What is Pediatric OT?

Children have different roles, responsibilities and needs than adults. So, what does a pediatric OT do for children? Pediatric occupational therapy helps children develop the skills they need to function in daily life-through play! A child’s primary occupation is play; this is how they learn and develop many new skills they need for independent participation in daily life activities. Through meaningful, play-based activities, we support a child’s development. Pediatric OT can support many different areas of development, including fine motor, gross motor, sensory processing, and self-regulation skills. Through occupational therapy, we can help children understand their brains and bodies so they can thrive at home, at school, and within the community.

What Are Our Sensory Systems and How Do They Affect Learning?

Pediatric occupational therapy focuses on the sensory foundations that support learning, regulation and participation in everyday activities. Our brains receive information from eight sensory systems that work together to help us understand our bodies and the world around us.

• Tactile
  Our sense of touch is called our tactile system. It receives information through the skin and helps us understand things like temperature, pressure, texture, and pain. This system helps children explore and learn about the world by touching, holding, and manipulating objects.
• Auditory
  The auditory system processes sound through the ears and brain. It allows us to hear voices, music, and environmental sounds. This system plays an important role in communication, language development, and understanding where sounds are coming from in our environment.
• Gustatory
  The gustatory system is our sense of taste. Taste receptors help us recognize five basic tastes: sweet, salty, bitter, sour, and umami. This system works closely with the olfactory system to influence how foods taste and how we experience eating.
• Visual
  The visual system allows us to take in information through sight. Beyond simply seeing, this system helps the brain process visual information through skills like visual discrimination, visual memory, figure-ground perception, form constancy, and visual sequencing. These skills support activities such as reading, writing, puzzles, and navigating the environment.
• Olfactory
  The olfactory system processes smell through the nose. Working closely with the gustatory system, it interprets which smells that are pleasant or unpleasant. Because this system is closely connected to the limbic system, or the area of the brain involved in emotions and memory, certain smells can quickly trigger strong memories or emotional responses.
• Vestibular
  The vestibular system detects changes in the position of the head, as well as movement and balance. This system is located in the inner ear. The vestibular system also helps to interpret the speed and direction of movement; helping us understand if we are moving fast or slow, spinning, tilting or standing still. This sensory system helps us maintain balance, coordinate movement, and feel secure when navigating our environment.  
• Proprioceptive
  The proprioceptive system gathers information from our muscles and joints in order to understand where our body is in space and how much force we are using when we move. This system supports body awareness, coordination, and activities like climbing, jumping, writing, and playing.
• Interoceptive
  The interoceptive system is a system that helps us interpret sensations that come from inside the body. This includes sensations such as hunger, thirst, needing the bathroom, a racing heart, or a stomachache. Interoception also plays an important role in helping children recognize and respond to internal body cues connected to emotions and regulation.

Why is It Important to Identify Sensory Information and Process it Correctly?

Sensory integration is an ongoing, fluid process within the nervous system of taking in and responding to sensory events. Adequate sensory processing is necessary to provide a foundation for the development of regulatory cycles and functional arousal states, as well as refined gross and fine motor development, motor planning, and the ability to move safely and efficiently through space. If we are not interpreting the sensory information correctly, our response can be “maladaptive.” This can come out as behaviors, meltdowns, etc. Occupational therapists can help children process information from their bodies and environment, process it, and produce a response that is appropriate for the situation or environment-leading to safe and successful participation.

Sensory integration is the brain’s ongoing process of taking in information from the body and environment, organizing it, and responding in a meaningful way. Our nervous system is constantly receiving sensory input, such as movement, touch, sound, and body position, and using that information to guide how we move, learn, and interact with the world.

When the brain is able to organize this information effectively, it supports important skills like regulation, attention, coordination, and motor planning. These foundations help children participate in everyday activities such as playing, learning, communicating, and moving safely through their environment. Sometimes, the brain may interpret sensory information differently or need additional support to organize it. When this happens, children might show their experience through behaviors such as becoming overwhelmed, avoiding certain activities, seeking more movement or input, or having difficulty staying engaged.

Occupational therapists help children better understand and process sensory information from their bodies and surroundings. Through play-based and individualized activities, therapists support children in developing strategies that help them feel more regulated, confident, and able to participate in the activities that matter to them.

How OT Can Support Social-Emotional Development

Occupational therapists can also help children understand and regulate their emotions, increase confidence and self-efficacy, and support improved social interactions among peers. Occupational therapy can help children understand how to process and regulate their emotions and participate more effectively. Occupational therapists can also help children have positive social interactions with others and become more successful at navigating social situations. Some other skills an occupational therapist might encourage are:

• Self-Awareness
• Self-Expression
• Conflict Resolution
• Problem Solving
• Dealing with Anxiety
• Stress Coping Mechanisms
• Group Participation and Teamwork

Conclusion

Occupational therapists help children build the skills and strategies they need to participate, explore, and thrive in daily life. They support children in developing confidence, self-regulation, and independence, while also fostering meaningful connections with family, friends, and their communities. By focusing on each child’s unique strengths and needs, occupational therapy helps children grow into their fullest potential.

South Shore Therapies

As the premier therapy practice in Massachusetts, the therapists at South Shore Therapies are the leaders in pediatric occupational therapy, speech therapy, and feeding therapy. We foster healthy relationships with our patients and create a safe and nurturing environment designed to motivate patients and their families. For more information, visit our website, sign up for intake, or inquire about our in-home/community services today.

What are Writing Readiness/Prewriting Skills?

What do we mean by “prewriting” skills? Prewriting skills are the foundational abilities children develop before formal handwriting. These skills help children explore scribbling, drawing, and eventually writing in ways that feel successful and comfortable.

Several underlying skills support writing readiness, including fine motor strength, finger dexterity, visual-motor integration, and visual-perceptual skills. Together, these abilities help children learn how to hold and control a writing utensil, move it smoothly across the page, and understand how shapes, lines, and curves can come together to form pictures, symbols, and eventually letters.

As these skills develop, children become better able to hold and adjust a pencil or crayon in their hand, use the right amount of pressure when drawing or writing, coordinate what their eyes see with how their hands move, and combine simple shapes and lines to create drawings, letters and words.

Why are These Skills Important?

Pre-writing  and writing readiness skills are essential because they are the building blocks as they move towards more complex drawing and handwriting tasks.

What are the Foundations/Building Blocks for Effective Handwriting?

• Core/Shoulder Strength
  Our postural muscles help stabilize and ground our bodies; it is important to have postural stability in order to develop distal dexterity skills. Some ways to build core/shoulder strength are by weight bearing activities such as  animal walks or wall push-ups, or engaging in activities in the prone position.
• Hand/Finger Strength
  Our hands are made of many small muscles that work together to support writing development. Activities like using a hole punch, cutting with scissors, playing with Play-Doh and putty, and building with blocks, Legos and other fine motor toys are great ways to promote hand and finger strength.
• Dexterity and Separation Side of Hand
  One of the most crucial prewriting skills is developing dexterity and the separation of the sides of the hand. When developed, it enables children to control their fingers individually. This is a refinement of their fine motor skills and helps them develop the skills they need to hold a pencil effectively. Using tweezers, spinning tops, translating items from palm to fingertips, or playing games with small pieces are some great ways to support the development of these skills.
• Crossing Midline
  One essential skill that children must learn for prewriting is called crossing midline. This is a skill that teaches children to use separate sides of their bodies and brain together.  Some ways to teach crossing the midline to children are playing Simon Says, passing a ball back and forth (left to right), and playing rhythmic games like tapping or clapping.
• Eye-Hand Coordination
  Eye-hand coordination is the ability to process what you are seeing and move your hand/body in accordance to that information so you can complete the task you are working on. We use eye-hand coordination skills with many activities every day. Placing coins in a piggy bank, filling up cups with water, stringing beads and various catch/throw games are great ways to develop eye-hand coordination skills.
• Bilateral Integration
  This skill enables children to use both hands and both sides of the body simultaneously and in a controlled way. This way, a child can hold a pencil with one hand and hold the paper still with the other hand or hold the paper while cutting. It is a critical skill to develop before writing can begin. Rolling Play-Doh, building with magnatiles, pulling apart/connecting resistive toys are excellent ways to promote bilateral integration skills.
• Visual Perception
  Visual perception is the ability to see and interpret visual information. Visual perceptual skills are essential for letter recognition and future reading. It is also what helps us be able to find items in a cluttered space like in our backpack or desk. Activities like shape sorters, hidden pictures, search and find, matching games, and puzzles are great ways to develop visual perceptual skills.
• Tactile Discrimination
  This skill involves being able to discern what something is through touch alone, without visual perception at all. Through tactile discrimination, children can determine how much pressure to use with a pencil or find something in their pocket without looking. Tactile discrimination skills help improve precision and legibility with writing. Engaging in tactile activities such as sensory bins, drawing letters in salt trays or shaving cream, and finger paint are great ways to develop tactile discrimination.

Fun Activities that Develop Writing Readiness Skills

• Crafts that Include Tearing/Crumpling/Folding Paper
  Squeezing, ripping, and folding paper helps to build hand strength. Crafts that involve this can be very motivating for kids!
• Spray Bottle/Hand Strengthening Fine Motor Games
  Specific tasks like using a spray bottle will strengthen smaller muscles of hands. Other tools, such as tweezers, child safety scissors, and paintbrushes, can provide ways to build fine motor strength.
• House Chores and Activities
  Activities such as garden work, pushing a vacuum, and wiping off tables can help children learn to use their hands. These activities will strengthen shoulders, arms, and hands. Assisting with cooking and baking also works on many fine motor skills. This will make learning how to write much more manageable.
• Sensory Bins
  Create a sensory bin. From rice to pebbles to beans to shaving cream, there are many types of items you can place in bins to stimulate a child’s sensory perception. Playing with and handling these items will help a child develop writing skills.
• Putty/Playdoh, and Many more!
  When children squeeze resistive mediums like Play-Doh, putty and/or stress balls they strengthen the small muscles in their hands needed to develop fine motor skills needed for  writing skills.
• Stickers
  Stickers can be super motivating for kids. Peeling stickers off a paper and carefully placing them somewhere else is an activity that supports the development of pincer grasp, separation side of hand and webspace development. These are all essential skills for fine motor and handwriting success. 

South Shore Therapies

As the premier therapy practice in Massachusetts, the therapists at South Shore Therapies can answer all the questions you might have regarding prewriting and helping your young child develop the skills they need to begin writing. We are the leaders in occupational therapy, speech therapy, and feeding therapy. We cultivate a nurturing relationship with our patients and design a calm, organized environment designed to motivate patients and their families. For more information, visit our website, sign up for intake, or inquire about our in-home/community services today.

Benefits of Restful Sleep for Learning and Development

As adults, we know that when we don’t get enough sleep, we don’t function as well the next day. If we continue to miss sleep, we will continue to have issues with focus, attention span, and mood. But how does sleep affect children? Here are some benefits of a good night’s sleep for children.

• Sleep SupportsGrowth
  While children sleep, their bodies release important hormones (HGH) that support growth and physical development. Consistent, restorative sleep helps the body do the behind-the-scenes work of growing, repairing, and building strength.
• Sleep SupportsAttention Span
  When kids are well-rested, their brains have more energy for focusing, exploring, and participating in the activities they enjoy. Sleep helps the brain stay regulated and ready to engage with the world.
• Sleep Helps Children LearnSleep is when the brain organizes and stores all the new experiences and information from the day. After a good night’s sleep, children are often better able to remember what they learned, build new skills, and make connections..
• Sleep Supports Emotional Regulation
  When a child is well-rested, they are able to more effectively take in and process information from their environment and respond in an adaptive way. They will have more access to higher level cognitive skills that will help them cope, regulate, and advocate for their needs.

Consider the Environment

A restful environment can support more consistent and restful sleep for our children. Here are some ways create an ideal sleep environment for your child.

• Dimming Lights/Using Curtains for Darkness
  Our bodies naturally respond to a setting sun. Replicating that in your home will help a child’s body and mind to wind down naturally. When a child is in a bright environment, their brains slow the production of melatonin, an important sleep hormone. As the lights dim, melatonin production will increase, helping to ease a child into a natural sleep.
• Decreased Clutter in the Room
  When a room is cluttered, there are many distractions for a child. When children see their toys and games scattered about, their thoughts may turn to the desire to play rather than rest. Providing them with a decluttered environment and an area designated for sleep (not play) will help a child settle into sleep more effectively.

Consistent Nighttime Routine

• Stay On Schedule
  Consider creating a consistent routine that remains the same each evening regardless of what happened during the day. This allows for predictability and consistency, which supports a child’s ability to self-regulate and prepare for restful sleep.
• Incorporate Time to Wind Down
  Take time to incorporate bedtime rituals. Let your child wind down at the end of a long day. Remember, this may look different for each child. Some children may need movement and heavy work incorporated into their routine to allow their nervous system to calm before bed, where other children might do well with quiet books and soothing music. It is important to learn about your child’s sensory needs and create a routine that works for them.
• Make Late-Night Fun an Occasional Choice
  Prioritize your child’s schedule over other nighttime events or activities. An evening dinner or movie may be fun once in a while, but your child’s sleep schedule should take precedence over this type of event.

