Gravitational Insecurity and Recess

Gravitational insecurity is a term that means an excessive fear of ordinary movement. Blog-Gravitational Insecurity-Main-LandscapeIt can also be characterized by a child being uncomfortable in any position other than upright, or fear of having one’s feet off the ground. Gravitational insecurity is a form of over-responsiveness to vestibular input. This input is detected by the Otolith organs, located in the inner ear. These organs detect movement through space as well as the pull of gravity.

Recess is a common time you may notice children having difficulties with gravitational insecurities.

Here are some common red flags that may indicate your kiddo is having difficulty with gravitational insecurity:

  • Avoidance of playground equipment that kids of similar age enjoy
  • Avoidance of swings
  • Fear of heights or uneven surfaces
  • Overwhelmed by changes in head position
  • Fear of having their feet off the ground
  • Overly hesitant on slides
  • Has difficulty tilting their head back to look up at monkey bars

If you notice your child exhibiting some of the red flags listed above, they would likely benefit from an occupational therapy evaluation and treatment focusing on sensory integration. Throughout therapy your child will receive graded vestibular information through a multisensory approach. Slowly, they will learn to integrate and process sensory information more effectively.

NSPT offers services in Bucktown, Evanston, Deerfield, Lincolnwood, Glenview, Lake Bluff, Des Plaines, Hinsdale and Mequon! If you have any questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140!

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5 Best Apps to Work on Speech and Language at Home

  1. My PlayHome by PlayHome Software LtdBlog-Speech-Apps-Main-Landscape
    • A digital doll house that lets your child use everything inside. You can fry an egg, feed the family pizza, pour drinks, feed the pets, and more! This app does not specifically target speech
      and language skills; however, there are many ways it can be used to work on speech/language at home. While playing with the doll house, you can work with your child on pronouns, identifying actions (e.g., cooking, sitting), present progressive –ing (e.g., drinking), plurals (e.g., two apples), vocabulary (around the house), formulating complete sentences, etc. I also like to use this app as a motivating activity for children working on speech sounds. For example, I will say, “Tell me what the doll is doing with your good ‘r’ sounds.” There is also My PlayHome Hospital, My PlayHome School, and My PlayHome Stores.
  2. Articulation Station by Little Bee Speech
    • This app is fantastic for children working on speech production skills. The whole app is pricey, but beneficial for a child working on more than one speech sound. It is also possible to download individual speech sounds to target a specific sound at home. This app is motivating and excellent for home practice!
  3. Following Directions by Speecharoo Apps
    • Excellent app for working on following directions. Choose from simple 1-step directions, 2-step directions, or more advanced 3-step directions. These funny directions will have your child laughing and wanting to practice more.
  4. Peek-A-Boo Barn by Night & Day Studios, Inc.
    • My favorite app for toddlers working on expressive language skills. First, the barn shakes and an animal makes a noise. Have your child say “open” or “open door” before pressing on the door. You can also have your child guess which animal it is or imitate the animal noises. When the animal appears, have your child imitate the name of the animal.
  5. Open-Ended Articulation by Erik X. Raj
    • This app contains over 500 open-ended questions to use with a child having difficulty producing the following speech sounds: s, z, r, l, s/r/l blends, “sh”, “ch”, and “th”. It is great for working on speech sounds in conversation. Have your child read aloud the question and take turns answering. The open-ended questions are about silly scenarios that will facilitate interesting conversations.

NSPT offers services in Bucktown, Evanston, Deerfield, Lincolnwood, Glenview, Lake Bluff, Des Plaines, Hinsdale and Mequon! If you have any questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140!

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How to Choose the Best ABA Provider for Your Child

Beginning ABA therapy services can be overwhelming and confusing. Below are a few things to consider when choosing an ABA provider to ensure you are finding the best fit for you and your child! Blog-ABA-Search-Main-Landscape

Scope of Practice

  • This is a term that simply means that healthcare professionals should ethically only treat populations and use procedures/processes in which they have specific education and training.
  • For example, if a BCBA has only worked with the pediatric population, it would be outside their scope of practice to treat adults.
  • Especially for children with intense behaviors, children who are older in age, larger in stature, etc., it is important to ask if the ABA therapy practice has BCBAs who have experience treating in these areas to ensure safety and maximum progress.

Location of Services

  • Some ABA therapy companies only offer in-home or in-clinic services exclusively. Other places, like NSPT, offer ABA services in homes, clinics, schools, etc.
  • It is important to consider where your child might need support and choose an ABA company that is able to offer services where therapy will be most appropriate, beneficial, and consistent.

