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Registration for 2017 Summer

Registration form* for Children’s Special Services, LLC 2017 Camps

*At the time of Registration a 50% non refundable deposit is required.

Name of Student______________________________________________

Name of Parent________________________________________________

Address_______________________________________

Zip code_________________

Phone Contact#__________________________________

The Camp(s) I am registering for:
**S.H.I.N.E.™ 3 day weekend camp  June 2-3-4 th 9-AM-12 PM_____________($375 total ~ $187.50 due at registration)

**Sensory Social Skills/POP™ Personal Options and Preferences ™ June13,14,15, 16  9-11:45 AM  Temple Emanuel Dunwoody ____________($350 total $175 due at registration)

Camps at PACE Academy

Parents must register directly with Pace Academy

WIN™ Write Incredibly Now™

Pace Academy  Go the the PACE Academy Website and register with them on line or call Beth Singleton at Pace Academy information provided below.

June 19-20-21-22

Or

July 10-11-12-13

Buckhead

9 AM-12  PM

12 hour program at $46/hour

CALL BETH SINGLETON AT PACE ACADEMY TO REGISTER OR GO TO THEIR WEBSITE    www.paceacademy.org    404-240-7412

POP™ Sensory Social Skills

Sensory Social Skills/POP™ Personal Options and Preferences ™

Learning exploration, curiosity, creativity, sharing, organization, sharing space and materials.

Registered Music Therapist , Occupational  Therapy and Pediatric Yoga  integrated into the programs.

Children ages 2-8

Sensory regulation techniques, sharing, delayed gratification/, motor skills both through crafts, music therapy and pediatric yoga, listening skills, social responses, and MORE!!

Pace Academy

June 26-27-28-29

9 AM-Noon

Sensory Social Circles/POP™ $37/hour

CALL BETH SINGLETON AT PACE ACADEMY TO REGISTER OR GO TO THEIR WEBSITE    www.paceacademy.org    404-240-7412

WIN™ Write Incredibly Now™ LABORED TO legible in just 12 hours ~sensory handwriting utilizing games, crafts and sensory experiences in a fun fast way to legible handwriting -grades 5-12 —addressing motor control, grasp, organization and appropriate penmanship . FUN Craft oriented doing/feeling and creating!

The Cottage School

Roswell

July 17, 18, 19, 20

9 AM-12  PM

12 hour program at $46/hour

Email_________________________________________________

Visa or MC #________________________________

Exp.Date_________

Code____________________________

(please note that a CC# is required even when paying by check)

OR

Check #_________________________________*

If paying by voucher, parents are responsible for applying for and obtaining the money in advance from the GA Voucher Program.  Children’s Special Services, LLC cannot apply for you.  You can get the Individualized Family Support Application by email from Children’s Special Services, LLC : susanorloff@chidlrens-services.com.

Those choosing to pay by credit card are advised that a 4% charge is added to cover processing —

Checks* should be made payable to  (Please note there is a $35 returned check fee)

Children’s Special Services. LLC

7501 Aduen Trail

 

ATL  GA  30350

Sensory Camps–WEEKENDS TOO

Children’s Special Services, LLC  NEW Summer 2017 Camps

Summer 2017 camps

WEEKEND CAMP  NEW!!

SHINE™  SENSORY HIKING INTEGRATIVE NOVEL EXPERIENCES™

A Counseling and Occupational Therapy sensory group camp

June 9, 2017 – June 11, 2017

3 Days  Friday Saturday and Sunday

The program involves 10 (3+ daily) fun filled hours of outdoor sensory learning with the dual supervision of a registered and licensed occupational therapist and Armann Fenger, LAPC, NCC Director of Learning on the Log. He is a licensed professional counselor and an expert in the fields of counseling, physical education, etc. with the learning challenged child.