Incorporate Sensory Strategies and Activities

• Heavy Work Activities Prior to Bedtime
  Activities that provide proprioceptive input to the body will help a child fall asleep more quickly. Our proprioceptive system is the information we receive from our muscles and joints that helps us understand where our body is in space. Activities that provide increased proprioceptive input can calm the nervous system and support regulation and organization.  Some examples ofsuch activities  include carrying a weighted object, doing animal walks, engaging in pushing-pulling activities, or engaging in different oral motor activities. Providing firm but gentle hugs, joint compressions, or “blanket squishes” are other ways to provide deep pressure touch inputs for your child.
• Warm Bath
  If bath time is something your child is motivated by, incorporating warm water and aroma therapy can be a great way to settle the child’s nervous system before bed. Consider calming smells like lavender and chamomile to ease a child more gently into a sleepy state.
• Comfortable Pajamas
  Feeling cozy and comfortable can make it easier for children to settle into sleep. Soft, breathable pajamas that feel good on the body can help support relaxation at bedtime. Since every child experiences comfort differently, it may take some experimenting to find fabrics, fits, or styles that feel just right for them. Letting children have a say in what they wear to bed can also help them feel more comfortable and confident as they wind down for sleep.
• Rhythmical Music or Songs
  Our bodies and brains naturally respond to rhythm. Steady, predictable sounds can feel organizing and calming for many children. Playing soft music with a slow, steady beat or singing familiar lullabies can help signal to the body that it’s time to slow down and prepare for sleep. Over time, these rhythms can become part of a comforting bedtime routine that helps children transition toward rest.
• Use a Lycra Sheet for Extra Input
  A Lycra sheet is a stretchy sheet gently wraps around the body and can create a ‘hug like’ ug sensation. For some children, this gentle pressure provides deep touch input that helps their bodies feel more settled and supported during sleep.
• Sound Machine for Sleep
  Blocking out noises from around the house or from outside can help a child drift into a peaceful sleep.  A sound machine, white noise, or even a fan can create steady, consistent sound that helps mask sudden noises and makes the sleep environment feel more predictable. Many children find this type of gentle background sound calming and supportive for falling and staying asleep.

South Shore Therapies

As the premier therapy practice in Massachusetts, our skilled therapists at South Shore Therapies are here to help. We cultivate a nurturing relationship with our clients and their families to support growth and development for all ages. If you have more concerns about your child’s sleep patterns, sensory systems, or other developmental areas, please visit our website, sign up for an intake, or inquire about our in-home/community services today.

Why Friendships Matter

From a young age, children form connections that shape how they understand the world and interact with others. Research suggests that children with strong friendships are more likely to develop self-confidence, express their emotions in healthy ways, and learn how to resolve conflicts. These early relationships serve as a foundation for later experiences, including interactions with classmates, teachers, and eventually, colleagues and friends in adulthood.

Key Benefits

Friendships in early childhood offer lasting benefits that extend beyond childhood. Here’s how they contribute to a child’s development:

• Boost self-esteem: Friends make children feel valued and accepted. When they receive positive reinforcement from their peers, they develop a greater sense of self-worth. Children with supportive friendships often feel more comfortable taking risks, trying new activities, and expressing themselves.
• Encourage social skills: Friendships allow children to practice essential social skills, such as sharing, collaborating and connecting with others. Through play and conversation, they learn to take turns, respect different perspectives, and find shared interests.
• Promote emotional intelligence: Children begin to recognize and understand their own emotions and those of others through peer connections. They get to practice expressing their feelings appropriately, supporting friends in need, and navigating conflicts constructively.
• Foster teamwork: Group activities, such as sports, interest groups, or school projected, allow opportunities to foster relationships. These experiences teach children how to work together toward a common goal, delegate tasks, and compromise when necessary.
• Build resilience: Friendships provide a safe space for children to experience setbacks, shift expectations and learn how to handle disappointment. Whether they face disagreement with a friend or feel excluded from an activity, these experiences teach children how to adapt and recover from emotional challenges, advocate for their needs and prepare them for life’s inevitable ups and downs.

 
 Developing Friendship Skills

Every child builds social skills at their own pace. Some children naturally connect with peers right away, while others benefit from additional guidance and opportunities to strengthen their friendship-building abilities. Understanding the factors that can influence social interactions helps caregivers and educators create environments where every child can form meaningful, lasting connections.

• Building Confidence in social settings: Children who feel uncertain or cautious in new social situations may take longer to warm up to peers. With encouragement, predictable routines, and gentle coaching, they can gain the confidence to initiate conversations, join group activities, and enjoy positive peer interactions.
• Supporting communication and participation: As children grow, they are learning to connect in their own unique ways. Understanding what connection looks like for the individual allows us to support the child’s participation in meaningful social activities.
• Strengthening understanding of social cues: Some children are still learning to interpret facial expressions, gestures, and tone of voice. Through modeling, role-playing, and direct teaching, they can build awareness of nonverbal communication and improve their ability to connect with peers.
• Expanding opportunities for connection: Children thrive when given a variety of chances to interact and collaborate. Playdates, group activities, sports, or community programs offer rich opportunities to practice social skills, discover shared interests, and develop lasting friendships.

How Parents Can Support

Parents play a pivotal role in their child’s social development. Here are some ways to promote friendships in early childhood and social understanding:

• Be a role model: Children learn social behaviors by observing the adults around them. Demonstrate positive interactions, such as showing kindness and leading with curiosity and acceptance, and actively problem solving to resolve conflict.
• Facilitate social opportunities: Giving children a chance to interact with peers in a safe and comfortable environment can encourage connection. Arrange playdates, enroll them in afterschool activities, or visit parks and community centers to facilitate social engagement – but remember to make sure these are meaningful activities for your child.
• Teach social skills through games and role-play: Parents can use role-playing exercises to simulate different social scenarios, such as introducing themselves to a new friend, sharing toys, or resolving a disagreement. Board games and cooperative activities also encourage turn-taking, patience, and teamwork, essential skills for making friends.
• Coach during interactions: If a child is struggling during a social interaction, gentle coaching can help. Parents can suggest how to join a conversation, interpret social cues, or handle conflicts in a positive way. You can work with you speech therapist for tools on how to effectively support meaningful social interactions.

How South Shore Therapies Can Help

South Shore Therapies provides high-quality services for children with special needs, including occupational and speech therapy, which may open the door to lasting friendships. Because we know every child is different, we create personalized, evidence-based plans to ensure the most effective and engaging experience. To learn how we can support your child on the path to more meaningful friendships, please contact us today.

What Are Executive Functioning Skills for Kids?

Executive functioning skills are the foundation for helping children plan, focus, remember instructions, regulate emotions and complete tasks. These key skills support a child’s ability to function successfully in school, at home, and across environments. These skills develop gradually through childhood and adolescence, and they can be supported through practice, structure, and encouragement.

• Working memory: This is the ability to hold and use information in the short term. Children rely on working memory when following multi-step instructions, solving math problems, or recalling details from a story.
• Flexible thinking: This skill allows children to adapt when things don’t go as planned. It helps them switch between tasks, find new ways to solve problems, and adjust to unexpected changes.
• Self-control: This includes regulating emotions, resisting impulses, and maintaining focus. Strong self-control helps children think before they act, manage frustration, and stay on task even when distractions arise.
• Planning and Organizing: This skill helps children set goals, create step-by-step plans, and keep their workspace and materials in order. Strong planning and organizing skills support independence and help children approach tasks with confidence.
• Task Initiation: This is the ability to begin a task or activity efficiently and independently. Children use task initiation when getting started on homework, joining a group activity, or following through with a new idea.
• Time Management: This involves understanding how long tasks will take, setting priorities, and using time effectively. Strong time management skills help children balance school, play, and daily routines while feeling more in control of their schedule.

Signs Your Child Might be Struggling with Executive Functions

Every child develops executive functioning skills—such as organization, emotional regulation, and time management—at their own pace. When these skills are still emerging, certain patterns may appear in daily routines and learning activities that impact the child’s ability to independently and successfully participate in daily activities and routines. Understanding and recognizing these patterns as signals to provide support can build learning opportunities to strengthen their executive functions and overall confidence.

Trouble with task completion: Some children may struggle to get started on tasks or need extra time to complete daily routines and activities. This may look like procrastination or abandoning projects halfway through, however, underlying is often a feeling of overwhelm and uncertainty of where to start. They may also have difficulty retaining multistep directions to follow through with the complete plan or may seemingly forget what they were supposed to do moments after given instruction.

• Time management difficulties: Some children underestimate or overestimate how long tasks will take, leading to rushed or incomplete work. They may benefit from increased reminders through verbal or visual supports to follow daily schedules, remember deadlines, or transition from one activity to the next.
• Vulnerability managing emotions: A child with weak executive functioning may experience intense frustration over minor setbacks. They might cry, yell, or shut down when plans change. These children may also dwell on negative emotions and have trouble calming down after getting upset.
• Disorganization: Some children benefit from extra support to organize their backpacks, desks, or bedrooms. Keeping track of assignments or forgetting necessary materials may be an area of vulnerability for children with reduced organizational skills. Additionally, they may appear to switch topics rapidly or need support organizing their thoughts and ideas during conversation or written tasks.

Recognizing these signs helps caregivers and educators provide the right supports and build on each child’s strengths so they can thrive.

Enhancing Skills at Home

Parents can take simple steps to support their child. Here’s how to support executive function skills at home:

• Establish routines with visual schedules: Consistent routines provide children with a sense of predictability and security. Visual schedules, using pictures, symbols, or written checklists, support independence and confidence by helping children anticipate what’s next and transition smoothly between activities
• Use games to build skills: Play is a powerful tool for learning. Engaging games like Jenga strengthen self-control, while Uno builds flexible thinking and problem-solving skills. Games that involve turn-taking and strategy promote working memory, focus, and social connection—all essential components of executive functioning.
• Break tasks into smaller steps: Complex tasks become more achievable when broken down into clear, manageable steps. Providing step-by-step guidance, such as “put your books on the shelf,” “place clothes in the hamper,” and “throw away trash”—helps children experience success and builds confidence in their ability to complete larger tasks independently.
• Teach emotional regulation with mindfulness and charts: Mindfulness techniques and emotion charts empower children to understand and manage their feelings. Deep breathing, guided imagery, and visual supports encourage children to pause and recognize their emotions before responding which in turn can build resilience and emotional awareness.
• Use tools like timers and planners: Timers and planners nurture self-management and organization skills. Visual timers may help a child transition between activities, while planners and calendars foster ownership of responsibilities and time management skills.
• Prioritize connection over compliance: Every child thrives through connection and understanding. Building strong relationships grounded in empathy and collaboration allows children to feel valued and supported. Taking time to discover which tools and strategies work best for each child—and involving them in the process—empowers lasting growth and success.

How South Shore Therapies Can Help

At South Shore Therapies, we understand that executive functioning challenges impact a child’s confidence and ability to succeed. Our experienced therapists create personalized plans focused on each child’s strengths and areas of vulnerability. Using a combination of neuroscience, development, and play, we design engaging activities that strengthen executive functioning skills while keeping therapy enjoyable and meaningful.

South Shore Therapies can provide services in-clinic, in home, at schools/daycares or in private schools/community centers. Wherever our services are delivered, we provide executive function skills training for kids in a natural and motivating way. Our family-friendly approach encourages parents and siblings to get involved, ensuring that the strategies we introduce in therapy carry over into home and school life. Over the years, we have helped countless children gain independence, improve self-regulation, and develop the skills they need to thrive.

Getting Started

If you’re ready to pursue executive functioning skills training, check out our speech and language services. We make it easy and stress-free to get started—simply book a free intake call and our team will begin crafting a plan tailored to your child’s needs.

Pediatric occupational therapy (OT) helps children develop the skills to participate successfully in meaningful activities. South Shore Therapies provides top-quality OT services using evidence-based approaches to help children of all abilities grow, learn, and thrive.

What Is OT?

Occupational therapy focuses on helping individuals perform meaningful activities—also known as “occupations”—that contribute to their independence and quality of life. In children, this means developing the skills needed for daily tasks such as dressing, eating, playing, and learning. Pediatric OT addresses a wide range of developmental areas, including motor skills, sensory processing, self-care and daily living skills, and social and emotional development.

Key Benefits

OT services at South Shore Therapies use a multi-sensory, play based, relationship focused and neurodiversity affirming approach to support a child’s learning and development. Here are some key benefits:

• Fine and gross motor skill development: Some children experience challenges with precise hand movements (fine motor) or larger body control (gross motor) due to low muscle tone, coordination difficulties, or developmental delays. Occupational therapy builds strength, coordination, and control through purposeful activities as well as engaging, movement-based activities that promote physical confidence and mastery.
• Sensory integration strategies: Children who struggle to process sensory information may be overly sensitive or under-responsive to sounds, textures, lights, or movement. Occupational therapy uses evidence-based sensory integration techniques - such as deep-pressure input, movement activities like swinging, and tools like noise-reducing headphones - to help children regulate sensory input, stay focused, and participate fully in daily routines and learning environments.
• Promoting independence in daily tasks: Occupational therapy empowers children to build independence and self-confidence in everyday activities. Through guided practice and adaptive strategies, children strengthen the skills needed to dress themselves, complete hygiene routines, organize school materials, and eat independently. These accomplishments foster a growing sense of autonomy and pride.
• Enhancing social and emotional skills: Neurodivergent individuals may face frustration or anxiety in social settings. Occupational therapy creates structured, supportive environments for practicing communication, self advocacy, emotional regulation, and social interaction. Play-based and relationship focused interventions strengthen foundational skills needed to build meaningful connections and participation within the community.  

Signs Your Child May Need OT

While every child develops at their own pace, certain challenges may indicate the child could benefit from the support of an occupational therapist. Parents and caregivers should consider an OT evaluation if their child:

• Has difficulty with fine motor tasks, such as using scissors, manipulating small objects, or writing legibly
• Displays poor coordination, such as trouble running, jumping, balancing, catching a ball, or using playground equipment
• Shows sensory sensitivities, such as overreacting to loud noises, avoiding certain textures, or refusing to wear specific clothing
• Seeks excessive movement, such as constantly fidgeting, spinning, or crashing into things for sensory input
• Struggles with daily routines, such as finding it difficult to dress, brush teeth, or eat independently
• Has social difficulties exhibits decreased confidence or has frequent meltdowns in social settings
• Has trouble following instructions, becoming easily distracted, frustrated, or overwhelmed when given multi-step directions

What to Expect in OT Sessions

Understanding the occupational therapy process makes the experience more comfortable and productive. Here’s what to expect from occupational therapy for kids:

• Free Intake Call: At South Shore Therapies we want to make sure we better understand your child before moving forward with an evaluation. You will be connected with a licensed clinician who will ask guided questions to better understand your concerns and where our services may be able to support your child and your family.
• Comprehensive evaluation: Our skilled clinicians will assess your child’s strengths, areas of vulnerability, and developmental needs. Therapists use standardized testing, parent interviews, and clinical observations to understand the child’s abilities in motor skills, sensory processing, social-emotional engagement, and daily living tasks.
• Customized treatment plan: Every child is unique, so therapy sessions are tailored to them. The therapist sets goals and designs activities to help the child progress.
• Engaging and purposeful activities: Children learn best when engaged and having fun. OT sessions are child-led, relationship focused and neurodiversity affirming. Using a sensory integrative framework, we can learn through meaningful play activities.
• Family involvement and home strategies: At South Shore Therapies we put a strong emphasis on parent/caregiver coaching and training to support the child’s growth and development. Therapists can provide guidance on strategies parents can use at home to reinforce progress, such as sensory breaks, fine motor exercises, structured routines, and so much more.