Insurance Coverage

  • ABA therapy is recommended 10-40 hours per week, based on BCBA recommendations. This range of hours is what has been proven to be most effective for progress.
  • Because of the large number of hours, therapy can be very costly if paid for out of pocket.
  • When calling ABA therapy providers, be sure to let them know which insurance you have (at NSPT we will check benefits and provide a summary explanation as a courtesy to all of our families). Families are then able to determine if it is going to be financially feasible to begin services with the provider.

ABA therapy requires consistent communication and collaboration between provider and family, so above all, it is vital you find a provider who you are comfortable talking, sharing, and brainstorming with!

NSPT offers services in Bucktown, Evanston, Deerfield, Lincolnwood, Glenview, Lake Bluff, Des Plaines, and Hinsdale! If you have any questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140!

Explaining Your Child’s Behaviors in Response to Sensory Input

The way children take in and respond to sensory input from the environment may vary from child-to-child and day-to-day. It’s important to take into consideration that how children’s senses pick up information from the environment may influence their reactions and behaviors. Children might have a harder time taking in and processing sensory input to respond appropriately within the environment. Blog-Sensory Input-Main-Landscape

Below are several ways you can explain these sensory input reactions and behaviors to family, friends, and community members:

Auditory Input: Some children are sensitive to sounds (e.g. hand dryers; toilet flush; alarms). You might see these children cover their ears to certain sounds. Other children may not be as aware to sounds. You might see these children not respond to their name being called.

Visual Input: There are children who may demonstrate sensitivity to light by covering their eyes from bright sunlight or they may express discomfort by florescent lights. Other children might seek visual input by being visually attracted to TV/computer screens with fast-paced and/or flashy visual effects.

Tactile Input: Children may demonstrate sensitivity to certain textured clothing and resist/avoid wearing them (e.g. jeans; cotton materials; tags on clothing; tight socks). There are children who have a difficult time being in close proximity to other people. These children may feel overwhelmed and demonstrate over reactive behaviors when touched/bumped into (e.g. in crowded places; in line).

Oral Input: Some children might present sensitivity to specific textures or taste of food and avoid eating them (e.g. mushy/crunchy/chewy foods; sweet/sour foods; foods mixed together). Others might seek oral input to the mouth and put everything in their mouth (e.g. toys; finger; clothing).

Vestibular/Proprioceptive Input: Children might be hesitant and present distress when their feet are not on the ground or when they are spun in a circle. These children might avoid swings, climbing on the playground, riding a bike, or car rides. There are children who seek out a lot of movement and take climbing/jumping risks. You might also see children spin in circles to obtain additional vestibular input.

NSPT offers services in Bucktown, Evanston, Deerfield, Lincolnwood, Glenview, Lake Bluff, Des Plaines, Hinsdale and Mequon! If you have any questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140.

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What Can a Child with Autism Expect in Speech Therapy?

If you are a parent or a professional who has had experience with a child diagnosed with autism, you know that they are all as different as the colors under the sun. Speech therapy services areBlog-Autism-and-Speech Therapy-Main-Landscape typically recommended and necessary for kids diagnosed with autism, as they may have difficulty communicating effectively. These services will be tailored to the individual to ensure the child is making progress and achieving developmental milestones. No two speech therapy sessions are the same, as will be the case for your child. However, there are overarching goals that you can expect your child to be working towards.

Here are factors you should expect to be consistent for a child diagnosed with autism that is receiving speech therapy services:

  1. Speech therapy will be individualized.

The speech language pathologist will complete an evaluation of the child’s current speech and language skills. Based on the results of the evaluation and any observations made, goals will be formulated to target areas to improve.

  1. Speech therapy will target functional communication.

This may mean different things depending on the level of the child. Whether the child is verbal or nonverbal, therapy will address making sure the child is effectively communicating their needs and wants. If the child is nonverbal or has significant difficulty utilizing verbal language, Augmentative and Alternative Communication (e.g., pictures, sign language, iPad, etc.) may be implemented. Therapy may also target talking about events, telling stories, answering questions, asking questions, commenting, expressing opinions, and participating in conversations.

  1. Speech therapy will target social language.

Social language is also known as pragmatic language and includes using language for a variety of purposes (i.e., greetings, informing, demanding, etc.), changing language according to the needs of the listener or situation, and following rules for conversation and storytelling. In order to warrant a diagnosis of autism, the child has already been determined to have a deficit in social communication and interaction. Treatment goals may include maintaining eye contact, initiating and terminating conversations, maintaining topics of conversation, identifying emotions, and utilizing appropriate body language.

