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  • 07/26/2024 0 Comments
    What is Pragmatic Language?

    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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  • 07/26/2024 0 Comments
    Tips and Tricks for Getting Dressed for School

    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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  • 07/15/2024 0 Comments
    Nonverbal Communication While Wearing Face Coverings

    In the age of health vigilance, face coverings have become an integral part of our daily attire, but they pose unique challenges to the ways we non-verbally convey emotions and intentions without saying a word. South Shore Therapies understands the importance of teaching how to adapt to these challenges and foster strong communication skills in children.

     

     

    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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  • 06/01/2024 0 Comments
    AAC Treatment, What Does it Look Like?

    Does your child struggle with verbal communication? You may find that your child is becoming frustrated as a result of communication breakdowns. At South Shore Therapies, we're dedicated to helping children just like yours. We provide premier augmentative alternative communication therapies in order to support your child's ability to express themselves. Our services are available to Hingham, Pembroke and Norwood, MA residents and those living in the surrounding communities.

    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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  • 06/01/2024 0 Comments
    Handwriting Skill Development in Hingham, Pembroke and Norwood, MA

    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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  • 06/01/2024 0 Comments
    Occupational Therapy from a Sensory Integrative Framework

    South Shore Therapies provides sensory integration therapy utilizing the principles of development, neuroscience paired with meaningful therapeutic activities to help children in Southern Massachusetts achieve independence and fulfillment.

    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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  • 06/14/2021 - Jessica Szklut. Hi, I am an occupational therapist at South Shore Therapies. I specialize in pediatirc brain injury and stroke, but love working with all families to help kids reach their optimal potential. Our mission with SST's social media platform is to empower, educate and inspire families to take on life’s challenges while promoting an optimistic outlook and a brighter future. If you want to read more about us, visit www.southshoretherapies.com 0 Comments
    What Is Visual Processing And How Does It Impact Learning?

    Vision is a complicated process - it is much more than just how well we see. Vision is a combination of visual acuity (eyesight), how our eyes function (tracking, eye teaming), and visual processing. This article will focus on the components of - and importance of - visual processing (visual perception) in learning.

     

    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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  • 05/24/2021 - Allison Minsky. Hi, I am a Speech-Language Pathologist at South Shore Therapies. I am passionate about planning and delivering creative, individualized treatment designed to meet the unique needs of each of my clients. Our mission with SST's social media platform is to empower, educate and inspire families to take on life’s challenges while promoting an optimistic outlook and a brighter future. If you want to read more about us, visit www.southshoretherapies.com 0 Comments
    Treating and Evaluating Childhood Apraxia of Speech

    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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  • 05/17/2021 0 Comments
    Kids Have Strokes Too: What is Pediatric Stroke?

    Did you know that strokes can happen at any age? That means kids can have strokes too! Check out this article to learn more about pediatric stroke.

    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:

    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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  • 04/05/2021 - Allison Minsky. Hi, I am a Speech-Language Pathologist at South Shore Therapies. I am passionate about planning and delivering creative, individualized treatment designed to meet the unique needs of each of my clients. Our mission with SST's social media platform is to empower, educate and inspire families to take on life’s challenges while promoting an optimistic outlook and a brighter future. If you want to read more about us, visit www.southshoretherapies.com 0 Comments
    Why Letting Your Child Lead is Important in Language Development

    Patience is virtue. When you let your child lead, they’ll want to communicate with you even more. Check out this article to learn why the OWL approach helps your children develop the language they need to reach their optimum potential.

    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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  • 03/22/2021 - Allie Kimmelman. Hi, I am an occupational therapist at South Shore Therapies. I love working with children through a family-centered care approach. It is a passion of mine to help families problem solve life’s daily challenges, big and small. Our mission with SST's social media platform is to empower, educate and inspire families to take on life’s challenges while promoting an optimistic outlook and a brighter future. If you want to read more about us, visit www.southshoretherapies.com. 0 Comments
    Sensory Strategies To Help With Grooming Activities With Your Children

    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. Click here for a list of strategies and resources to help improve hair and nail clipping experience with you kids.

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  • 03/08/2021 - Allison Minsky. Hi, I am a Speech-Language Pathologist at South Shore Therapies. I am passionate about planning and delivering creative, individualized treatment designed to meet the unique needs of each of my clients. Our mission with SST's social media platform is to empower, educate and inspire families to take on life’s challenges while promoting an optimistic outlook and a brighter future. If you want to read more about us, visit www.southshoretherapies.com 0 Comments
    Executive Functioning in Kids, Here’s How We Can Help (From Your Speech Therapist)

    The phrase “executive function” refers to a set of skills that support our ability to effectively plan, maintain, and complete social, daily, and academic tasks. There are a variety of ways to support the development and refinement of executive functioning skills for your child. Learn more about the different areas of executive functioning HERE.

    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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  • 03/08/2021 - Jessica Szklut. Hi, I am an occupational therapist at South Shore Therapies. I specialize in pediatirc brain injury and stroke, but love working with all families to help kids reach their optimal potential. Our mission with SST's social media platform is to empower, educate and inspire families to take on life’s challenges while promoting an optimistic outlook and a brighter future. If you want to read more about us, visit www.southshoretherapies.com 0 Comments
    Executive Functioning in Kids: Here’s How We Can Help (From Your Occupational Therapist)

    Executive function is a set of mental skills that our children use every day to actively engage in daily like skills, learn, and play. Executive function is responsible for your child’s ability to sustain attention, organize and plan, initiate and complete, problem solve, and regulate emotions. There are many different ways to address breakdowns with executive functioning skills. Your therapy team works together to address ‘the whole child’ so they can perform at their best. Check out some ways in which occupational therapy can focus on improving your child’s executive functioning skills.