Why Choose South Shore Therapies?

South Shore Therapies has provided high-quality occupational therapy for kids since 2004. Our experienced therapists help children with develop essential skills in a supportive and engaging environment. We use principles of neuroscience, child development, and play to design enjoyable therapy activities that maximize success.

We can provide services in our clinic(s) which are located in Hingham and Norwood, MA. And we are now providing services in-home, in daycare/preschools, or private schools. We believe that with the right support, every child can make meaningful progress toward greater independence and success.

Getting Started

Now that you know what occupational therapy can do for your child, you may be ready to get started. South Shore Therapies makes the process easy and rewarding. If you have concerns about your child’s development, don’t hesitate to ask how we can help. Scheduling an intake is simple—just reach out online or by phone to discuss your child’s needs. We’ll combine our knowledge and skills to help your child thrive.

Pragmatic Needs

Pragmatics are an essential part of language and the foundation for social communication. If your child faces difficulties engaging in meaningful interaction, South Shore Therapies is here to help. Our experts in Hingham, Pembroke, and Norwood, MA, can help you build the tools to support your child’s use of pragmatic language across contexts. We strive to maximize your child's potential with tailored intervention strategies in a nurturing, safe, and positive environment. With our focus on empathy, respect, and support, you can partner with us for results that make a difference.

What Are Pragmatics?

Pragmatic language is the rules we follow when we communicate in social situations Pragmatic language includes three significant skill areas that facilitate effective and meaningful communication.

The Three Pillars of Pragmatic Language

Pragmatics are broken down into three major skills. These skills include:

• Using language for different reasons
• Changing language for the listener or situation
• Following rules for conversation and storytelling

Why Do We Need Pragmatics?

Pragmatics play a vital role in linguistics. It enables us to transcend the literal meaning of vocabulary to understand and connect with the meaning of what is being said in a conversation. It is the key to effectively understanding context and experiencing meaningful interactions with others. Pragmatics enables us to foster a deeper sense of connection with inside jokes, slang, and shorter yet more impactful conversations. Pragmatics are important skills that allow us to communicate our thoughts, feelings, and ideas in a more relatable and effective manner.

What Are Some Examples of Pragmatics?

Pragmatics define the appropriate use of language within social situations. Examples of pragmatic language include but are not limited to:

• Joint referencing, which means focusing attention on the same objects
• Joint action, which is participation in the same action
• Attending to speaker
• Initiating communication/play
• Maintaining the topic of conversation
• Taking turns within conversation/play

Use Language for Different Purposes

Children with difficulties in pragmatic language use may struggle to participate in various social interactions, including using language for:

• Greetings - Saying “hello” or “goodbye” to others. 
• Commenting - "I'm going to get a toy."
• Demanding - "Give me the toy."
• Promising - "I'm going to give you the toy."
• Requesting – "Can I have the toy, please?"

Adapting Language to the Listener or Situation

It is beneficial to help your child understand how to speak to different people or in varying contexts to support their pragmatic language use. Changes in language may include:

• The way you speak to babies vs adults
• Providing background information or context if you are speaking about a topic unfamiliar to the listener
• Changing the volume of your voice depending on the situation or location (e.g., using a quieter indoor voice)

Following Rules for Conversation

A pragmatic communication disorder may cause children to have trouble understanding the unspoken rules of conversation. To work on this, practice the following:

• Taking turns during a conversation
• Initiating new topics when appropriate
• Staying on topic
• Explaining things differently when the listener does not understand
• Verbal and nonverbal cues

Does Your Child Have a Pragmatic Language Disorder?

A formal assessment by a speech-language pathologist will help determine if your child has a pragmatic communication disorder. Signs that may be indicative of a pragmatic disorder include:

• Unrelated or sudden conversation interjections
• Reduced flexibility for jokes or sarcasm
• Reduced interest in initiating and maintaining social interactions

Learn More About Pediatric Pragmatic Needs

South Shore Therapies is here to support your child’s social communication needs. For compassionate guidance, positive support, and tailored services that make a difference, contact our team in Hingham, Pembroke, and Norwood, MA, today.

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Your Guide to Getting Kids Dressed for School

Getting our children through their morning routine and out the door can be challenging. Getting dressed for school is often met with arguments or apprehension, especially for touch-sensitive children. As leaders in sensory, occupational, and speech services in Massachusetts, South Shore Therapies is here to share effective tips for getting kids dressed for school. If you’re faced with a relentlessly stressful morning regimen, we have getting dressed tips and tricks to simplify this process and make it more pleasant for you and your kids.

When Should My Child Be Able to Get Dressed Independently?

By the age of 6, a child should have the foundational skills to be able to dress and undress independently. However, our children should start to be involved, and become more familiar, with the process as early as 2 years old. This exposure supports developmental skill acquisition needed for future independence with dressing and allows the child to feel autonomy in their daily routines. 

Effective Tips to Help Your Child with Dressing

The transition from laidback summer days to school mornings is known to intensify sensory processing difficulties for many children. To encourage independence for your child and mitigate stress and delayed mornings, South Shore Therapies is here to share some effective tips for optimizing getting kids dressed for school in the morning.

• Create a Morning Routine for School

A structured routine provides your child with stability, and comfort in consistency. A consistent and expected routine can increase participation in daily activities, including getting dressed. To create a consistent morning routine or schedule, you want to have the same sequence of tasks each day. It may be helpful to have these tasks completed at the same time each day. A visual schedule can be a great support to help your child understand the routine. It is important to incorporate time for regulating sensory strategies into the morning routine in order to set your child up for success.

• Be Prepared

On the weekends, take time to try on different outfits to see what works and which outfits your child prefers. Picking out an outfit the night before can help your child feel more prepared for the day and decreases the stress or battles that might arise from having to choose an outfit in the morning in addition to getting dressed and ready. If your child goes to a school that requires a uniform, allow them to get used to their new attire by having them wear it several times in the weeks leading up to the first day of school.

• Have Options Ready

Before the morning arrives, lay out several clothing options for your child to choose from. Choices greatly help with getting kids dressed for school in the morning by providing them with a sense of control and independence. It can also eliminate potential conflicts and last-minute searches for your child’s desired outfit.

• Modify the Clothing Items

If your child experiences challenges with certain articles of clothing, consider how you may modify them to align with your child's needs. For instance, if your child does not like how tight a shirt feels, purchase a larger size, opt for elastic-waistband pants instead of button-ups, or swap laces for slip-on shoes. Your occupational therapist can work on strategies and targeted interventions that can remediate these sensitivities for long term success.

• Use a Mirror

Tactile-sensitive children may have the sensation of having something crawling on them when trying on clothes in the morning. Have your child get dressed in front of a mirror to avoid panic and discomfort. This allows your child to see their whole body, promoting a feeling of security, comfort, and control.

• Verbal Guidance

While in front of the mirror, consider using verbal guidance to help your child understand the process of getting dressed for school in the morning. You may offer words of encouragement while explaining the process with phrases such as "Put your right arm through the soft sleeve. Great job! Now, let's do the left arm."

• Make It Fun

Turn getting dressed for school in the morning into an exciting part of your child's day. Consider the things your child loves. Perhaps it's superheroes, princesses, or dancing. Incorporate these elements into your routine by turning on their favorite music or movie, turning it into a game, or getting creative with other imaginative ideas.

Learn More About How to Optimize Your Morning Routine

Mornings can be tough, but with a little proactive effort and positivity, they can become your and your child's favorite part of the day. Follow these effective strategies to build a supportive and pleasant morning routine for school. To learn more, contact South Shore Therapies today.

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The Importance of Nonverbal Communication

Nonverbal communication, often underestimated, plays a pivotal role in how we connect with others. It goes beyond words, fortifying our spoken language and conveying a myriad of emotions. From the subtle twitch of an eyebrow to the warm embrace of a hug, nonverbal cues help us interpret the unspoken messages that lie beneath the surface. It is the silent yet profound dialogue we engage in, allowing us to truly understand and connect with one another on a deeper level.

Types of Nonverbal Communication

Nonverbal cues encompass a wide range of gestures, facial expressions, posture, and eye contact. These subtle cues are incredibly powerful, accounting for an astonishing 55% of all daily communication. However, with face coverings becoming ubiquitous in today's world, our reliance on nonverbal cues has shifted. As a result, we find ourselves depending more heavily on what can be seen outside the mask--primarily, our they ways in which we communicate with our eyes and our body. Our eyes, play a significant role in conveying emotions and intentions. Similarly, our body language has become a crucial tool for expressing ourselves and understanding others. As we navigate this new normal, the importance of mastering and interpreting these visible nonverbal cues cannot be overstated.

Ways to Improve Communication When Wearing Masks

To overcome the social and language barriers that mask wearing can present, we can concentrate on being intentional with the facial and body features that are still visible.  One of the most crucial body parts to consider is our eyes. With our eyes being the only main facial feature visible while masking, maintaining eye contact or showing active listening with our eyes is important. It not only helps maintain a connection with others but also demonstrates attentiveness and interest in the conversation.

Additionally, expressive body language can play a vital role in compensating for the lack of visible facial signals. The use of gestures can help convey emotions and intentions, making up for the hidden smiles or other facial expressions that would typically be observed. By utilizing expressive body language, we can make sure that our messages are not lost or misinterpreted, fostering effective communication even behind the mask.

These adjustments not only help us overcome the limitations of wearing masks but also guarantee that our relationships continue to thrive. Despite the physical barrier, we can still maintain strong connections and convey our thoughts and emotions effectively.

Masks and Speech-Language Development in Children

For children, whose language development are highly influenced by visual and auditory input, wearing masks can potentially obscure critical linguistic cues, which may raise concerns among parents and educators regarding communication development. However, by being intentional with our nonverbal cues, such as facial expressions and gestures, and providing additional verbal context, we can effectively bridge this gap and support optimal communication support for our little ones. This proactive approach helps to mitigate any potential impact on their language and social development, prompting a nurturing environment for their growth and learning.

Five Tips for Communicating Around Your Mask

1. Use Gestures More Often: When you complement your words with expressive hand movements, it helps to visually convey your point and engage your audience. Gestures can add emphasis, clarity, and even create a memorable impact.

2. Emphasize Vocal Inflections: Your tone of voice is a powerful tool to convey emotions and enhance your message. By varying your vocal inflections, you can effectively communicate different sentiments. The lilt of your voice can communicate happiness, while a steady tone can convey seriousness and authority.

3. Improve Your Articulation: When communicating without the visibility of your mouth and lips, it becomes even more important to speak slowly and clearly. By enunciating your words carefully, your message is understood and interpreted accurately by the listener.

4. Practice Active Listening: Active listening is an important skill in effective communication. Demonstrate your engagement by nodding, maintaining eye contact, and using vocal affirmations such as "mm-hmm" and "I understand." These cues reassure the speaker that you are actively involved in the conversation.

5. Patience is Key: It's important to remember that adapting to a new way of interaction takes time and patience from both parties involved. Communication is a two-way street and understanding each other's cues and nuances may take time. By exercising patience and empathy, we can improve our communication and relationships.

By integrating such methods into our daily exchanges, we better our chances of understanding each other, even when wearing a mask.

Enlist the Help of South Shore Therapies Today

At South Shore Therapies, we understand that adapting to these changes, especially for children, can be challenging. But with nurturing guidance and the right strategies, we can make it another milestone in effective communication.

Let's continue to support one another as we navigate a post-pandemic world. At every step, South Shore Therapies is here to provide the empathetic, expert assistance required to support clear and effective communication for future generations.

We invite you to reach out for support and more personalized intervention tailored to your child’s individual needs. Visit us online or call us at 781-335-6663 for any inquiries or to set up an intake call. Together, we can cultivate communication and connection for all ages.

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What Is Augmentative Alternative Communication? 

Augmentative and Alternative Communication (AAC) refers to all forms of communication aside from verbal expression. AAC can be used as an addition to verbal expression, or in place of it. Some individuals may use AAC for a short period of time, while others may use AAC throughout their life.

Types of AAC

AAC therapy isn't one-size-fits-all. As such, we create augmentative alternative communication treatment plans unique to each individual. We typically use two different types of AAC, and each client's treatment will fall into one of these categories:

Unaided Systems: Unaided systems do not require any outside tools or devices to improve communication. Those who receive this type of AAC are encouraged to use gesturing, facial expressions, body language, and even sign language to express themselves. 

Aided Systems: This type of AAC therapy uses a device for communication. Some of these "devices" might be as simple as a pen and paper or pictures. Other clients are better suited to technological tools, such as iPad apps or speech-generating devices.

Augmentative Alternative Communication Devices

Just like there are two types of AAC, there are two kinds of devices that can effectively treat these speech disorders. Most AAC devices can be described as either "dedicated" or "non-dedicated." Let's look deeper into each of these options:

Dedicated: Dedicated AAC devices are only used for the purpose of communication. You are not able to access other applications on a dedicated device.

Non-Dedicated: Non-dedicated AAC devices are those that are not solely intended for communication purposes. iPads are a great example of this. You can download an AAC application for communication (e.g., Touch Chat, Proloquo2Go) onto these non-dedicated devices, but also use them for other functions.

