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Category: Pediatric Therapy

Greenville Clinic Expansion Updates

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Greenville Clinic Expansion Updates

We’ve got BIG things happening at Carolina Therapy Connection and we are so excited to be sharing them with you! After years of prayer and planning, we have been blessed with the ability to expand our Greenville clinic to serve more kiddos and families in Eastern NC. Out of the trust and kindness our community has shown to us we have been able to expand both our services and our physical clinic space from 1200 sq ft. to 15,000 sq ft. over the past 11 years! We are so grateful to our families, our community partners, and our referral sources for the overwhelming support of Carolina Therapy Connection!

Carolina Therapy Connection Greenville Clinic Expansion

Carolina Therapy Connection Greenville Clinic Expansion

Carolina Therapy Connection Greenville Clinic Expansion

What will this new expansion entail?

Everything to help our kiddos and families reach their goals by serving them more efficiently! This new space will include:

  • 3 new sensory gym spaces that vary in sensory feedback to meet the sensory needs of each child (low stimulation and high stimulation environments).
  • An interactive fiber optic sensory space for a serene and calming experience.
  • A space designated for our Interactive Metronome treatment modality. Learn more about this evidenced-based system here.
  • 2 feeding spaces to host feeding groups that develop sensory-based feeding skills for kids of all ages, and to house our feeding specialist team.
  • A separate physical therapy gym with state-of-the-art equipment to build developmental skills.
  • Collaborative workspaces and technology for all of our clinicians and staff.
  • Private treatment rooms for all disciplines.
  • An even larger lobby for caregiver comfort.
  • A space dedicated for expansion of our Educational Services.
  • A large outdoor, protected courtyard space for the option to provide services in a safe outdoor area.
  • Marketing and communications studio for improved ability to develop content for our families.
  • State-of-the-art training center for continuing education and advanced training of our staff. This will also be used for community events like our Neurodivergent Hangouts and Parent Support Groups.AND… several other spaces for future expansion of our services.. stay tuned for more information about what these will be!

Carolina Therapy Connection Greenville Clinic Expansion

Carolina Therapy Connection Greenville Clinic Expansion

Carolina Therapy Connection Greenville Clinic Expansion

How will this expansion impact our current families?

We have entrusted our amazing local contractors at WIMCO to ensure that our families and kiddos are SAFE during all of the construction. Construction will move in phases beginning on Monday, August 16th and ending sometime in April (or sooner). Each phase will allow our families to have access to parking with safety fencing and signage that will be posted. Please be sure to follow these signs! Our current building will be updated and outfitted during the process, but not until towards the later phases. In the meantime, we should see very little effects of construction inside of our current space. We will be keeping you all updated as we move throughout this process. WIMCO will have a superintendent on site daily to make sure that the needs of our families, kiddos, and staff are always being met! Safety is their #1 goal! THANK YOU for extending us grace during this time and for having patience as we navigate this exciting adventure!

Please feel free to reach out at any time with any questions or concerns you may have. 

Thank you again, from the bottom of our hearts, for making this dream a reality for all of us and allowing us to serve out our mission of informing families, enriching lives, changing futures for all of Eastern NC! 

Carolina Therapy Connection thanks WIMCO

Greenville NC Carolina Therapy Connection Expansion Updates

Let’s Get Real About Screen Time

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Screen Time and Childhood Development

Screens and technology use are becoming more and more common for children. According to the CDC, children ages 8-10 spend an average of 6 hours per day in front of a screen. This increased time spent starring into a screen can have significant effects on a child’s health and development. Young children learn about the world by exploring their environment and watching and modeling others’ behaviors. They learn to foster their imagination and creativity by interacting with toys and others. Increased screen use can have significant effects on this aspect of their development. A new study from Cincinnati Children’s Hospital Medical Center published in JAMA Pediatrics showed concerning evidence that brain structure may be altered in kids with more screen use. Researchers looked at brain MRIs in 47 preschoolers and found that screen time over the American Academy of Pediatric’s recommendations was associated with differences in brain structure in areas related to language and literacy development. Below is a chart with suggested screen time use by age by the American Academy of Pediatrics.

Screen Time

Screen Time and Behavior

While screens can be beneficial teaching tools, great for reward and even better for making those long car rides more bearable, their growing presence means parenting around them has become increasingly challenging. The exciting nature of screen time can trigger the release of dopamine, a feel-good neurotransmitter that makes us associate screens with pleasure and therefore something we want to spend more time with. These dopamine releases make it physically and mentally challenging for kids to put down technology. As a parent, think back to your childhood and how often you were watching a screen. It may have been for about an hour after dinner right? Let’s also think about what you were watching. It was most likely an hour long show that you had to wait until the following week to find out what happened next! Kids today are watching short-lived Youtube videos, 1-3 minute Tik-Toks, scrolling through social media, or binge watching a show with 10 episodes readily available. Research shows that these short clips of fast-paced programming have an immediate, measurable, negative impact on sustained attention and self-regulation. When screens displace activities like outdoor time, play, independent work and social interactions it can result in a kid missing out on valuable caregiver interactions that model and teach emotional regulation. Without those skills, a child might be quicker to anger, become frustrated or shut down.

