Child Success Center
Helping the Sensory Child Thrive
Is your child struggling to participate in family life?
An “at the end of her rope” mom once said to me, “our son is holding our family hostage.” The stress and tension in the home were weighing heavy on mom, dad and older siblings.
While that sounds pretty dramatic, it is in fact a scene that plays out in families quite commonly, and perhaps even more now during the Covid-19 pandemic. This mom went on to tell me that her young son was loving, big hearted, and smart, as well as controlling, manipulative, prone to frequent temper tantrums and had a hard time keeping friends, and playing a role in family life as a team member and not dictator. With a deeper dive into the consultation, it was revealed that this young child was also hyper-sensitive to loud noises and rough clothing, and loved to cuddle and build things. What the mom sensed but didn’t really know, was that her son wasn’t a troubled child with behavior issues – but that something more was going on that made the world a harder place for him to thrive in. This child was a sensory child.
To be fair, we all are “sensory”, in as much as we all take in and process the sensory input we are constantly receiving. But, and this is big, when there is a “glitch” in the sensory processing systems , the results can be stressful on the brain, resulting in challenging behaviors – a child who is harder to parent and finds it hard to thrive in social environments.
Sensory processing skills develop differently for each child.
Sometime between the ages of two and three, children begin to develop the ability to extend their attention span and follow an external plan – skills vital to social emotional growth. If, during this time, a child seems to be struggling in this area of development, there may be underlying factors impeding the process. We are all wonderful and unique in how our brain grows and develops. Different speeds and different strengths and challenges do occur along the journey. Sensory processing challenges can result in outbursts, tantrums, an unwillingness to socialize, go to school or play by the rules, and may be a precursor for learning or emotional challenges in the school aged child. We encourage parents that believe their child may be struggling in these areas, to get early support.
Helping the sensory child thrive, not just survive.
When we know why a child is struggling we can modify, adapt and create an individual plan that sets up the child for emotional, social and learning success. An occupational therapist utilizing a sensory processing approach, can assess a child to identify the underlying sensory processing challenges. At that point, an individualized therapeutic strategy will be created that will address those challenges, and build the child’s self-regulation, joint attention, and promote imitation and shared reciprocal play.
It is critical to understand why a child’s nervous system is struggling to calm and regulate, listen and participate, and to empathize and relate successfully to others. The occupational therapist can help parents to identify and implement strategies that will build their child’s regulation, joint attention, attunement and engagement in the relationships and activities of the family, building a foundation for lifelong attention and learning.
Early therapeutic intervention can help prevent negative relationships, micro trauma, negative interactions, and stress and frustration within the family unit.
Seeking information to help you parent your individual child is a joyful and wonderful gift. Fear of the unknown often prevents parents from reaching out for more information. We all have a unique and individual sensory processing system. When each member of the family understands the unique sensory needs of the other, peaceful, successful interactions can occur with less challenge and stress.
If your child is struggling, and you are a struggling parent, please reach out to get help. We invite you to come and learn about your own sensory processing systems and those of your children so that your family can create goodness of fit for peace and joy in your family.
Helping a Child Learn About Non-Verbal Communication
Like all things topsy turvy in this strange new world we’re learning to live in, learning to learn, itself, has been turned upside down.
As occupational therapists working with children, we talk a lot about and address challenges common for children with sensory processing disorder – or the difficulty in dealing with sensory overload. Now, with parents, teachers, caregivers and peers all wearing masks, suddenly the problem is a lack of enough sensory input, in this case, visual input, making it difficult for young children developing early social skills, to understand feelings and expectations being communicated to them.
Our whole body is responsible for non-verbal communication, with verbal communication only accounting for 10%-30% overall. For young children or children with neuro-developmental differences, interacting with others in masks can be challenging – but our smile or frown, or anything in between, only accounts for a small amount of our non-verbal communications.
Now is a good time to encourage and guide your child to become a “social detective”, looking for whole body language (non-verbal) cues that hold the clues to ideas, thoughts, feelings, attitude and state of mind being communicated, much of which is produced subconsciously. While eyes opened wide or brows furrowed are pretty obvious indicators of feelings, many children have difficulty with the intimacy of sustained eye contact. The “social detective” will need to pay closer attention to a person’s posture, movements, and arm placement (crossed or open, for example), for bigger and easier indicators to use when determining friendship and attention.