How Our Therapists Implement AAC

Our therapists take several steps to get your child started with using AAC. We begin with an evaluation, where we take a look at your child's current speech and language abilities and set up an individualized treatment plan. Afterwards, we will work with your child as well as their caregivers to determine the which type of AAC is the best fit for your child and accessible to all individuals that interact with them.

What to Expect from a Speech and Language Evaluation

What happens during an evaluation for your child who may benefit from AAC?  This is the first question we get from many parents when they visit us. At South Shore Therapies, we strive to make our evaluations, consultations, and treatment as streamlined and individualized as possible. During your child's evaluation and treatment, you can expect all of the following:

• A focus on determining your child's current level of speech and language functions
• Friendly, compassionate team members
• Discussion regarding the most appropriate technology to trial within the child's sessions
• Support for both the child and parents
• Collaboration with other healthcare professionals as appropriate

Who Can Benefit from Using an AAC Device?

AAC therapy activities are beneficial for lots of children coming from a variety of backgrounds. At South Shore Therapies, we often recommend this type of treatment for clients with:

• Developmental delays
• Articulation and Phonological Disorders
• Apraxia of Speech
• Autism
• Intellectual disabilities
• Cerebral palsy
• Brain injuries
• Various syndromes or genetic disorders

Contact Us to Begin an Evaluation

AAC therapy comes with a world of benefits to children. Not only will you be able to better communicate with your little one, but they also may see an increase in their confidence and quality of life. Get in touch with us to start the evaluation process at one of our locations in the Hingham, Pembroke and Norwood area.

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We Offer Fine Motor & Handwriting Skill Development for Kids

Children must first refine fine motor foundational skills before they’re ready for written communication. For some children, developing these foundational skills may take a bit more practice and support. If this is an area of vulnerability for your child, our skilled occupational therapists at South Shore Therapies can help. Occupational therapy intervention promotes the development of distal strength, coordination and dexterity. These skills are necessary for managing and manipulating writing tools and support the child’s ability to control the pressure, spacing, size, and direction of their written work. If you believe your child could benefit from fine motor and handwriting skill development help, don’t hesitate to reach out and schedule a consultation with our caring, experienced staff. We utilize a multi-sensory approach and fun activities to make learning handwriting skills seem less tedious.

How to Identify Fine Motor and Handwriting Concerns with Children:

Handwriting skill development relies on the fine motor, visual motor, and gross motor foundations. To produce written work, handwriting requires the coordination of the hands, eyes, arms, and entire body posture. Areas of vulnerability are usually identified in elementary school. With proactive identification, we can work together to set your child up for success. Parents can observe their children’s fine motor skill development through engagement in daily life tasks such as dressing, during fine motor activities at home and various homework assignments from school, and through feedback from their teachers. Below, you’ll find a handy checklist to guide your observations and assist in determining if skilled intervention may benefit your child’s development.  

Does your child have:

• Difficulty maintaining appropriate posture during seated handwriting activities (e.g., frequent shifting, “falling out of the chair,” slouching, resting head on table or arm)
• Difficulty maintaining age-appropriate crayon or pencil grasp, pressure, or paper positioning
• Difficulty with crayon or pencil control with tracing or coloring activities (e.g., staying on or within the lines)
• Difficulty with word search or hidden picture activities, mazes, or tracing from start to finish (e.g., finding words or pictures, staying within the lines when completing mazes, finding beginning and endpoints of a tracing activity)
• Difficulty tracing or forming shape or letter formations using the correct directional concepts (e.g., top-down, left-right, circle to the right, slanted lines)
• Difficulty naming and/or matching upper and lowercase forms of previously taught letters
• Difficulty producing previously taught letter formations correctly and consistently
• Difficulty recognizing differences between previously taught “look-alike letters” (e.g., b and d, m and n, v and w)
• Difficulty placing letter formations appropriately on the line and/or spacing between letters and/or words
• Difficulty recognizing the left and right margins on workbook pages or handwriting paper
• Difficulty copying information on a workbook or worksheet page (e.g., locating information on the page, missing information during copying, frequent squinting or rubbing eyes)
• Difficulty copying information from the board (e.g., locating information on the board, missing information during copying, frequent squinting or rubbing eyes)
• Difficulty completing handwriting activities within an age-appropriate time limit (e.g., needs extra time to recall and form letters during copying and/or composition tasks, frequent erasures to get it “just right”)
• Difficulty recognizing differences between own work and the model (self-editing)

How Pediatric Occupational Therapists Help With Handwriting

Handwriting development for children begins with a standardized evaluation from a pediatric occupational therapist. The child’s handwriting, in addition to various sensory, motor, perceptual, and postural abilities, are assessed to determine underlying causes of why handwriting may be difficult for your child. If areas of concern are identified, one-to-one intervention with a skilled occupational therapist may be recommended. Our occupational therapists will create an individualized treatment plan that can help improve your child’s handwriting by through age-appropriate therapy activities that promote skill development and also may suggest modifications to writing instruments, including the usage of pencil grippers, wrist holders, or slant boards to support successful participation. We have education in a variety of handwriting programs while allows us to tailor our therapy approach for each child’s specific needs for the best results.

Why Choose South Shore Therapies for Occupational Therapy?

Since 2004, South Shore Therapies has focused on providing occupational therapy, speech and language therapy, and additional therapies for children and adolescents. With state-of-the-art facilities in Hingham, Pembroke, and Norwood, we serve families across Southern Massachusetts and Cape Cod. Our therapy environments promote calm learning while encouraging fine motor skill development for kids of all ages. South Shore Therapists utilize the principles of neuroscience, development and the benefits of play to craft therapeutic activities that maximize children’s ability to perform successfully and independently. Staff is also trained in the latest intervention techniques to ensure a safe and enriching environment for all. Our family-friendly centers encourage parent and sibling interaction to ensure the success of our programs.

Need a Pediatric Occupational Therapist? Book a Consultation!

South Shore Therapies is dedicated to providing the highest quality services to produce results that make a difference in our clients’ lives. If you feel your child’s is struggling with handwriting or fine motor skill development, contact us today to learn more about our services and how we can help with handwriting and fine motor skill development for your child. Get started today!

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WHAT IS SENSORY INTEGRATION?

Every day, we receive a great deal of information from our senses that we use to organize our behavior, learn, and successfully interact with the world. Our senses give us input about the physical status of our body and the environment around us. Sensory experiences include touch, taste, smell, sight, sound, body awareness, movement, and the pull of gravity.

Our brains must organize this information so that we can function in everyday situations such as the classroom, at work, on the playground, at home, and during social interactions. Sensory integration is the ongoing process within the nervous system of taking in and responding to sensory events. It is truly amazing that one brain can organize input from all senses simultaneously and still come up with responses to the demands of the environment.

The central nervous system is constantly focusing, screening, sorting, and responding to sensory information both from the external environment and from internal receptors in order to perform purposeful activities. Imagine the amount of sensory integration needed to sit in a chair, pay attention in an active classroom, copy an assignment, or stand and read out loud to the class. Some children have difficulty processing all of the information they are receiving, and their behavior may be different from other children in response. Our occupational therapists are well equipped to handle the complex needs of children with sensory processing disorders.

What Is Sensory Processing Disorder?

Sensory processing disorder (SPD) occurs when the nervous system cannot effectively take in, process, and respond to the sensory information from within the body and the surrounding environment. Children with SPD may perceive sensory information in a way that is different from others. The result can be unusual ways of responding or behaving and may impact their ability to learning new skills (also known as skill acquisition). As a result, these children may face challenges when participating in everyday activities. For some children with extreme sensitivity or sensory defensiveness, avoidance of interactions and activities, agitation, distress, or anxiety may occur.

Sensory Integrative Difficulties

Everyone’s sensory systems are unique and we all have different sensory preferences, needs, and sensitivities. Everyone will experience and interact with their environment differently based on how they are processing the sensory information. For children who have more difficulty processing sensory information, their challenges can manifest in diverse ways, but ultimately will impact successful participation at home, school and in the community.

Common Sensory Problems

Overly sensitive to touch, movements, sights, or sounds: Can be distractible; withdraws when touched; avoids textures, certain clothes, or foods; exhibits fearful reactions to ordinary movement activities such as playground play. May also be sensitive to loud noises and may act out aggressively with unexpected sensory input.

• Under-reactive to sensory stimulation: Seeks out intense sensory experiences such as body whirling, falling, and crashing into objects. May appear oblivious to pain or body position. May fluctuate between under- and over-responsiveness.
• Unusually high/low activity level: Constantly on the move, or may be slow to get going and fatigue easily.
• Coordination problems: May have poor balance, can have great difficulty learning a new task that requires motor coordination, appears awkward, stiff, or clumsy.
• Delays in academic achievement or activities of daily living: May have problems in academic areas, despite average or above-average intelligence. Problems with handwriting, scissor use, tying shoes, buttoning, and zipping clothes.
• Decreased organization of behavior: Can be impulsive, distractible, lack planning in approach to tasks, and not anticipate the result of actions. May have difficulty adjusting to a new situation or following directions. Often gets frustrated, aggressive, or withdrawn when encountering failure.
• Decreased self-concept: May appear lazy, bored, or unmotivated. Avoids challenging tasks and may appear stubborn or anxious.

Sensory Integration Intervention

Research has shown that children learn through experience and play. Occupational therapists with training in sensory integration provide therapeutic activities to facilitate child-led, play-based therapy sessions to support skill acquisition. Therapist use their clinical skills to design an environment to enable the child to interact more effectively and successfully.

Following an assessment of the child's sensory systems, the therapist encourages and assists the child in choosing activities that provide organizing sensory inputs. Throughout the activity, the therapist adapts the skill level in appropriate developmental increments to facilitate integration. The motivation of the child plays a crucial role in the selection of the activities.

The therapist also creates a careful balance between structure and freedom in a way that leads to constructive exploration. Free play does not, in itself, further sensory integration. Too much structure, however, does not create challenging opportunities that allow for growth.

With this balance of structure and freedom, the therapist helps the child to develop both their neural organization and inner direction. The child is given as much control over therapy as they can handle, with the therapist aiding and assisting to keep the activity at an appropriate challenge level. Improved self-confidence is often the first change parents notice in their children after they have started therapy. The child becomes more in command of their life and world because they develop better control of their body as their nervous system functions more efficiently.

If you feel your child may be experiencing difficulties effectively processing sensations, contact South Shore Therapies. You will speak with one of our skilled occupational therapists who can help guide you to a better understanding of your child's situation and determine the most appropriate course of action. Reach out to our team to schedule a consultation today.

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Visual Processing is a term used to refer to the brains ability to perceive, interpret and process information that is seen through out eyes. Visual processing skills are what our brain uses to understand the world around us. It is also known as visual perception.

Visual processing is different than visual acuity (how well your eyes can see). In fact, children who have difficulties with visual processing typically do not have impaired vision.

Visual processing plays an important role in learning for our kids. If a child has difficulty with visual processing skills, children may have difficulties with reading, writing, and/or math, or just a more difficult time understnading the world around them and how to navigate through it safely.

Visual Processing can be broken down into several components, all of which play an important role in student's visual perception and ability to learn. 

Visual Discrimination: 

Visual Discrimination is the ability to recognize the differences and similarities between objects. It is also the ability to classify objects, symbols or shapes into categories such as color, position, form, pattern, texture, size and shape. Difficulties with visual discrimination will impact reading and math skills significantly, making it difficult to discriminate between different words, letters and numbers.  Poor visual discrimination skills can also cause a child to have difficulty with directionality and laterality.

Visual Memory:

Visual memory is a child’s ability to see and remember what something looks like; Recalling information such as activities, pictures or words that have been viewed in the past. If a child has difficulty with visual memory, they may have a hard time with letter/number recognition, recalling sight words, spelling and copying from the board.

Visual Form Constancy

Visual form constancy is the ability to recognize and label object even when they are viewed from a different environment or angle. In essence, the ability to mentally manipulate an object into different positions just by looking at it. A child is using form constancy if they are able to recognize a triangle when the color or size changes, when it is oriented differently, or if it is placed in a different context (within another picture). A child who struggles with form constancy may note recognize shapes, numbers and letters or be able to generalize skills across environments. A child with difficulties with form constancy may also struggle with spatial relationships in puzzles and some math activities.

Visual Sequential Memory

Being able to understand the order or sequence of numbers, items, pictures, and/or words after viewing them. Children with poor sequential memory will have difficulties with their ability to read and spell correctly; this is because every word consists ot letters in a specific sequence. If a child has a difficult time recalling the proper sequence of letters, it can impact the overall word – and meaning – that is being perceived. Suddenly the word name can become mean or amen. This can also impact math skills as well.

Visual Figure- Ground

The ability to distinguish, isolate or find an object in varying environment.  This is the ability to understand foreground from background in order to help the child understand that they see. This can include faces, objects, landscapes, letters or numbers. Children who struggle with figure ground have a difficult time scanning for relevant information or reading with many words on the page. They also may struggle to locate items within a busy environment.

Visual Closure

Visual closure is the brain’s ability to recognize a familiar item, word or picture when only part of it is shown. For example, if your cat was hiding under the blanket and only his tail was sticking out, would you be able to recognize that it was a cat? Visual closure skills allow a child to quickly recognize letter and words without having to fully decode them. Difficulties with visual closure will impact a child’s ability to read fluently and may also impact reading comprehension. It could impact a child’s letter formation, legibility and neatness. In addition, it may make it difficult for a child to locate items within their backpack or desk or a busy area.

Visual processing and visual perceptual skills are important for many every day skills and are an important part of academic learning. Reading, writing, completing puzzles, cutting, drawing, completing math problems, dressing, finding your sock on the bedroom floor as well as many other skills could be impacted if they struggle with visual processing skills. But by identifying where the breakdown or challenge is and working to strengthen those skill areas, we can help our kids reach their optimal potential.