Your child will be exposed to techniques for learning how to:

  • Transition from one task to another
  • Tolerate more than one sensory stimuli
  • Motor plan
  • Organize self
  • Divide tasks into “doable” parts
  • Prioritize
  • Decrease frustration in challenging situations
  • Tolerate unfamiliar situations
  • Co-operate with peers in task demand situations
  • Increase endurance
  • Increase problem solving abilities

The program will be offered for children entering Kg through 6th. Program will have a minimum of 10 students and a maximum of 15.

Costs include all park, recreation, materials fees, summary report, etc.

10 Hour Program (inclusive of end of session report) offered at $37.50/hour 9AM-12PM

Non refundable 30% deposit required

Contact Children’s Special Services, LLC for registration forms and more information

susanorloff@childrens-services.com

View Map on website www.childrens-services.com

Children’s Special Services, LLC in conjunction with Learning on the Log

7501 Auden Trail

ATLANTA, GA 30350  USA

Susan Orloff, OTR/L FAOTA 770-394-9791

Pick up and drop off location to be announced

__________________________________________________________________________________________________________

Sensory Social Skills/POP™ Personal Options and Preferences ™

learning exploration, curiosity, creativity, sharing, organization, early handwriting and handwriting readiness, sharing space and materials.

Music Therapy and Pediatric Yoga concepts integrated into the programs.

Children ages 3 ½ -8

Children’s Special Services, LLC Clinic

Sensory Social Circles/POP™ $35/hour

Temple Emanuel

Dunwoody

June 12-13-14-15

9-11:45 AM

WIN™ WRITE INCREDIBLY NOW™

WIN™ Write Incredibly Now™ LABORED TO legible in just 12 hours ~sensory handwriting utilizing games, crafts and sensory experiences in a fun fast way to legible handwriting -preschool through grade 6–addressing pre-and early writing through grade appropriate penmanship . FUN Craft oriented doing/feeling and creating!

Pace Academy

June 19-20-21-22

Or

July 10-11-12-13

Buckhead

9 AM-12  PM

12 hour program at $46/hour

CALL BETH SINGLETON AT PACE ACADEMY TO REGISTER OR GO TO THEIR WEBSITE    www.paceacademy.org    404-240-7412

__________________________________________________________________________________________________________

New to Pace Academy!!!

  

Sensory Social Skills/POP™ Personal Options and Preferences

Learning exploration, curiosity, creativity, sharing, organization, sharing space and materials.

Registered Music Therapist , Occupational  Therapy and Pediatric Yoga  integrated into the programs.

Children ages 2-8

Sensory regulation techniques, sharing, delayed gratification/, motor skills both through crafts, music therapy and pediatric yoga, listening skills, social responses, and MORE!!

Pace Academy

June 26-27-28-29

9 AM-Noon

Sensory Social Circles/POP™ $37/hour

CALL BETH SINGLETON AT PACE ACADEMY TO REGISTER OR GO TO THEIR WEBSITE    www.paceacademy.org    404-240-7412

Susan  Orloff, OTR/L, FAOTA

CEO/EXEC Director

Children’s Special Services, LLC

770-394-9791

www.childrens-services.com

Twitter OTRLovesKids

Clinical Assoc. Professor

GA Sate University OT Dept.

Tic Disorders in Children

Tic disorders can be simple or complex.  Simple tic disorders can be eye blinking or facial grimaces. Complex ones are usually involving motor groups and produce tapping, echolalic speech, multiple motor habituated movements, etc.

Statistically tics are more frequent in boys than girls.  The common age for onset is about 5-6 years of age.  Tics are known to “peak” between ages 8-12 and then decrease during adolescence.  Very few (although some)  tic disorders persist into adulthood.

50% of the children have a diagnosis of ADD/ADHD, the remaining group may have an Oppositional Defiant Disorders, OCD, etc., and others have a mixed bag of some or no pre-existing conditions.

Often tics are a result of an (early) hyper-sensitivity to touch and/or vestibular stimuli.  Sensory integrative therapy can help the child cope with sensory discomforts.

Tics are considered a release from an “urge” and can be brought on by anxiety, either social or academic or both.    Tics can resolve independently but that is usually a waxing and waning process that is consistent and not a “sure thing”.

