Hearing Loss in Children

Posted on December 15, 2023December 15, 2023

About 2 to 3 out of every 1,000 children in the United States are born with a detectable level of hearing loss in one or both ears! Hearing loss can occur gradually over time and parents may not even realize their children have it. Children may simply adjust to the changes in their hearing and not realize they are missing out on important speech sounds and words.

What is a hearing screening?

A hearing screening is frequently used to check a person’s ability to detect the loudness and pitch of sounds. You can either “pass” or “fail” the screening. If your child passes and there are no other concerns, then you can continue with your child’s regularly scheduled hearing screenings. If your child “fails”, or if you have other concerns about their hearing, then an appointment for more in-depth testing may be necessary to see if there is a hearing loss and what treatment options are best to help support your child. These hearing screenings can help identify people who may need a more thorough hearing evaluation that can be completed by medical personnel such as ENTs or audiologists. Pediatric hearing screenings may take place in early intervention, school audiology, medical, and/or home settings.

How can I tell if my child has hearing loss?

Difficulty recognizing familiar voices
Delayed or absent speech sounds (not making cooing noises, babbling less, few words, distorted speech sounds, etc.)
Not turning head toward interesting or startling sounds
Delayed language (difficulty understanding simple words, following directions, etc.)
Delayed or absent emergence of first words as by two years old children should start combining words into 2-word phrases)
If child is older, they may frequently asks others to repeat themselves for clarification
Child is speaking louder than others
Lack of attention to others, conversations, environmental surroundings
Struggles with academics

What causes hearing loss in young children?

Frequent ear infections (otitis media; most common)
Measles or meningitis
Head injuries
Exposure to loud noises
Genetic disorders

Interesting Fact… 5/6 children experience ear infections (otitis media) by the time they are 3 years old!

What should I do if I suspect my child has hearing loss?

If you suspect your child has hearing loss, speak with your healthcare provider and discuss your child’s current hearing abilities and address your concerns if you suspect signs of hearing difficulties at home. Early hearing detection and a formal evaluation completed by an audiologist, ENT and/or other qualified medical professional can help determine specific needs and appropriate treatment goals to further support your child’s success. It is important to regularly check on your child’s hearing health to monitor potential changes in hearing!

How can Speech therapy help?

Speech-Language Pathologists can play a role in your child’s hearing health by completing hearing screenings as a part of a formal speech and language assessment. If your child does not pass a hearing screening completed by the Speech-Language Pathologist, then a referral will be made for further evaluation with audiological/medical professionals to provide the best of care to your little one. Language acquisition is an essential component of your child’s overall development. Significant hearing loss, if undetected early, can lead to a speech and language delay, further putting your child at risk of falling behind same-aged peers. Given that our hearing plays a significant role in living our daily lives, it is crucial to have your child’s hearing formally evaluated at key milestones, beginning at birth to help lead them to better speech, language, and educational outcomes in the future!

Schedule a screening at Carolina Therapy Connection today!

Blog By: Lindsey Bryant, SLP

What are primitive reflexes?

Posted on November 15, 2023November 7, 2023

A reflex is an automatic and instantaneous response to a sensory stimulus. Remember when you were a child at the doctor’s office and they tapped your knee with a small mallet to check if your leg kicked upwards? You didn’t decide to kick your leg, it just kicked. From infancy, reflexes are vitally important for proper development of the brain, nervous system, body and sensory systems. Some reflexes are meant to stay with us our whole lives. Others are designed to be dormant after their function is fulfilled – also called integration. Check out this awesome resource from Tools to Grow to learn more about specific reflexes and how they impact a child’s function during their daily life. Primitive reflexes are adaptive responses that develop before birth and typically integrate as the brain matures. Primitive reflexes are important for survival and development early in life; however, it is also important that they become integrated as the child grows. Retained reflexes can cause sensory issues, postural disorders, decreased motor skills, and attention/behavioral issues.

What causes retention of primitive reflexes?

Some potential causes of retention of primitive reflexes include c-sections, trauma during birth, exposure to toxins, decreased tummy time during infancy, decreased time crawling, chronic ear infections, or head injuries during infancy among many other unknown causes.

Five Commonly Retained Primitive Reflexes and their Impact on Occupations

1. Moro Reflex

The Moro Reflex is known as the “startle” reflex. This reflects is a fight or flight reaction. It is present at birth and should be integrated by four months. Common effects of retention include emotional outburst, motion sickness, and difficulties with vision, reading, and writing.

