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Integrated therapy approaches are used to address the child's motor, sensory processing, self-regulatory, sleeping, feeding, social, communication, and speech and language needs. The therapeutic process begins with gaining insight into the underlying problems affecting the child's skills, behaviors, or emotional responses. Parents and caregivers are then educated about the needs of their child and the recommended treatment goals and approach.

A range of services is offered to meet the needs of toddlers, preschool and school-aged children. Some of the types of problems that are addressed include but not limited to:


  • Gross and fine motor delays

  • Developmental disabilities

  • Autism/Pervasive Developmental Disorders/Asperger's Syndrome

  • Learning disabilities

  • Language delays

  • Praxis challenges

    • Problems generating ideas for movement and play

    • Problems planning and organizing novel motor actions or sequences of actions

    • Problems executing motor actions in a coordinated way

    • Speech praxis

  • Sensory modulation challenges (sensitivity or craving sensory input)

  • Difficulty sustaining and shifting attention

  • Challenges with arousal (under or over-aroused)

  • Challenges with regulating activity level

  • Visual perceptual challenges

  • Visual motor challenges

  • Visual efficiency challenges

  • Challenges with activities of daily living

  • Handwriting deficits


Occupational therapy evaluations to assess fine and gross motor, handwriting, visual, perceptual, play, attentional, social, and sensory processing skills. Sensory processing evaluations include assessment of sensory modulation (over or under responsiveness to sensory input), sensory discrimination (perception of sensory input), postural problems, problems with praxis, and any behavioral or emotional problems that are related to sensory processing problems.

Social Skills/Social Thinking Group

The concept of Social Behavior Mapping was created to teach students that the “expected” versus “unexpected” production of behavioral skills impacts directly how people feel, which alters their course of action towards us (natural consequences).  How people treat us directly impacts how we feel about ourselves, as well as the people around us.  If we feel bad about how people treat us, we are likely to come back and treat them even worse.  Furthermore, this tool was created to help students develop a more solid understanding of how their behaviors directly impact the natural or artificial consequences imposed on them as a result of their behavioral acts.


Social Behavior Mapping encourages students to think about the emotional impact of their behavior on others, which ultimately impacts how our students feel about themselves.  This synergistic model of social behavior helps to teach students that to be “social” means we have to consider the thoughts and feelings of those who share space with us.  This encourages each of us to recognize our behavioral sets not only as being “appropriate” in the moment, but also as being accountable to other people’s thoughts and feelings across time.  Being social in its essence, is the recognition that we need to consider and respond to the perceived thoughts and emotions of others.  Hence, a person who we call “anti-social” is someone who we do not perceive as being engaged in determining the thoughts and needs of others.

Treatment Options

Comprehensive and integrated treatments are provided to address the specific needs and concerns of children and families. Therapies may be provided as short or long-term interventions. Intensive therapy programs are available for two to three week sessions for children who need a "jump start".


Small groups are also available that integrate the multiple needs of children. Ongoing parental guidance and consultation to teachers and caregivers is considered an important aspect of the intervention process for children. The following services are available:


  • Sensory Integration Intervention

  • Handwriting Intervention

  • Keyboarding Training with Type to Learn 4

  • Astronaut Protocol

  • The Listening Program

  • Therapeutic Listening

  • Social Skills/Social Thinking Group


Wide array of consultations to help parents work more interactively with their child’s school teachers and other therapists to achieve the child’s performance goals. 

  • Develop independent reports and assessments of a child’s present level of performance

  • Provide expert testimony at Individualized Educational Plan (IEP) meetings to provide additional strategies that work for the child.

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