Education and
Treatment is Our Mission… Kids are Our Passion.
Teach. Train. Advocate
Learn to Move, Move to Grow
It is a four pronged program
that can be taken individually or in combination to address the needs of your
child.
We Teach students how to
develop deficit sensory motor skills, coping skills ( to address stress),
improve behavior, participation in peer related activities and attend during
instructional activities.
Train
parents in simple effective low cost strategies to be done at home to address routine
behavior challenges
Help parents Advocate for their child
and navigate the special service protocols in schools.
ABC
of Movement
Build
on Motor development beyond walking skills ( includes skills like agility,
balance and coordination needed for social play skills and participation in
physical education ( gym) in school). Motor skill development and academic
skill development are linked. Movement helps the brain grow, develop and
mature.
Getting
into the Zone for Learning
Improvement
in academic skills by improving ability to attend, filter distractions and
reduce impulsivity (Nasa inspired neurocognitive program).
Behavior
Shaping
Train
caregiver/parent in an outcome based simple effective Sensory Enrichment Program to prime the brain for development/growth and behavior management . It
empowers parents in techniques that that can be seamlessly incorporated into
their daily routine and yet have an impact on the quality of their day.
Signs of inattention may
include but not limited to:
Forgetful in daily activities, such as chores, errands, returning calls, and keeping appointments
Overlook or miss details, make careless mistakes in schoolwork, at work, or during other activities
Have problems sustaining attention in tasks or play, including conversations, lectures, or lengthy reading
Seem to not listen when spoken to directly
Fail to not follow through on instructions, fail to finish schoolwork, chores, or duties in the workplace, or start tasks but quickly lose focus and get easily sidetracked
Have problems organizing tasks and activities, such as doing tasks in sequence, keeping materials and belongings in order, keeping work organized, managing time, and meeting deadlines
Avoid or dislike tasks that require sustained mental effort, such as schoolwork or homework, or for teens and older adults, preparing reports, completing forms, or reviewing lengthy papers
Lose things necessary for tasks or activities, such as school supplies, pencils, books, tools, wallets, keys, paperwork, eyeglasses, and cell phones
Become easily distracted by unrelated thoughts or stimuli
Signs of hyperactivity may include but not limited to:
Fidgeting and squirming while seated
Getting up and moving around in situations when staying seated is expected, such as in the classroom or in the office
Running or dashing around or climbing in situations where it is inappropriate, or, in teens and adults, often feeling restless
Being unable to play or engage in hobbies quietly
Being constantly in motion or “on the go,” or acting as if “driven by a motor”
Signs of hyperactivity may include but not limited to-
Talking nonstop
Blurting out an answer before a question has been completed, finishing other people’s sentences, or speaking without waiting for a turn in conversation
Having trouble waiting his or her turn
Interrupting or intruding on others, for example in conversations, games, or activities
Signs of
difficulty in the playground/recess/PE/Hallways
Fall more frequently than others his age and sometimes make ineffective or no attempt to catch himself?
Difficulty with line up skills, clumsy during classroom mobility?
Have difficulty in tasks that require using both hands or both sides of his body, such as cutting with scissors, doing jumping jacks, riding a tricycle and so on?
Avoid crossing the midline of his body, for example, by turning his whole body rather than reaching across the center of his body?
Not have as much fun as other children on playground equipment or with moving playground equipment( swings, see saw, merry go around etc), or avoid these activities altogether?
Prefers running around in the play area instead of using the playground/indoor gym equipment voluntarily?
Avoid jumping from a higher surface to a lower one, or do so with increased effort and time.
Appear to be judging space or distance inaccurately?
Does not play ball games with peers.
Difficulty grading his muscle strength-“hugs too hard”, “hits peers” ,” breaks things easily”.
Difficulty with directionality concepts. ( up/down, sideways, front/back etc)
Diagnosis
commonly treated
No diagnosis, but have many of the above behaviors.
is NOT traditional
physical therapy. It does not focus only on gross motor development, it also
addresses the impact of the autonomic nervous system on behavior, academic and
social skills.
Assessment
methods
Focus
test – To assess 4 domains ( consistency, performance, impulsivity and
distractions) of attentional control.
Parent
and child ( if applicable) questionnaires/interview- To gather information
about emotional regulation and challenges in routine activities like sleep,
getting a hair cut, bathing, playing etc.
Developmental
sensory motor assessment using a functional framework (Autism spectrum,
Learning disabilities, Sensory Processing Disorder, Developmental Coordination
Disorder, Down’s syndrome, Cerebral palsy)
