To see what occupational therapy might look like for your child, why not check out our video http://www.youtube.com/watch?v=ZgtrkgppRx0

The DIR/Floortime Model is a comprehensive framework which enables clinicians, parents, and educators to construct a program tailored to the child’s unique challenges and strengths. Central to the DIR/Floortime Model is the role of a child’s natural emotions and interests which has been shown to be essential for learning interactions that enable the different parts of the mind and brain to work together and to build successively higher levels of social, emotional, and intellectual capacities. Floortime is a specific technique to both follow the child’s natural emotions and interests and at the same time challenge the child toward greater mastery.

The DIR/Floortime Model typically involves an interdisciplinary team approach with speech therapy, occupational therapy, educational programs, and where appropriate, biomedical intervention. The DIR/Floortime Model also emphasizes the critical role of parents and other family members because of the importance of their emotional relationships with the child. Read more

The Listening Program (TLP) is a music listening therapy, which provides engaging brain stimulation to improve performance in school, work and life. It combines decades of clinical research in several fields, including neurology, physiology, psycho-acoustics, auditory processing, music theory and more. The method builds on the work of respected leaders in these fields, such as ear, nose and throat (ENT) physician Alfred A. Tomatis, M.D. (1920-2001). Among other discoveries, Dr. Tomatis helped identify the relationship between certain sound frequencies and their effect on their functions of the mind and body. A simplified explanation of Dr. Tomatis’ findings shows that certain bands or zones of sound frequencies affect different abilities. Read more

Sensory Processing Disorder (SPD) is a neurological disorder causing difficulty with receiving, processing and responding to sensory information (visual, auditory, tactile, vestibular, oral and proprioceptive). For those identified as having SPD, sensory information may be sensed and perceived in a way that is different from most other people. With SPD, sensory information is often registered, interpreted and processed differently by the brain. This can result in unusual ways of responding or behaving. Difficulties may typically present as difficulties planning and organising, problems with doing the activities of everyday life (self care, work and leisure activities) and for some with extreme sensitivity, sensory input may result in extreme avoidance of activities, agitation, distress, fear or confusion. The term SPD is now often used instead of the earlier term sensory integration dysfunction which was originally used by OT, Jean Ayers as part of her theory of sensory integration. Read more

Handwriting Without Tears (HWT) draws from years of innovation and research to provide developmentally appropriate, multisensory tools and strategies to support classroom performance. The program follows research that demonstrates children learn more effectively by actively doing, with materials that address all styles of learning.

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