Treatment Approaches

Treatment is tailored to your child's needs, strengths, interest, as well as your family goals. Our staff values continuing education to help us develop the most appropriate treatment plan for where your child is currently functioning.

Methodological approaches which may be incorporated into your child's treatment may include (see more information below):

  • Sensory Integration 
  • Oral Sensory-Motor Techniques  
  • Feeding Challenges 
  • Interactive Metronome and other Computer Programs 
  • Therapeutic Listening/SAMONAS Sound Therapy 
  • Picture Exchange Communication System (PECS) 
  • Treatment & Education of Autistic & related Communication handicapped Children (TEACCH) 
  • Developmental Individualized Relationship-based model (DIR)/ Floortime 
  • Social Thinking and Social Stories 
  • Infant Touch and Massage 
  • Masgutova Neurosensorimotor Reflex Integration (MNRI) 

Sensory Integration

Oral Sensory-Motor Techniques 

Feeding Challenges

Feeding challenges can include food refusal, food sensitivities, fear of swallowing (phagophobia), difficulty swallowing (dysphagia), "failure to thrive," and others. A child’s oral motor, sensory and communication skills may have an impact. As a result, many “behaviors” may also be expressed during mealtime. Our therapists utilize many approaches and individualize the treatment for the child and family, including: Sequential Oral Sensory (SOS) feeding approach (Kay Toomey), Food Chaining (Fraker, Fishbein, Cox, Walbert) and general sensory integration and oral-motor techniques. We can help families with positioning and adaptive equipment, implement feeding routines and cues, reinforcement programs and behavioral strategies.  We also work with children who have allergies/food sensitivities or who receive NG-and G-tube feedings.

Interactive Metronome (IM) and Other Computer Programs

www.interactivemetronome.com
The Interactive Metronome (IM) is a brain-based rehabilitation assessment and training program developed to directly improve the processing abilities that affect attention, motor planning, and sequencing. This, in turn, strengthens motor skills, including mobility and gross motor function, and many fundamental cognitive capacities such as planning, organizing, and language. A certified IM provider will individualize your child’s program either at home (with IM Home) or at the clinic.

 www.earobics.com
"Earobics" is a software programs are used for improving processing of auditory information, receptive language, phonological and reading skills. The games are motivating for children and can be carried over at home. 

THERAPEUTIC LISTENING & SONAS/SAMONAS

These sound therapies are based on historical listening techniques (Tomatis, Berard/AIT). The use of modulated and/or spectrally activated music is intended to improve modulation/regulation, activity level/arousal state, attention, sensory processing, emotions/behaviors, social-emotional connectedness, play, speech language and communication, spatial and body awareness, and self-help skills. A trained therapist will determine which CDs may be most beneficial and develop and individualized listening program. This can be implemented in home, school, or clinic environments. Close monitoring by an experience therapist is important to evaluate child’s current functioning, consider family goals, make modifications to program and provide supports as needed.
www.vitallinks.com
www.samonas.com

Picture Exchange Communication System (PECS)

www.pecs.com
Pictures can be used to facilitate an individual’s initiation and frequency of communication (expressive language), as well as, their understanding and responding to communication (receptive language). PECS is a structured system that teaches a child to exchange icons (objects, pictures, and/or written words) to communicate. PECS has been shown to improve an individual’s initiation of interactions, gaining attention, reciprocal eye gaze, use of communicative gestures, verbal approximations, speech intelligibility, ability to answer questions and request help, understanding of directions, and reduction of behaviors associated with communication frustration. A trained professional can provide a family and/or team information regarding the phases of PECS and strategies to elicit communication opportunities.

Treatment and Education of Autistic and related Communication Handicapped Children (TEACCH)

Treatment and Education of Autistic and related Communication handicapped CHildren (TEACCH) This method is a structured way of teaching independent work skills, as well as communication, socialization and leisure skills while cultivating strengths and interests rather than drilling. Visual cues (organization of the environment, schedules and work systems, use of visual materials) are used to increase a child’s independence.
www.teacch.com

DIR/Floortime

www.floortime.org
www.profectum.org
DIR® stands for The Developmental, Individual Difference, Relationship-based Approach. This approach takes into account a child's feelings, relationships with caregivers, developmental milestones and individual differences in a child's ability to process and respond to sensory information.  DIR focuses on the child's skills in all developmental areas, including social-emotional functioning, communication, thinking and learning, motor skills, body awareness, and attention. Floortime is a systematic way of working with a child to help him climb the developmental ladder by going back to the very first milestones and acquiring missing skills. 

Social Thinking and Social Stories

www.socialthinking.com
“Social thinking is what we do when we interact with people: we think about them. And how we think about people affects how we behave, which in turn affects how others respond to us, which in turn affects our own emotions.”  Michelle Garcia Winner has developed Superflex ® materials to teach these skills to children at all levels.

www.thegraycenter.org
These individualized stories, often accompanied with pictures, are written to describe a situation, concept or social skill for a child. They provide the child with social information to increase his/her response during these interactions. They may be used for a variety of situations, such as transitions, self-help skills (e.g., bathroom), expressing emotions, etc.

Infant Touch and Massage

www.infantmassageinstitute.com
Infant touch and massage is a great opportunity for you to interact with your child in new ways. With you, your child can increase vocalizations, learn about their body and how to relax. Touch and massage can also provide relief from discomforts caused by teething, congestion, gas, colic and emotional stress. A certified infant touch and massage instructor will facilitate you to better read your child’s cues and provide positive and engaging input to your child which can be implemented though out your daily routines for many years to come. A certified instructor helps facilitate these techniques with families.

Masgutova Neurosensorimotor Integration (MNRI)

www.masgutovamethod.com
Our reflexes are a conscious or unconscious behavior that occurs in response to a change from the environment, others, or from within ourselves. As infants we use many of these reflexes to protect ourselves, but as we learn about the world we integrate our responses. Our reflexes play a role in all areas of learning, developing and functioning. The primary focus of the MNRI Method is to support the integration process of primary motor reflex patterns regardless of a person's condition or age.