<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1413-6538</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação Especial]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. bras. educ. espec.]]></abbrev-journal-title>
<issn>1413-6538</issn>
<publisher>
<publisher-name><![CDATA[Associação Brasileira de Pesquisadores em Educação Especial - ABPEE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-65382023000100309</article-id>
<article-id pub-id-type="doi">10.1590/1980-54702023v29e0012</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Tradução e Adaptação Cultural do School Companion Sensory Profile 2 para Crianças e Jovens Brasileiros]]></article-title>
<article-title xml:lang="en"><![CDATA[Translation and Cultural Adaptation of the School Companion Sensory Profile 2 for Brazilian Children and Youths]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[ALMOHALHA]]></surname>
<given-names><![CDATA[Lucieny]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[COSTA]]></surname>
<given-names><![CDATA[Francielly Caroline Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[NASCIMENTO]]></surname>
<given-names><![CDATA[Lucila Castanheira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SANTOS]]></surname>
<given-names><![CDATA[Jair Lício Ferreira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[PFEIFER]]></surname>
<given-names><![CDATA[Luzia Iara]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Triângulo Mineiro Departamento de Terapia Ocupacional ]]></institution>
<addr-line><![CDATA[Uberaba Minas Gerais]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Mestre em Enfermagem em Saúde Pública  ]]></institution>
<addr-line><![CDATA[Franca São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de São Paulo Escola de Enfermagem de Ribeirão Preto ]]></institution>
<addr-line><![CDATA[Ribeirão Preto São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade de São Paulo Departamento de Medicina Social Faculdade de Medicina de Ribeirão Preto]]></institution>
<addr-line><![CDATA[Ribeirão Preto São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidade Federal de São Carlos Departamento de Terapia Ocupacional Terapeuta Ocupacional]]></institution>
<addr-line><![CDATA[Ribeirão Preto São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>29</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382023000100309&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382023000100309&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382023000100309&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Este estudo objetivou adaptar culturalmente, verificar a confiabilidade e sugerir um escore normativo do School Companion Sensory Profile 2 (SCSP-2) para crianças e jovens brasileiros de 3 a 14 anos e 11 meses. O SCSP-2 foi adaptado culturalmente para o Brasil seguindo as etapas de tradução inicial (dois tradutores independentes), tradução conciliada (dois integrantes do comitê técnico), análise de equivalência (quatro especialistas em integração sensorial), retrotradução (dois tradutores de língua materna inglesa), aprovação da autora e pré-teste. O pré-teste verificou a clareza e a compreensão (desdobramento cognitivo/validade de face) e a confiabilidade (equivalência interexaminadores, consistência interna e reprodutibilidade) da versão traduzida, com a participação de 74 professores que responderam ao questionário referente a 146 crianças. Os itens apresentaram índice de concordância acima de 75% no desdobramento cognitivo. A equivalência interexaminadores e teste-reteste apresentaram K &#8805; 0,88 em todos os itens pesquisados. Observaram-se valores aceitáveis de consistência interna em quase todas as áreas sensoriais, quadrantes de procura sensorial e sensibilidade sensorial e no fator escolar 2. Os escores preliminares brasileiros são distintos dos americanos. O SCSP-2 adaptado para o Brasil apresenta evidências de validade baseada no conteúdo, além de boa consistência interna, possibilitando identificar problemas de processamento sensorial em crianças e jovens brasileiros.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: This study aimed to adapt culturally, verify the reliability, and suggest a normative score for the School Companion Sensory Profile 2 (SCSP-2) for Brazilian children and youths aged 3 to 14 years and 11 months. The SCSP-2 was culturally adapted for Brazil following the steps of initial translation (two independent translators), reconciled translation (two members of the technical committee), equivalence analysis (four experts in sensory integration), back-translation (two English mother tongue translators), author approval and pre-test. The pre-test verified the clarity and understanding (cognitive unfolding/face validity) and reliability (inter-examiner equivalence, internal consistency, and reproducibility) of the translated version, with the participation of 74 teachers who answered the questionnaire referring to 146 children. The items showed an agreement rate above 75% in cognitive unfolding/face validity. The inter-examiner and test-retest equivalence showed K &#8805; 0.88 in all items surveyed. Acceptable internal consistency values were observed in almost all sensory areas, quadrants of sensory seeking and sensory sensitivity, and in the school factor 2. The Brazilian preliminary scores are different from the American ones. The SCSP-2 adapted for Brazil presents evidence of content-based validity and good internal consistency, making it possible to identify sensory processing problems in Brazilian children and youths.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[italic&gt;Sensory Profile 2]]></kwd>
<kwd lng="pt"><![CDATA[Tradução]]></kwd>
<kwd lng="pt"><![CDATA[Adaptação cultural]]></kwd>
<kwd lng="pt"><![CDATA[Processamento sensorial]]></kwd>
<kwd lng="pt"><![CDATA[Crianças]]></kwd>
<kwd lng="en"><![CDATA[Sensory Profile 2]]></kwd>
<kwd lng="en"><![CDATA[Translation]]></kwd>
<kwd lng="en"><![CDATA[Cultural adaptation]]></kwd>
<kwd lng="en"><![CDATA[Sensory processing]]></kwd>
<kwd lng="en"><![CDATA[Children]]></kwd>
</kwd-group>
</article-meta>
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