We hope you found this post helpful. Click HERE to learn more about what services and supports South Shore Therapies has to offer. Results that make a difference.

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What Is Apraxia of Speech?

Childhood Apraxia of Speech (CAS) is a motor-planning disorder of speech production which impacts the message that the brain sends to the articulators (e.g., lips, jaw, tongue) to form and sequence speech sounds. Here we will discuss what treatment realistically looks like for children with CAS, both older and younger.  

What does an Evaluation Look like for CAS?

While assessment protocols differ across settings and clinicians, a general assessment for a child with suspected Childhood Apraxia of Speech would include a formal test of articulation, a motor speech assessment, and an oral-mechanism exam. Doing so allows us to identify any speech sound error patterns and assess the presence or absence of diagnostic criteria for childhood speech apraxia. This includes characteristics such as:  

• Limited phonetic inventory - a child only produces consonants /m/ and /g/ 
• Inconsistent errors 
• Atypical errors 
• Vowel distortion - less differentiation between vowel sounds, one vowel may be produced the same way as another vowel 
• Increased difficulty for multisyllabic words 
• Increased errors for self-initiated vs. voluntary utterances 
• Disturbed, irregular prosody - monotoned voice, “robotic” speech, choppy or increased rate of speech 

In an oral-mechanism exam, we look for disorganized movement sequences, effortful movement of the articulators, or inability to execute movements.  

Related Reading: Looking Beyond Articulation Scores 

What Does Therapy Look like for a Young Child With CAS?

The early stages of therapy with your child will focus on helping them plan and produce different consonant and vowel combinations. Sounds in your child’s inventory will then be used to shape their “best” approximations of adult word forms for vocabulary specific to your child's needs and interests. This may include their favorite items, words to request or manipulate their environment, or high-frequency words. These approximations will be targeted during play with your child’s highly preferred toys and activities! 

You may be thinking- “what if my child has minimal verbal output?” That is ok! For children with moderate-severe childhood apraxia of speech, sessions are focused on building imitative ability through use known words and increasing syllabic complexity. This means, that if your child cannot yet imitate novel consonants and word forms, we use a word that they already have, such as “go,” and use that within play to elicit imitation through completion of verbal routines, and modeling of increased syllabic complexity, such as “go-go,” or “go-go-go." 

As your child becomes more successful with their consonant-vowel sequencing skills, more advanced syllable structures will be targeted. An example of this could be introducing a vowel change (e.g., “puh-pee” vs “puh-puh” for “puppy”). In addition to more advanced syllable structures, the clinician will begin to expand your child’s productions by scripting language within play (e.g., “puppy eat,” “puppy ball”). Over time and as therapy progresses, cues will be reduced to support independence.  

What Does Therapy Look like for an Older Child With CAS?

For older, more advanced children with CAS, therapy will focus on the oral placement of later developing consonants (e.g., /l/, /r/, /th/), more complex syllable structures (e.g., multisyllabic words and consonant blends), and activities for improving their intonation and prosody (e.g., the rate and rhythm of their voice).  

Can You Use AAC in Apraxia Treatment?

Yes! Both low-tech (e.g., picture boards) and high-tech (e.g., Touch Chat) AAC devices are incorporated in therapy to supplement your child’s verbal communication skills. AAC devices may be used to repair a communication breakdown.  

Conclusion

If you suspect your child may have childhood apraxia of speech, we’re here to help. Stay tuned for more information on CAS and ways you can support your child across environments.  

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I NEVER KNEW KIDS COULD HAVE STROKES…

When someone talks about pediatric stroke and pediatric brain injury, the common response is “I didn’t know kids could have strokes” or “I only thought adults had strokes”. But in fact, it is more common than many realize.  In fact, current research suggests that pediatric stroke happens in one in every 4,000 live births and an additional 2,000 children per year.

For children a stroke can happen before birth, during birth, or after birth. A child is at the highest risk in the first year of life. Learn more about the signs of stroke HERE:

IS PEDIATRIC STROKE THE SAME AS ADULT STROKE?

It is important to note that pediatric stroke is NOT the same as adult stroke. A child's brain is still growing and developing as opposed to an adults fully developed brain.

Good news, neuroplasticity is strong within a pediatric brain. Neuroplasticity is defined as: the ability of the brain to form and reorganize synaptic connections, especially in response to learning or experience or following injury. This means that the brain has the ability to heal, build new pathways, regain skills, and learn new skills, allowing one to live to their optimal potential. Learn more about neuroplasticity HERE.

However, it is important to remember that early diagnosis and proper intervention can help promote neuroplasticity to allow children to survive and thrive.

WHAT ARE LONG TERM DEFICITS OF PEDIATRIC STROKE?

Unfortunately, a child is often faced co-morbidities and long-term deficits secondary to stroke. According to the American Heart and Stroke Association, >60% of children who survive a stroke will have permanent neurological damage. Children who have suffered a stroke may have one or more of these co-morbidities:

• Hemiparesis/hemiplegia
• Epilepsy/seizures
• Speech and language deficits
• Cognitive difference/learning disabilities
• Difficulties with attention
• Sensory differences/sensory processing difficulties
• Visual or hearing impairments
• Behavioral or emotional changes

SO WHAT DO WE DO?

We know that the child’s brain has a high aptitude for change as a result of neuroplasticity, so it is important to get proper intervention as early as possible. Working with a strong team to provide both medical and therapeutic intervention will help support pediactric stroke survivors to reach their optimal potential.

It is important to remember that these warriors are still kids – they want to play with their peers, go to school and participate – so it is our job, as pediatric therapists, to help promote functional skills to allow for participation in meaningful activities. Occupational therapy, physical therapy and speech therapy work together to help promote growth and development in functional motor/cognitive and sensory skills in order to help a stroke warrior live the best quality of life available to them.

Where Do I learn More?

Pediatric stroke looks different for every child and no one journey is the same. If you want to learn more about pediatric stroke, these resources are a great place to start:

• American Stroke Association:
• Children's Hemiplegia and Stroke Association:
• International Alliance for Pediatric Stroke: 
• A Family Guide to Pediatric Stroke: 
• Infant and Child Pediatric Stroke Fact Sheet:

Through education, awareness, and research we can help support pediatric stroke warriors so they can live life to the fullest. Be brave, be fierce, be mighty. 

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Patience is a necessary skill for interacting and communicating with young children. In order to support and encourage your child to communicate, we need to wait. I know what you’re thinking, and I hear you, having patience when interacting with young children is hard! On the surface, it seems easier for us to take the lead and initiate those interactions ourselves. But here’s the catch- children who infrequently initiate receive less language input from their communication partners. If they don’t initiate themselves, they’re also missing out on motivating, extended interactions that are exciting to them! When you let your child lead- and show interest in what they’ve said, they will want to share and communicate with you even more! When a child receives feedback and input on a topic of interest, it makes learning a dynamic, child-driven process. Here are some tips for letting your child lead to effectively support their language development.

OWL- Observe, Wait, and Listen

The Hanen Centre introduced the strategy of OWL or, Observe, Wait, and Listen for parents and caregivers to use when interacting with their children. This strategy supports your child’s language development by encouraging them to initiate an interaction on their own. Initiation is a critical component of participation when having a conversation! Let’s break down the OWL strategy together.

Observe

Taking the time to observe your child’s body language, actions, gestures and facial expressions will help you better understand what’s on their mind. When you observe your child carefully, you will discover what your child is interested in. This will prepare you to share the moment with your child and participate in an interaction that includes feedback and input that is of interest to them.

Wait

When practicing the strategy of OWL, focus on the wait. Waiting gives you time to observe what your child might do or say. The process of waiting allows you to naturally observe and listen. There are three steps to waiting:

• Stop talking
• Lean forward, face-to-face with your child
• Look at your child expectantly

Waiting this way sends a message to your child that you are ready for them to respond or take the lead. We understand that waiting is hard! It takes time to adjust to this amount of silence between you and your child. If you need a strategy to remind yourself to wait, slowly and silently count to 10. Deciding how long to wait and what to wait for is a learning process in itself! Some children may need a longer wait time, and some children may need a shorter wait time! Give your child enough time to send you a message. Their message can be through sounds, words, gestures, etc.  With practice, you will better understand how much time your child needs. Letting your child lead may not be so easy. Here are some ways you can create opportunities for your child to do so:

• Help your child make a request:
  
  • Place a desired object out of reach… then wait
  • Offer a piece or portion of something… then wait
  • Chose an activity your child can’t do without help… then wait
  • Offer a choice… then wait
  • Pause a familiar activity/routine… then wait
• Help your child make a comment or ask a question
  
  • Change a familiar activity… then wait
  • Hide objects in surprising places… then wait
  • When things go wrong… wait

Listen

Listening refers to paying close attention to all of your child’s words and sounds. Listening is an essential part of OWL because it allows you to prepare and be ready to appropriately respond to whatever your child says. By listening, you are letting your child know that you are present, focused, and interested in them and what they are doing. Now you’re probably thinking, “what happens when I can’t understand what my child says?” This can be frustrating but have no fear- at times like this, look at your child’s situational clues and take a guess at what they are trying to tell you. If you can’t figure it out at all, imitate your child’s communicative attempt and see if they do anything to make their message clearer. By doing so, you are showing your child that you’re trying your best to understand their message.

In conclusion, while waiting is hard, it is essential. OWLing sets the foundation for a naturalistic approach to communicating and creating motivating, engaging language-learning interactions between you and your child.

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Grooming routines, like haircuts and nail trimming, can be a “sensory challenge” for our kids, often resulting in push back, power struggles, meltdowns or flat out refusal. From experience, I have noticed kids feeling overwhelmed and stressed with grooming and hygiene routines. Parents and kids have expressed discomfort, frustrations, and rigidity. If you want to learn more about the sensory demands of grooming activities and why they can be hard for our kids, read our article Here: Sensory Friendly Grooming.

But by knowing that many activities of daily living can be extremely taxing, and even overwhelming, for our kids allows us to prepare and proactively implement strategies to promote a more successful experience for everyone involved.

To help promote a more successful experience with these activities, consider implementing the following sensory-based strategies: 

• Auditory (sound): As we go about our day, there are so many sounds going on around us - many that we - as functioning adults - may not even 'hear' or pay attention to. But a child who is sensitive to sound can be easily overwhelmed or may have a hard time determining where that sound comes from. For hair cutting, kids may be overwhelmed with the loud blow dryer sounds or the deep buzzing vibration. With nails, the clip noise or the nail file noise might be triggering. Try these strategies:
  
  • Play calming music
  • Wear headphones
  • Sing songs to cancel out the unwanted noise
    
    
• Tactile (touch): Our skin receptors are very sensitive and tell us so much information about the world around us. But for our sensory kids, sometimes touch might actually be perceived differently - as painful or overwhelming. For hair cutting, the falling hairs can be startling in their eyes or on their shoulders or neck. The comb could pull the scalp and hurt if hair gets stuck. Maybe the clippers could be too cold. And for nails, the clippers could be cold on our finger tips or the file might be too rough.  If your kid might be sensitive to tactile imput, try these strategies: 
  • Offer swim goggles so that eyes are not tickled by falling hairs
  • Have your kid pick out a costume or a cape to keep hairs off their skin and clothing
  • Try cutting their hair while it is wet in the bathtub, this way the weighted down wet hair won’t tickle as much
  • Clippers and scissors can be cold because of the metal, so consider using a comb
  • Nail Clippers can be cold, try using a filing board may be better for your child
  • Fiberglass nail files have a 'smoother feel' than traditional files
    
    
• Proprioceptive (feedback to muscles and joints): Proprioceptive input is feedback to your muscles and joints that can be organizing and calming. Ever remember a time when you felt upset or overwhelmed and someone you love gives you a big bear hug and you immediately feel calmer - that is proprioceptive input. This type of input can be really helpful to keep your kids calm and organized during these overwhelming activities. To provide more proprioceptive and deep pressure touch input, try these strategies: 
  • Wear lycra/spandex - shirts, pants, or body socks!
  • Sit in your lap and give squeezes on legs, shoulder and body throughout
  • Sit on a wiggle disc or partially deflated beach ball
  • Place a pillow behind their back
  • Use a weighted lap pad
  • Give them (and you) comfort as they are strapped into their seat. 
    
    
• Vestibular (head position and movement): Vestibular refers to our head position in space and helps us understand movement. Some kids seek a lot of movement to get their body ready to listen, learn or do something challenging. Whereas other kids might avoid movement because it makes them feel overwhelmed.
  • Some kids feel uneasy with their head out of midline positioning. Instead of tilting their heads back for a rinse, consider using a spray bottle, wash cloth, or cup to wash away soap suds
  • For kids that like to move, try doing animal walks, relay races, yoga and other movement activities to get the body ready before the frooming activity
    
    
• Oral: Using our mouth and oral input can be a great way to help our bodies stay calm and organized. Try these strategies:
  • Suck or chew on something - whether it is gummy bears, gum, a water bottle (with straw) or an oral motor tool or a straw - get that jaw moving
  • Try crunchy foods. Usually, we think of the hair salon lollipops, but mints, crunchy snacks and big flavors
    
    
• Vision (sight): We take in so much information about the environment with our eyes. Sometimes kids may be more comforted if they can see what is going on. On the other hand, some kids may do better if they are distracted and not hyper focusing on what is going on. Figure out what works best for your child and try these strategies: 
  • Let your kids hold a mirror to watch or do the whole activity in front of a mirror
  • If watching increases the difficulty, allow these kids to watch a show or play a game during the activity
    
    
• Smell (olfactory): Have you ever walked into Yankee Candle and after a few minutes you are overwhelmed with all the different smells and feel like you need some fresh air? Your sense of smell is in overload! For our sensory kids, their body can get to that place of 'overload' with just a single smell. Some soaps may have too strong of a scent, or maybe they just give off a scent that is unfavorable. Try these strategies to help:
  • Use unscented soaps
  • Use a scent you know your child likes or is familiar with - like citrus or bubble gum
  • Let your child smell the soaps first, in a different environment, so they get familiar with the smell (and make sure they have a positive response then before using it with grooming!)

