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Comprehensive Motor Skill Evaluations
Evaluations of Sensory Processing
One on One Therapy Sessions
Parent Training
Interactive Metronome
Integrated Listening System
The Listening Program
Handwriting Without Tears
How Does Your Engine Run

Theraplayy provides services to children with various diagnoses and challenges including but not limited to:
  1. Autism Spectrum Disorders
  2. Pervasive Developmental Disorders
  3. Social Pragmatic Deficits
  4. Nonverbal Learning Disability
  5. Attention Deficit Hyperactivity Disorder
  6. Auditory Processing/Memory Deficits
  7. Tongue Thrust
  8. Apraxia of Speech
  9. Phonological Disorders
  10. Specific Language Impairment
  11. Language Based Learning Disability
  12. Receptive / Expressive Language Delay
  13. Articulation Disorders
  14. Stuttering
  15. Sensory Processing Disorders
  16. Fine and Gross Motor Delays
  17. Developmental Coordination Disorder
  18. Dysgraphia
  19. Handwriting Difficulties
  20. Infant and Child Feeding Disorders
  21. Downs Syndrome
  22. Fragile X Syndrome
  23. Tourettes Syndrome

Therapy Services

Occupational Therapy
Occupational Therapy services include evaluation and treatment by highly skilled pediatric occupational therapists. All of our therapists specialize in treating children who present with sensory processing disorders, gross and fine motor difficulties, coordination disorders, handwriting difficulties, regulation and attention differences, and difficulties with self help skills. Intervention may be provided as individual therapy, therapy dyads (two children), or in small groups. Parent coaching, and co-treatment with other support professionals may be recommended as a treatment model to best meet the child's specific challenges. Our large sensory-motor gym filled with mats, bridges, ladders, jumping equipment, slides, a ball pit, and suspended equipment is specially designed to provide for therapeutic interactions of movement and exploration. The gym encourages sensory processing skills and motor learning, as well as providing opportunities for, self regulation, shared attention, reciprocity, and language. Smaller treatment rooms also are used for exploration, sensory stimulation, and activities at the table for skill development.

Self Regulation
Self Regulation is the ability to maintain a level of alertness appropriate to a given activity. Adequate self-regulation is essential to the development of attention, regulation of sleep/wake cycles, and control of emotions, as well as the daily transitions that make up a child's routine.

For example, a school-aged child may demonstrate an elevated level of alertness when playing a fast-paced game of chase on the school playground. Moments later, when that same child lines up to go back into the classroom, his/her body will move more slowly and deliberately, yet will still be alert and attentive—to the instructions of the recess monitor. This smooth transition between arousal states demonstrates adequate self-regulation.

From birth a child builds self-regulation skills through sensory experiences - rocking in his mother's arms, sucking on a pacifier, and so on. Initially, his/her strategies are limited to sensory/bodily inputs - a deep pressure from swaddling, rocking input, soft coos of his caregiver, or the rhythmic nature of his lullaby - but as a child develops, his/her strategies become more varied: "checking in" with his/her mother from across the room for reassurance, or hearing her voice telling him everything is all right. This represents an important jump in the developmental process: the child can use language rather than sensory or "body-on-body" input alone to self-regulate.

Children with sensory processing abilities often have a difficult time making this transition away from bodily input as their main strategy for regulation. This could take the form of increased activity levels ("crashing" their bodies), increased oral-motor seeking (e.g. chewing clothing, writing utensils, etc), or increased aggressive behaviors. Underlying difficulties with sensory processing often also have a direct impact on a child's ability to self-regulate. Sensitivities to sound, movement, or other sensory input make it very difficult to attain and maintain the right level of regulation: the nervous system often reverts to "high alert" or "shutdown mode" in such situations.

An occupational therapist can promote self-regulation strategies by helping a child adapt to his/her various environments (e.g., home, school) and by providing sensory diet recommendations that enable a child's sensory system to better handle regulatory demands. Treatment of the underlying processing difficulties promotes improved self regulation.

Sensory Integration
The ability to perceive, attend, and respond to sensory information is called sensory integration; put simply, it is the organization of sensation for use. Effective intake and interpretation of sensory information requires the ability to discriminate (identify differences in sensory stimuli), modulate (filter out relevant information from irrelevant information), and react appropriately to sensory information. Proper processing of the senses is necessary to develop concentration, organization, motor control, language, problem solving, and other high-level learning skills. The central nervous system receives and processes information from the seven primary sensory systems: vestibular (movement), proprioceptive (position), tactile, visual, auditory, olfactory, and oral/gustatory.

These systems are the basis of sensory and motor development in a child. If there is any misinformation sent, or if the brain misinterprets the information, the development of higher-level functions is affected. When sensory systems are functioning in an imbalanced way, a child's world can seem overwhelming, resulting in a variety of difficulties within his/her environments.

Signs and Symptoms of Sensory Integration Disorders

Motor Planning (Dyspraxia):
  1. Excessively "careful" with movements
  2. Excessively active (e.g., poor safety awareness with movement, "crashes" frequently, often aggressive with play)
  3. Poor motor coordination: appears to be "clumsy;" often bumps into things
  4. Fine motor deficits (e.g., handwriting, coloring, cutting, and clothing fasteners)
  5. Defensiveness/over-sensitivity to any of the following: sound, lights, movement, or variable textures
  6. Difficulty attempting other's ideas and novel experiences independently (e.g likes to be in control of play situations)

Sensory Modulation Disorder:
  1. High or increased emotional reactivity
  2. Poor attention span due to either over-activity or under-reactivity
  3. Frequently irritable, frustrated, or anxious
  4. Delayed language and social skills
  5. Challenged or overly "derailed" with transitions and schedule changes
  6. Delayed self-care skills and independence with functional tasks

Individuals can respond with varying levels of reactivity to sensory input, which may impact overall processing speed, modulation, and appropriate response to the stimulation. A child may demonstrate hyper/over-reactivity, hypo/under-reactivity, or mixed responsiveness in various areas of sensory processing.

Difficulties in these sensory processing areas may impact attention span, activity level, coping skills, successful exploration of the environment, motor skills, play skills, self-help skills, social skills, self-esteem, learning, and emotional regulation.