Occupational Therapy may initially increase tic responses because the therapy focuses on the tics and the child becomes even more aware of the actions relating to the tic.  However as coping skills are increased this diminishes over time and assists with tic resolution.

Additionally Cognitive Behavior Intellectual Therapy (CBIT) can help by helping the child recognize the triggers for the tic episodes and then use relaxation to reduce their onset and/or duration.

Relaxation exercises are useful and this can include deep breathing exercises, at home yoga techniques, music etc.

Social anxiety may trigger tics as the child is feeling the urge to do a specific motor action but is afraid of demonstrating this in the presence of peers for fear of their reactions.

Occupational Therapy is most helpful in teaching the child a new behavior to replace the tic with one that is both relaxing and socially acceptable.  OT can help the child replacethe tic , not control them since trying to control them may increase their frequency.  In OT the child is taught techniques that will help habituate positive sensory accommodations and reactions that decrease stress reactions and the need to utilize “tic actions”.

The OT can help the child learn relaxation and decrease stress with motor activities and actions as well as teaching some techniques that are “below the radar” such as the use of fidgets, muscles tightening and relaxing, etc.

It is also important to consider other resources and a full psychosocial assessment may provide additional valuable information.

Susan N. Schriber Orloff, OTR/L FAOTA

SELF-Regulation and the Autistic Child

Hypothetical Situation* (names not actual names)

“Joey”* participates in a self-contained classroom in his public school.  He has done very well.  Over the past 12 months his verbal skills have dramatically.  He now speaks in full sentences and expresses his needs, thoughts and feelings.  His echolalic speech has dramatically decreased.  He is no longer speaking in cartoon conversations, etc.

Joey no longer needs to be in constant movement. He is following directions and can sit a table to complete a 3 step fine motor task for up to 30 minutes.

Concerns still remain when with spontaneous (non-task related) actions. Recently he was rehearsing a church program that was being led by older teenage boys and he was jumping around and could not “stay still” even though he was reminded by the leaders to do so and also by his mother.

There are other situations similar to this that are a concern to his mother and to some degree cause a level of embarrassment when these incidents occur.

The Immediate questions for the family is how to control him and how to limit these unusual behaviors. Questions also arise as to if these behaviors should be tolerated as “sensory based” or are they just “mis-behavior”?

What is sensory what is not

Almost everything we do as human beings is sensory: we feel, we speak, we smell, we touch and when we do we react to those experiences.

What makes the Autistic child different is that they do not have a filter through which to decide how to plan what to do when.

These children do not have the intuitive ability to follow a motor emotional cue to redirect their actions.

These reactions are sensory.  Occupational Therapy teaches self-regulation as well as standard motor emotional response patterns that help meliorate and qualitatively enhance the child’s repertoire of socially acceptable behaviors.

However, in novel situations such as having to follow specific directions in a typical group of peers, these learned behaviors cannot easily be recruited because the situation is so different from those within the child’s familiar expectations.

For the Autistic child following verbal directions is difficult because they cannot visualize what is being asked of them.  In larger unfamiliar groups, being given verbal directions, particularly “reprimands” is almost intolerable for the Autistic child. They do not have the emotional resources as to how to alter their behaviors to “do it right” and they do not completely comprehend what it is they are doing wrong.

These sensory inputs: everyone around the child (personal space), the sound of singing (noxious to a child with auditory sensitivities), visual spatial processing (where to stand), proprioception /body awareness (how to be still) become muddled for this impacted child.  And the more he is told to stop, the more sensory agitated he becomes so he gets to the point where is cannot stop.

To the uneducated he looks like BUT IS NOT a misbehaving child. This is why it is important to explain to the “leaders” in these situations that Joey may need a little more “TLC” than the other children.