Here are some additional resources including sensory friendly clippers, social stories and kid friendly videos, and books for parents.

Resources: 

• Amazon razor combs: 
  https://www.amazon.com/Pieces-Cutting-Scissors-Thinning-Haircuts
• Daniel Tiger Gets a Haircut video episode DANIEL TIGER'S NEIGHBORHOOD | Nana Cuts
  Daniel's Hair | PBS KIDS
• Harry gets a Haircut by Pam Iano
• Listening to my Body book by Gabi Garcia
• The Whole-Brain Child by Daniel J. Siegel & Tina Payne Bryson 

Each child is unique. They have their own preferences and challenges - so it is important to make a plan and build a routine that is unique to your child's needs. Some kids may benefit from just a slight change in one of these areas, where as another kid may benefit from implementing as many strategies as possible. And remember, it is a process - take time to slowly incorporate strategies and build positive experiences for your kids whenever possible. Progress is progress, no matter how small. 

We hope you found this post helpful. Click HERE to learn more about what services and supports South Shore Therapies has to offer. Results that make a difference.

Have a question for us or topic you want to learn more about? Send us an email at socialmedia@southshoretherapies.com. 

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What are executive functioning skills?

Think of executive function as the CEO of the brain, controlling all the skills required to plan, execute, and complete tasks and projects. These skills can be divided into the broad areas of working memory, flexible thinking, and inhibitory control. When executive function is impaired, children may display difficulty with initiating tasks, memory, organization, planning, time management, emotional control, understanding the perspectives of others, and paying attention.

Many children tend to be disorganized and distracted at times, but those who are struggling with executive function may take a very long time to get dressed, pack a bag for school, and perform simple chores. Executive function disorder is common among children who are diagnosed with attention-deficit/hyperactivity disorder (ADHD).

Occupational and Speech Therapy can help your child whom is struggling with executive functioning deficits. 

5 ways occupational therapy Addresses executive functioning skills:

1.     Motor planning/sequencing:

• Motor planning – or praxis - refers to the ability to ideate, plan, and execute a novel motor action/sequence while simultaneously making the necessary adjustments for safety and efficiency. We use motor planning for all physical activities – everything from every day tasks like brushing teeth or hand washing, to moving around your environment or playing with peers. Kids who struggle with motor planning often take longer to learn new tasks, have difficulties sequencing and completing everyday tasks, and often are unable to recall from previous experiences in order to execute a task more effectively.
• How does OT address motor planning deficits? Well through play! Providing a multisensory environment that encourages a child to engage with a variety of equipment/activities in novel ways helps foundationally allow the child to build praxis skills. Through play we promote development of initiation and refinement of sequencing skills and with repetition can encourage motor tasks to become more automatic for the child. We love to make obstacle courses and other movement challenges with multi-steps, engaging in multistep crafts/art projects, learning new games, and cooking/baking activities.
• Learn more about motor planning HERE:

2.     Problem Solving:

• A natural adaptive skill we often take for granted is our ability to draw from past experiences, in combination with our assessment of current situation, in order to determine the best way to approach a task in order to be successful - this is called problem solving. The age old quote “If at first you don’t succeed, try try again” is great for those children whom have foundational motor planning and problem solving skills, but can be quite difficult for children with breakdowns in these areas - because for these individuals, trying again will result in the same failure over and over unless due to difficulties with feedforward and feedback needed to problem solve and adapt their approach. 
• How can OT assist with development of problem solving skills? Using the suspension equipment and various swings allows your kids to naturally find themselves in situations where problem solving is required- how do I climb on this swing? How can I throw at this target without falling? Activities like the floor is lava is often a fan favorite – having your child setup equipment to get from point A to B without touching the floor. In addition, playing games and activities can also promote development of problem solving skills. Games like Rush Hour,  Suduku, or Tangrams are great ways to promote critical thinking, planning and problem solving. Using the just right challenge in a controlled environment allows us to teach your child how to objectively assess the situation, actually change their approach, and ultimately be successful with the task at hand. In turn, we can help promote and develop self esteem and confidence for your child to carry with them each and every day!

3.     Emotional Regulation and Interception:

• We feel emotions – both negative and positive – every single day. It is important that children learn how to manage, express and cope with these emotions in a healthy way – this is called emotional regulation. Interception is a sense that provides information about the internal condition of our body – how our body is feeling on the inside. Awareness of these body sensations allow us to experience essential emotions; everything from hunger or pain to sadness or anger. However development of interception and foundational emotional regulation  can be an area of challenge for many of our kids. Tantrums or meltdowns may be a common occurrence at home for kid with difficulties with emotional regulation.
• How can OT can help with emotional regulation? OT can help with your child’s ability to identify emotions, teach and support proper responses in situation of heightened emotions, help your child answer the question ‘how do I feel?” and most importantly teach strategies that your child can use to manage these emotions. Using programs like Zones of Regulation and The Alert Program take a cognitive approach to teaching emotional regulation. Role playing can help simulate and prepare for real time scenarios. And of course, using equipment, games and activities allow for opportunities to learn about different emotions, build interception and body awareness, and develop strategies to manage emotions.

4.     Organization:

• Organization is the thinking skills that helps you put things into order, find your stuff, , gather supplies to start a tasks and complete everyday tasks efficiently and effectively. Getting organized can help make life easier and help kids with learning and thinking. Does your child have a hard time remembering where they put their toys? Do they have a hard time finding things in their backpack? Does your child struggle to get ready in the morning? Does your child always push back when it comes to writing assignments? This can be as a result of disorganization. 
• How can OT help with organization? We can help your child develop strategies, implement systems and create aides (visual schedules, check lists, etc) to promote independence and success across environments. 
• Learn more about organization HERE:

5.     Memory:

• Working memory is a cognitive process that is important for reasoning and plays a direct role in decision making and behavior. Visual memory is the ability to remember or recall visual input – such as words or images. Deficits with memory can impact yourchild’s ability to sustain attention follow multistep directions, independently engage in daily life skills, and can impact reading and writing skills.
• How does OT address difficulties with memory?  Through different games, visual perceptual activities and challenges. Choosing games such as Let's Go To The Market, Clue, Memory Match and other board games require working memory for success. Activities like Take a Picture with your Mind, Burgermania, or Pancake Pile Up promote development of visual perceptual and visual memory skills. Teaching strategies for improved memory and recall is another way OT can help your kids be more successful.

If your child is showing signs of executive function disorder, we are here to help.

Remember, just because your child may be struggling it does not mean they are incapable of accomplishing anything they put their mind to. Through education, practice, and strategies, you can support your child to meet their optimal potential.

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The goal of executive function intervention is to establish regular routines to maximize independent, goal-oriented problem solving. This means that your child should be actively involved in working towards independence in their goal areas.

Here are some strategies that may be used in a typical treatment session:

1.     Inhibit

Symptoms of dysfunction in inhibition may present as difficulty waiting for a turn, interrupting frequently, making inappropriate noises/comments, restless behavior, and beginning a task before receiving all instructions. If your child struggles with inhibition, they may benefit from:

• Teaching response delay
• Verbalizing plans
• Setting goals for accuracy

2.   Shift

If your child has difficulty with shifting, they may have a hard time switching play schemes or demonstrating flexible play, learning a new way of doing things, taking on new tasks, or transitioning between activities, assignments, or environments. Strategies to support shifting skills include:

• Participating in pretend play
• Making up new rules for games
• Presetting or reviewing the day and any changes with your child
• Add unexpected/problem solving moments into play schemes

3.     Emotional Control

If your child struggles with emotional control, you may notice that your child shuts down or becomes upset when things do not “go right.” They may have big reactions to small problems or they may struggle with shifts in activities/environments. Intervention for emotional control and regulation includes:  

• Helping your child name and identify emotions
• Practice reading emotions in others
• Reviewing size of the problem and size of the reaction

4.     Initiate

If your child has difficulty in the area of initiation, they may have trouble making decisions, getting started on a task, prioritizing, or thinking about more than one thing at a time. Strategies for initiation used in intervention include:

• Rehearsing the initiation of activities or social interactions
• Breaking tasks down
• Photos of what tasks look like when they are complete

5.     Working Memory

Difficulty in the area of working memory includes the inability to follow directions appropriately, recall daily routines, remember people’s names or follow along in a fast-paced conversation. Strategies used for working memory include:  

• Visualization strategies
• Playing memory games
• Teaching strategies like auditory rehearsal, chunking, verbal rehearsal

6.     Planning/Organization

If your child has difficulty with organization and planning, you may notice that they have difficulty organizing their personal spaces, keeping track of details in a story, or determining the steps to complete a task. Strategies for planning and organizing include:  

• The Get Ready, Do, Done system
• Organizational check lists
• Graphic organizers

7.     Task Monitoring 

Difficulty in the area of task monitoring may present as reduced ability to recognize their own errors, or review/check their work. Strategies for task-monitoring include:  

• Setting goals for accuracy rather than speed
• The Get Ready, Do, Done system
• Encourage the child to reflect on their work (e.g., “what works?”, “what doesn’t work?) and then re-assess

Conclusion

Intervention for executive dysfunction involves teaching and reviewing a multitude of strategies.  Stay tuned to learn more about executive functioning and how you can support your EF child. 

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The occupational therapists at South Shore Therapies are highly skilled in providing handwriting intervention for children in the south shore area. The importance of handwriting is often overlooked, but it is a fundamental part of your child’s academic, mental, personal, and even physical growth. We’re here to help your child master the skill with practical strategies, techniques, and personalized intervention. Our goal is to give you and your child the tools and tips for improving your kids' handwriting so your child feels confident and able at home, in school, and everywhere else.

Discover the Foundations for Good Handwriting for Kids

Handwriting is built on the foundations of effective sensory processing, fine motor and visual motor skills, and cognitive development. By supporting the development of these foundatinal skills, our staff can help child perceive, recognize, and understand letters, numbers, words, and concepts. Handwriting practice is not about making sure your child’s letters look neat and pretty. Handwriting practice is an excellent start to instill confidence, promote success, and achieve learning goals in a wide range of child developmental areas.

Why Is Handwriting Still Important?

In a world where typing and texting have taken over, the relevance of handwriting might seem diminished. However, it is more than just a way of communicating. It’s a crucial tool for learning and development. To ensure your child is ready for all forms of written communication, South Shore Therapies recommends your children establish good handwriting practices. Teaching your child proper handwriting skills has many benefits that may not be readily apparent. Some of them include:

• Enhancing Communication and Cognitive Development
• Improving Fine Motor Skills
• Activating Different Parts of the Brain
• Boosting Creativity
• Aiding in Memory and Learning
• Providing a Calming Activity

Discover Seven Good Handwriting Tips for Kids

We want to make the process of learning or improving handwriting for kids as fun and engaging as possible. By developing foundational handwriting skills, we can ensure your child is on the right academic and developmental track for a bright future. The sooner you can recognize handwriting as an area of vulnerability, the sooner we can dive deeper into the foundations that child needs to support future fine motor success. Our pediatric occupational therapists are always available to help, but if you want to establish good habits outside of our care, here are seven tips on how to improve handwriting for kids:

• 1. Ensure They Have the Correct Grasp – Correct form is an essential foundation for handwriting. When a child holds their writing tool correctly, they can control their movements better. We recommend holding it between the thumb and index finger and resting it on the middle finger.
• 2. Use the Right Pressure – Too much pressure can lead to hand fatigue and messy writing, while too little pressure can result in faint, barely visible letters. It is important to note that strong sensory foundations are required for adequate pencil pressure. Help your child learn how to apply appropriate pressure to get clear, legible handwriting without strain.
• 3. Create a Fun Writing Environment – Where your child writes can significantly improve handwriting skills for kids. Make writing enjoyable by incorporating colorful pens, patterned paper, and stickers. You could also introduce handwriting games or challenges to make the process more engaging, too. Remember, it doesn’t always need to be paper-pencil, but there are many tasks and activities that address fine motor development that is needed for effective handwriting.
• 4. Encourage Drawing and Puzzle Games – Handwriting doesn’t have to be just letters and numbers. Drawing and puzzle games are not only fun, but they also help develop fine motor skills essential for good handwriting. Activities such as tracing, dot-to-dots, and mazes can improve your child's hand-eye coordination, precision, and control, which are vital for handwriting.
• 5. Change the Writing Tools – Experimenting with different writing tools can make handwriting practice for kids more exciting. Thick markers, chalk, paintbrushes, or even finger painting can be a fun way to learn letter formations. Plus, these activities can strengthen hand muscles and improve form. When focusing on letter formation concepts, using a multisensory approach is beneficial. Allow your child to build the letters or practice drawing them in salt trays or paint trays.
• 6. Ensure an Appropriate Environment – While you want the writing environment to be fun for your kid, you should also ensure it is appropriate for learning. Make sure you have good lighting, a comfortable chair, and a table that rests at the right height. Removing any unnecessary clutter and digital distractions can also help encourage your child to focus on improving their handwriting.
• 7. Practice, Practice, and Practice – Like any other skill, handwriting for kids improves with practice. Regular and consistent handwriting helps children develop muscle memory, producing more natural and fluent writing. It doesn’t matter if it’s drawing, writing math problems, coloring, or solving pen-and-paper puzzles. All kinds of writing practice help improve your child’s handwriting.  

Improving Kids’ Handwriting with Our Tips and Therapies

Handwriting for kids helps develop fine motor skills, cognitive growth, and persistence. As your partners in your child's development journey in the Massachusetts region, we are here to provide the proper guidance, resources, and handwriting tips for kids. We hope to make handwriting a fun and rewarding experience for your child. No matter what issues or roadblocks arise for your child, we help alleviate those struggles and improve handwriting processes and techniques. The journey to excellent handwriting begins with a single stroke. Get in touch with us today, and let us help you set your child up for success.