2. Asymmetric Tonic Neck Reflex (ATNR)

The Asymmetric Tonic Neck Reflex (ATNR) is known as the “Fencer’s pose”. It assists in the birthing process. It appears at birth and should be integrated by nine months. Common effects of retention include decreased eye-hand coordination, poor handwriting, poor balance, difficulty with reading and math, and difficulty focusing.

3. Symmetric Tonic Neck Reflex (STNR)

The Symmetric Tonic Neck Reflex (STNR) is an essential foundation for crawling. It appears at six to eight months and should be integrated by nine to eleven months. Common effects of retention include poor posture, W sitting position, poor eye-hand coordination, messy eater, and low muscle tone.

4. Tonic Labyrinthine Reflex (TLR)

The Tonic Labyrinthine Reflex (TLR) is commonly seen in children with ADHD diagnoses. It appears before birth and should be integrated by three and a half years of age. Common effects of retention include decreased balance, poor spatial awareness, toe walking, weak muscles, poor posture, and difficulty with climbing.

5. Spinal Galant

The Spinal Galant Reflex also assists in the birthing process. It appears at birth and should be integrated by three to nine months. Common effects of retention include bed wetting after potty training, hyperactivity, postural issues including scoliosis, attention issues, and decreased endurance.

What are integrated reflexes?

Integrated reflexes are important for developing motor control. A child needs motor control to maintain proper posture at a desk in school, ride a bike, read a book, cross midline, write, and get dressed. A child with integrated reflexes has normal movement patterns to complete these functional tasks at home and at school. A child with unintegrated reflexes could benefit from skilled reflex integration therapy which will essentially train a child’s brain by establishing an efficient movement pattern that supports higher level motor skills or cognitive tasks.

How do you know whether or not your child has integrated these reflexes?

There are many common areas of difficulty that may suggest a retained reflex including the following:

“Bouncing” Child: Constantly moving, can’t sit still on a chair, hyperactive
“Noodle” Child: Leans on everything, rests head on table
“Shirt Chewers”: Constantly chewing on shirts or pencils, and touches everything
“Emotional Child”: Challenges with regulating emotions, easily frustrated or upset, difficulty with utilizing age appropriate coping strategies to calm body
School Performance Challenges: difficulty with reading, handwriting, language/speech, poor sitting balance and immature grasp on writing utensils
Coordination Challenges: Chronic body aches, poor endurance, fatigue, muscle weakness, poor concentration, fidgeting, disorganization

How do I know If My Child Has Retained Primitive Reflexes and What Can I Do?

Once your Occupational Therapist suspects a retained reflex, he/she will educate the caregiver on the importance of carryover for treatment recommendations. Caregivers play an important role in seeing progression in their child’s everyday activities. It is typically recommended that the child completes a set of tailored exercises to meet your child’s needs, 5-10 minutes per day, for 30 consecutive days in order to see any progress. Your therapist may recommended a reward or sticker chart in order to keep your child motivated towards an end goal. Progress can be noted short term and over 9-12 months. In addition to exercises, your Occupational Therapist will make recommendations for modifications in the school and home environments which may include changing positioning during school work, movement breaks, sensory techniques, relaxation techniques, decreasing auditory and visual stimulation, and organizational skills, just to name a few!

In order to determine whether your child would benefit from direct treatment for Reflex Integration, it is recommended that your child be evaluated or screened by an Occupational Therapist at Carolina Therapy Connection. Give us a call at 252-341-9944 today to schedule your FREE occupational therapy screening with one of our experienced and knowledgable OT’s.

What is AAC?

Posted on November 7, 2023November 7, 2023

AAC stands for Augmentative and Alternative Communication. It encompasses all of the ways in which an individual may communicate outside of speaking verbally. Augmentative communication means to add to someone’s existing speech skills, and alternative means to be used in place of verbal speech. There are many different kinds of AAC including, but not limited to: gestures, facial expressions, writing, pictures symbols (e.g., picture exchange communication system/ PECS), drawing, sign language, high-tech speech generating devices, communication boards, etc. Some people may use one of these modalities, and some may use multiple modalities depending on the way in which they can most quickly and clearly communicate the topic.

Who Needs AAC?

Many different people use AAC throughout their lifetime. It can be used across the lifespan by any age, at any time, and for a variety of different reasons. Some people use AAC for their entire life, and some use it for only a short period of time. AAC can help any person who has difficulty fully or partially meeting their daily communication needs such as expressing wants and needs, socializing, asking questions, and a variety of other functions.

How can AAC help your child?