Things to do that may help

  1. Instead of the (usual) putting the out of sync child in the back, place Joey in the front so that the stimuli of others around him is reduced.
  2. Have him wear a weighted jacket so that he can feel him body more securely
  3. Put on sound reducing head phones so he can “hear” but muted so that he is not over reacting to the extraneous noises
  4. Rehearse the songs (or play or __) at home before he gets to the rehearsal and/or the program
  5. Gently remove him from the situation and (in private) give him deep pressure massages to the neck and back for about 2 minutes.
  6. Let him do jumping jacks if he is expressing the need to move.

Things to understand

  1. Joey is doing his best
  2. This is not about parenting
  3. The “annoyance” of others is their problem not yours
  4. Take self judgment out of the picture—you know your child and you are doing your best.
  5. This is not intentional on the child’s part it is reactionary and in part sensory and learned behaviors: (the child learned in situation “A” to do “B” but in novel situations he is at a loss. It is the treatment of Occupational Therapy to diversify his reaction repertoire.

How to pick a really GREAT pediatric OT

I did not write this but I thought this was a great piece of information to share!!  
 
Get more information on Facebook, Twitter and on our website http://www.childrens-services.com/
HAPPY NEW YEAR,  Susan!!
By Sabina Anna Rebis, M.D.

Pediatric OTs should:

Lay the groundwork from the beginning.
At the first visit, expect more questions than answers. “A parent will fill out a sensory questionnaire and provide a developmental history for the therapist,” says Meghan Corridan, an occupational therapist in New York City who treats children with a variety of disabilities and delays. A child will then undergo a session where he may be observed while cutting, grasping, or playing at a table. “While working at the table, the child is also assessed for attention span, frustration tolerance, and language skills,” Corridan says. Motor skills may be assessed in a therapeutic gym using swings, therapy balls, and other equipment.
Make visits consistent and address expectations.
The number and length of therapy sessions per week vary, depending on the developmental delay. “For children with isolated handwriting or fine-motor difficulties, we can work together for up to six months to a year,” Corridan says. Children with more extensive developmental delays or disabilities may be treated until they outgrow a therapeutic gym, usually around age 8 or 9. Corridan sees children with mild delays once or twice a week; those with disabilities usually have three sessions per week.
Have an eagle eye for improvement.
Occupational therapists hone in on even the subtlest signs of improvement and advance activities appropriately, teaching parents what to look for and how do the same at home. “Parents notice that the kids are able to do certain activities for longer amounts of time and are having an easier time keeping up with their siblings or peers. Schools may notice that a child’s attention is improving or that they have a better grasp on writing instruments,” Corridan says.
    Minimize frustration.
    “Frustration is a very important thing to keep under control; if a child gets frustrated during therapy — which is inevitable — he will begin to avoid activities,” Corridan explains. She’s always watching for signs of frustration and jumps in to provide suggestions before the child has a chance to throw in the towel. “I can tell that a child is making progress with his frustration tolerance when he begins to ask for help without my prompting it.”
    Make work feel like play.
    Adding one extra challenge to an activity is the fundamental idea behind keeping kids motivated. “In the therapeutic gym, I am sometimes able to ‘hide’ the work by adding it into an obstacle course,” Corridan says. She also uses technology to her advantage: “The introduction of the iPad to my therapy sessions has been a huge motivation to my kids. There are so many great apps that work on fine motor skills, handwriting, and visual perceptual skills. I find that the kids who sometimes avoid all those activities are far more likely to do them when on the iPad.”
    Get parents involved without overwhelming them.
    “I keep parents in the loop and provide them with activities to do at home,” Corridan says. “These might be strengthening activities like drawing on an easel, or doing wheelbarrow walking with their child at home.” But she doesn’t rely too heavily on parents, believing that it’s important not to turn a parent into an occupational therapist at home: “Parents should still be the parents and not the therapist.”

    Transitioning from homeschool to high school

    Case Study: *(names changed)

    Jack is a 14 year-old teen who is transitioning from homeschool to public high school. He has been homeschooled since mid-fourth grade when school got “difficult” and kids got “mean”.  He has a diagnosis of Tourette’s Syndrome that is manifested by intermittent body movements and a speech processing delay.