Negative effects of increased technology use:

  • Decreased attention span and/or social interaction skills due to lack of peer interaction and engagement
  • Deficits in language and communication skills due to lack of reciprocal dialogue and social interaction
  • Difficulty sleeping: The blue light that screens omit, inhibits melatonin; our body’s sleep hormone
  • Risk factor for obesity: Engaging in a sedentary activity for extended periods of time increases this risk

Ways to Decrease Screen Time

Tips/ strategies to set boundaries and decrease screen time:

  • Keep certain times screen-free (i.e. during mealtimes, bed-time, and family time)
  • Set restrictions on the content/ apps that can be accessed 
  • Co-watch with your child so that the content is educational and appropriate. The parent can also help the child understand what they are watching 
  • Download games, apps, and YouTube content that are only educational
  • Parents can model healthy screen usage by decreasing the amount of time spent on their screens in front of their child
  • Set a family curfew for screen-usage (i.e. after 6:00pm, no more screens) 

Ways to take movement breaks:

Nowadays increased screen time is more common because of virtual learning and adults working from home. Here are some ways to take a break from the screen and get your body up and moving.   

  • 5 senses walk pointing out 5 things that you can see, 4 things that you can hear, 3 things that you can touch, 2 things that you can smell, and 1 thing that you can taste
  • Wheelbarrow walks across the room
  • Animal walks: Bear walks or crab walks 
  • Jumping jacks 
  • Crashing or jumping onto couch, mattress, or cushions 

Screen-free activities for families:

  • Make a fort out of pillows, blankets, chairs, furniture, etc. 
  • Get outside! There are so many fun activities that can take place outside; go for a walk, ride bikes, sidewalk chalk, water play with a hose or sprinkler, hide and seek
  • Karaoke or dance party 
  • Create a scavenger hunt around the house 
  • Have a game night

Screen-Free Toys under $22 that promote imaginative play and exploration:

 

Screen Time Carolina Therapy Connection

Making “Sense” of Our Experiences

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The Pyramid of Learning

Pyramid Of Learning

The Pyramid of Learning was developed by Occupational Therapist Kathleen Taylor and Special Educator Maryann Trott. The Pyramid of Learning is an easy-to-understand illustration that depicts a general idea of a child’s foundational skills, and what other skills build upon those. Think about it: You can’t place stones on the top until the foundation stones are in place… every block relies on the ones underneath to be strong and stable. This pyramid explains why the sensory systems are so incredibly important to support academic learning. In other words, kids NEED routine sensory input for their bodies and their brain! Our central nervous system processes and organizes the sensory information we put into it each day. Adequate sensorimotor development for things like motor planning, postural security and body awareness are built on adequate modulation and processing of sensory information that we take in every day! Sensory input can be anything such as, smells, tastes, sounds, movements, pressure, and textures.

When a child is referred to occupational therapy, it is usually for things like attention to task, handwriting difficulties, picky eating, self-care tasks, tolerating routine changes, or school readiness skills. These functional difficulties are in the “Cognition and Intellect” categories at the top of the learning pyramid. The role of an occupational therapist is to determine underlying causes of these issues and utilize specific interventions to address them. Often times, it is hard for parents to fully understand why their child is not performing at the level at which they would like them to be. Some parents may see their child become frustrated when they are trying their best to be compliant, listen and learn, but their sensory processing abilities are hindering them. These frustrations root from the child working throughout the day just to do the simple things, the things that should be automatic and unconscious for them. This may include things like listening to the teacher, keeping their balance on the stairs, standing close to their friends in line, trying a new snack, or engaging in messy play. It all begins at the bottom of the pyramid!

Understanding Our Sensory Systems

  • Proprioception is our ability to sense the location, positioning, and movements of our body and its limbs. It allows us to navigate a crowded area without bumping into people and furniture in our path.
  • Vestibular sensation is housed in our inner ears and uses gravity to sense spatial orientation and movement. This system is responsible for maintaining balance during movement. If you or child is a victim of motion sickness, you have the vestibular system to blame!
  • Tactile sensation comes from receptors in our skin found all over the body. Tactile sensation includes sensations of pain, temperature, pressure, and textures.
  • Gustatory includes specific tastes (spicy, sweet, minty, bitter) and specific textures (crunchy, chewy, mushy). Taste also involves knowing the difference between food items and non-food items.
  • Olfactory or smells involve the ability to distinguish, detect, tolerate and object certain scents.
  • Visual includes noticing and tolerating visual patterns, colors, shapes, bright and dimmed lights and moving objects.
  • Auditory involves the ability to distinguish and tolerate loud sounds (fire alarms, sirens or loud music) and soft sounds (finger snapping, repetitive tapping, hearing others breathing).

