Our Philosophy


Our Philosophy

We believe that Sensory KIDS is unlike other pediatric therapy clinics. Here are a few of the reasons why:

  • Treatment based on Dr. Lucy Jane Miller’s STAR Approach
  • Support for all kids and families without regard to race, color, religion, sex, disability, gender identity, sexual orientation, or age
  • Belief, based on recent research, that therapy should be fun, because kids learn best when they are engaged
  • Opportunity for therapy from multiple disciplines, all highly trained in sensory-based & relationship-rich approaches (OT, Speech-Language Therapy, Counseling, & Dance/Movement)
  • Intensive therapy bursts (3-5 times per week for approximately 30 sessions)
  • Emphasis on caregiver education; empowering parents and improving generalization of skills
  • Team approach with frequent collaboration & brainstorming
  • Ongoing mentoring of therapists
  • Focus on emotion & arousal regulation; because learning cannot take place when children are dysregulated
  • Recognition of each child’s strengths, developmental levels, and social-emotional capacities
  • Use of a dynamic systems approach – considering children within the family system, changing contexts, environments, occupations, and cultures

More on the STAR Approach:

More on play: Here Comes Neuroscience!

by Breanne Kearney

https://youtu.be/QgiahObgeKM


Our evidence-based and research-guided philosophy is grounded in the work of Dr. Lucy Jane Miller. We stay up-to-date on relevant research, including the following:Miller-PR-Photo-sized

Ahn, R. R., Miller, L. J., Milberger, S., & McIntosh, D. N. (2004). Prevalence of parents’ perceptions of sensory processing disorders among kindergarten children. The American Journal of Occupational Therapy, 58(3), 287-293.

Ben-Sasson, A., Soto, T. W., Martínez-Pedraza, F., & Carter, A. S. (2013). Early sensory over-responsivity in toddlers with autism spectrum disorders as a predictor of family impairment and parenting stress. Journal of Child Psychology and Psychiatry, 54(8), 846-853.

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. The American Journal of Occupational Therapy, 54(1), 36-43.

Davies, P. L., & Gavin, W. J. (2007). Validating the diagnosis of sensory processing disorders using EEG technology. American Journal of Occupational Therapy, 61(2), 176.

Green, S. A., Ben-Sasson, A., Soto, T. W., & Carter, A. S. (2012). Anxiety and sensory over-responsivity in toddlers with autism spectrum disorders: Bidirectional effects across time. Journal of Autism and Developmental Disorders, 42(6), 1112-1119.

Greenspan, S., Wieder, S., & Simons, R. (1998). The Child with Special Needs: Encouraging Intellectual and Emotional Growth. Perseus Books: New York, NY.

Humphry, R. (2002). Young children’s occupations: Explicating the dynamics of developmental processes. The American Journal of Occupational Therapy. : Official Publication of the American Occupational Therapy Association, 56(2), 171-9.

Kestly, T. A. (2014). The Interpersonal Neurobiology of Play: Brain-building Interventions for Emotional Well-being. W. W. Norton & Company, Inc.: New York, NY.

Kingsley, K., & Mailloux, Z. (2013). Evidence for the effectiveness of different service delivery models in early intervention services. The American Journal of Occupational Therapy, 67(4), 431-436.

Lane, S. J., Reynolds, S., & Dumenci, L. (2012). Sensory overresponsivity and anxiety in typically developing children and children with autism and attention deficit hyperactivity disorder: Cause or coexistence? The American Journal of Occupational Therapy, 66(5), 595-603.

Lane, S. J., Reynolds, S., & Thacker, L. (2010). Sensory over-responsivity and ADHD: Differentiating using electrodermal responses, cortisol, and anxiety. Frontiers in Integrative Neuroscience, 4, 8.

May-Benson, T. A., & Koomar, J. A. (2010). Systematic Review of the Research Evidence Examining the Effectiveness of Interventions Using a Sensory Integrative Approach for Children. American Journal of Occupational Therapy, 64, 403– 414.

Miller, L. J., Coll, J. R., & Schoen, S. A. (2007). A Randomized Controlled Pilot Study of the Effectiveness   of Occupational Therapy for Children with Sensory Modulation Disorder. American Journal of Occupational Therapy, 61, 228–238.

Miller, L. J., & Fuller, D. A. (2006). Sensational kids: Hope and helpfor children with sensory processing disorder (SPD). New York: Penguin Group (USA) Inc.

Nelson, A., Copley, J., Flanigan, K., & Underwood, K. (2009). Occupational therapists prefer combining multiple intervention approaches for children with learning difficulties. Australian Occupational Therapy Journal, 56(1), 51-62.

Owen, J. P., Marco, E. J., Desai, S., Fourie, E., Harris, J., Hill, S. S., . . . Mukherjee, P. (2013). Abnormal white matter microstructure in children with sensory processing disorders. NeuroImage: Clinical, 2, 844-853.

Porges, S. W. (2003). The polyvagal theory: Phylogenetic contributions to social behavior. Physiology & Behavior, 79(3), 503-513.

Rosenbaum, P., King, S., Law, M., King, G., & Evans, J. (1998). Family-centred service: A conceptual framework and research review. Physical & Occupational Therapy in Pediatrics, 18(1), 1-20.

Schaaf, R. C., Benevides, T., Mailloux, Z., Faller, P., Hunt, J., van Hooydonk, E., . . . Kelly, D. (2013). An intervention for sensory difficulties in children with autism: A randomized trial. Journal of Autism and Developmental Disorders. doi:10.1007/s10803-013-1983.

Siegel, D. J. & Bryson, T. P. (2011). The Whole-brain Child: 12 Revolutionary Strategies to Nurture Your Child’s Developing Mind. Bantam Books: New York, NY.

Siegel, D. J. & Bryson, T. P. (2013). Brainstorm: The Power and Purpose of the Teenage Brain. Bantam Books: New York, NY.

 

…and many more.