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Category: Occupational Therapy

Syncing Success: A Better Way to Manage ADHD Without Medication

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Attention Deficit Hyperactivity Disorder (ADHD) poses unique challenges for individuals of all ages, affecting their ability to focus, organize tasks, and regulate impulses. While traditional interventions often involve medications and behavioral therapy, a groundbreaking approach has emerged in recent years – the use of the Interactive Metronome (IM) as an innovative tool for managing ADHD symptoms. In this blog, we’ll explore the relationship between Interactive Metronome and ADHD, shedding light on how this rhythmic training can make a significant difference in the lives of those navigating the complexities of ADHD.

 

Understanding ADHD and its Challenges

 

ADHD is a neurodevelopmental disorder characterized by persistent patterns of inattention, hyperactivity, and impulsivity. Individuals with ADHD may find it challenging to sustain attention, complete tasks, and regulate their behavior, impacting academic, professional, and personal aspects of their lives. Traditional treatment approaches often involve a combination of medications and behavioral therapy, but the search for non-invasive, complementary interventions has led to exploring innovative tools like the Interactive Metronome.

 

Interactive Metronome and ADHD: A Rhythmic Approach

 

The Interactive Metronome operates on the principle that precise timing and rhythmic synchronization can positively influence neural pathways related to attention, coordination, and executive functions. Here’s how IM is making waves in the realm of ADHD management:

 

  1. Enhanced Attention and Focus: IM exercises require participants to match their movements to a rhythmic beat with millisecond accuracy. This process engages the brain’s attention and timing centers, fostering sustained attention and focus improvements, essential components for managing ADHD symptoms.

 

  1. Improved Executive Functions: ADHD often involves challenges with executive functions like working memory, organization, and impulse control. The structured nature of IM exercises helps strengthen these cognitive processes, providing individuals with practical skills to navigate daily tasks more effectively.

 

  1. Sensory Integration: The combination of auditory and visual cues in IM promotes sensory integration, a critical factor in ADHD management. Individuals can develop better self-regulation and coordination by syncing sensory information with motor responses.

 

  1. Individualized Treatment Plans: Therapists at Carolina Therapy Connection can tailor IM programs to address the specific needs and challenges of individuals with ADHD. The customizable nature of IM allows for a personalized approach, ensuring that the training aligns with each participant’s unique cognitive and motor profile.

 

Real-life Success Stories 

 

The impact of Interactive Metronome on ADHD management is not just theoretical – there is a growing body of research-based evidence supporting its effectiveness. Many individuals undergoing occupational therapy at Carolina Therapy Connection have reported significant improvements in attention, impulse control, and overall quality of life after incorporating IM into their ADHD treatment plan.

 

In the evolving landscape of ADHD management, the Interactive Metronome stands out as a promising avenue for individuals seeking alternative and complementary approaches. By tapping into the power of rhythmic synchronization and precise timing, IM offers a dynamic and engaging method to address the core challenges associated with ADHD. It’s not just about keeping time; it’s about syncing success despite ADHD’s unique challenges.  Our Occupational Therapists and Certified Occupational Therapy Assistants at Carolina Therapy Connection are certified in the Interactive Metronome. They can utilize this as an essential part of a child’s treatment plan.  The Interactive Metronome can be used as a standalone treatment, but we see the best results when incorporated into diverse therapeutic programs.

 

 

Call us today to learn more about the Interactive Metronome and whether your child would benefit from this amazing therapeutic intervention!

 

Winter Activities for All Ages! 

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What are Some Winter Activities When the Weather is too Cold Outside?

Ever wonder what you can do to keep your Kiddo occupied and safe while providing the necessary sensory input when it’s too cold to play outside? It is recommended to take indoor breaks every 20-30 minutes when the temperature outside is between 13-30 degrees; however, some kiddos tolerate cold weather better than others. Here are some tips for activities that can be done indoors when it’s just too cold to go outside this winter!

A Fun Winter Activity: Play Board Games

This is dependent on your child’s age and skill set. If you have some board games tucked in the closet, break them out and have family fun! This will work on building your child’s reciprocal play skills, following multistep direction skills, coping skills, and emotional regulation. Check out our Amazon storefront for some of our recommended board games! 

Build a Pillow/Blanket Fort

Who didn’t love making a fort under the kitchen table as a kid? Build a fort in the kitchen and living room, then place some of their favorite books, toys, and stuffed animals inside. This can be a fun way to get your kids into critical thinking mode and build their visual perceptual and motor skills! 