To support a child’s critical early social development during this time of masks and social distancing, parents might try role playing with their children, pointing out different body postures and positions, and discussing what information those positions might be relaying. Practicing guessing how family members are feeling at home with and without masks can help with feelings of anxiety when venturing out of the house. Using favorite TV shows or YouTube characters can be helpful as well! Pause the show, cover up the character’s face on the screen and see if the posture of the character matches the emotion they are feeling. A few non-verbal check-ins a day will help grow your child’s awareness and understanding of non-verbal communication, and how to connect to those communications and the people sending them.
The Benefits of Zoom Teletherapy
Zoom Teletherapy: An Educational Therapist’s Perspective
A series of articles by Ann B. – Educational Therapist
In these uncertain, and sometimes bleak days the Corona virus has imposed upon us, I am going to admit to something surprising, and perhaps controversial: I enjoy, and actually benefit from, treating my educational therapy clients using Zoom. I know, I agree – it has its drawbacks, but its advantages are too numerous to ignore.
I’ve been using Zoom to conduct my 50-minute educational teletherapy sessions since the shutdown, and it was surprisingly easy to transition from “in-person” to “in-camera,” even though I had limited experience with Zoom prior to the pandemic. My clients range from age 6-17 – some have special needs, while others have some identified learning difficulty such as dyslexia or ADD. My overall experience these past 4 months (is that all it’s been?) with distance learning has been unquestionably positive. Zoom is, hands-down, a helpful tool that aids me in keeping my clients’ skills from becoming rusty, and much more. I am even using Zoom to teach clients to read, to write, and to actually create and use a schedule! I profess, even I am a little surprised at this!
The Zoom Benefits
The benefits of using Zoom are both personal and professional. Personally, I sure don’t miss those pre-Covid early morning wake-ups, followed by a quick dog walk, then making breakfast, which I drank on my drive to work. Nor do I miss the responsibility of keeping up appearances by dressing up for work. I find I use less make-up now, due to how well Zoom’s “touch up my appearance” feature works. No commute means the expense of time and money are now erased, and I get to sleep in a little.
Professionally, the benefits of Zoom teletherapy are even broader. It definitely makes sharing digital resources with students a more direct experience. It’s ironic – we call it “distance learning,” but it’s really the opposite. In fact, when you think about it, the distance between my lips and my students’ ears actually decreases in the Zoom environment. Same with the digital document and my students’ eyes. Being this “close” enhances both the educational and the therapeutic relationship, and I still feel connected when I see my students’ faces. That is, when I can see their face, which, at times, can be a challenge. Imagine what it looks like if your view is being controlled by a youngster holding an iPad (i.e., your head) between their two hands. I usually end up getting queasy at the sight of bouncing unintelligible objects that appear upside down and this way and that. Often I get to admire the ceiling, but sometimes I am rewarded by the sight of my student’s quizzical face, because s/he needs to “check in.” Those can be the best moments, because it usually happens when they just learned something – sigh.
Here’s a recent example of what I mean by ease of using resources. I had to get creative to get my 1st grade client with special needs back to our session (she thinks it’s hilarious to pretend to shut the laptop, saying, “OK, ‘bye!”). Once, she walked away, but I felt she must be nearby, so I Googled the first thing I could think of – an armadillo. The educational video that I was playing for her, less than 10 seconds later, brought her back with eyes wide and mouth closed. Then we continued with the session, and later rolled up like an armadillo for a body break. And that’s just one resource – I could have pulled up an eternal supply of relevant and effective material. It’s virtually unlimited!
I have two adult children of my own, and I really feel for the parents out there who have young children in school in 2020. Let’s face it – it’s scary to send your child to school these days! I am glad we have teletherapy, now at CSC, so that I can continue to deliver vital educational therapy to the fabulous kids I work with.
Sensory Motor Activities Help Kids Learn at Home
The weather is perfect for some time outdoors engaging your child in fun sensory motor activities!
