Table 2.

Summary of therapist perspectives on The Sensory Form: strengths.

Participation focus (i) “The way that the form links body structures and functions with participation problems (occ. performance) in one form” (T11) (ii) “I really like that it takes into account participation” (T20) (iii) “the section on participation” (T18) (iv) “link between what is assessed/observed from sensory perspective back to participation” (T2)

Facilitates professional reasoning links between assessment and intervention (i) “I also like the way it leads the clinician to reflect on good autism practice as this is often the first step for intervention to support a greater degree of predictability in the environment that can lead to improved performance” (T11) (ii) “…acknowledges that there may be other strategies which can be used to support goals and behaviours which may be related to sensory processing” (T20) (iii) “I see it a clear and pragmatic way of expressing the complex principles of sensory processing and presenting it in a way which supports the intervention process, whether that is at home or school” (T8) (iv) “Structured and focused on goals and plans alongside the assessment data” (T7)

Encourages collaboration with others (i) “Also a good visual tool for when talking to non OT's about the child” (T4) (ii) “Could provide a good platform for and working through [sensory processing issues] with family and team” (T5) (iii) “It encourages collaboration with all team members” (T19)

Key: T: therapist participant.