Thematic Analysis: Inductive thematic analysis was used to categorize feedback into themes such as language challenges and inappropriate assessment tasks.
- Iterative Process: Feedback from community members was prioritized over professionals to guide adaptations, ensuring the assessments were culturally relevant and comprehensible.
Key Findings and Adaptations
The study identified two primary themes requiring adaptation: language challenges and inappropriate assessment tasks. Language issues included Americanisms and complex terminology that were unfamiliar to non-native English speakers. Inappropriate tasks involved elements that could be perceived as threatening or culturally irrelevant.
The adaptations made included simplifying language, replacing American terms with locally understood equivalents, and modifying assessment tasks to be less intimidating. These changes were validated through further cognitive interviews with community members, ensuring their acceptability.
Implications for Practitioners
This research highlights the importance of contextually adapting assessments to improve diagnostic accuracy and practitioner effectiveness. By involving community members in the adaptation process, practitioners can develop more relevant tools that accurately reflect the experiences of their clients.
Practitioners are encouraged to consider similar adaptation methodologies when working with diverse populations. This approach not only enhances the validity of assessments but also fosters a more inclusive practice that respects cultural differences.