    Although he has not been diagnosed, his behavior suggests high functioning autism.  He is very ritualistic, displays rigid thinking, poor eye contact, cannot make inferences and has difficulty understanding simple “jokes”.  With his fixed sense of “right and wrong” and “fairness”, he has little tolerance for “gray areas” and /or “maybes”.

    Initially seen in OT for fine motor issues, Jack is now able to write legibly in cursive and paraphrase articles from the newspaper etc.

    He prefers to memorize rather than reason out tasks and has difficulty with organization and sequencing.  When “stumped” he sits and waits for the OT to help him as he does at home with his mother/teacher.

    He has returned to OT to learn basic high school survival skills inclusive of but not limited to note takings, task organization and social awareness of self and others.

    Current concerns

    The differences between homeschool and high school are huge.  At home he does not need “ask” for help because his needs are anticipated in school he will need to raise his hand and ask for help.

    At home he gets immediate feedback as to whether he is right or wrong and gets redirected. At school he may have to wait days to get a test and or homework back.

    He likes to try things first to see if he can do and then he will ask for help. Often in school there are no instant “replays”.

    It is difficult for him to reason out what he needs to ask and/or how to ask it. He is used to immediate intervention. In school with often 27+ children in a room learning to wait and move on while you are waiting is a necessary skill.

    At home mom “waits” for him to write his responses, in school the pace is much faster.

    At home mom can offer “cues” as needed, at school this is not usually an option.

    Many of the kids he will meet will have been together since elementary school. And although there is novelty to being the “new kid” social adaptation and learning how to go with the flow are essential school/social survival skills.

    Occupational Therapy Interventions (partial list of ideas)

    Create motivation: easier said than done but help to delineate the difference between fun and happiness.  With fun being equated with a movie or an amusement park experience (all you have to do is “show up”) and happiness being equal to learning and achieving something.   Get the teen to name something he has done that is “fun” and something that he has conquered as “happiness”.

    Teach how to ask the question: Provide novel experiences that he has not done before (pedaling a foot bike, etc.) and get the teen to think through the process of learning what he/she already knew and what they had to learn.

    Make a process booklet for reference: outline in booklet form what are the elements of getting a task done (i.e., establishing what comes first, how to know when you are done, how to proof-read, create priorities, etc.)  Let the teen talk and the OT write and then review it (with them with them using their own words) for understanding.

    Role play classroom situations:  inclusive of note taking and the elements of how to get down the main ideas; capturing key words, working in a group or with (an assigned) peer. What do you do if you do not like the person?

    Practice task problem solving: use visuals—what happens when the teacher want “X” and you are sure it is “Y”.  Taking correction is a very big part of this.  Reasoning and keeping things in perspective, not making a “fix this” into an “indictment” of yourself and/or self-worth.  Learning the art of compromise.

    Mind shakers:  things to do that can help you “get back” when you go “blank”; repeat in your mind the words you are hearing, write the last word you recall, blink hard and fast 2-3 times, etc.

    Facilitate study habits:  when appropriate have the teen learn something as if they had to teach it to someone else.  The best way to learn something is to teach it.  Practice cross referencing notes with textbooks or online information and write write write write it down!! Research has shown that our immediate memory lasts just under 10 seconds for full recall.

    Experience using inferential thinking:  Use scripts from plays or movies (there are plenty of them online from old radio shows, etc.) and have the teen say in their own words what they think might happen next and why.

    Teach debate techniques:  substantiating what you say with actual facts instead of feelings to support your argument/reasoning.  This will help with thought organization and sequential thinking.

     

    Transitioning from the slower individualized pace of homeschool to the often “hard knocks” of high school can put that teen on a sharp learning curve, but with careful preparation and “behavioral tricks” in his “back pocket” it can be done—and furthermore it can even be fun.