How Sensory Processing Difficulties Affect Behavior

As a parent, it can be difficult when our children are having difficulty with negative behaviors. Let’s say that you receive a call from your child’s school reporting that they often seem distracted and don’t pay attention in class, bump into kids in the lunch line, can’t hold a pencil correctly, become upset when asked to switch from one activity to another, or melt down during circle time. Although these seem like behaviors that are caused by the child seeking attention or not getting their way, sometimes it can root from difficulty with sensory input. It is important for parents to work with an occupational therapist in determining the root of the problem. Sensory integration therapy or a sensory diet may be the key to diminishing these behaviors. Sometimes, just some simple routine changes can allow the child to regulate themselves. Regardless, it is important to have an occupational therapist on your team to help make those adjustments.

Sensory Integration

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. 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. The OT may use a sensory gym to engage the child in these repetitive and stimulating activities.

Sensory Integration Strategies 

  • Messy play – mud, dirt, water, food play, finger paints, shaving cream, bath bubbles, etc.
  • Noise cancelling headphones or ear plugs
  • Window shades or adjustable lights
  • Include your child in meal preparation process – encourage them to help whether with their hands or using cooking utensils to interact with the many food textures and smells
  • Food play – Encourage your child to interact with new foods in the most basic manner; the SOS Feeding Approach, used commonly by Occupational Therapists, encourages the following progression with new foods: See –> Touch –> Kiss –> Lick –> Taste –> Chew & Swallow. It is important to allow your child to move at their own pace and allow them to clean off hands or spit out food at any point along the continuum.
  • Sensory toys – check out Ark Therapeutic, a leading manufacturer of innovative therapy tools and special needs products! They have great sensory toys, chews and fidgets that can help your child deal with sensory overload.
  • Finger painting – also try bathtub paint to reduce mess and give child control over cleaning off their hands
  • Listening to music
  • Having a clear visual schedule posted with plenty of preparation for transitions.
  • Providing sensory breaks such as walking in circles, jumping on a mini-trampoline and sucking on sour candy.
  • For the child who needs to move a bit, you might try an inflated seated cushion or a pillow from home so they can both squirm and stay in their seat.

How can Carolina Therapy Connection help?

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, 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.). Various techniques include swinging, deep pressure therapy, which may include squeezing, rolling, etc., jumping on a trampoline, or gross motor play such as wall climbing, balance beam, etc.

Carolina Therapy Connection now has the largest and most state-of-the-art sensory gym in all of Eastern North Carolina!  Check out our 360° view of our sensory gym HERE. Our sensory gym is fully equipped with a zip-line, monkey bars, slides, scooter board ramps, ball pit, trampolines, rock climbing wall, and an expansive set of swings to offer a wide-variety of sensory experiences for each child.

If you have any questions or would like to schedule a screening for your child, call our clinic at (252) 341-9944 to learn more about what you can do and how we can help!

 

References:

Pyramid of Learning by Taylor and Trott (1991)

Amy Hathaway, OTR/L DEVELOP, LEARN, GROW

Kids First Children’s Services 

Sensory Blog

Neuro-diverse Hangout Night

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Carolina Therapy Connection’s First Neuro-diverse Hangout Night!

Carolina Therapy Connection is so excited to announce that our first neuro-diverse hangout night will be on July 15th at 6:30 PM. This all inclusive hangout group is designed for pre-teens/young adults interested in engaging in shared experiences, positive peer relations and having fun! Leading this awesome group will be our friend Fiona Holler. Fiona is a 17 year old girl who is willing to share her experiences growing up with Autism Spectrum Disorder. She loves to help others and her goal is to spread awareness. For our first hangout night, we have 10 spots available for those between the ages of 11 and 18 years old. If you miss out on the first one, don’t worry! We plan to continue having these hangout sessions in the future. Click HERE to sign up!

What can I expect for the neuro-diverse hangout night?

Fiona has planned to begin the session with introducing the surroundings. This will include snacks and making sure everyone has an understanding that it is a judgement free zone. You are free to stim, tic, and sit anywhere that you are comfortable! Fiona would also like to engage all participants in introducing themselves, sharing their likes and dislikes, sharing challenges they have faced, discussing strengths and similar interests and much more!