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Many neurodivergent kids, (individuals who differ in regards to sociability, learning, attention, and mood) may hear a lot of negativity and correction about things that may be difficult for them. Whether it be the test they failed, the homework they forgot to do, the clothes they put on backwards, or not being able to sit at the dinner table for longer than 2 minutes. Think about Gabriel, who has ADHD, and didn’t submit his math homework into the proper virtual portal but completed it perfectly…or Sarah who failed her math test because she was too anxious to focus on the material she studied all week ….or Johnny who has Autism and wants to make friends very badly but was told nobody wants to listen about his cool dinosaur facts. It’s important that we begin to recognize our role as adults, parents, and professionals in understanding and accommodating the experiences of these children.

One thing many adults overlook is that our children are not trying to forget, fail, or do poorly.  These activities are hard for our kids and they need support from us in order to succeed. Our children not only need, but deserve a loving, compassionate, and empathetic parenting approach. We need to incorporate validation into our daily interactions with our kids to help them learn and develop. Now, validation. What is it, why is it so important, and how can we give it?

What is Validation?

Validating a child means that you honor their experiences and stay in the moment with them. It is a way of showing you care and understand their feelings just the way they are. Validating does not mean fixing a problem or changing an emotion. While it can be incredibly hard to watch your kids struggle, it can be much more powerful to validate your child’s sadness rather than say “don’t be sad, it’s no big deal!” All emotions are valid, and kids need to be reminded of that. Validation builds trust and helps you to get to a solution more quickly. If you want to learn more about the magic of validation, click HERE.

Understanding, Validating, and Reframing:

It is exceptionally valuable for our children when we label emotions. Emotions are complex and sometimes the outward ‘behavior’ doesn’t always match the internal feelings. Kids can be feeling a whole lot of ways that may look like screaming, crying, aggression, elopement, ignoring, and more. While it can be hard not to turn the conversation into what they are doing wrong in the moment in handling their emotions, it’s important to label that emotion for a child. “Your body looks angry and upset! I’m sorry you’re feeling so mad.” Or “I can tell you must be feeling nervous about this test. I would be nervous too. Let’s work together to find a solution.” Before a person can move on, they need you to understand them and they need to understand themselves. We as adults can be so integral to that process with our kids. It may seem unnatural at first, but hey, as an adult, I can tell you the last thing I want to hear is, “calm down!” when I’m angry, and what I really want to hear is “You are carrying a lot, and it is okay to be upset.” Let’s help our kids be heard, after all, that’s all most people want.

As an occupational therapist, we always put an emphasis on building rapportand creating a safe space for our clients. This is imperative to establish before we can even begin to address the functional and skill-based goals the child and family might have. One of the ways we do this is by validating their feelings throughout our session, especially in moments of frustration. Creating an environment that is supportive and establishing a relationship built on trust, allows us to address individual goals and promote improved confidence and self-worth in our kids.

How to Validate (Quick Action Steps):

1. Stop and Listen: What is your kids actually trying to communicate to you when they have big emotions.
2. Label the Emotion: Explain to your kid that they might be mad, sad, happy, worried, etc. and you can deduce that because of how they are acting. This way kids can start to connect their body feelings to emotions.
3. Ask Wondering Questions: This can promote self-reflection in your kid. “I wonder…are you feeling silly or tired after school today?”
4. Tell them “It’s Okay!”: It’s okay to have big emotions and feel anger, embarrassment, frustration, and anxiety. This is expected.
5. Model: Our kids learn most by watching. Show them and label some of your own big emotions for them. Tell and explain to them tasks that are hard for you. Life is hard, and kids with learning challenges have more obstacles to overcome and may think they are the only ones struggling.
6. Create a Safe Environment: When kids are able to have a safe place to have big emotions, they feel heard. Ask them and explore them what environment helps them to feel safe, whether it be a cozy pillow corner, dimmed lights in the bedroom, soft voices, a favorite snack nearby, etc.
7. Provide Positive Affirmations: When kids are able to move past a difficult feeling and problem solve how to feel better (even if they need help), explain to them in your words what you saw them do and praise, praise, praise! Check out My Resource Place for free printable handouts.

In the end, let’s help our children be heard. While it may seem difficult at first, intentional listening and validation can work wonders in helping us all to move forward.

Want to learn more? Here are our recent post:

• Embracing The Growth Mindset With Your Child

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Unveiling the Basics: What Are ADLs and Why Do They Matter?

The term 'Activities of Daily Living' encompasses the fundamental actions that we engage in daily to preserve their health and well-being. These activities lay the groundwork for kids to thrive and engage fully in life. Key aspects of children's ADLs involve:

The Six Basic ADLs:

• Personal Hygiene – This involves regular bathing or showering, washing hands, dental care like brushing teeth, and hair care such as combing or brushing.
• Continence Management – This requires the effective control and management of bowel and bladder functions.
• Dressing – This entails selecting and wearing clothes that are appropriate for the weather and can include managing fasteners such as zippers, buttons, and shoelaces.
• Eating – This includes the ability to feed oneself appropriately sized portions of food, and the ability to chew and swallow safely.
• Mobility – This pertains to the ability to move around safely in various environments such as, getting in and out of bed, navigating the playground, standing from/or sitting in a chair at school, etc.

As our children grow, they will be expected to participate in these activities at different capacities – ultimately leading to independent participation. It is important to support the development of skill needed to successfully engage in these activities.

Children and Instrumental ADLs

Instrumental Activities of Daily Living (IADLs) for children encompass skills that are more complex and necessitate higher cognitive functions such as planning and organization. These skills are crucial for their transition towards independence as the child grows.

• Transportation and Shopping: Understanding how to use public transport, the concept of shopping for necessities such as school supplies and participating in family grocery shopping trips.
• Managing Finances: Basic concepts of money, including allowances, understanding the value of items, and simple transactions.
• Meal Preparation and Shopping: Involvement in meal planning, learning to make simple meals, understanding the importance of a balanced diet, and assisting in shopping for meal ingredients.
• Housekeeping and Home Maintenance: Learning to clean up personal spaces, such as tidying up toys, making the bed, and assisting in household chores appropriate for their age.
• Communication Management: Developing effective communication skills, including the use of telephone under supervision, and understanding postal items like letters.
• Medication Management: Recognizing the name and purpose of their medications, understanding the importance of taking them as prescribed, under supervision.

Fostering these IADL skills in children not only aids in their current developmental stage but also lays a solid foundation for their future independence.

These activities showcase the extended range of skills necessary for a sustained quality of life. While our kids may not be independent in many of these tasks yet, South Shore Therapies can provide targeted interventions that address sensory, cognitive, physical, and emotional components of development that will be required for independence with IADLs in the future.

Why the Distinction Matters

It's not merely about checklists and assessments. Understanding the distinction between ADLs and IADLs serves as a beacon in formulating care plans that are tailored to an individual's unique constellation of needs, abilities, and interests. Distinguishing between these tasks, and what is expected of the child in their phase of development, and what is important to the child and their family, enables our occupational therapists to offer targeted interventions that serve to strengthen the child's functional capacity and enhance their quality of life.

Benefits of Occupational Therapy for Developmental Delays

Occupational Therapy (OT) can support the development of foundational skills needed for your child to perform at their optimal potential each day. Some areas that OT intervention can target are:

• Daily Living Skills: Helps children acquire essential activities of daily living, including hygiene, toileting, feeding, and completing chores.
• Family Routines: Aids in establishing effective family routines to support the child's development.
• Motor Skills Development: Improves both fine motor (small movements) and gross motor (large movements) skills.
• Socialization Skills: Assists in developing the necessary social skills for children to interact effectively with others.
• Academic Skills: Supports children in acquiring the skills needed for success in the classroom environment.
• Continuity of Care: Provides families with targeted home programming to support the generalization of skills and to promote successful participation across environments.

The Team at South Shore Therapies Can Help

At South Shore Therapies, we specialize in using a sensory integrative approach to help your child reach their highest level of independence. Recognizing early ’red flags’ in your child's development can lead to proactive intervention.  Occupational therapy focuses on enhancing a child's ability to perform everyday tasks by improving their motor planning, fine and gross motor skills, social and emotional regulation and their overall body awareness and relationship with our environment. Our comprehensive approach aims to support your child in developing the necessary skills for effective participation in daily activities and to support social and academic success as needed to improve their quality of life. Through a personalized therapy plan, we aim to foster their growth in strength, sensory processing, and early developmental milestones.

We invite you to join us in this mission, to learn, grow, and advocate for a world where the symphony of life plays on, for all. For more information or to seek our services, don't hesitate to reach out to South Shore Therapies at 781-335-6663 or visit our website here.

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Phonological processes are natural sound error patterns that children use to simplify speech as they are learning to talk. These patterns make it easier for them to communicate until they produce can produce more intelligible speech. A common example includes simplifying the word “stop” to “top” by omitting the initial “s” sound. Over time, as children grow older and their communication skills advance, these patterns should be resolved. When they don’t, speech therapists like us are here to help.

Recognizing and understanding these phonological processes can help parents and caregivers better understand their child’s speech development trajectory. Below we have outlined some common phonological processes, segmented into three categories: syllable structure changes, substitutions, and assimilations.

Syllable Structure Changes:

• Cluster Reduction: Simplifying a consonant cluster to a single sound (e.g., “poon” for “spoon”).
• Final Consonant Deletion: Omitting the final consonant in a target word (e.g., “cu” for “cup”).
• Initial Consonant Deletion: Beginning consonant within a target word is omitted (e.g., “oggy” for “doggy”).
• Weak Syllable Deletion: Omitting an unstressed syllable within a word (e.g., “nana” fpr “banana”).

Substitution: 

• Fronting: Sound made in the back of the mouth is replaced with a sound made in the front of the mouth (e.g., “tar” for “car”).
• Backing: Sound made in the front of the mouth is replaced with a sound made in the back of the mouth (e.g., “gog” for “dog”).  
• Stopping: Replacing fricative or affricate sounds with stop sounds (e.g., “tee” for “see”). 
• Gliding: Replacing liquids (/l/ and /r/) with glide sounds (/r/ and /w/).

Assimilation:

• Velar Assimilation: non-velar sound changes to a velar sound due to the presence of a neighboring velar sound (e.g., “kack” for “tack”).
• Nasal Assimilation: non-nasal sound changes to a nasal sound due to the presence of a neighboring nasal sound (e.g., “money” for “funny”).

What is a Phonological Disorder?

When the use of a phonology speech sound persists beyond the age-appropriate time, it may indicate a phonological disorder—a type of speech sound disorder.

When Should I See a Speech Pathologist?

If your child is showing any of the following phonological disorders—predictable rule-based errors, (e.g., fronting, stopping, and final consonant deletion) that affect more than one sound—a visit to a speech-language pathologist (SLP) is recommended. Early intervention can be critical in addressing phonological disorders and supporting clear communication.

Treatment for Phonological Disorders

A speech and language pathologist is trained to identify and treat phonological disorder with your children. At South Shore Therapies we emphasize individualized approaches to address your child's unique needs and help them reach their optimal potential.

Involving the Family

Incorporating family members into the therapy process is an important pillar for progress. At South Shore Therapies, we emphasize the importance of family training and home carry over to support skill acquisition. This may involve practicing exercises or activities provided by your therapist at home, which reinforces the therapeutic efforts and can accelerate progress.

Reach Out to South Shore Therapies Today

Phonological processes are a natural aspect of speech development in children. Understanding these intricate paths and processes are fundamental to determine presence of disorder. Recognizing the signs of a phonological disorder can lead to early intervention and improved outcomes.

If you're in the Hingham, Pembroke, or Norwood areas of Massachusetts, call 781-335-6663 to schedule an intake call to learn how South Shore Therapies can help. Together, we can unlock the potential for clear and effective communication in your child, making sure their voice is heard accurately and with confidence. Visit the South Shore Therapies website for more information on our services and how we can support your child's speech journey.

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CONVERSATION= THE KEY TO SOCIAL SUCCESS

With the holiday season just around the corner, people are eager to connect and spend time with friends and family. Whether it be a dinner with immediate family or a virtual chat or game night with extended family and friends, it is important to stay in contact and catch up with our loved ones. The social communication strategies below can be used with your children to keep their holiday conversations flowing in a connected, meaningful way. 

1.     Conversation Stoplight

If you come from a large family or have a chatty group of friends, you know how difficult it can be to stop yourself from talking over someone during conversation, or to indicate to someone else that it’s your turn to speak. Use of the Conversation Stoplight is a great way to manage conversation turn-taking at a dinner with immediate family, or during a zoom call with extended family and friends. If you have access to a printer, hop on Google and search for red, green and yellow circle cut-outs. If not, don’t worry. Grab a piece of paper and some markers. Draw three circles and cut them out. Your child can help you with this simple craft by coloring in one circle red, one green, and one yellow. Once you have your colored circles you are good to go! Here’s how conversation stoplight works:

• Red Light: if you have the conversation “red light”, it means that your voice is off, and your ears are listening to the person talking. The person talking has the conversation green light at this time. When your child has the conversation red light, they can hold up their red circle or put their finger on it.
• Green Light: if you have the conversation “green light”, it means that your voice is on, and it is your turn to talk. The people listening to you have the conversation red light and will wait until you are done to ask questions and make connected comments.
• Yellow light:  use of the conversation “yellow light” is a great opportunity for our children to get ready for the conversation green light. In this time, they can think about a question to ask or connected comment to make.

Click Here for a great example of a conversation stoplight visual. If you are sitting down for a holiday dinner with your immediate family, each person can have a red, green and yellow cutout by their plate to allow for everyone to have a chance to talk and spread the holiday cheer.  

