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We Offer:

  • Traditional Occupational Therapy

  • Ayres Sensory Integration    

Occupational Therapy Evaluations Including but not limited to;

  • Sensory Integrative and Praxis Test (SIPT)

  • Bruininks-Oseretsky Test of Motor Proficiency 2nd edition (BOT-II)

  • Beery-Visual Motor Index (Beery-VMI)

  • Miller Assessment for Preschoolers (MAP)

  • Miller Functional and Participation Scales (M-FUN)

  • Sensory Processing Measure

Interventions include but are not limited to;

  • Ayres Sensory Integration TM

  • Integrated Listening System (iLS)

  • Handwriting Without Tears

  • Musgatova Neurosensorimotor Reflex Integration (MNRI)

  • Pediatric Neurodevelopmental Technique (NDT)

  • Individual Education Plan Participation

  • School Observations

  • Complimentary Teacher Training

  • Collaboration with Parents and Teachers

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Our Core Values

Compassion

Excellence

Evidenced-based

Engaging Environment

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What is Occupational Therapy?

“Occupational Therapy is a health, wellness, and rehabilitation profession which supports individuals with varying degrees of physical, socio-emotional, or cognitive impairments. Occupational Therapy helps clients regain, develop, and build skills that are essential for independent functioning, health, and well-being.

Occupational Therapists and Occupational Therapy Assistants focus on helping children thrive in the “occupation” of childhood-learning, playing, and growing. Occupational Therapists help students develop the skills and confidence needed to succeed and be independent despite learning or developmental disabilities, or behavioral problems.”

 *Information taken from American Occupational Therapy Association Webpage

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What is Sensory Integration?

As defined by Dr. Jean Ayres in her book, Sensory Integration and the Child:

 

“Sensory integration is the organization of sensory input for use. The “use” may be a perception of the body or of the world, an adaptive response, a learning process, or the development of some neural function. Through sensory integration, the many parts of the nervous system work together so that a person can interact with the environment effectively and experience appropriate satisfaction. (Sensory Integration and the Child, page 5)

 

Sensory Integration is an unconscious process of the brain that gives us meaning to what is experienced. It allows us to act or respond to a situation we experience in a purposeful manner. It forms an underlying foundation for academic learning and social behavior (Sensory Integration and the Child, pg. 5)

 

Ayres, J.A. (2005) Sensory Integration and the Child: Understanding Hidden Sensory Challenges. Western Psychological Services. Page 5. 


The Senses

 

The 5 most well-known senses are sight, hearing, smell, taste, and touch. However, we also receive input through two additional senses:

Vestibular:

The vestibular sense is the movement and balance sense and gives us information about where our head and body are in space. This sense is important because it allows us to stay upright while we sit, stand, and walk. It helps us feel a sense of security and feel regulated to focus and be attentive. This system is needed for postural control, visual motor (e.g. tracking a moving object), gross motor, sports, and self-care activities.

Proprioception:

The proprioceptive sense is the body awareness sense and it tells us where our body is in space and where our body parts are in relation to each other. It also gives us information about how much force to use in certain activities, such as how much pressure to apply while writing with a pencil. This input is received in the muscles, joints, and tendons, and is fed through pushing, pulling, lifting, hanging, and dragging.

 


Indicators of Sensory Integration Dysfunction

 

Gross Motor:

  • Seems weaker than other children his or her age
  • Appears to tire easily
  •  Appears stiff and awkward in his or her movements
  • Clumsy, seems not to know how to move his or her body, bumps into things, falls out of his or her chair
  • Tendency to confuse right and left
  • Reluctant in playground participation and sports, prefers table activities.

Fine Motor:

  • Displays poor desk posture (slumps, leans on arm, holds his or her head close to work)
  • Difficulty with, or avoidance of drawing, coloring, copying, cutting, or cutting.
  • Poor pencil grasp, drops pencil frequently
  • Lines are drawn tight, wobbly, too faint, too dark, or breaks pencil frequently when writing or drawing.
  • Lacks well established hand dominance after 6 years of age.

Tactile:

  • Seems to withdraw from touch, dislikes being cuddled or held
  • Tends to wear a coat or long sleeves when it is not needed, will not allow shirt sleeves to be pulled up
  • Has trouble keeping his or her hands to themselves, will poke, push or otherwise touch other children
  • Apt to touch everything he or she sees, “learns through fingers”
  • May be prone to emotional or physical outbursts when standing in line

Vestibular:

  • Fearful of activities which require movement through space (teeter-totter, swings, etc.)
  • ·Avoids activities that challenge balance and/or has observable poor balance
  • Seeks out swinging, bouncing, slides, and/or rocking excessively
  • History of motion sickness

 

 

 

Proprioceptive:

  • Applies too much or too little force
  • Breaks toys easily
  • Plays roughly with peers
  • Enjoys “rough housing”

Auditory/ Language:

  • Appears overly sensitive to sounds
  • Seems to talk excessively
  • Likes to make noises, or speaks loudly
  • He or she has difficulty making themselves understood
  • Appears to have difficulty understanding instructions
  • Tends to repeat directions to themselves

Visual Motor:

  • Difficulty discriminating colors, shapes, or doing puzzles
  • Letter reversals after the first grade
  • Difficulty with visual tracking (following an object with eyes only while head is still)
  • Difficulty copying designs, letters, or numbers

Emotional Regulation:

  • Does not accept changes in routine easily
  • Becomes easily frustrated
  • Acts out behaviorally, difficulty getting along with others
  • Displays marked mood variations
  • Displays frequent outbursts or tantrums
  • Tries to control others, activities, and or different settings.

Academic:

  • Distractible
  • Hyperactive Slow worker
  • Disorganized
  • Difficulty remembering information
  • Difficulty completing work
  • Difficulty following directions
  • Short attention span