AAC may be able to help your child if they have difficulty being understood by others, have a limited vocabulary, demonstrate limited spontaneous speech, are non-speaking, and a variety of other different reasons. There are no prerequisite skills to your child beginning to use AAC. One common misconception is that AAC will hinder language development or cause your child to become dependent on it for communication. While some children may have minimal to no verbal speech throughout their lifetime, there is research to show that AAC can actually help children to develop language. Using AAC can also help to reduce frustration surrounding communication attempts, and help your child to communicate their needs more clearly, quickly, and effectively.

Parent’s Role in AAC

When introducing AAC to your child, it is important for family members/ caregivers to make the commitment to help the child succeed with the chosen AAC device. Your input is crucial in helping to choose and develop an appropriate AAC system, and using the device at home and in the community is a vital step to help both you and the child continue to learn the system. According to Jane Korsten, SLP, the average 18-month-old has been exposed to 4,380 hours of oral language at a rate of 8 hours/ day from birth. A child who has a communication system (AAC) and receives speech/language therapy 2 times/week for 20-30 minutes will reach the same amount of language exposure (in their AAC language) in 84 years. It is our role as professionals and caregivers to help minimize the communication gap between oral language users and AAC users.

Modeling: Modeling is an awesome way to both learn your child’s AAC system, and teach them an example of how they can use it. The best way to model is to speak and use the system at the same time, although you do not always have to select an icon for every word you say. For example, you may verbally say “time to go to school” while modeling “go” and “school” on the AAC system. A general rule of thumb is to model the number of icons your child is currently using, plus one. If your child uses 1 icon at a time, you may choose to model 1-2 icons at this time. It is important to model without expectation, meaning that you use the AAC system without expecting or requiring the child to respond, withholding items or activities, or “testing” their skills. The goal is to provide an example to the AAC learner, which they will then learn by watching and listening to what you do/say.

How can CTC help you and your child?

Whether your child is already receiving speech/language therapy services at our clinic or not, CTC is ready to help support both parents and children through their own individual journey with Augmentative and Alternative Communication. If you believe that your child may benefit from the use of AAC, talk to one of our many incredible speech-language pathologists to begin the process of figuring out what type of system (no tech, low-tech, mid-tech, high-tech) will work best. This process can take time, but with your support and the support of your SLP, it is possible to find the right system for your child!

Down Syndrome Awareness Month!

Posted on October 17, 2023November 7, 2023

October is filled with so many exciting things, the start of fall weather and holidays approaching; but did you know that October is also Down Syndrome Awareness Month? Established for over 40 years, it is a time to recognize and celebrate our friends with Down Syndrome and the amazing abilities they have!

What is Down Syndrome?

Down Syndrome is often called Trisomy 21, though there are actually three types: trisomy 21 (nondisjunction) which makes up 95% of cases, translocation (4%), and mosaicism (1%). It occurs in approximately 1 out of every 691 births, and more than 400,000 people are living with Down syndrome in the United States. These individuals are born with an extra copy of the 21st chromosome. They are able to work, go to school, develop meaningful relationships, make their own decisions, and participate in society however they wish! According to the National Down Syndrome Society, “Quality educational programs, a stimulating home environment, good health care, and positive support from family, friends, and the community enable people with Down Syndrome to lead fulfilling and productive lives.”

You are welcomed here!

Here at Carolina Therapy Connection, we are honored to serve our families who have children with Down Syndrome! One of our special friends, Hannah Hill, has made tremendous progress in her therapy. Her mother stated, “Because Hannah is very verbal, people often ask me if she has a ‘mild’ case of Down Syndrome. It’s not commonly known that there is no ‘spectrum’ of Down Syndrome! You either have it or you don’t! While the extra chromosome does impact their lives, people with Down Syndrome are unique, and have their own strengths and weaknesses. They have physical features, personality traits, abilities, challenges, interests, successes, and failures just like everyone else!”

Hannah: Age 8

How can therapy help?

Speech therapy services provided by a speech-language pathologist reap great benefits. Many children with Down syndrome develop language later than same-age peers. Low muscle tone could also impact the ability to produce speech sounds accurately, and therapy is paramount to helping a child develop the ability to confidently and effectively communicate their thoughts, feelings, wants, and needs. SLPs can provide assistance with prelinguistic and oral-motor skills, as well!
Physical therapy can help a child with Down Syndrome starting at a young age to increase strength and gross motor development. From rolling and sitting, to developing an efficient walking pattern, and even participating in sports, physical therapy can make a huge difference in a child’s life. In a physical therapy session, our PT’s will focus on things such as: gross and fine motor development, balance, coordination, and age-appropriate daily living skills.
Occupational therapy can assist people with Down Syndrome in learning to complete many everyday tasks. Occupational therapy will provide support specifically in three areas, motor, cognitive, and sensory integration. Specifically, an occupational therapy session may include activities that promote self-care, fine motor, play, and social skills!