2.     Conversation Drivers and Stoppers

Now that we’ve talked about ways to use the conversation stoplight with our kids, it is important to educate them on identifying and using conversation stoppers and drivers! Everyday Speech, a social learning platform, teaches the concept of Conversation Drivers and Stoppers to allow children to read a situation and determine whether a specific action drove a conversation or stopped it, depending on the reactions of their conversation partner. Everyday Speech provides us with some wonderful descriptions and examples of Conversation Drivers and Stoppers below:

• Conversation Driver: behaviors, questions and comments that drive a conversation and keep it going. Some examples include:
  •  Maintaining eye contact
  • Use body language to show we’re interested
  • Stay on topic
  • Make connected comments
  • Asking wondering questions
  • Share the conversation
• Conversation Stopper: behaviors that stop a conversation by making it confusing and uncomfortable. Some examples include:
  • Avoiding eye contact or directing eye gaze elsewhere
  • Using body language that shows we’re uninterested (e.g., turning body away from conversation partner)
  • Using a tone of voice that does not sound interested
  • Not responding to questions and comments
  • Changing the topic at the wrong time
    
    

The holiday season is a great time to connect with others. Use the above strategies with your children to get some great holiday conversations going! While the holidays may look a bit different this year, there are still plenty of ways to connect and maintain positive relationships with others, both near and far, virtually or in person. We encourage you to continue following CDC guidelines by wearing face coverings out in public, maintaining social distancing, and washing your hands frequently. Have a safe holiday season everyone!  

And, as always, we at SST are here to help, click here to learn more. 

Have a question for us or topic you want to learn more about? Send us an email at socialmedia@southshoretherapies.com. 

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Failures and mistakes = learning

In a world that is so competitive, people often feel they need to be perfect in order to stand out. As a society, we have a tendency to become so focused on being right, correct or perfect that we lose often touch with the valuable lessons taught within the process of trying and failing or making a mistake.

Researcher and professor Carol Dweck delineates between two different mindsets to describe the way people thing about ability and talent: fixed mindsets and growth mindsets. Fixed mindsets view our abilities are innate and unchangeable and view failure as permanent. Whereas a growth mindset which views your abilities and talents as something that grows through practice. With a growth mindset, you are more likely to embrace challenging tasks and work hard to improve and may view obstacles as a chance to experiment and solve problems.

Providing an environment that views failures and mistakes as learning opportunities allows our kids to explore fearlessly, learn who they are and become the best version of themselves.

Here are some ways you can encourage your child to shift into the growth mindset:

1.      Recognize your own mindset:

How do you approach challenging tasks? How do you respond when you are not successful? Be mindful of your own thinking and remember that you communicate so much to your child through both verbal and non-verbal language. Realize that our child does not always listen to us as we talk, but always learns from how we act.

2.     Praise:

Praise is such an important part of a child’s development of self. When you provide praise and positive feedback, it is more likely to elicit mini victories, help build your child’s self esteem and assist in fostering a sense of security within your relationship. Remember to praise qualities like progress, hard work, persistence, effort, rising to a challenge, learning from a mistake NOT for natural talent, fixed abilities or perfection. Click HERE for a list of positive affirmations to use with your child.

3.     Ask:

Ask questions that encourage your child to reflect on moments of growth throughout the day. This brings awareness and interception to the active process of learning that takes place every day. You can ask questions like “How did you solve that problem?” “What new strategies did you try?” “What did you try that was hard today?” “What mistakes did you make that taught you something?”

4.     The power of yet:

There will be moments when your will be expected to help your child through moments of insecurity, doubt, and failure.  In those moments, it is important to validate the child’s feelings and help them understand it is okay. But by adding the term ‘yet’ into your statement, opens the door of opportunity without negating the child’s challenge. You can’t do that YET encourages the child to persevere, practice and try again.

5.     Recognizing the benefits of mistakes and failure:

Failure is a necessary component in success. Persevering and adapting through failures allows our brain to adjust, grow and develop; this is called neuroplasticity.  In making a mistake, a child has the opportunity to identify what motivates them intrinsically and help better understand what they want for future selves. Failure is a chance for your child to learn, or even pivot, in their pursuits. It allows a child to learn their strength and weaknesses and be better equipped to address them and to approach future situations.  

For song that promote growth mindset, click HERE.

We don’t need our children to strive for perfection, we need to help our children focus on progress. In the words of Bill Gates, “It is fine to celebrate success, but it is more important to heed the lessons of failure”.

If you want to learn more about growth mindset, watch a Ted Talk by Carol Dweck HERE 

We hope you found this post helpful. Click HERE to learn more about what services and supports South Shore Therapies has to offer. Results that make a difference.

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5 strategies to help you & your child

The most important piece to remember is that children do well if they can - meltdowns are no fun for anyone involved. Check out this video to learn more about Ross Greene’s philosophy to collaborative problem solving HERE

We need to look at these behaviors as our child's attempt to communicate a problem- are they feeling overwhelmed? Do they not understand the directions? Was this transition too much for them? When we as the adults start to view these behaviors as a guide, rather than a nuisance, we start to understand our children better and therefore can help predict and prevent future meltdowns.

1.       Communication is Key.

Before, during, and after a behavior or meltdown, be mindful of your verbal & non-verbal communication. It is always best to be clear and concise, avoid tough vocabulary words, and remember to only give one direction at a time. Non-verbal communication, such as body language, posture, tone of voice, and facial expression are just as important! Click HERE for the do’s and don’t’s of verbal intervention

2.       Visuals, visuals, visuals!

A great way to minimize or even eliminate excessive verbal interactions is to incorporate visuals for your child. If getting ready for school is a challenge, try creating a visual schedule with pictures of each step in the child’s routine. For children who struggle with new situations or activities, showing them a picture ahead of time may help alleviate some anxiety and decrease the likelihood of a meltdown on the way there. Another great visual tool is a timer. Incorporating auditory and/or visual timers can be a lifesaver for kiddos who have trouble with transitions and time management. Click HERE for some simple visuals to use at home.

3.       The power of Praise.

When a child is having a hard time, it is easy for us as the adults to get frustrated and focus on all the negatives (remember as a kid when your parents told you they were disappointed?!). As we said before, children do well if they can. If your child is mid-meltdown, he or she is just as stressed as you are in that moment. In those tough times, be sure to acknowledge even the slightest compliance. If they feel threatened by you or your words, the behavior is more likely to escalate. If you provide positive feedback, though, it is more likely to elicit more mini victories. As a general rule of thumb, be mindful to praise the little things throughout the day to help build your child’s self-esteem and foster a sense of security within your relationship. Click HERE for 10 positive affirmations you can use with your child.

4.       Choices are a child’s gold.

For most kiddos, every moment of their every day is planned out for them- what to wear to school, what to eat for lunch, what to do on the weekends, etc. In some cases, this lack of control can lead to a child feeling frustrated and end up in a power struggle. When appropriate, giving your child choices can make a huge difference in their behavior. If mealtime is a constant problem, perhaps allowing your child to choose between two meals (or even sides) will help her feel more in control and minimize the breakfast battles. For those kiddos who have touch sensitivities and have trouble getting dressed, giving them the power to pick an outfit from two or three options may help them feel more comfortable over the course of the day (after all, they are the ones who know which socks feel yucky which ones are safe). Bear in mind when giving choices to always provide options that you are okay with- if you offer pasta or ice cream as the two dinner options, be prepared to serve up a sundae! It’s also important to not overwhelm the child with too many choices at once; sticking to two or three options is best.

5.       Distraction is a great Band-aid.

Although it won’t help you discover the root of the behavior or prevent it from happening again in the future, using distraction can be a powerful tool when you are in the midst of a meltdown. Try redirecting your child to another task, location, or activity. Be playful or silly and incorporate humor- throwing yourself under the bus or making a foolish joke can sometimes be all that the child needs to snap out of the moment and release some tension. Just be mindful that this is a temporary tool and won’t work every time.

Learning to minimize meltdowns takes time and no strategy will be an overnight cure. Always remember to be patient and stay calm. Use your detective skills to predict when challenging behavior may occur. Of course, not every meltdown can be avoided. In those tough moments, be mindful of your verbal & non-verbal cues, incorporate visuals as needed, and give choices when appropriate. Provided frequent praise throughout a child’s day will help to build their confidence and feed their self-esteem. If you want to learn more about fostering a growth mindset for your child, check out our blog post HERE

At the end of the day, just remember that your child is doing his or her best and tomorrow is a new day!

We hope you found this post helpful. Click HERE to learn more about what services and supports South Shore Therapies has to offer. Results that make a difference.

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Common Triggers for Behavior:

As we navigate through a global pandemic and the multitude of changes that brings about, now more than ever our children are expected to adapt and “go-with-the flow”. But what happens to those children who struggle with flexibility, executive functions, or sensory? What about the kids who just didn’t sleep well last night, had a scuffle with a friend, or are just having a bad day? These kiddos often have trouble keeping up with the demands and, as a result, they have a meltdown.

As caregivers, it is our role to identify when and why these behaviors occur. Read on to learn about common triggers and how you can start to predict the when and why behind your child’s meltdowns.

Why is my child having meltdowns all day long?!

Anything and everything can be a stressor, or a trigger, for your child’s behavior. Let’s first think about sensory processing difficulties. Have you ever noticed when you are driving that you turn down the radio in order to read the street signs? This is your body’s way of controlling sensory input in order to avoid being overwhelmed and dysregulated. For children, this can be exceptionally hard. When their nervous systems are taxed and they aren’t able to cope, something as trivial as putting on their coat before heading out to play may lead to a meltdown.

Now let’s add in a social demand. Pretend you are at the playground and your child (who is begrudgingly wearing his bulky jacket) is surrounded by new kiddos. Some children are social butterflies, but others may be shy or unsure of how to interact with peers. Rather than saying “hey, can I have a turn with the truck?”, instead they try (unsuccessfully) to snatch the toy out of the other child’s hand- enter meltdown number two.

Fast forward to lunch time and your child is eagerly sitting at the table waiting for his food. He tends to be a selective eater , so he knows you are making his favorite grilled cheese because that is what he has for lunch every day. When you put his plate down in front of him, he picks up the sandwich and throws it on the floor as he bursts into tears. What you may not have noticed is that you used white American cheese today instead of the yellow kind that he normally has (hey, it’s a pandemic and the grocery shelves are slim pickings these days). For kiddos who struggle with changes in their routines or expectations, these simple switches can result in big tears and lots of frustration.

You and your kiddo have finally regrouped after the grilled cheese debacle and you are heading out to day one of soccer practice. He seems nervous but says he is excited to score a goal. When he gets onto the field, though, and the coach starts to teach the first dribbling drill, your child fumbles a little and then kicks the ball directly at another kiddo, sending them both into tears. Turns out, dribbling is harder than it looks and as your little one attempted this new skill, he quickly felt a lack of self-confidence and feared that the other kids were better than him. These perceived failures can be another big trigger for behaviors in our children.  

While these scenarios are all hypothetical, they are also very realistic to so many of us. And although these stressors are some of the most common causes for behavior, it’s important to remember that the list of triggers goes on and on. Keep in mind that things like anxiety, fear, sleeping patterns, time of day, environment, temperature, etc. are all other factors that can influence behavior.

Predicting Behaviors:Time to put on your detective hat!

When attempting to avoid a meltdown, we as the adults must look at the whole picture. Using the ABC method can help us be good detectives to begin understanding when a behavior may occur and what we can do to prevent it.

A is for Antecedent.

Sometimes behaviors can come out of nowhere and it seems as if the child went from 0 to 60 in no time at all. But, if we really stop and think about it, often times we are able to see things brewing before the explosion. Start to keep track of what was happening right before the behavior occurred. Where were you? What was the child doing? Was a specific demand or direction given? Are there other kids around? All these pieces of the puzzle may seem insignificant, but as you start to keep track you may notice patterns- perhaps your kiddo is having a meltdown every time you sit down to work on math homework because he doesn’t understand the concept of division, or maybe he screams and fights getting dressed on rainy days because he hates the way his raincoat feels. Do a little digging and you might be surprised by what you find!

B is for Behavior. 

This is, of course, the obvious step in the ABCs and may seem less important. Don’t be fooled- the behavior itself can tell us a lot about why the child is upset. For a child who is biting her peers during circle time, the action itself (the bite) may indicate a sensory issue- she might be sensitive to touch input and when her peers sit close to her and brush up against her arm, her defensive response is to sink in her teeth. Similarly, the pre-teen who verbally lashes out every morning before school may be struggling with executive dysfunction - getting himself organized and out the door is a nearly impossible feat so he opts to say things like “school is stupid”, “I hate my teachers”, or “I quit school”.

C is for Consequence (sorry, Cookie Monster).

The word consequence itself carries a very negative tone but it doesn’t always have to mean something bad. In this case, looking at the ABCs of behavior, the consequence is simply what happened immediately after the behavior occurred. Sometimes it may be a punishment, other times it may be more neutral, and, occasionally, if the behavior was something positive, the consequence may be a good thing. Let’s go back to the boy who tried to take the truck from another child on the playground. The action, or the behavior, was grabbing the truck; the consequence was the other child crying and walking away with the toy still in his hand. Now let’s consider a situation where the consequence was more positive. Picture your child sitting in class and the teacher spilling her coffee on the floor (a tragedy for sure!). Your child, being the kind-soul that he is, walks over with paper towels and starts wiping up the mess (cleaning is our behavior here). The consequence to his kind action is the teacher praising him for being so thoughtful and offering a free homework pass for the night. Of course, this made your child feel good and feel happy, which helps to encourage him to engage in more of these positive behaviors in the future.

If you want to learn more about the ABC approach to predicting behavior patterns, check out THIS video from Smarter Parenting. 

Learning to predict and manage behavior is an ongoing process. Remember that progress takes time. Be patient, stay calm, and always remember to isolate the incident. Although it is easier said than done, do your best not to carry a grudge and not take any behavior personally. Bear in mind those triggers that can influence behavior and start to work as a detective to anticipate when your child might have a meltdown. Most importantly, remind yourself that even the best behavior detective can’t avoid every meltdown.

Now that you have your detective hats on, want to learn the more about the HOW? Click HERE to learn some our favorite tips & tricks to help you and your child through those tough times.

We hope you found this post helpful. Click HERE to learn more about what services and supports South Shore Therapies has to offer. Results that make a difference.

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