Here are a few ground rules for this hangout:

    • This is a judgement free zone – please do not make fun of others or make inappropriate or rude comments. This is the opposite of the purpose of this group!
    • Everyone who wishes to speak is allowed to have their own turn to speak as long as it is appropriate and polite.
    • Please be mindful of others – some people may have different needs than you. Be kind and accepting!
    • If you don’t wish to share something you don’t have to – this is a safe place for everyone!
    • Please be encouraging and kind to the people around you – we will have a better experience when we are accepting of everyone!
    • Anything that anyone shares in this group that they wish to keep private stays in this group. 

What are the benefits of a neuro-diverse hangout?

People on the spectrum and their families benefit greatly from autism support groups and hangouts. Support groups and hangouts like this one can provide people with a space in which they can swap stories, share information, ideas and tips to help manage different parts of their lives, or simply enjoy being with people who have had similar experiences. Another benefit of support groups is that through these groups, parents who are present can learn about new resources, therapies, services, and most importantly create lasting friendships with other parents who are going through the same things as them. The greatest benefit of all is that everyone gets to have fun and feel good! Our greatest goal for this hangout night to make everyone feel comfortable and leave feeling better than they came. If you have any suggestions or questions about our neruro-diverse hangout night, call our clinic at 252-341-9944! We can’t wait to see you soon!

 

 

 

Teaching Your Child Shoe Tying

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Why is learning shoe tying so important?

Parents typically think about tying shoes just before, or around Kindergarten. However, many children are around age 6 or older when they are ready to learn this task. This is because this task requires fine motor skills of dexterity, in-hand manipulation, and bilateral coordination. That is why it is important to make sure the child is ready for the task before introducing something too challenging or potentially discouraging. Knowing all the skills that shoe tying incorporates should also bring to light what a great opportunity shoe tying is – you can work on dexterity, in-hand manipulation, and bilateral coordination every single day! No matter what method you use, tying shoes requires learning and recalling several steps in a row. This helps to build sequencing skills, visual memory, motor planning, focus and attention to complete the task.

Why does my child want to give up on shoe tying?

When putting your shoes on, it’s typically when you need to go somewhere. In the routine of trying to get to school, a play date, the doctor, or even therapy sessions, sometimes you may be in a rush. Parents tend to buy their children shoes that have permanently tied laces, flip flops, crocs or velcro straps. Parents want to make things easier for their children. If you can avoid a struggle, why not? Although getting through the days can be tough for a parent, patience is a beautiful thing to foster in a society that can’t seem to wait for anything. Making something easier might seem good now, but not necessarily in the long run. When a child is learning how to tie their shoes in therapy, we ask that they practice a lot at home as well. This is because one time a week isn’t going to make much of a difference. The more they practice and the more they are encouraged by parents, the faster and stronger they’ll be with this challenge.

What shoe tying tips will help my child learn?

1) Learning step by step on a shoe placed in front of them (tabletop level) – It is easier for children to learn how to tie their shoes on a tabletop level before learning how to tie it on their own foot. Some children practice in a long sit on the floor with a jump rope tied around their knees so that the movements are bigger and easier to understand. Your child can also practice on your shoes to make it more fun and motivating.

2) Having different colored laces (ex. 1 black lace 1 white lace) – This way, when explaining step by step, it is visually easier on your child to understand the difference in the laces and see each step visually.

3) Practice, Practice, Practice! – It takes time! Do not think it will happen overnight. Continue to practice and they will begin to get the hang of it! Don’t give up!

4) Use Backwards Chaining Techniques

Backwards Chaining is a technique used to teach difficult tasks by breaking them down into smaller parts. Backwards chaining occurs when an adult does each step of the task and allows the kid to do the very LAST step on their own. Essentially: breaking down the steps of a task and teaching them in reverse order. This gives the child an experience of success and completion with every attempt.

Below are the verbal cues we use at Carolina Therapy Connection for each step to teach the kiddos how to tie shoes! You can substitute your own steps for alternate methods:

  1. Criss Cross or Make an X
  2. Black Under White
  3. Pull Tight
  4. Make a loop or bunny ears
  5. Push through
  6. Pull tight

5) Laces are important! – Short laces are infuriating and difficult to manage when first learning this task because the child doesn’t plan ahead to leave enough room. Round laces easily fall untied, so flat ones are usually easier. Practicing with wire ribbon or pipe cleaners can help because it keeps its shape better than laces and allows the child to loosen their grip between each step.