A Total Communication Approach

Many parents are excited to begin therapy and learn ways to promote and enhance communication for their children. According to our colleagues at the Boston Children’s Hospital Down Syndrome Program, a Total Communication Approach can be beneficial! The Total Communication Approach means using any functional means of communication; this could include: verbal speech, ASL, gestures, pictures, and/or simple or high-tech communication devices. Many children with Down syndrome are visual processors, and the goal of Total Communication is multi-sensory (i.e., visual, auditory, tactile, etc.) in order to encourage any form of expression. What are some ways to facilitate this approach at home?

Visual input: Pointing to objects and pictures that you are naming or describing.
Use sign language for basic words (eat, want, bath, play, etc.). Research shows using signs increases understanding and offers an additional method for communication.
Incorporate music into pretend play.
Joint book reading. Follow your child’s lead!

How can Carolina Therapy Connection help?

Children with Down Syndrome often benefit from therapy from skilled professionals, including speech-language pathologists, occupational therapists, and physical therapists. At Carolina Therapy Connection, our treatment is highly individualized to your child’s needs. A standardized assessment will be administered to detect any delays, and our therapists will work with you and your child to develop a plan for enhancing skills to build confidence across all social environments (home, school, social groups, etc). If you have any concerns or questions regarding your child’s development, call our clinic at (252) 341-9944.

By Ashley Holloway, MS, CCC-SLP, CAS

Does My Child Have Dyslexia?

Posted on September 12, 2023October 4, 2023

What is Dyslexia?

Dyslexia targets about 15-20% of our population! Most of us may not even know we are dyslexic. We could continue our lives undiagnosed and seek little to no help with this problem. Many people with Dyslexia that have been evaluated struggle with academics, self-esteem, and most importantly, they struggle with reading/writing within their own home and in the school environment. Many adults with this diagnosis have difficulties with finding or obtaining employment and causes them to lose self-confidence. Dyslexia is a type of learning disability, specifically reading, but not to be compared with low intelligence. There are many types of disabilities that involve learning, but dyslexia meaning is more in-depth of someone having issues with learning to read, although they are most likely educated enough to learn when want to learn.

What are the symptoms of dyslexia before and at school age?

When it comes to signs of Dyslexia, it can be difficult to visually see a child’s symptoms before they reach a certain age or start going to school. There’s a high chance that the child’s educator will notice an issue before the caregiver.

Here are some signs of Dyslexia:

The child will have difficulties with letter reversals; (b and d) and/or word reversals (was and saw).
Your child could be a late talker.
Problems processing and understanding what is heard
The child may have difficulties with reading aloud and learning new words and an age-appropriate pace; the child may avoid activities that involve reading
The child may mispronounce words; or form words incorrectly, such as reversing sounds in words or confusing words that sound alike.
The child may have trouble with rhyming words and remembering nursery rhymes
Difficulties with math word problems.
Difficulties with understanding jokes, punchlines, sarcasm, and inferences.
Your child may have difficulties with following a written outline of directions or telling directions.
Difficulties with spelling, learning to read, and recalling names or words.

What Causes Dyslexia?

Dyslexia is not a disease. It is a neurological condition caused by the way the brain is wired up enabling reading and writing causing the individual to result in utilizing coping strategies to adapt to normal environments. Studies show that an individual born with this condition are neither more nor less intelligent than the general population. Research has shown that dyslexia is one of the most common inherited neurological disorders an individual is born with. Even though it affects how the brain processes reading and language, most children have average or above-average intelligence; therefore, work extremely hard to achieve and overcome their reading problems.

What should you do if you suspect or if your child has Dyslexia?

Have a conversation with your healthcare provider and discuss your child’s reading level if you or his/her teacher notice a below-level reading status for your child’s age or if you notice other signs of dyslexia. Fortunately, with the proper assistance, most kids who are dyslexic can learn to read and develop strategies that allow them to stay in the regular classroom. If you suspect you or your child may be dyslexic, early detection and evaluation to determine specific needs and appropriate treatment can improve success. In many cases, treatment can help children become competent readers. It’s important to set an example and support your child with goals that are attainable. Show your child that reading can be enjoyable.