The above goals are targeted in a variety of ways, again dependent on your child. Sometimes direct education is provided prior to practicing skills in activities, role-play scenarios, or structured real-life situations. Other times, skills are targeted during play and motivating activities for the child. No matter the skill level of your child with autism, speech therapy is an integral piece to their progress and successful functioning.

NSPT offers services in Bucktown, Evanston, Deerfield, Lincolnwood, Glenview, Lake Bluff, Des Plaines, and Hinsdale! If you have any questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140.

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Occupational Therapy’s Role in Improving Self-Care Performance in Children

The role of the occupational therapist, when working with clients of any age, is to support participation and daily functioning. For a child, one of the primary occupations is self-care. Self-care Blog-Self-Care-Skills-Main-Landscapeskills, which include feeding, toileting, dressing, bathing and grooming, are classified as Activities of Daily Living (ADL’s), because they are a critical part of a child’s overall health and participation each and every day. In order to participate in self-care, a child must have component skills within a variety of performance areas, and delays in any of these areas can make seemingly simple tasks feel nearly impossible.

During an initial evaluation, an occupational therapist will help you determine which performance deficits or barriers within the child’s environment are causing your child to struggle with self-care. The OT will first obtain information by asking you questions about your home setup, your family’s routines, what kind of assistance your child currently needs to perform age-appropriate self-care skills, and what your goals are in terms of self-care independence.

These questions will help the therapist obtain a snapshot of your child’s current self-care performance and provide more information about the home environment in which your child is performing. The therapist will also complete a comprehensive evaluation of your child’s underlying skills through clinical observation and standardized testing to determine potential causes of delayed self-care skills.

Below are a variety of performance areas an occupational therapist will assess that could contribute to self-care performance:

  • Motor performance: A child’s physical ability to perform the motor tasks required for a self-care skill is dependent on his or her strength and endurance, range of motion, body awareness, grasp, manual dexterity, and bilateral coordination. In addition, a child may have decreased motor planning, or difficulty generating an idea for and executing a specific movement pattern.
    • Example: A child may be unable to tie his shoes because he cannot maintain a pincer grasp on the shoelaces.
  • Executive Functioning and Attention: A child may have difficulty sustaining attention to a self-care task, sequencing the steps of a task in an efficient order, or remembering when and how to do the task at all.
    • Example: A child may not be able to remember or mix up the order of steps to tying shoes.
  • Sensory Modulation: A child may have decreased sensory modulation, or ability to filter out irrelevant sensory stimuli. Children with poor sensory modulation may be hypersensitive to input, which can often make children very uncomfortable in their own skin, easily distractible, or easily upset and overwhelmed. Other children may be hyposensitive and not notice certain important sensory input. You can read more about how sensory processing impacts self-care and hygiene in one of our other blogs, “Horrible Haircuts and Terrible Toothpaste” https://www.nspt4kids.com/occupational-therapy/horrible-haircuts-and-terrible-toothpaste-helping-your-child-with-sensory-processing-disorder-tolerate-hygiene/
    • Example: A hypersensitive child may be bothered by the feeling of their socks and refuse to wear tie shoes; a hyposensitive child may not notice that his shoes feel or look funny when on the wrong feet.

Once the evaluation is complete, the occupational therapist will be able to determine if the child would benefit from ongoing occupational therapy. Future treatment would focus not only practicing specific self-care skills, but also engaging in activities that facilitate the overall development of underlying motor, sensory integration, and executive functioning abilities. In addition, the therapist will work with you to adapt your child’s environment through the use of home modifications, visual supports, and adaptive equipment to support performance. Through all of these modalities, the occupational therapist will be able to increase your child’s participation in self-care activities, thereby increasing his or her independence and overall development.

Check out one of our previous blogs on self-care written by a Board Certified Behavior Analyst: Self-Care Skills for Children with Autism

NSPT offers services in Bucktown, Evanston, Deerfield, Lincolnwood, Glenview, Lake Bluff, Des Plaines, Hinsdale and Mequon! If you have any questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140.

