Interventions

One of my areas of passion, feeding therapy is based on SOS Approach to Feeding Therapy. This approach is sequential in nature, centering on a graded, hierarchical approach to feeding in which the child's 'steps to eating' is analyzed and the therapist and caregivers provide social modeling to promote progress up the steps to eating to promote stress-free, positive mealtimes. I work with kids who have a very limited food variety in their food inventory (less than 10 foods in each food category of Proteins, Carbohydrates, Vegetables, Fruits, Mixed Textures).

Areas of sensory processing include the 5 senses we all know, hearing, touch, smell, taste, and sight. There are 3 additional senses that include interoception (internal body signals like hunger, thirst, bathroom, pain, etc.), vestibular (sense of balance and position in space), and proprioception (information from muscles and joints informing body awareness and limb positioning). Using an experienced and informed approach, I am able to meet your child where they are at currently and promote their growth in improved tolerance and acceptance of sensory input in their environment in a positive, play-based manner. Difficulties with sensory processing often results in feeling overwhelmed/stressed often, frequent meltdowns, moving constantly (or avoiding movement), and avoiding getting messy or specific fabrics/clothing.

Executive functioning skills are needed to be able to organize and participate in daily activities, such as routines, transitions, completing homework/work. These are the higher level functions such as inhibition, initiation, sequencing, time management, prioritization, emotional regulation, self-monitoring, task-monitoring, and problem solving. When these areas are delayed, a child may appear impulsive, disorganized, and need extra time to complete an ordinary task each day. Interventions are focused on visual supports that are graded to increase independence over time, and progressing to age-typical skill levels.

Some kids have difficulties initiating play with others, keeping/maintaining friendships, or playing with other kids. Intervention is provided through an analysis of current level of functioning with play and engaging in play-based approaches to promote development of social skills. Depending on where your child is at for skill level, intervention may include FloorTime Approach, pretend play, parallel play, progressing up to cooperative play as improvements occur.

Interventions may be provided to address fine motor, gross motor or visual motor skills.
Fine Motor: Difficulties with handwriting, grasp, holding a fork/knife/spoon, buttoning/zipping/snaps, tying shoes, and putting on clothing.
Gross Motor: Challenges with sitting posture, bike riding, bilateral coordination, and core strength
Visual Motor: Delays in reading, writing, drawing, and finding objects in one's environment (visual scanning).

In our first 12 months of life, primitive reflexes are present to help us stay safe and meet developmental milestones that get us up and moving. Sometimes these beginning neural pathways remain a main pathway instead of becoming 'integrated', which can impact a variety of skills including self-regulation, visual motor coordination, attention, bilateral coordination, and sensory processing. It is estimated that around 60% of children have retained reflexes, and these are not always disruptive to daily life. However, if identified and noticed in association with other delays, I will provide intervention and exercises to integrate these reflexes as this may remove a barrier to skill development. Reflexes assessed may include:
-Fear Paralysis/Acoustic Startle
-Moro Reflex
-Tonic Labyrinthine Reflex (TLR)
-Symmetrical Tonic Neck Reflex (STNR)
-Asymmetrical Tonic Neck Reflex (ATNR)
-Spinal Galant

In our first 12 months of life, primitive reflexes are present to help us stay safe and meet developmental milestones that get us up and moving. Sometimes these beginning neural pathways remain a main pathway instead of becoming 'integrated', which can impact a variety of skills including self-regulation, visual motor coordination, attention, bilateral coordination, and sensory processing. It is estimated that around 60% of children have retained reflexes, and these are not always disruptive to daily life. However, if identified and noticed in association with other delays, I will provide intervention and exercises to integrate these reflexes as this may remove a barrier to skill development. Reflexes assessed may include:
-Fear Paralysis/Acoustic Startle
-Moro Reflex
-Tonic Labyrinthine Reflex (TLR)
-Symmetrical Tonic Neck Reflex (STNR)
-Asymmetrical Tonic Neck Reflex (ATNR)
-Spinal Galant

I have taken trainings and continue to seek trainings in Trauma Informed Care (TIC) to support children in their growth from adverse experiences. This can include experiences of abuse, neglect, death in the family or of a close loved one, divorce, witnessing abuse, or having a relative sent to jail or prison. From an occupational therapy perspective, I work to help the child feel safe in their environment through the lens of sensory processing, behavioral strategies, modifications to their environment or caregiver strategies, and re-engaging in age-typical activities of daily living. Often when a child has experienced trauma, they may have disrupted sleep, behavioral challenges, or reduced independence in daily living activities.