The 4 videos below demonstrate easy, fun and engaging ways to use sensory motor activities to advance academic learning. The kids will have a great time as they are motivated and challenged, both physically and mentally.
Practicing math, spelling and handwriting has never been so much fun!
Sensory motor play with shaving cream is a great way for kids to practice letter and number formation.
How to use fun, engaging sensory motor learning to advance academic learning at home.
Fun and engaging “at home” activities for kids use balance and core work while practicing math and spelling.
Listening, thinking, matching, moving – sensory motor learning at home.
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Summer Camp 2019 – A Look Back
Every year, with the weather warming and the anticipation of the end of the school year, our CSC team looks forward to the summer camp program. Our Kindergarten Camp is always a favorite, and this year we added the Summer Brain Building Camp, which proved to be great fun for the kids and us!
Kindergarten Enrichment Summer Camp
K-Camp is such a joyful experience for the campers. For many of them, this is their first “camp” experience. That, combined with the anticipation of entering Kindergarten, creates excitement and glee for the children as they embark on their social learning journey.
While playing and making new friends, each camper was actually being challenged to build their capacity for adaptation and flexibility, supporting transitions between our sensory gym and classroom-like environments.
At the outset, each child engendered mindful attention, active listening, and presence to sculpt a grounded infrastructure. Such practices created a platform for social and emotional balance and regulation that promoted “whole body and brain” listening and engagement.
Our focus on learning stemmed from an array of structured, tabletop activities, to less structured, independent tasks that included sound/letter identification and pairing, rhyming, handwriting, word creation, and initial reading practices.
Through a social-emotional lens, we explored group plans and dynamics, problem-solving, expected and friendly ways of being, the sense of belonging, and further developed confidence and competence. Taking a look inward and building on self-reflective practices and attunement, each child began to expand their self-awareness and interpersonal skills. Through such dynamics emerged a child’s sense of openness, curiosity, and creativity to explore and build pathways for learning and academics, motor skill development, play, and social-emotional integration.
Whew! That said, the kids had a blast laughing, playing, giggling, and making friends and memories. Good luck new kindergarteners – you got this!
Social Brain Building Summer Camp
New this year to CSC’s summer camp program, was Social Brain Building Camp. Designed for children entering 1st grade in the fall, this camp invites children to exercise their imaginations, and role play while having fun building dynamic social skills that prepare them for successful relationships in 1st grade…and life!
Campers attending CSC’s Social Brain Building Camp embarked on their social-emotional journey with eagerness to make new friends, enjoy physical activity, and learn the fundamentals of “we-thinking”. These were big challenges that the group worked on through various fun activities, including building a rocket ship to go to the moon, painting and coloring emotions, playing board games, watching interactive social skills videos, having a shaving cream party, and performing space man exercises.
The camp’s goal was to develop social and emotional balance, regulation for first time listening, and cooperative conversational skills. Taking a look inward and building on self-reflective practices and attunement, each child began to expand their self-awareness and interpersonal skills. Campers began to take charge of their own emotions by identifying their feelings, utilizing the “take a break space” when needed for re-centering, and using their words to communicate their needs to peers.
Each week helpful hints were sent to parents to support and encourage ongoing social learning within the home.
Overall, the children at both camps, created a toolbox that shaped the development of the brain and body, enhancing capacity for social relationships, emotional experiences, and cognitive opportunities on the learning journey.
How Can I Help My Child by Helping Myself?
“How do I help my child? What am I supposed to do?”
That is the question most parents ask when we begin speaking to them about their children’s developmental and learning challenges. It comes from a feeling of helplessness. They’ve either tried everything they know or they’re at the beginning of their attempts to make sense of things, and the myriad treatment options seem too overwhelming to make decisions about. The result is burnout or, worse yet, the inability to act. With knowledge and support, parents are empowered to act swiftly and confidently on their child’s behalf.
It takes a village to help my child.
You can’t do this alone, nor should you have to. The best thing a parent can do when seeking support for their child, is to get support for themselves. Parents are the ones helming the ship, and if the captain isn’t operating with optimal knowledge, the whole crew suffers. Self-care, groups, therapy resources, and just being kind to yourself, are all recommendations for parents. Give yourself a break – give yourself compliments – don’t give in to negative self-talk.