The Takeaway Message

There are going to be some children that just can’t master this skill, and might they have other things that are much more important for them to be working on. In those situations, adaptive laces or shoes are a wonderful option. For many children, it’s simply about finding the right way to teach them, and following through with the practice it takes to master it. If your child is struggling with their self-care or fine motor tasks, call our clinic at (252) 341-9944 to set up a FREE screening! We will be happy to help you in whatever way we can.

Teaching Your Child Shoe tying Carolina Therapy Connection

Now Offering Free Screenings!

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What is a Screening?

A screening for occupational therapy, speech-language therapy and/or physical therapy is a quick 10-15 minute discussion or observation of your child for potential areas of developmental concern. A screening may be over the phone, zoom or in person. A screening is used to determine whether your child may or may not need a formal evaluation.

What is a Formal Evaluation?

There are a variety of evaluation methods and standardized tests that are designed to assess different areas of functioning including visual-motor, visual-perception, gross motor, fine motor, sensory integration and many others. A child’s performance on each of these tests is compared with the average performance of other children in his or her age group. In addition to these tests, clinical observations are made based on discussion between the parent and the therapist. These formal evaluations allow the therapist to see your child’s current level of function, determine if services are needed, and develop client-centered goals and planning for therapy outcomes.

Everything You Need to Know About a Screenings

One of our amazing Occupational Therapist, Kelly Burton, explains everything you need to know about the screening process in the video below. If you have any questions or concerns about your child’s development or would like to set up a screening, call our clinic at 252-341-9944!

 

 

Screenings

Apraxia and PROMPT

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May is Apraxia Awareness Month

According to Apraxia Kids, for the first time, the entire month of May has been designated Apraxia Awareness Month and corresponds with May is Better Hearing and Speech Month, sponsored by the American Speech-Language-Hearing Association (ASHA). Childhood Apraxia of Speech is a motor speech disorder in which a child knows what they would like to say but has difficulty sending the message from their brain to their mouth. It is a significant problem with motor planning and coordination of the lips, tongue, jaw and palate to produce intelligible speech. Parents of children with childhood apraxia of speech commonly say things like, “No one can understand my son,” “It looks like he is trying to say the word, but can’t get it out,” and “He said that word one time, and then I never heard it again.” Our goal this month, is to educate families about apraxia, spread awareness, and provide resources that may be helpful for children struggling with apraxia.

A quote from Apraxia Kids: “The more people that know and understand Apraxia, the more support children and families will have. Early intervention is crucial. A team supporting a child with Apraxia is crucial. I’ve learned along the way, we don’t know what we don’t know. Let’s help people know about Apraxia!”

What are the signs of apraxia?

According to the American Speech-Language-Hearing Association (ASHA, 2007), the three most common features in children with apraxia of speech are:

  • Inconsistent errors on consonants and vowels in repeated productions of syllables or words (for example, a child says the same word differently each time he tries to produce it).
  • Difficulty producing longer, more complex words and phrases.
  • Inappropriate intonation and stress in word/phrase production (for example, difficulty with the timing, rhythm and flow of speech).

Apraxia and PROMPT

PROMPT (Prompting for Restructuring Oral Muscular Phonetic Targets) is a multifaceted approach used to treat a variety of speech production disorders such as expressive language, stuttering, motor planning, articulation/phonology, and auditory processing as well as cognitive or global delays. PROMPT is a highly successful treatment method for children with motor speech disorders such as apraxia. During PROMPT, a speech-language pathologist manually guides a patient’s jaw, lips, vocal folds, and tongue by targeting certain words, phrases, or sentences. They use touch cues to shape and support the proper movements. In doing so, the therapist helps the patient produce phonemes, or the smallest units of sound that distinguish one word from another. Together, the therapist and child progress through different sounds at a steady pace, moving to new sounds only when the patient is ready. The child learns through assistance and repetition to plan, organize, and create steadily more advanced vocal sounds. For more information about PROMPT, watch this quick video. 

Carolina Therapy Connection is now using PROMPT

To be certified in the PROMPT method, a speech-language pathologist attends PROMPT training courses and meets a number of certification requirements established by the PROMPT Institute. One of our amazing Speech-Language Pathologists at Carolina Therapy Connection, Lindsey Grant, is now certified in PROMPT! Lindsay graduated Summa Cum Laude in 2012 from East Carolina University with her Bachelor of Science degree in Communication Sciences and Disorders and a minor in Hispanic Studies. She then continued at East Carolina University, receiving her Master of Science degree in Communication Sciences and Disorder in 2014.  While completing her Master’s degree, she completed a research project on the relationship between dyslexia and language. Lindsay has experience working with children of all ages in a variety of settings including school, home, daycare, and clinic. She is a member of the American Speech-Language-Hearing Association, where she received her Certificate of Clinical Competence. She is also a Certified Autism Specialist through the International Board of Credentialing and Continuing Education Standards. Lindsay has a passion of helping children with apraxia of speech make significant improvements to their speech and communication skills.