Set Goals for yourself and the child:

As a parent, you should play a key role in helping your child succeed.
You can assist your child by reading aloud to them while they are young, then transition to reading together when they’re old enough.
You can also listen to recorded books with your child.
Collaborate with your child’s educator.
Engaged in creating a schedule for reading time.

How can Occupational Therapy help?

Pediatric occupational therapists and certified occupational therapy assistants can encourage children to participate in meaningful tasks within the school and home environments. Therapists can assist in managing dyslexia and assist in increasing children’s confidence and participation in reading and writing tasks. Occupational therapy for kiddos really focuses on building confidence and implementing client-centered care for the child and their families. OT’s can provide strategies for home and school such as:

Implementing multi-sensory approaches – using other senses to approach learning such as seeing, listening, doing, and speaking).
Visual prompts: Providing visual prompts for both instructions and organization.
Visually sequencing tasks (or components within a task) using visual cues.
Use of colored lines and templates to assist with line placement and letter sizing.
Visual strategies to assist with reading and spelling such as colored coding paper size according to letter size.
Using modeling techniques rather than only giving a simple verbal instruction
Letter formation practice

Written By: Carlos Guilford

Why Is Food Play Important For Picky Eaters?

Posted on August 17, 2023October 4, 2023

What Is Food Play?

As a child, most of our parents would tell us not to play with our food…well, sometimes playing with food is a great benefit for children.

Food play is an important sensory play activity for children with sensory defensiveness and those that are picky eaters. This type of play can be fun and a non stressful way for children to explore different foods using all of their senses. Children gain skills through play-based learning. Food play is a great opportunity for children to explore and learn about foods and over time become comfortable with interacting with the foods. Not only does food play increase exposure to different foods, it improves fine motor skills for self-feeding, imaginative play, family interaction, and increases vocabulary to help describe foods.

Food Play Activities:

Pretending to make a meal for you, their dolls or friends.
Having a tea party with dolls or parents.
Playing restaurant
Using a paint brush and paint with puree food
Using tongs to play with cooked noodles
Cutting foods with knife or a cookie cutter
Simon Says with food (placing food on different parts of the body, make it dance, make a noise, take a bite, etc.)
Making a sensory box out of cereal or dried noodles
Drawing with shaving cream, apple sauce, or pudding with their finger
Driving cars and digging through rice, beans, or dried noodles
Cutting foods into small pieces to feed to toy animals

Great Tips for Setting Up Food Play Activities:

During food play, go with the pace of the child. Do not force your child to do food play. It should be a positive and low-pressure activity. Present foods with different colors, shapes, sizes, and textures. You can present foods during food play that you would like your child to eventually eat. It is important that food play should not be engaged in the child’s regular mealtime environment. Conduct it outside, on the floor with a blanket, activity table, etc. During food play, it is okay if the child denies eating the food that is being presented. Remember the goal is to expose the child to these foods not consumption. You can model eating the foods but try not to pressure your child into eating.

How Can Carolina Therapy Connection Help?

In addition to utilizing the tips above at home, we know that sometimes children need an extra push to expand their food repertoire. At Carolina Therapy Connection, our occupational and speech therapists provide feeding therapy that uses a collaborative approach to work closely with you and your child to determine the source of a child’s feeding difficulties, and develop specific intervention plans to make the entire eating process easier and more enjoyable. Often times, feeding therapy happens on a weekly basis and may consist of working on difficulty with trying new foods, chewing, swallowing, sensory issues, irritability at meal time and so much more. Our goals are to broaden your child’s scope of foods, teach them the benefits of healthy eating, and develop oral motor skills needed for optimal growth and nutrition.

Our Occupational Therapists take a sensory-based feeding approach to therapy. They focus on: oral motor skills, sensory sensitivities, progressing through food textures, and using adaptive equipment and tools to develop self-feeding skills. They also use a process called food chaining, which is a child-friendly treatment approach that helps introduce new foods while building on the child’s past successful eating experiences. In this process, the child is presented with new foods that may be similar in taste, temperature, or texture to foods the child already likes and accepts. Our occupational therapists are certified in the SOS Feeding Approach, a nationally and internationally recognized approach for assessing and treating children with feeding difficulties.

Our feeding therapists have 15-20 years of experience with children of all ages and a variety of feeding disorders. They have certifications in SOS and AEIOU approaches and significant training from around the country on feeding approaches, treatment strategies, and focused plans. We also having consistent collaboration with other professionals in the community to guarantee the best care. Call our clinic at 252-341-9944 for a free phone screening with one of our feeding therapists and schedule an evaluation today!