There’s no right or wrong way to find community and get support. Some parents prefer one-on-one meetings with a therapist, others prefer parent groups, while others find community in their yoga class or religious community. Podcasts, books, blogs, and online groups are great resources. Finding others to talk about these topics and share experiences, gives a parent a sense of belonging and connection as opposed to feeling isolated and alone.
At the Child Success Center we understand the hurdles and intricacies of parenting “outside the box” kids. We offer various opportunities for parents to learn how to continue and support in the home and school environments, the strategies that we work on with the kids during sessions.
Our goal is to provide the resources and tools needed to facilitate happiness and success for children and peace of mind for parents.
Parent Resources:
Behavioral Therapy – A child’s problematic behavior may, in actuality, be the resulting reaction to any number of unseen factors. Our therapists work closely with family members to help determine what lies beneath the surface of the behavior, including a variety of sensory, social emotional, environmental, and physical issues.
Child Success Foundation Parent Support Group
Child Success Foundation Annual “Outside the box” Child – Educational Conference
Preparing for Back to School with Social Emotional Brain Building
How the many aspects of social emotional brain building affect a child’s academic success.
When a parent thinks about “back to school”, thoughts probably turn to new backpacks, notebooks and sneakers. Academic questions likely come to mind too. After all, isn’t that mainly what school is all about? Well, yes, mainly. But a child’s back to school tool box needs to have social emotional skills too, as the ability to perceive, adapt, attend and self-regulate is key to effective learning and social integration. And let’s not forget about executive function, mindfulness and self-awareness. Let’s take a closer look at each of these to make sure you can check them off your child’s back-to-school “to do” list.
Social Brain Building
Much can and should be said about social brain building, and we’ve written much on the topic. But for the sake of this article, we’ll keep it short. In a nutshell, social brain building is the development of a child’s social emotional health, critical for interactions with others.
This developmental process is not always inherent, and relies upon efficient self-regulation, sensory motor processing, executive function, two-way communication, (verbal and non-verbal), and the capacity to stay connected, in order to develop problem solving skills and a sense of “self” in relationships. The integration of all these processing systems enables a child to think of others, taking into consideration their thoughts, emotions and intentions, and react in an expected manner to build attachments rooted in joyful, trusting relationships.
Communication
We navigate our world and our social relationships through language. Effective use of oral communication with peers sets the stage for positive self-esteem, and enables a child to advocate on his own behalf.
Receiving and processing non-verbal social communication cues requires a child to “think with their eyes”. By visually assessing a given situation they can determine what others might be thinking, how others are feeling, and what might be expected of them upon entering that situation or environment.
Speech Development Checklist
Executive Function
The ability to think as a “we” and follow directions, listen, attend, modify behavior and anticipate change, is the foundation of executive functioning. Executive function is a set of processes, or neurologically-based skills, that all have to do with managing oneself (mental control and self-regulation) and one’s resources in order to achieve a goal. A solid foundation of executive function skills is imperative to all learning.
Mindfulness and Self-Awareness
We hear a lot about “mindfulness” these days, but perhaps you’ve never heard of the body’s 8th sense. Interoception is a sensory system that gives us whole body awareness from the inside out. Receptors for interoception are widely spread throughout the body’s organs and give us a huge variety of sensations including but not limited to hunger, physical exertion, nausea, and the need to go to the bathroom. Interoception is deeply connected to our emotions and self-regulation. When a person is aware of their internal state they will either consciously or unconsciously take steps to self-soothe. That entire process from sensory perception, to awareness to self-soothing, all together is called self-regulation. Our desire is for our children to be regulated in order for them to successfully build meaningful relationships with others.
Self-regulation
Self-regulation refers to the ability to manage your reactions to your emotional and physical feelings and the environment around you, and begins with the ability to identify and validate those feelings. The ability to self-regulate is closely tied to one’s awareness of their internal state via the interoceptive sensory system as well as efficient management of input from all 8 sensory systems.
Sensory Processing
Self-regulation depends largely on a child’s capacity to turn the volume up and down on incoming sensory information from all 8 sensory systems. Effective sensory processing directly affects a child’s ability to attain and maintain the “just right” state of regulation necessary for the classroom and peer interactions.