Scavenger Hunt

Another fun winter activity is to hide some items in your house and have your kiddos find them! This can be graded according to skill level and age. For example, for a younger kiddo, have them locate items they would typically use. For older kiddos, give hints to the item they are looking for. “Find two things mom uses to stir within the kitchen (utensils)” or “Find something round and blue in your bedroom (ball).” This will work on their figure ground skills and get their body moving!

Bake/Cook

Have your kiddos help you bake/cook your favorite snack or dessert in the kitchen. Have your kiddos follow the directions given or help with the messy tasks. This can be great for our sensory-seeking kiddos and those resistant to messy play!

Dance Off!

GET MOVING with a fun dance-off! Put off some of your favorite music and have a contest to see who dances best to the song! This is a great way to work on gross motor skills, coordination, and auditory processing, and it’s just plain fun!

Watch your Favorite Movie and Act Out the Scenes.

Many kids like to watch movies; however, do you ever notice that they get bored halfway through and are on to the next thing? Get them involved with the movie. Have that pause button ready and have them act out a scene to see if they can recall what happened! 

Indoor “Snowball” Fight

Do you have some extra tissue paper lying around after wrapping those Christmas presents? Make snowballs and toss them at each other! This is a great way to get kiddos moving without fear of knocking things off tables/counters and breaking things! 

Keepie-uppie with Balloons

Everyone knows this one! Can we keep the balloon off of the ground? Try it! It is so much fun, works on your kiddo’s hand-eye coordination, and has less risk of damaging something in your home!

How can Carolina Therapy Help?

With winter in full swing, ask your therapist about tips/tricks to have fun indoors with adaptations specifically for your child’s sensory-related needs. A therapist at Carolina Therapy Connection can help adapt the activities listed above and give more ideas for your specific child! Also, check out our link for Amazon storefront to find fun toys/activities to make the indoors fun! Many great toy ideas and sensory-related tools can be used when your child needs to get some energy out!

I hope these tips have helped build some fun ideas for you and your family for this winter season! Stay happy, healthy, and warm!

By: Shelby Godwin, COTA/L, AC

Navigating Neurodivergence

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How Occupational Therapy Helps Different Brains

Occupational therapy has long been recognized as a vital therapy for providing neurodiverse individuals with the tools and strategies to lead fulfilling lives. In recent years, the focus on neurodivergent occupational therapy has gained momentum, emphasizing the unique needs and strengths of individuals with neurological differences. This blog aims to explore the transformative role of occupational therapy in supporting neurodivergent individuals on their journey toward independence, empowerment, and a higher quality of life.

 

Understanding Occupational Therapy for Neurodiverse Individuals

Occupational therapy helps neurodiverse individuals by helping them discover who they are, what they can contribute to society, and how they can live their best life.  We start by making a personalized plan with the individual on how to make their life easier for them. 

 

Taking Care of the Whole Person With Occupational Therapy 

Occupational therapy looks at everything – the body, the brain, feelings, and even how someone experiences the world around them. It’s important to consider an individual’s life’s physical, cognitive, emotional, and sensory aspects.  Together with the individual and caregivers, occupational therapists take a holistic approach to help figure out what areas of their lives are challenging and what are their strengths.

 

Making Senses Work Better

It’s common for neurodiverse individuals to have differences in how they experience sensations in their world- they may feel sensitive to things like touch or sounds. Occupational therapists work to identify sensory sensitivities or challenges and implement strategies to regulate and adapt to different sensory inputs. For example- working with the individual to develop adaptive strategies for sensitivities related to food textures and picky eating. Occupational therapists can help progress through different food textures using various techniques that first start with foods the individual can tolerate and eat frequently.  Then, we start adding foods that are similar in texture, color, size, etc.  

 

Skill Development and Independence

Occupational therapy helps learn practical life skills, social skills, and executive functioning abilities.  It could be learning how to tie shoelaces or even making friends. It’s essential to take a strength-based approach to help build trust, confidence, and independence with daily tasks that allow them to engage in meaningful activities.  A strength-based approach is when an occupational therapist builds upon a person’s strengths instead of focusing on their weaknesses.

 

Family and Community Involvement

Families and friends are essential in the therapeutic process, too! Occupational therapists work with families to implement strategies at home and collaborate with community organizations and schools to create supportive spaces for neurodivergent individuals.

 

Technology and Innovation in Therapy

It’s common for a neurodiverse individual to process information differently than we expect; therefore, it is important to utilize various interactive tools and technology to enhance the therapeutic experience and cater to individual needs. Many apps and digital devices are available to help create independence in daily tasks.  Occupational therapists look at ways to support learning through apps, games, and other devices.