Our Fall Programs – Greenville

Posted on July 26, 2023October 4, 2023

Our Fall 2023 Programs

We had such an awesome response to our Summer camps this year, so we are so excited to announce our upcoming Fall programs for 2023! Carolina Therapy Connection’s group programs are open to all individuals that fall within the posted age range. Please contact us if you feel like your child would benefit from being in a group with children younger or older than them. Age ranges are posted to ensure all children can participate and engage in activities chosen for that specific program.

Sports Skills Program – SIGN UP HERE

Join us for our sports skills program that will help encourage your child to join their peers in playing sports by covering the basics. In this program, your child will work alongside our physical therapist and ECU PT students to work on the foundations of sports skills including, kicking, catching, throwing, higher level balance, agility, and hand-eye coordination.

Ages: 7-12 years old

6 Week Program – Tuesday, September 12th – Tuesday, October 17th

Every Tuesday Afternoon: 5:00 PM – 6:00 PM

AACepting Voices (Augmentative and Alternative Communication Program) – SIGN UP HERE

Work alongside our SLPs to help you and your child navigate through all aspects of Augmentative and Alternative Communication (AAC). Join us for our group program to help educate and promote the use of AAC devices while building community with other families and friends!

Ages: 4-6 years old

6 Week Program – Monday, September 18th – Monday, October 23rd

Every Monday Afternoon: 4:00 PM – 5:00 PM

Social Skills Program – SIGN UP HERE

Ages: 3-5 years old

6 Week Program – Friday, September 15 – Friday, October 20th

Every Friday Morning: 9:30 AM -10:30 AM

Teaching Kids Independence With Life Skills

Posted on July 6, 2023October 4, 2023

Chores or Life Skills?

Kiddos may ask themselves this question: Why do I have to do these chores? Here at CTC, we call chores “Life Skills” because that is simply what they are. Although not always the most preferred thing for your child to do, washing dishes, washing clothes, making the bed, vacuuming, sweeping, mopping, grocery shopping, cooking, and many more are essential life skills that are necessary when becoming an independent adult. Not only are they necessary, they are also very helpful for the development of time management skills, executive functioning, sensory regulation, and even emotional regulation.

You may be wondering how you can gauge what skills are appropriate for your child. Below is a short list of age appropriate chores to get you started based on your child’s age:

Life Skills for 2-3 years old

Picking up toys
Wiping up a mess (wiping off the counter after eating or messy play)
Putting laundry in the hamper after taking off dirty clothes

Life Skills for 4-5 years old

Making the bed (even if it is assisting you with the task!)
Starting simple meal preparation (putting thing into bowls, stirring, etc.)
Helping wash/rinse dishes

Life Skills for 6-8 years old

Feeding pets
Vacuuming, sweeping, mopping
Folding laundry/putting away own clothes

Life Skills for 9-12 years old

Prepare simple meals (heating up a hot pocket, TV dinner or oven pizza)
Taking out garbage
Cleaning areas of the home other than own bedroom (bathroom, living room, outdoor areas)
Helping make a shopping list and helping to find items in the grocery store

13-18 years – Include all listed above with increased to total independence!

So your child may be age appropriate for the tasks at hand, but what if you wonder whether they are developmentally, emotionally, physically or cognitively appropriate for the task at this age? Recently CTC held a Life Skills camp with 4 days of fun while completing tasks that increase independence within the home environment. The kiddos in this group worked on grocery shopping, meal preparation, cleaning up after themselves, household life skills, taking care of pets and plants, team work and communication. During the camp, each child was asked to review their skills and determine the toughest part of doing “chores”. The #1 answer was time management and feelings of overwhelm when presented with multiple tasks to complete. We all worked to develop either written or visual (picture) schedules for each kiddo to take home to aid in these concerns, making getting these life skills done easier and less frustrating!

Talk to your child’s occupational therapist to see if these could be options to help your child regulate their emotions, plan their time with greater efficiency and learn new skills after mastering current ones! If your kiddo struggles to complete their daily activities, call our clinic at (252) 341-9944! Your child may benefit from an occupational therapy screening or formal evaluation!