If you have any questions about your child’s speech development, apraxia or PROMPT, call our clinic at 252-341-9944!

Lindsay PROMPT

Better Speech and Hearing Month

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What is Better Speech and Hearing Month?

Better Hearing and Speech Month (BHSM) was founded in 1927, by the American Speech-Language-Hearing Association (ASHA). The aim of Better Speech and Hearing Month is to raise awareness around both speech and hearing problems while encouraging people to take a look at their own speech and hearing and to make a change if there is a problem. Developing strong communication skills is one of the most important elements to socializing and creating relationships. Communicating can be difficult for children with speech and/or language disorders, causing frustration and isolation. A Speech-Language Pathologist helps children overcome communication obstacles, and this month we are giving a huge shout out to our amazing Speech-Language Pathologists at Carolina Therapy Connection!

How can I be involved in Better Speech and Hearing Month?

According to the Center for Hearing and Communication (CHC), hearing loss affects 48 million Americans. Nearly 1 in 12 (7.7 percent) U.S. children ages 3-17 has had a disorder related to voice, speech, language, or swallowing. Considering these statistics, millions more family members and friends are also impacted. Better Hearing and Speech Month offers an opportunity for everyone to come together and bring awareness to hearing and speech related issues, educate themselves, and enthusiastically promote hearing and speech health. Anyone can celebrate Better Hearing and Speech Month, so we encourage you to get involved in your own community! In order to do your part this month, you simply can shine a spotlight on hearing health or speech issues. You could do this by sharing educational materials, encouraging your loved ones to be aware of their speech and hearing needs, telling your personal journey on social media, or simply just reading this blog to become more aware!

What are the areas of Speech-Language Pathology?

In light of Better Speech and Hearing Month, we want to provide resources for a better understanding of speech-language pathology and the roles of SLPs! The graphic below was created by Allison Fors, a speech-language resource author that creates speech therapy tools and educational resources for the public and all SLPs. View her blog here to learn more about each area of speech language pathology.

Areas of SLP

Recognize the Early Signs of Communication Disorders

As a parent, the early stages of communication disorders are easier to spot when you know the signs. Early detection and treatment of speech, language, and hearing issues is absolutely critical to improving the quality of life.

Here is a list of examples that are commonly known signs of communication disorders in children birth to 4 years old:

  • Does not smile or interact with others using verbal and nonverbal communication
  • Makes only a few sounds or gestures, resulting in using mostly nonverbal communication only
  • Words are not easily understood or language is unclear (12-18 months)
  • Has trouble with reading and writing skills (2.5 – 3 years)
  • Has trouble interacting with other children
  • Stretches out or repeats the first sounds of words: “f-f-f-f-farm”
  • Uses a nasal sounding voice
  • Uses a horse or breathy voice (frequent pauses or breathing between words)

Speech-Language Pathology at Carolina Therapy Connection

Our SLP’s at Carolina Therapy Connection design each therapy session with your child’s specific needs in mind. Our approach not only helps your child with their speech, but it also helps with communication, comprehension, social skills, expanding vocabulary, articulation, and many other areas. If your child is in need of therapy, it is best to begin as soon as possible. Children enrolled in therapy early (before they’re 5 years old) tend to have better outcomes than those who begin therapy later. Older kids may progress at a slower rate, because they often have learned patterns that need to be changed. Your child may need speech therapy if they have difficulty with speech/articulation (pronouncing sounds or words) or using words to communicate. Because the muscles and structures used for speech (such as lips, tongue, teeth, palate and throat) are also used in eating, a speech and language pathologist may also help with feeding and swallowing difficulties, also known as dysphagia. Our team of pediatric speech therapists provide screening, assessment, consultation, and treatment in the following areas:

If your child is experiencing any difficulty with communication, call our clinic for a FREE screening. A screening is a 10-15 minute conversation between an SLP and the family regarding the need for a clinical evaluation. Our focus is the wellness of the child. All of our therapists work together to insure they are receiving all the help they need to reach their highest potential!

 

 

better speech and hearing month Carolina therapy connection

Sibling of an Autistic Child

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Introducing Melana Griffee

Melana Griffee is Carolina Therapy Connection’s Office Support and Community Outreach Coordinator. She also recently completed her Autism certificate designation, granted by the International Board of Credentialing and Continuing Education Standards (IBCCES). Her role is to embrace and encourage our culture within our organization and support our mission being carried out within our community. She graduated from Craven Community College in 2019, with her Associates in Arts degree. Since she was 16, she has worked with children at the YMCA and has helped lead summer camps and afterschool programs. She grew up with a brother with Autism and has a heart for serving children that need extra support. Melana is a huge asset to our team and has helped us launch our New Bern Clinic. In her spare time, she loves to spend time with her hubby, hang out with her family, and be outside!