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Tips and Tricks to Boost Your Toddler’s Speech and Language

When your child enters into this world, he is immediately exposed to his new environment. Speech and language development begins right away, as your child begins to explore the environment around him. The early years of your child’s life is a crucial period for speech and language development. Blog-Toddler Speech and Language Main-Portrait

As you interact with your child, there are various ways that you can help to boost his speech and language:

  • While you are playing with your child, talk about the actions that he is doing and what you are doing. For example, if your child is throwing a ball, say “throw the ball” as he throws it. This will help him match spoken words to actions.
  • Label objects for your child. As you are engaging with your child, tell him what it is that he is holding, looking at, etc. For example, if your child is holding a ball, say “you have a ball” This will help to increase his ability to identify and name various objects.
  • Expand on your child’s utterances. As your child is acquiring language skills, he will start to speak using short utterances before he can use full sentences. When your child produces one word or short multiword utterances, take his utterance and use it in a full contextual sentence. For example, if your child points to a ball and says “ball,” you can respond with “yes, I see the red ball!”
  • Use natural sounding speech with appropriate intonation when talking to your child. As your child is being exposed to language, not only is he listening to the words, but he is also listening to your tone of voice and looking at your face. Therefore, to help him understand what you are saying, it is important to match your tone and facial expression to your spoken words. For example, if your child is throwing toys inappropriately, tell him “no throwing” with a more stern tone of voice. If you say “no throwing” with a “happy” tone of voice and a big smile, your child may have a difficult time understanding the concept of “no” since the tone of voice and facial expression did not match the meaning of “no.”
  • Sing familiar songs with your child. Engaging in song is a fun way to encourage language development. At first, you will be doing most of the singing while your child closely watches and listens. While you sing, you can use gestures to match words in the song. As your child gets multiple exposures to you singing the song, encourage him to engage in the song by gesturing along with you. For example, when singing “head, shoulders, knees, and toes,” start by singing the song while you touch each body part matching the words in the song. Then to engage your child more, you can sing the song while you help him move his hands to touch the body parts from the song. Another tip you can do with songs is pausing at certain words for your child to say. For instance, you can pause before “toes” each time it occurs in the song to allow your child to say it. Not only can this help to increase language production, but it can also help your child identify and name objects, items, or in this example, body parts.

NSPT offers services in Bucktown, Evanston, Lincolnwood, Glenview, Lake Bluff, Des Plaines, Hinsdale and Mequon! If you have questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140.

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10 Common Household Items to Develop Fine Motor Skills

The building blocks for fine motor success begins on day one. Skill development is commonly observed when the child becomes explorative in their environment and increasingly independent. Independence in age appropriate tasks is often a great measure of where they are developmentally. Specifically, the common influencing skills for fine motor development are strength, coordination, visual perception and motor planning. To assist in maturation of these skill areas you can engage your child in simple activities with things you may already have around the house! Blog-Home Fine Motor Skills-Main-Landscape

10 great tools you may find around the house to develop fine motor skills:

  • Broken crayons– Don’t get rid of those broke crayons! Coloring with these can assist with precision, hand strength and grasp maturity.
  • Q-tips– They can be utilized for painting, dotting and erasing from a chalk or white board. Fine motor precision and grasp maturity are challenged in activities with Q-tips.
  • Clothes pins– Transferring small items while playing different games such as matching, minute to win it, and relay races. Clothes pins also assist with motor planning, strength, and coordination.
  • Tweezers– This is another great tool for transferring small items while playing different games that addresses motor planning, strength, and coordination skills.
  • Child safe scissors– Begin with snipping construction paper and progress into more complex activities such as cutting shapes. To start, make a fun fringed edge for a picture they drew or advanced beginners can make a snowflake with parental assistance. Cutting activities can be difficult, but it significantly addresses coordination, strength, visual motor, and motor planning skills.
  • Legos– These small pieces may hurt when stepped on, but they are great for coordination, precision, visual attention, and strength.
  • Small blocks– Blocks can be used in many ways. A few suggestions would be to stack, string, and build various structures. Blocks are wonderful tools for coordination, visual perception, and grasp maturity.
  • Play Doh– Great way to mature manipulation, coordination, strength, and creativity skills.
  • Shaving cream– A fun way to practice their drawing skills in a non-traditional pencil and paper way. This can assist with precision and motor maturity as well.
  • Spray bottle– Clean up from the shaving cream and painting activities with a spray bottle filled with water. This can really test as well as develop the child’s grasp strength and endurance.

**All activities should be closely supervised and supported by an adult.

NSPT offers services in Bucktown, Evanston, Lincolnwood, Glenview, Lake Bluff, Des Plaines, Hinsdale and Mequon! If you have questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140.

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How to Use Visual Supports at Home for Language Development

For children with receptive and expressive language disorders, visual supports can be powerful tools when communicating. Visual supports are beneficial to aid in not only the comprehension of language, but also to improve expression of language. These visuals can provide a child with information they are missing when comprehending language or speaking. Visual supports are so universal and easily to utilize that they can be implemented seamlessly in the home environment.