Here is 2 recipes of foods that were made during the camp:

Rice Kripsy Treats – The Original Rice Krispies Treats™ Recipe | Rice Krispies®
Soup (written by a kiddo in the camp)

Ingredients

3-4 boneless chicken thighs
1 medium onion
3 carrots, sliced
2 chicken stock boxes
1 small rice pack (boil in a bag)
1 can black beans

Add a pinch of…

Pink Himalayan Salt
Chili powder
Seasoned Salt
Black pepper
Red pepper flakes

MIX TOGETHER IN A SMALL BOWL

Steps:

Make the rice according to directions on the rice bag
As the rice is cooking, cut chicken into 1 inch cubes
Sprinkle seasoning onto chicken
Cut carrots and onion into preferred size and cook until preferred texture
Cook the chicken until done in saucepan
Once all ingredients are finished, combine with stock in a pot and boil for 2-5 minutes
Simmer for 10-15 minutes

Written By: Shelby Godwin, COTA/L, AC

CTC Ranked in North Carolina’s ‘Best Employers 2023’

Posted on June 9, 2023October 4, 2023

Who ranks North Carolina’s Best Employers of 2023?

See Our Ranking Below Under ‘Medium Sized Employers’

See the FULL issue of Business North Carolina’s annual list of Best Employers HERE

What sets Carolina Therapy Connection apart from other Employers?

Carolina Therapy Connection is a therapist-owned, growing private pediatric outpatient practice with sensory clinic locations in Greenville, Goldsboro, and New Bern, North Carolina. For the past 12 years CTC has been providing OT, PT, ST, and educational services to children of all ages and diagnoses including: autism spectrum disorder, sensory processing disorder, cerebral palsy, feeding disorders, and developmental delay. Children are served within our newly expanded, state-of-the-art sensory clinics, within the community, and within school settings. In 2023 we added Mental Wellness and Counseling to the umbrella of services CTC offers.

Carolina Therapy Connection is the first outpatient therapy clinic Certified Autism Center™ (CAC) in Eastern North Carolina. Carolina Therapy Connection covers the cost of all staff to complete this professional certification within their first year of hire. Our culture at CTC is faith-based, built around serving others while creating a fun and exciting place to work that will motivate you!

Just a few reasons to join our team …

Competitive Compensation with weekly and monthly incentive bonuses (salary or pay per visit- based on yourpreference and goals!)
Flexible schedules perfect for therapists with families (all staff choose their own schedule- what works best for you?)
Fun, social clinic setting with company sponsored events every month (team building, potlucks, snack bars, ice cream socials, etc!)
Prizes that reward team members who carry out our core values and supportive culture (monthly core value cash prizes!)
Multi-disciplinary setting with supervision and mentorship programs to help you grow and based upon the support you need!
Supportive, faith-based culture that values teamwork as well as individual team member goals (meetings on a monthly and quarterly basis to check in on your personal and professional growth!)
Opportunity for growth within the company including management and leadership opportunities (clinical and administrative ladder programs)
Web-based, electronic documentation system (document anywhere that suits you!)
Simple IRA with retirement matching (no vesting period!)
Health, vision and dental group insurance through BCBSNC with Company contribution
Disability insurance
Life insurance and Employee Assistance Program (free mental health/wellness services) paid 100% by employer
PTO and all major holidays observed (let’s hear it for no weekends or holidays!)
Continuing education compensation and company sponsored CEU opportunities
We invest in every team member to receive credentialing as an Certified Autism Specialist or Autism Certificate through the IBCCES certification program
We credential all of our interested clinicians in becoming certified in the Interactive Metronome treatment modality
Private offices for speech language pathologists (and SLP assistants)
Clinical Fellowship program with close mentorship and training
Relocation assistance and sign on/retention bonuses for certain positions
Annual licensing fees and professional liability costs covered
Referral bonuses
Travel reimbursement
Computers and other technology options (iPads) for each employee
15,000 sq.ft. clinic with state of the art sensory spaces for enhanced therapy experiences
All treatment equipment and assessments provided by company
Amazing administrative staff that handle all scheduling, billing and insurance authorizations (YES… Let’s hear it for less time spent documenting!)
A variety of settings offered based on clinician preference (schools, homes, daycares, clinic)

Interested in joining our team? Head over to our Careers Page to apply NOW!

Why Does My Child Put Everything In Their Mouth?

Posted on May 24, 2023October 4, 2023

What is Oral Sensory Seeking?