Becoming the Sister of an Autistic Child

My brother said only a few words at the age of 1, but then stopped suddenly and was diagnosed with Autism at the age of 4. I was only 1 at the time and obviously, I did not understand. Now, I am 22 years old and my brother, Ashton, will soon be 25. Ashton is non verbal, has a seizure disorder, a venus implant and has had major back surgery. The one thing I remember from my childhood is how I always wished that my brother would start speaking. My family and I always joked about what he would say when he did start talking. It gave us hope.

Once I was old enough to understand more about my brother’s special needs, I became very interested in it. I volunteered at Special Olympics, with a special needs baseball team, and I was even the club president for Project Unify when I was in high school. Doing all these things made me feel more involved in not only Ashton’s life, but the life of other children who have special needs. I hoped to learn all I could about Autism so that I could help my brother.

Developing Patience and an Understanding of Autism

I can say from experience in my own life that growing up with an Autistic brother has made me more mature and aware of the needs of others. Without knowing, Ashton has taught me more about patience then anyone in my life. I believe that is one of the more important things to realize when you have a Autistic family member or friend: Patience. Patience. Patience. There will be times when they’re not understanding you, and they may get frustrated or upset. As long as you are patient and kind, you will be able to help that person calm down.

Another important thing to remember when dealing with the different behaviors of someone with Autism, is knowing what helps them calm down – whether that be a favorite activity, movie or place. My brother has never said one word to me, yet I still know what he loves and hates. He loves watching Clifford, Thomas the Train, Barney, and Lilo & Stitch – all the classics, right?! He absolutely loves lighthouses and clocks. His room is filled with them, and I like to think it gives him joy seeing them all around him.

Sometimes I picture what it would be like to see through Ashton’s eyes. I think he would see the world so differently than us. He would see others differently and understand the difficult things life can throw at you. Whenever I am around Ashton, I just love to watch. Watch him smile and laugh at the show he is watching. Watching him smile at me every time I say, “I’m going to get your sugar, Ashton!” My favorite thing is whenever I first see him, he comes to me with the sweetest face and hugs me. That always makes my day ten times better.

It wasn’t always easy growing up with the struggles that come with Ashton’s diagnosis. I can remember countless nights crying to my mom, wondering why he was the way he was. Was he ever going to talk? Will the seizures ever stop? Why do people stare at him at school? I can remember times I would hear the word ‘retarded’. Even in high school, hearing that word made me cringe in frustration. I would hear people saying things like, “You are so retarded,” or “That is retarded,” almost as if they were comparing that word to something stupid or dumb. I could go on and on about how that is not the proper word to use at all. Mental Retardation is a formal diagnosis my brother has and I was always very offended when I heard someone call someone that.

As I have gotten older, I have realized this word is not being thrown around so easily. It has become less of a slang word and more of a word, that when heard, people may feel uncomfortable about. I feel like people are more aware of how the word is offensive and disturbing.

It was during those moments in my life that I realized there needs to be more awareness for Autism. It is so important that people start learning about Autism, because 5.4 million adults have Autism in the United States. That is about 1 in every 45 people (First US Study of Autism, 2020). I am so grateful for Carolina Therapy Connection. Even though my brother did not have a facility like this to come too growing up, I recognize how important it is for an Autistic child to start these services early on. I would recommend Carolina Therapy Connection to anybody who is in need of life changing services for their child!

Melana Griffee

Continuing to Embrace and Serve the Autism Community

Carolina Therapy Connection of Greenville, NC is now the first Certified Autism Center™ (CAC) in Eastern North Carolina. The CAC designation is granted by the International Board of Credentialing and Continuing Education Standards (IBCCES). This certification requires staff to complete autism-specific training and professional certification. Carolina Therapy Connection is one of only two therapy clinics in NC with the Certified Autism Center designation. The Carolina Therapy Connection listing for becoming a Certified Autism Center can be found here.

At Carolina Therapy Connection, our highly qualified and diverse staff provide a collaborative approach to apply extensive knowledge and understanding for children with ASD. We are committed to providing your family with the necessary tools, resources, and encouragement throughout your autism journey, making a way for greater resilience. Our team will work with your family to co-construct a sustainable story for how autism shapes who your child is, both personally and relationally.

 

Melana Griffee

Autism Awareness

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What is Autism Awareness Month?