 

How Can Carolina Therapy Connection Help With Neurodiverse Individuals?

At Carolina Therapy Connection, all of our therapists are neurodiversity-affirming.  They recognize that neurodivergence is not an illness or disability that needs to be corrected or fixed. They recognize that neurodiverse individuals come with their own set of strengths that can be fostered. Occupational therapy can have a transformative impact in empowering individuals to overcome challenges, embrace their strengths, and lead fulfilling lives.  At Carolina Therapy Connection, we believe it’s all about making sure everyone, no matter how their brain works, can be a part of the fun and excitement in life!

 

 

 

Not Your Average Toy!

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Not Your Average Toy offers a transformative approach to pediatric therapy, catering to the different needs of our pediatric patients in occupational, speech, and physical therapy within our clinic. These specialized toys aren’t just playthings; they motivate children to develop essential skills like fine motor control, visual perceptual abilities, grasping techniques, following multistep directions, stimulating ‘what’ questions, fostering color and shape recognition, encouraging problem-solving, and refining hand-eye coordination. What makes these toys exceptional is their unique ability to grasp the children’s attention while integrating therapeutic goals into engaging activities tailored to each child’s journey toward progress and achievement. Check out some of our favorite “Not average toys!” 

Examples of Not Your Average Toy:

Water Beads: 

What sets water beads apart? Water beads stand out for their fun way of developmental skills. They offer an enjoyable sensory and messy play while enhancing color recognition and sorting abilities. These beads serve as a tool for reaching milestones. Children can play by using a spoon for scooping into a cup, counting exercises, and even hiding items like toy fish or other objects within the beads to engage both hands in a tactile search. These toys facilitate various developmental goals, from color recognition and sorting to refining fine motor skills, in-hand manipulation, bilateral coordination, and sensory play. They also stimulate counting skills and engage in figure-ground activities.

 

Building Blocks: 

Building blocks are known for making a tower and watching it fall, but did you know that they offer various developmental opportunities? These square toys build structures with two hands, allowing a child to work towards bilateral coordination, midline crossing, and fine motor skills. Playing with blocks can also help with color recognition, shape learning, spatial orientation, and teaching concepts through block positions. 

Building blocks can also help with emotional regulation. If a task is challenging or the tower does not stay quite the way intended, this is an excellent opportunity to discuss the feelings raised and allow your child to have a voice.   

 

Puzzles: 

Puzzles are a fun, versatile learning tool for children. They can help children learn about shapes and colors, expand their vocabulary, and identify different types of animals. Puzzles also help children learn to act like put in and take out. You can add a multi-step direction to make a puzzle more challenging, like putting the cow and horse puzzle pieces together in their correct spot. For more engaging questions, ask your child, “What does a cow say?” or “Where is the cow?” Puzzle helps achieve milestones that involve enhancing visual perceptual skills, grasping technique, mastering multi-step directions, and developing problem-solving abilities. 

 

How can Carolina Therapy Connection Help? 

At CTC, we are committed to supporting our families and the child’s developmental journey and helping them achieve these goals at home. Please explore our website (https://www.carolinatherapyconnection.com/) or our Amazon Storefront (https://www.amazon.com/shop/carolinatherapyconnection). These are not your average toys; they are carefully innovative toys that can help foster growth and development. To further understand these toys’ impact, ask your therapist if you can sit in during a session. By watching the interaction between the child playing and the therapist, parents can gain insights into how effective these tools can be and bring these Not Your Average Toys into their home.

 

By: Lauren Hodges, COTA/L, and Allison Hicks

What are primitive reflexes?

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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. 

Down Syndrome Awareness Month!

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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

Is My Child Ready For Potty Training?

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Is My Child Ready For Potty Training?

Many parents ask the question, “Is my child ready for potty training?” Making the transition out of diapers is an important developmental milestone but it can also be a topic that causes frustration and anxiety for both children and their caregivers. Questions about when to start and how to promote a child’s success with potty training can feel overwhelming. If you are a caregiver that can relate to any of those feelings, this blog post is for you!

When Should I Start Potty Training?

This is a question that many caregivers ask themselves. A variety of factors must be considered before initiating the toilet training process. A child must be physically, emotionally, cognitively, and physiologically ready prior to  starting the process. Here are some tips to identify whether your child may be ready:

Emotional readiness – Can your child tolerate sitting on the toilet or potty training seat? Are they excited about wearing “big kid” underwear?

Cognitive readiness: Can your child follow 1-2 step directions? Can they communicate their need to use the restroom?