    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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  • 02/01/2021 0 Comments
    Handwriting For Kids

    Build Confidence and Skill with Handwriting Practice for Kids

    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.

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  • 01/25/2021 - Amanda Young. Hi, I am an occupational therapist at South Shore Therapies. I am passionate about supporting children’s differences and highlighting their strengths, in addition to helping their caregivers reframe their thinking about their child’s challenges. Our mission with SST's social media platform is to empower, educate and inspire families to take on life’s challenges while promoting an optimistic outlook and a brighter future. If you want to read more about us, visit www.southshoretherapies.com 0 Comments
    Why It Is So Important For Parents to Validate Their Children

    Emotional validation is defined as the process of learning about, understanding, and accepting another person’s emotions. Validation helps us connect with others, including our children, in addition to promoting self-confidence, emotional intelligence, and growth.

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  • 12/13/2020 - Kathleen Austin. Hi, I am an Occupational Therapy Supervisor at South Shore Therapies. I specialize in working/supporting children with sensory and/or behavioral challenges. Our mission with SST's social media platform is to empower, educate and inspire families to take on life’s challenges while promoting an optimistic outlook and a brighter future. If you want to read more about us, visit www.southshoretherapies.com 0 Comments
    How to Predict and Prepare for Your Child's Next Meltdown

    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 that isn't always the reality. As caregivers, it is our role to identify when and why these behaviors occur. Read more to learn about common triggers and how you can start to predict the when and why behind your child’s meltdowns.

    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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  • 12/13/2020 - Kathleen Austin. Hi, I am an Occupational Therapy Supervisor at South Shore Therapies. I specialize in working/supporting children with sensory and/or behavioral challenges. Our mission with SST's social media platform is to empower, educate and inspire families to take on life’s challenges while promoting an optimistic outlook and a brighter future. If you want to read more about us, visit www.southshoretherapies.com 0 Comments
    Tips and Tricks to Help Manage Your Child’s Behavior and Avoid Meltdowns

    Now that we have learned some of the common triggers for behavior and donned our detective hats, it’s time to investigate some tips and tricks to help manage those behaviors. Check out this article for some helpful hints during those difficult moments.

    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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  • 12/13/2020 - Jessica Szklut. Hi, I am an occupational therapist at South Shore Therapies. I specialize in pediatirc brain injury and stroke, but love working with all families to help kids reach their optimal potential. Our mission with SST's social media platform is to empower, educate and inspire families to take on life’s challenges while promoting an optimistic outlook and a brighter future. If you want to read more about us, visit www.southshoretherapies.com 0 Comments
    Embracing The Growth Mindset With Your Child

    A growth mindset is a view that ones abilities and talents are something that grows through practice. A mindset that embraces challenges, supports hard work, and encourages problem solving and learning through exploration (and occasionally failure). 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. This article provides a variety of ways you can promote the growth mindset with your children.

     

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  • 12/13/2020 - Allison Minsky. Hi, I am a Speech-Language Pathologist at South Shore Therapies. I am passionate about planning and delivering creative, individualized treatment designed to meet the unique needs of each of my clients. Our mission with SST's social media platform is to empower, educate and inspire families to take on life’s challenges while promoting an optimistic outlook and a brighter future. If you want to read more about us, visit www.southshoretherapies.com 0 Comments
    Conversation Skills During the Holiday Season

    Conversations are the foundation for building friendships and relationships and are the key to social success. Here are a few social communication strategies to teach your kids how to start and maintain their their holiday conversations. 

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  • 12/12/2020 0 Comments
    What are Phonological Processes?

    Phonological processes are patterns children use to simplify adult speech. Understanding these patterns can help parents understand their child’s speech as they develop. Monitoring these patterns and seeking advice when needed can support a child’s speech development over time. In this post, we’ll delve into the world of phonological processes, exploring what they are, the types that exist, and how treatment at South Shore Therapies can help guide children along the path to improved speech intelligibility.

     

     

     

    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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  • 12/12/2020 - Jessica Szklut. Hi, I am an occupational therapist at South Shore Therapies. I love working with families to help kids reach their optimal potential. Our mission with SST's social media platform is to empower, educate and inspire families to take on life’s challenges while promoting an optimistic outlook and a brighter future. If you want to read more about us, visit www.southshoretherapies.com 0 Comments
    What are Activities of Daily Living (ADLs)?

    For children, the world is a vast classroom where every small task presents an opportunity for learning and growth. Unlike adults, who move through their daily routines with ease, children must actively learn and master the basics—tasks that can often be challenging and overwhelming. This struggle can lead to reluctance in trying new things or increased frustration and negative behaviors when faced with daily activities. At South Shore Therapies, we are committed to supporting children in their development of Activities of Daily Living (ADLs) and Instrumental Activities of Daily Living (IADLs). These tasks are crucial stepping stones towards independence and holistic health for our young ones. Understanding and mastering ADLs and IADLs equips children with foundational skills necessary for successful and independent living.

     

     

    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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