We provide a thorough occupational therapy evaluation to uncover foundational skill difficulties that are affecting your child's success in skill acquisition (school, social, behavior). After a child is evaluated, we can provide direct one to one therapy to address the foundational skill delays uncovered by the evaluation such as fine motor, gross motor, active infant reflexes, sensory processing, visual perceptual, strength, and balance. We also work on the functional areas in which your child is having difficulty such as handwriting, self-care, or play skills.
We provide an assessment of Speech and Language abilities as well as individualized therapy to address areas of need. Areas of focus depend on assessment results but can include improving speech clarity, social pragmatics, and use of language in daily life.
Groups consist of 3-4 children which include:
We offer "Therapeutic Listening" which was created by Sheila Frick, OTR/L. This program is based on sensory integrative theory and capitalizes the influence of the auditory system in sensory integration. When the Therapuetic Listening program is coupled with Sensory Integration therapy, "*speeds the emergence of attention, organized behavior, self-regulation, postural control, bilateral coordination, praxis (motor planning), fine motor control, oral motor/articulation, social skills, communication, and visual motor integration."
*Quoted from "A brief Introduction to Therapeutic Listening" from Vital Links. You can find out more information about this program by calling Vital Links at (608) 270-5424, or visit their web site at www.vitallinks.net
This program was created by two occupational therapists, Sherry Shellenberger and Mary Sue Williams. We use this program to teach children self-regulation skills. The children first learn to identify their level of alertness. Sometimes we are on high speed, low speed, or just right. When we are running on a high or low speed, we learn sensory strategies to bring ourselves back to "just right". This is an ideal program for children with ADD/ADHD and Sensory Processing Disorder. Please visit www. alertprogram.com for more information.
Developed by Dr. Harald Blomberg, Rhythmic Movement Training (RMT) works on integrating infant reflexes that have been retained. Normally, these reflexes integrate and are no longer present. When they don't integrate, they can be involved in difficulties with learning. Often active infant reflexes are present in children with ADD/ADHD, dyslexia (difficuly with reading), dyspraxia (difficulty with motor planning), dysgraphia (difficulty with writing), Autism, as well as attention and comprehension challenges. Adults and children can also have coordination difficulties and muscular tightness due to the presence of these infant reflexes.
Developed by Jan Olsen, OTR/L, Handwriting without Tears is a developmental writing program which has been very successful in teaching good penmanship and appropriate letter formation. This is a great program for a preschooler who is not interested in paper and pencil yet, as it begins with a multi-sensory method. This method allows the child to focus on the task and be more successful with letter formation. This program can also be used to improve letter sizing and formation in older children. There is also a cursive program that is easier to learn to read and write than other programs due to the clearness of letters, double line format, and lack of slant. More information can be found at www.hwtears.com