Physiological readiness: Are they able to stay dry up to two hours at a time or wake up from a nap with a clean pull-up?

Physical readiness: Is your child able to sit on a toilet or potty training seat without assistance? Can they get on and off the toilet with little to no assistance? Can they assist with managing their clothing during toileting tasks?

potty training, occupational therapy, tips and tricks of potty training

If you have said yes to the majority of the above questions, then your child may be ready to begin potty training! 

At what age can I expect my child to start potty training?

 The following list includes general guidelines to help establish a baseline of where a child might be on their journey towards potty training. However, each child has a different timeline in which they are emotionally, physically, cognitively, and physiologically ready for potty training. It is vital that you never push a child towards progressing through the developmental sequence. If you see meltdowns or signs of regression, it may be best to take a break and try again at a later time.

 

Developmental Sequence for Toileting:

1 year – Children indicate that they are wet/soiled through non-verbal signs of distress

2 years – Child begins to tolerate sitting on the toilet

30 months – Child communicates that they need to use the bathroom and will likely require assistance with managing their clothing and wiping

3 years – Children will initiate using the toilet independently. They may attempt to wipe but continue to require assistance for thoroughness. 

4-4.5 years – Children may have a few accidents. They are able to manage their clothing independently. 

5 years – Child is able to complete a full toilet routine independently, including washing and drying their hands. 

5-7 years – Children are consistently able to stay dry throughout the night. 

 

Tips to Help Progress Through the Potty Training Process

  • Make potty training FUN!

Whether it is the sound of the toilet flushing or the new environment, some children may have a fear of sitting on the toilet. If a child is anxious, they may be hesitant to sit on the toilet or may not even tolerate sitting on it. One method to help ease this transition is to allow the child to play with their favorite toys while sitting fully clothed on the toilet. Another method to make potty training fun is to invite the child into the process. You can do this by allowing the child to pick out their underwear and ask them to choose their potty seat. This helps address their newfound need for autonomy and allows them to take pride in the potty training process. 

  • Consistency is key. 

Establishing a consistent routine will help minimize a child’s accidents and increase their likelihood of using the toilet successfully. A general guideline is to prompt the child to sit on the toilet as soon as they wake up, after naps, and in two hour intervals throughout the day. Encourage your child to sit on the toilet for a few minutes at a time. It can be helpful to read a story to them while on the toilet or provide them with a preferred toy to make this time fun and engaging.

  • Know the signs. 

If a child is squatting, holding their genital area, or fidgeting, they may need to use the bathroom. Prompt the child to sit on the toilet when these signs occur. This can help the child become familiar with these signals to increase their ability to identify these signs as well. 

  • Celebrate the small victories. 

It is important that parents and caregivers build up a child’s confidence and self-efficacy during the potty training process. Caregivers can do this by providing their child with positive praise and celebrating the small victories! Some examples of this include praising their child for sitting on the toilet, communicating that they need to use the bathroom, successfully using the toilet, and completing all other steps in the toileting sequence (ex. Pulling up their pants, flushing the toilet, washing their hands). Sticker charts can also help motivate children to use the bathroom by providing them with a tangible reward to work towards!

  • Know there will be accidents. 

In combination with Point 4 above, it is important to know that accidents will happen and how to respond when they do. Never punish a child for soiling their clothing. Instead, always be prepared with an extra set of underwear or clothing, especially when going out in the community. 

You can find more tips on the potty training process here!

 

How can Carolina Therapy Connection Help?

If your kiddo struggles with self-regulation, completing their daily activities, or meeting developmental milestones, call our clinic at (252) 341-9944! Your child may benefit from an occupational therapy screening or formal evaluation!

Blog By: Emily Britt, OT

Does My Child Have Dyslexia?

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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?

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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!

Teaching Kids Independence With Life Skills

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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:

  1. Rice Kripsy Treats – The Original Rice Krispies Treats™ Recipe | Rice Krispies® 
  2. 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:

  1. Make the rice according to directions on the rice bag
  2. As the rice is cooking, cut chicken into 1 inch cubes
  3. Sprinkle seasoning onto chicken
  4. Cut carrots and onion into preferred size and cook until preferred texture
  5. Cook the chicken until done in saucepan
  6. Once all ingredients are finished, combine with stock in a pot and boil for 2-5 minutes
  7. Simmer for 10-15 minutes
Written By: Shelby Godwin, COTA/L, AC 
TEACHING CHILDREN LIFE SKILLS Carolina Therapy Connection Greenville Goldsboro New Bern NC