Occupational Therapy, Counseling & Therapeutic Play
Occupational therapists specialize in the diagnosis, treatment and management of infants, children and adolescents with a variety of congenital, developmental, neuromuscular, skeletal, and other acquired disorders or diseases that may cause limitations including those listed at right.
Specially designed treatment rooms minimize the sensory distress many children experience while receiving therapy services. Please click the links below for more information on how our unique treatment approach can benefit your child.
A chalk wall board allows for gross motor activities that are large and exaggerated. These exaggerated movement patterns facilitate the representations of forms and shapes in preparation for writing and school work activities. The mirror and chalk board allow for the exploration of self, body awareness and the progression from 3-D concepts to 2-D concepts on the board. Balls, sitting disks and bean bags are used to facilitate posture for writing and school-related activity performance.
Color and Texture
The color red creates a stimulating area that motivates, promotes alertness and enhances activity.
The Red Room is most often selected by sensory seeking individuals, though they may perform better in the Green Room. The facilitation of alertness with the red color is especially helpful with children who suffer from low muscle tone, fatigue or avoidant behaviors. By facilitating the child’s muscle tone and alertness while performing challenging activities (such as the Interactive Metronome or written activities), the child’s chance of achieving success is greatly improved.
The Interactive Metronome (IM) is the only research-based technology program that uses interactive exercises and a patented auditory guidance system to measure and improve one’s rhythm and timing. By improving this fundamental ability, the child learns to plan, sequence and process information more effectively. This, in turn, positively impacts a wide range of cognitive, coordination and behavioral challenges. In the Red Room, the child must deal with greater visual distraction from the mirror and the color of the room.
Quiet or regrouping areas for nurturing and reorganization are an important component to the sensory treatment area or classroom. This “womb-like” space can help provide deep touch/pressure and more spatial boundary definition for the child and serves as a retreat for reorganizing and even preventing a sensory meltdown. Weighted blankets, pillows and beanbags add to the welcoming environment of this quiet time space.
Color and Texture
The color blue is used to create a relaxing, peaceful ambience. The look of the ocean facilitates a calming effect.
No fluorescent lighting is used in this room. It is suspected that some children with sensory processing disorders, particularly those along the autism spectrum disorder (ASD), may see the flicker and hear the buzz of a fluorescent light continuously. This is similar to what most of us start to notice when a fluorescent bulb is about to burn out as they flicker and emit a steady hum. The visually stimulating lights of this room assist in stimulating the usually strong visual system and help modulate the more noxious stimuli.
Calming sounds and music are used in this room to facilitate the calming effect of the calming effect. Studies show that Mozart music in the classroom soothes the mind, increases the power of concentration and decreases violence, while other studies have shown that children exposed to Mozart music before a test had higher test score results than the control group.
The dry erase boards facilitate written activity progression and copying from the board skills. The Hand Writing Without Tears program is done in this room. Craft and fine motor activities are also performed in this room.
Color and Texture
The color green enhances relaxation, creating a peaceful ambiance.
The Green Room is most often selected by children with low muscle tone, though they perform better in the Red Room. The calming color allows hyperactive children to focus and control their activity level with greater ease. The room does provide some sensory exploration opportunities with different textured objects on the wall. Aggression, impulsivity and overactivity is minimized by the tranquility of the room.
The Interactive Metronome (IM) is the only research-based technology program that uses interactive exercises and a patented auditory guidance system to measure and improve one’s rhythm and timing. By improving this fundamental ability, the child learns to plan, sequence and process information more effectively. This, in turn, positively impacts a wide-range of cognitive, coordination and behavioral challenges. In the Green Room, the child with poor attention and aggression is given the environment that facilitated his/her success.
This is an area where a child can get his “ya-ya’s” out in a safe way. Activities that challenge gravity and provide vestibular input are good choices for the movement space. Simple indoor swings, mini-trampolines, therapy balls and Dizzy Discs complement this area. A well-functioning proprioceptive system provide children with an unconscious awareness of their body in space.
This room is used to facilitate muscle tone and the reticular activating system (alertness) in preparation for learning and creative activities.
Color and Texture
Orange and mandarin stripes are used to create a an active setting that promotes movement and excitement.
The rough, course texture on the walls facilitates sensory touch and activation. The color and texture of the room facilitate alertness and excitement.
Sunlight is the main light in the room and allows for limited glare and distraction with visual-motor activities such as catching and throwing activities. Studies have shown that students in classrooms with regular fluorescent lighting demonstrate increased hyperactivity, fatigue, irritability and attention deficits, while those in classrooms installed with full spectrum lighting had improved academic achievement as well as improved behavior and classroom performance within one month after the new lights were installed.
- Cognitive Processing / Attention
- Sensory Processing / Integration
- Behavior Problems and Self-Esteem
- Visual / Perceptual Skills
- Handwriting Difficulty
- Gross Motor Development
- Fine Motor Development
- Balance and Coordination
- Strength and Endurance
- Joint Mobility
- Eating or Feeding
- Activities of Daily Living
- Orthopedic Conditions
- Sports Performance
- Academic Achievement