Speech is how we say sounds and words. This includes how we make sounds using the mouth, lips, and tongue (articulation), how we use or vocal folds and breath to make sounds (voice), and the rhythm of our speech (fluency).

Language is the words we use and how we use them to share ideas and meet our needs. This includes what words mean (semantics), how to put words together (grammar), and how to change what we say based on the situation (pragmatics). Children may have trouble with speech, language, or both.

Children learn best and most naturally through play.  A play-based approach uses enjoyable activities to target a child’s areas of need. This approach has several benefits, such as increased attention and participation, improved cognitive abilities, and facilitating positive social interactions.

“Scientists have recently determined that it takes approximately 400 repetitions to create a new synapse in the brain- unless it’s done through play, in which case, it takes between 10-20 repetitions”-Dr. Karyn Purvis

Once a release of information is signed, we are more than happy to open the lines of communication between other disciplines, school, and medical team. Carryover within the child’s home and school environment is critical. Therefore, we highly encourage families to help connect us to other service providers to ensure the tips and strategies are carried over.

Typically, therapy is recommended one time a week for 45 minutes to 1 hour for a duration of 6 – 12 months based on the child’s goals, strengths, and needs. Each child will be re-assessed annually to determine if therapy services are recommended to continue.

Therapy sessions are all completed at our clinic. Each therapist has their own treatment room supplied with the necessary therapy equipment and materials to best meet your child’s needs. Our clinic space also has shared sensory spaces with suspension which are available to use for movement and/or sensory breaks.

Sensory Integration is the organization of sensory input for use. We have 8 sensory systems: Visual, Auditory, Olfactory, Gustatory, Tactile, Vestibular, Proprioceptive, and Interoception. The many parts of the body’s nervous system work together so that a person can interact with their environment in a functional way.

Our occupational therapists can help assess and provide treatment strategies to help integrate your child’s sensory systems.

To determine if skilled therapy services are recommended, we would need to complete a 60-minute formal assessment using standardized assessment tools. Once the assessment is completed during the initial visit, we are able to establish a treatment plan, measurable goals and recommend frequency and duration for treatment.

Following the initial assessment, we typically work with our clients once a week working towards the established therapy goals.

Your child is ready for a social group when they are able to participate and engage in group activities without 1:1 support. Your child must follow multi-step directions, as well as engage in adult-directed activities for 10+ minutes. In addition, their language use and understanding should be close to age-appropriate, including answering and asking a variety of WH-questions, identifying basic emotions, and answering basic inferencing questions.

A typical therapy session may look different based on the discipline (OT, ST, PT or Social Groups) as well as; the child’s interests, developmental stage, attention, and therapy goals. Typically, our sessions start with some sensory regulation activities to prepare a child for tabletop activities and other therapeutic activities chosen to address his or her OT/ST/PT goals. This can be in the form of an obstacle course, swinging in the sewing room, and/or a calming activity that helps regulate a child’s central nervous system. After sensory regulation is met, the session transitions to therapeutic activities addressing the child’s therapy goals. Some children are easily able to attend seated at the table and others prefer to complete tasks seated at the floor. We meet the child where he or she is at and slowly begin to build from there.