Based on research by Drs. Lucy J. Miller, Sarah Schoen, and Ellen Cohn, and others, as well as our own clinical experience, our sessions are focused on self-esteem, socialization, and self-regulation (Cohn, Miller, Tickle-Degnen, 2000; Cohn, Kramer, Schub, & May-Benson, 2014; Schaaf, et al., 2010). We use relationship-based methods to ensure that your child feels supported, while being continually challenged to progress in goal-focused areas.
At Sensory KIDS, occupational therapy goals are set with caregivers and therapists as a team. These goals are functional, and individual to each family’s current needs. We begin with a comprehensive evaluation session, and meet with parents to review findings prior to the beginning of therapy sessions.
We believe strongly that parent involvement is the key to success in therapy. While therapists may require some one-on-one time to develop a strong relationship with your child, we encourage parents to be involved in the process. Research indicates that rather than teaching a scripted sensory diet, parents will be more successful in supporting children when they have a deep understanding of how sensory processing challenges impact function, as well as how sensory strategies can be used as supports within different environments and contexts (Hinojosa, 1990 ; Humphry, 2002). For this reason we recommend regular parent meetings, where parents and therapists can collaborate to support progress outside of therapy.
Therapy sessions are child-driven and fun, but subtly structured so that your child is challenged while always successful in completing each activity. The emphasis of these sessions is on developing automatic and appropriate responses, to increase success in daily activities and develop meaningful relationships (Greenspan, Wieder & Simons, 1998; Parham, et al., 2011). During each session, your occupational therapist serves as coach, educator, and role model so that you may participate actively and learn strategies for home, school, and the community.
Cohn, E. S., Kramer, J., Schub, J. A., & May-Benson, T. (2014). Parents explanatory models and hopes for outcomes of occupational therapy using a sensory integration approach. American Journal of Occupational Therapy, 68(4), 454-462.
Cohn, E., Miller, L. J., & Tickle-Degnen, L. (2000). Parental hopes for therapy outcomes: Children with sensory modulation disorders. American Journal of Occupational Therapy, 54(1), 36-43.
Greenspan, S., Wieder, S., & Simons, R. (1998). The Child with Special Needs: Encouraging Intellectual and Emotional Growth. Perseus Books: New York, NY.
Hinojosa, J. (1990). How mothers of preschool children with cerebral palsy perceive occupational and physical therapists and their influence on family life. Occupational Therapy Journal of Research.
Humphry, R. (2002). Young children’s occupations: Explicating the dynamics of developmental processes. The American Journal of Occupational Therapy, 56(2), 171-9.
Parham, D., et al. (2011). Development of a fidelity measure for research on the effectiveness of the ayres sensory integration(R) intervention. American Journal of Occupational Therapy, 65(2), 133-142
Schaaf, R., et al. (2010). Parasympathetic functions in children with sensory processing disorder. Frontiers in Integrative Neuroscience, 4, 4.