How to use visual supports to improve language comprehension:

For children that experience deficits in language comprehension, visual aids are a great way to improve their ability to comprehend instructioVisual Supportsns, rules of an activity, and expectations. Here are some examples of ways to create visual aids for receptive language tasks.

  • Visual schedules can be pictorial, written or both. It is important to tailor the schedule to the child’s abilities. For children with receptive language deficits, hearing their schedule for the day can be confusing and maybe, even a little scary. By presenting a visual schedule, paired with a verbal description, a child will receive the information via two avenues of communication, which will likely improve comprehension of what to expect.
  • A Listening Chart, as shown below, visually depicts the components to being a good listener. When expectations or rules are presented only verbally, information is often forgotten. By using a visual to depict expectations, the child will be more successful and can easily remind him or herself of what actions need to be completed.
  • Presenting choices visually can be a powerful tool for children who have receptive language deficits. For example, if there are two choices for snack (e.g., pretzels or grapes), you can present two pictures of these food items when asking the child what he or she would like to eat.

How to use visual supports to improve language production:

The use of visual aids for language production is slightly more diverse than those utilized for language comprehension. Visual aids for language expression are often used to help a child initiate communication, participate appropriately in a conversation, and to expand utterances. Here are some examples of visual aids used to improve expressive language skills.Smash Mats

  • Smash mats are a great tool to use to expand a child utterance length (e.g., from two word to three words). As shown here, a smash mat can be as simple as three dots on a page. When modeling a sentence, you can touch a dot as you say each word (e.g., Girl is swinging or I want goldfish). You can make smash mats even more enticing by adding a playdoh ball to each dot. Smash mats are also great, because as your child continues to progress in their expressive language skills, you can continue to increase the length of their utterance by adding additional dots to your mat.
  • A Topic Tree is one of many visual aids that can be used during conversations. The topic tree is specifically for topic maintenance (i.e., staying on the same topic of conversation with your
    communication partner). For example, if you are talking about Christmas with your child, each time that you make a comment, ask a question or appropriately respond on the topic of Christmas, you put a leaf on the tree. This is an easy DIY visual aid you can make at home!
  • A Yes/No Board is a great visual aid for an emerging communicator. It is a simple visual depiction of the concepts of “yes” and “no.” Yes/No boards can be visually Y-N Boards2displayed in a variety of ways as shown below. When asking a child a Y/N question, by presenting the child with this visual, you are not only cueing the child that you are asking a question, but also providing the child with the appropriate response choices.Y-N Board

All of these visual aids will not only increase a child’s engagement in a daily activity, but also aid in making transitions smoother. Visual aids can be implemented at any age and in any environment.

NSPT offers services in Bucktown, Evanston, Lincolnwood, Glenview, Lake Bluff, Des Plaines, Hinsdale and Mequon! If you have questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140.

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Parenting vs. Technology: Helpful Strategies to Combat Electronic Overload

Chromebooks, iPads, Nooks, oh my! It would not be surprising if your child has access to more than one piece of technology in your home. With that said, the struggle to balance technology needs for school with the games and activities that take over your child’s night and weekends is real. BlogParents-vs-Technology-Main-Landscape

Although it may be frustrating to accept that technology is not going away, it’s important to recognize these moments as learning opportunities and a way to become a more creative parent.

Below are some helpful strategies to implement when combating technology:

Reward Responsibility – Create a system in which your child can earn ‘technology minutes’ for completing chores. Similarly to earning an allowance, this can be a great way to get your child more active in helping around the house.

Limit Bingeing Behaviors – Allowing your child to play on technology for multiple hours at a time on the weekend will likely make shorter episodes more difficult to transition out of. When your child has more time available, limit play to 30 minute or 1 hour increments, with other family activities in between.

Practice Transitions – Turning off the iPad, Xbox, or computer is a great opportunity to practice transitions. Provide your child with time warnings, clarify expectations, and work with your child to plan for the next opportunity to use electronics. Remotely turning off the family Wi-Fi can also be a helpful way for children to recognize that their time is up.

Become a Minecraft (or fill in the blank of which game your kiddo likes) expert! – Many of the games and activities your child plays can be a great way for you to spend quality time with your child in “their world.” Ask questions about the games. Read up on the latest news. Show interest and join in!

NSPT offers services in Bucktown, Evanston, Lincolnwood, Glenview, Lake Bluff, Des Plaines, Hinsdale and Milwaukee! If you have questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140.

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