    Defining Health and Wellness in Children

    It is easy to define health…it is the absence of illness.  It is not so easy to define “wellness”.  It presents in so many forms: emotional, physical, neurological, and cognitive, etc.  It means so many things. It is frustration tolerance.  It is coping skills. It is endurance and strength.  It is problem solving.  It is the ability to learn. It is the ability to learn from mistakes.  It is about understanding boundaries and creating reasonable boundaries.  It is about self-esteem, integrity, ethics and empathy. It is about relationships.

    In short, wellness is about life well lived.

    That is true of children and adults. But what about “wellness” that is unique to children. What does it look like and how do we teach children to seek it, use it and more important create it in their daily lives?

    Children live in the here and now.  “Forever” can be the next ten minutes or a whole day. “Pleasure” is “I want it now!” Delaying gratification is an often-tortuous concept for young children. “Tomorrow” is light years away. Fun and happiness are interchangeable.  Children lack the insight that fun is passive (show up to movies, the park, the party) and happiness is active. Happiness is achievement; pride in a job well done, the mastering of a new skill (riding a bike), it is interactive and requires effort.

    As parents we take our children to the doctor for yearly check-ups to check growth and development. But where can you go for wellness? That is more elusive and far less tangible.

    In a society that wants to give our kids “what we didn’t have” we may inadvertently be robbing them of opportunities to learn how to make their own happiness. There are as it has been written, “blessings in a skinned knee”.  Being frustrated can teach problem resolution, being angry about something can teach emotional management, being overwhelmed can teach organization, losing can teach sportsmanship, getting an “F” can be a motivator for better study skills.  These are all necessary skills for living a competent responsible healthy life. These are essentials for wellness.

    It is fun to go to Disney World, but one cannot live there.  No one can live a stress free life. All things do not always have a “happy ending” but lots of things can have the “right” ending.

    As in baseball (my personal favorite sport), a swing and a miss can teach better aim, measured timing and get the batter that longed for grand slam.  Not every time at bat, but that time when everything “connects”—that is happiness and happiness is wellness.

    Teaching your child that difficulty is not disaster it is an opportunity for them to grow and learn.  It is a chance for them to learn how to overcome those issues that are currently challenging for them.  It can teach your child compassion for others who are also experiencing a “tough time”.

    And at the end of the day what is it we really want for our children?  We want them to be “good” people.  We want them to be independent. We want them to be part of a community of caring. We want them to chart their own course, follow their dreams and be proud of themselves. We want them to be successful people. We want them to know and appreciate the value of hard work well done.  We want them to always strive for happiness and to achieve a life of wellness.

     

    Invariably life, as my overly wise daughter Jenny (at age 7/now 41) wrote on a bookmarker for me, “Life is not easy”. Who said it should be easy? However, done right, it can be well lived.

    Understanding the difference between a developmental pediatrician’s evaluation, a psychological and an occupational therapy evaluation.

    Taken from:http://pediatrician1.com/developmental-pediatrician/ Taken from:

    http://psychcentral.com/lib/what-is-psychological-assessment/0005890

    Original Source:

    Children’s Special Services, LLC

    Developmental Pediatrician

    …a developmental pediatrician plays a crucial role in the treatment of children with developmental and behavioral conditions.

    The following is a short list of some common conditions which a developmental pediatrician may diagnose and treat.

    ▪    Learning Disorders – A wide range of conditions fall into this section of developmental conditions. Children who find writing, public speaking or math unusually difficult may benefit from a developmental pediatrician, as do children with dyslexia. In these cases, thedevelopmental pediatrician will diagnose the childand then provide further treatment, which often includes a referral to a specialist in a particular condition or an academic center which specializes in learning disorders.

    ▪    Developmental Delays – If a child has fallen behind his peers in basis skills, such as mobility, cognition, language or speech, a developmental pediatrician can be extremely helpful. They are trained to recognize these delays earlier than an MD with no specialized training, and therefore help children sooner. The earlier a child receives help with a developmental delay, the better the chances that he will quickly catch up to his peers. As with learning disorders, a developmental pediatrician has the option to treat the condition herself or to refer the child to another doctor or therapist who specializes in one particular delay, such as a speech therapist.