Oral Sensory Seeking is the constant desire or need for a child to place objects in or touch their mouth. Children who have an oral fixation usually feel the need to constantly chew or suck on something. Depending on the age of the child, this may or may not be appropriate. As a parent, this can be difficult to navigate, especially due to the risk of choking on small objects. We know it is impossible to have eyes on your child every minute and scary to feel like you need to keep everything picked up off the floor and out of reach at all times. The oral stage of development that happens from birth to 21 months involves an infant’s pleasure center being focused on the mouth and lips, which are used for sucking and feeding. This is the age when the infant puts everything in the mouth—from hands, fingers, wrists, toys, pacifiers, clothing, blankets … just about anything within hands reach. One of the first prominent objects the baby’s mouth becomes accustomed to is a mother’s breast, for milk. In this blog, we will explore some of the reasons why your child may continue seeking additional oral sensory needs when it is no longer age-appropriate and activities to help them with this behavior.

What are Oral Sensory Seeking Behaviors?

When a child chews, mouths, sucks, or bites non-edible objects and/or edible objects frequently, we will call this an oral sensory seeking behavior. It can also involve harmful behaviors like biting. Some children who are seeking out oral and tactile (touch) sensory input will bite parts of their body, such as the arms, legs, feet and hands. Although oral seeking behavior can help children regulate their bodies and emotions at times, it can also prevent children’s learning if the child is constantly looking for objects to put in their mouth, or cause harm when they bite or suck on themselves. If children are distracted by finding objects or fixated on this behavior, it can affect their ability to focus at school or on an activity at hand.

Here is a list of common oral sensory seeking behaviors:

Excessive or frequent licking and/or chewing of random objects or toys
Excessive or frequent chewing of soft items or clothing (shirt sleeves, bed sheets, blankets, stuffed animals)
Biting toys or people, especially when unprovoked or when overly excited
Chewing the inside of the cheeks or biting/sucking on lip
Biting nails
Grinding teeth
Stuffing mouth with food or holding food in mouth for a long period of time
Drooling or spitting purposefully

How Can I Help My Child With Oral Sensory Behaviors?

Although there are a variety of ways to provide oral sensory input to children in a safe way and to replace oral sensory behaviors.. no child is the same when it comes to the solution. Our occupational therapists at Carolina Therapy Connection recommend that you experiment with these activities as part of your child’s sensory diet and notice what tends to calm, alert, and/or regulate them.

Create a FREE sensory diet with this template from “Your Kids Table” HERE!

Oral Sensory Seeking – Chewing Activities

Chewing crunchy foods, chewy foods, gum etc.

Use a chewy jewelry or other sensory chew toys

Vibrating chew toys (for kiddos who need that extra sensory input!)

Various Activities for Sensory Input

Blowing bubbles or blowing up balloons
Suck on sour candies, lollipops, ice cubes, etc.
Clicking tongue
Drink various textures through a straw (apple cause, milkshakes, yogurt, pudding, etc.)
Whistles, party blowers, kazoos, harmonicas, pinwheels etc.
Make a bubble mountains with dish soap and water

How can Carolina Therapy Connection help?

Occupational therapy addresses any barriers that affect someone’s physical, mental and emotional wellbeing, which includes sensory integration difficulties. Sensory integration refers to how your body recognizes, processes, and responds to information received by our sensory systems on an individual and combined level.This includes our traditional 5 senses, sight, touch, taste, smell, and hearing; however, we also have proprioceptive and vestibular sensory systems. Often times, oral sensory processing or seeking difficulties are paired with other sensory system difficulties. Occupational therapists use sensory integration therapy by exposing a child to sensory stimulation in a structured and organized way. The goal of sensory integration therapy is to adapt the child’s brain and nervous system to process sensory information more efficiently.

At Carolina Therapy Connection, we offer Sensory Integration Therapy and play-based treatment intervention that is specifically designed to stimulate and challenge all of the senses. Sensory Integration involves specific sensory activities (swinging, bouncing, brushing, providing oral sensory input and more) that are intended to help your child regulate his or her response to incoming sensory input. The outcome of these activities may be better focus and attention, improved behavior, and even lowered anxiety. Our therapists may work on lowering a patient’s negative reactions to touch, help them become better aware of their body in space, and work on their ability to manage their bodies more appropriately (run and jump when it’s time to run and jump, sit and focus when it’s time to sit and focus, etc.).

Our occupational therapists will complete an initial evaluation to become familiar with your child’s strengths, weaknesses and daily routine. Following the evaluation, they will create an individualized treatment plan and goals to address any concerns with development. We take pride in making therapy enjoyable and fun for your child, so that they can be motivated to live their life to their greatest potential. If you are interested in a FREE occupational therapy screening in the Greenville, Goldsboro, or New Bern, NC areas, call us at (252) 341-9944.