In 1970, the Autism Society launched an ongoing nationwide effort to promote autism awareness and assure that all affected by autism are able to achieve the highest quality of life possible.  In 1972, the Autism Society launched the first annual National Autistic Children’s week, which evolved into Autism Acceptance Month (AAM). This April, Carolina Therapy Connection continues our efforts to spread awareness, promote acceptance, and ignite change alongside so many others across the nation.

How can I participate in doing my part?

The prevalence of Autism in the United States has risen from 1 in 125 children in 2010 to 1 in 59 in 2020. Recognizing this continued increase, the goal is to further increase awareness and global understanding about autism using support, kindness and compassion. Here are just a few ways you can participate this April:

  • Be informed – This doesn’t just mean looking up what the definition is on google or the signs/symptoms, but also learning how to interact with a person with Autism, and how to help them feel included, confident, safe and happy. Today it is becoming much more common to encounter someone with Autism and with doing the research, there would be a lot less struggle to even just say “hello.” You can view our resources page to learn more about Autism Spectrum Disorder and ways to become more educated about the diagnosis.  It is so important for the public to gain information directly from those with Autism.  Show empathy, learn their perspective and respect their voice!
  • Show your support – Use hashtags #CelebrateDifferences, #KindnessCounts, #Lightitupblue, and #WorldAutismMonth on social media. On April 2nd, 2021, wear blue to show your support. Autism Awareness month is all about making a month of kindness, towards others and yourself. We all get wrapped into the busy lives we live and forget to stop and say something kind to a coworker, friend, family member, or even a stranger. This is especially the month to be kind to those who are just a little bit different, but so special.
  • Get involved – A great way to get involved is joining in some type of program with the special needs population. These programs are all over Eastern NC and can also be found on our local resources page. Some of these programs include Special Needs sports teams, day programs for children or adults with Autism, runs or walks that may fund Autism research, and so many more. Get out and volunteer!

Autism Awareness From an Autistic Perspective

The Carolina Therapy Connection staff recently had the opportunity to hear an amazing presentation from Fiona Holler, a high school junior at John Paul II Catholic High School in Greenville, NC. Fiona explained in great detail what it has personally been like for her growing up with Autism. We look forward to looking with her more in the near future with setting up Autism support groups for kiddos and their families! Fiona is an enormous asset to the Autism community within and around Pitt County.

Here are a few points Fiona made during her presentation:

  • Neurodivergent vs Neurotypical: Neurodivergent people are those who have a differing mental or neurological function from what is considered typical (neurotypical people).
  • Sensory isn’t just a term for neurodivergent people. We all have sensory needs and we all take in sensory information through our bodies differently.
  • What is sensory pleasing to one autistic person may be completely different from another autistic person. Examples can include different lighting, specific noises, physical sensations, tastes and smells. Another really important aspect of sensory needs is that they can change. Sensory preferences are not always permanent and change more than people think! A lot of people with Autism often get frustrated when trying to communicate our sensory needs, which can often lead to things like stimming, or burnout.
  • Stimming refers to how neurodivergent individuals release and express their emotions. The misconception of stimming is that it is always a sign of stress or aggression. The truth is that stimming is used to describe a certain mechanism used to release a range of emotions, whether it be excited, sad, angry, happy, anxious, etc.
  • Masking refers to when people with Autism push down our stims and coping mechanisms in order to “blend in” with the neurotypical world. Masking doesn’t just refer to pushing down sensory pleasures, it can mean completely changing or disguising yourself as what society believes is “normal.”
  • Burnout refers to extreme tiredness and fatigue caused by masking, extreme sensory sensations, and/or the presence of extreme emotions (with and without masking).
  • Often times, a symptom of Autism is “special interests.” These are sometimes associated as a negative symptom. The term is called “special interest” because we as autistics tend to excessively fixate on a specific topic, usually much more than neurotypical people – special interests are good! Even though sometimes we need direct social cues, this doesn’t mean that sharing a special interest is wrong- it’s a matter of when it is and isn’t appropriate to share. Like stimming, these special interests often get frowned upon for how autistic people present them and or which age group the topic is meant for. This is very harmful to people with autism and can give us the wrong idea. Fiona explained that she grew up thinking she wasn’t allowed to express a special interest or stim without being labeled as incompetent.
  • A final thought: “Being autistic is very hard at times because whether we know or don’t know our diagnosis, it is easy to feel as if we don’t belong in this world of neurotypical people. We are trained to mask and hide our autism a lot of the times rather than to accept and love ourselves for who we are. I find myself knowing how to mask better than how to help myself. This is a very dangerous thing to teach our young autistic children. A lot of things about how autistic people regulate and how/what they think goes unsaid, which is why it is so important that we encourage the open conversation and genuine acceptance of autism. It’s okay to have questions about our diagnosis, just ask us kindly and we will answer the best we can. We’re people too.”