    ▪    Habit Disorders – Encompassing Tourette’s Syndrome as well as a variety of tic behaviors, habit disorders can be very disruptive. Not only are they confusing and frustrating for the child, but for the child’s family as well. When treated early in life, tic disorders can often be eliminated or minimized quite well.

    ▪    Regulatory Disorders – Feeding issues, disciplinary problems, bed-wetting and sleep disorders fall into this area of research. A developmental pediatrician is trained to spot the signs of these disorders as well as to treat them, although, as with many issues, a referral to a specialist may be the best solution. These issues are often only symptoms of underlying psychological conditions, such as excessive stress, and so a child psychologist may be recommended. In many instances, however, a developmental pediatrician has the skills to deliver effective therapy, especially in mild to moderate cases.

    Psychological assessment is a process of testing that uses a combination of techniques to help arrive at some hypotheses about a person and their behavior, personality and capabilities. Psychological assessment is also referred to as psychological testing, or performing a psychological battery on a person.

    4 Components of Psychological Assessment

    Norm-Referenced Tests

    A standardized psychologicaltest is a task or set of tasks given under standard, set conditions. It is designed to assess some aspect of a person’s knowledge, skill or personality. A psychological test provides a scale of measurement for consistent individual differences regarding some psychological concept and serves to line up people according to that concept.

    Interviews

    A formal clinical interview is often conducted with the individual before the start of any psychological assessment or testing. This interview can last anywhere from 30 to 60 minutes, and includes questions about the individual’s personal and childhood history, recent life experiences, work and school history, and family background.

    Observations

    Observations of the person being referred in their natural setting — especially if it’s a child — can provide additional valuable assessment information. In the case of a child, how do they behave in school settings, at home, and in the neighborhood? Does the teacher treat them differently than other children? How do their friends react to them?

    Informal Assessment

    “..a supplement to standardized norm-referenced tests… informal assessment procedures, as such as projective tests or even career-testing or teacher-made tests…. language samples from the child, test the child’s ability to profit from systematic cues, and evaluate the child’s reading skills under various conditions.

    Definition of occupational therapy:

    Occupational Therapy is the use of everyday tasks to assess the needs of the child inclusive but not limited to their physical, neurological/ (sensory), emotional, and developmental skills.

    The occupational therapist uses both norn-referred standardized tests and informal clinical observations to ascertain the levels of both actual and potential functional capacities.

    Testing components:

    Standardized Tests:

     Visual Perceptual Skills-Testing:  Assesses the seven realms of perception with the motor component removed to look specifically and visual processing.*

    This can include preliminary screening for Dyslexia and related visual issues.

    Visual Motor Testing:

    Evaluates the visual processing with the motor component to assess how what the child sees is translated into a specific motor response.**

    This can include the testing for Dysgraphia and Dyscalculia as well as motor co-ordination.

    Fine motor: in hand manipulative tests and dominance testing.

    Sensory Assessments:

    (gross motor abilities included)

    Evaluates behavior inclusive of frustration and coping skills, Visual and auditory reactions and actions; Functional response patterns inclusive of tracking reaching, grasp and release motor patterns, diadokokinesia, range of motional strength, flexion and extension patterns, balance, muscle tone, equilibrium, stability and weight shift, reflex reactions, functional movement patterns inclusive of but limited to walking/running/etc., body image, activities of daily living/self cares, tactile processing, proprioception, stereonosis with vision occluded, position sense, and handwriting.

    Evidence based practice:

    Utilizing the results of the testing and current research the occupational therapist then designs a treatment plan specific to that child’s individual needs.

     

    What to do when school gets out…4 short months from NOW!!

    Think summer and you start thinking about keeping your child busy.  And you want the moments to count for something not just “time fillers”.

    That is where Children’s Special Services, LLC can really be THE place to turn to . Learning coping skills, cooperation, social skills, organization, frustration tolerance, information processing, etc. while increasing sensory motor skills is WHAT WE DO!!

    And we have been doing it for over 20 years.  Check out our website www.childrens-services.com and go the calendar for May, June and July programs.

    Our US Trademarked Handwriting WIN™ Write Incredibly Now™ Program is being implemented in over 15 states nationwide and our PLAY Your WAY sensory based Social Skills Program incorporates sensory and emotional regulatory skills in an interactive and fun environment.

    All services are billed as therapy for possible insurance reimbursement.  All services are CPT and ICD coded so that services are within the reasonable and customary rates and regulations for occupational therapy within the state of GA.

    Come check us out!!

    Our Camps are:
    Play YOUR WAY to Sensory Motor and Social:  A program of guided play to help the young child  ages 3-7 with fine and gross motor and sensory motor skills inclusive of but not limited to:

    • Sensory Modulation
    • Frustration tolerance
    • Following directions
    • Transitions
    • Noise tolerance
    • Tactile experiences
    • Memory
    • Sequencing
    • Body self awarenss
    • Drawing and Construction
    • Sharing
    • Group skills

    WIN™ Program Write Incredibly NOW™  

    Handwriting organization and sensory awareness rolled into 12 moving and exciting hours of increased competency—US Trademarked Write Incredibly Now ™ Program uses creative play to increase motor fluency.

    Both manuscript and cursive taught.

    **All camps billed as therapy for possible reimbursement for out of network expenses.

    More information www.childrens-services.com

    Email info@childrens-services.com

    Phone 770-394-9791

    Twitter OTRLovesKids

    Using Toys Creatively

    Special Needs essentials blog/Deborah Gauzman

    Written by: Susan N. Schriber Orloff, OTR/L, FAOTA

    When thinking of playful engaging activities for “special needs” children it is important that know that everything can be adapted to meet the needs of any child within a play environment.

    It is more important to think how than what.  A simple game of checkers can be made easier by putting string in the directions the player is allowed to move, pick up sticks can be arranged to follow a pattern on an underlying mat so that the game includes color and positional matching not to mention pincer grasp, dominoes can be color coded on their dots so that the game turns into multiple matching tasks not just one; and so forth.

    Parents do not have to spend a lot of money in special needs catalogues looking for just the “right” toy or game when all games can be “right” if used creatively and with necessary adaptations.

    When selecting special toys or equipment think about versatility and how many ways you can use the item.  Special Needs  “essentials” is just that, the “essentials” so think about the BEST pieces to buy that cover a range of opportunities for multiple functions.

    For example a “chewy tube” can also be an in-hand manipulation toy; neon bracelets can be adapted pick-up sticks; hand held massagers can be part of a relay race game; and puppets designed for increasing hand skills can be used for imaginative play to increase social skills.

    There is also the Old Fashioned concept of making a game or craft together.  Before all the left over Christmas wrapping paper is gone, make a sculpture with the paper, watered down school glue and some ModgePodge. Think about making toy storage boxes that the child will be invested in using by covering them with the left over wrapping paper and making it shiny with the ModgePodge. Parent and child will get a lot more out of this activity than the end product—they will be talking to each other and this is an excellent time to use and build vocabulary and social skills.

    The most important thing to think about is ‘how can this activity enhance my child’s total developmental abilities: physical (hand skills and/or gross motor), neurological (thinking, reasoning and sensory) and perceptual (seeing and processing) skills.

    Your options are endless and they are most likely to be already in your home rather than a fancy (and expensive) catalogue, or in a store near-by.

    Susan N. Schriber Orloff, OTR/L is the author of the book. “Learning RE-Enabled” a guide for parents, teachers and therapists,(a National Education Association featured book) as well as the CEO/Exec. Director of Children’s Special Services, LLC an occupational therapy service for children with developmental and learning delays in Atlanta, GA.  She can be reached through her website at www.childrens-services.com or at susanorloff@childrens-services.com.  On Twitter at OTRLovesKids, or her blog LDMadeEasy.blogspot.com, or Facebook Susan N. Schriber Orloff, OTR/L, FAOTA Children’s Special Services, LLC page.