So as you might have surmised, the system of social emotional skills is complex and highly interconnected. It is also vitally important to a child’s academic success, and really to all of life’s successes.
Have a look at these areas of development as part of your preparation for the upcoming school year. If you have concerns regarding your child’s proficiency in any of the areas discussed above, a consultation with an early childhood development specialist might be recommended. It’s never too late to learn a new skill set, but like with anything, the sooner the better!
Summertime Tips for Early Childhood Development
Summertime can provide endless opportunity to enrich early childhood development.
Summertime for young children means splashing in water, squishing sand between toes and endless hours of creative play. Still, there are ways for parents to guide a child’s play, here and there, to make sure they’re getting all the developmental support and enrichment they need to be ready for their next level of learning.
Summer tips for early childhood development – 2-6 year olds
The therapists at Child Success Center share some simple ways parents can foster early childhood development during the summer break.
Literacy:
- Sit and read with your child everyday. Choose books with illustrations and have your child talk about the story and images as you read it. When you’ve finished reading the book, ask your child to tell you what happened in the book in the beginning, middle and end. Books with little or no text encourage a child’s imagination to create the story.
- Consistency and accessibility can foster early literacy. At home, create a reading corner where you and your child can sit and enjoy books whenever you want. When traveling over the summer, take some favorite books along in the car or plane, and find some new ones that might be relevant to the places your visiting or the activities you’ll be experiencing.
Social Brain Building:
- Facilitate social skills building by challenging your child to get acquainted with one new peer each week during the summer break. Ask them to find out another child’s name and 2 fun facts about that child, such as what grade they’re going into and if they have a pet. This exercise helps a child build confidence when placed in new social groups or when entering a new classroom environment.
- Invite some of your child’s friends over to collaborate on building a fort or obstacle course. When completed, have them explain why they made the choices they did, and ask for a walk thru or demonstration.
- Limit screen time each day. With the extra “down time” during the summer break, it’s easy for a child to spend too much time in front of a screen. Limit screen time, making sure there’s plenty of time spent playing, exploring and socializing.
Communication:
- Encourage your child to share thoughts and words. One way to help build “communication temptation” is by keeping toys out of your child’s reach. This requires your child to use their language to ask you for what they want. As a child learns to request, provide two options, asking, “Do you want _____ or _____ toy? By doing this, the child is empowered with ownership over their choices.
- Language is everywhere! Increase your child’s exposure to language input by narrating, commenting, and labeling everything you see while playing, eating, and driving.
- Engage in activities that involve and stimulate the talking muscles, tongue, lips and jaw: Blowing bubbles, blowing kisses, drinking with a straw.
- Take pictures of your child’s day and talk about what happened first, next and last. Make a photo album of your child’s summer activities that he can talk about with friends and family.
Communication and social brain building skills come with shared play experiences, including just getting messy! Play with water, take out the finger paint, dig in the garden, build sandcastles. Have a great summer!
Preparing a Child for Kindergarten-What Parents Need to Know
There is more to preparing a child for Kindergarten than many parents might think.
It is only natural for the parent of a pre-schooler to look forward to their child entering Kindergarten with excitement, pride and perhaps a tear or two. They grow up so fast, right? But what do parents really need to know about their child’s “readiness” for Kindergarten? In preparation for a smooth and successful transition to Kindergarten, parents should first take a look at how their child has progressed developmentally.
Age isn’t the answer.
Age is not an exclusive predictor of kindergarten readiness. While most children are developmentally ready to begin school at age 5, developmental strengths and difficulties vary with each child, and they pass through developmental milestones – physical, emotional and cognitive – at different rates.
What Should Parents Look For in Their Pre-K child?
Social/Emotional Regulation (Social Brain Building) – The kindergarten ready child will be able to communicate about thoughts and feelings, needs and wants, and use language to negotiate and problem solve with peers. He/she should be able to stay connected with peers for up to 30 minutes to play reciprocally. He/she will demonstrate independence in personal care. The child should be able to follow three step instructions, understand rules, and that actions have cause and effect. Most importantly, they will be ready to socialize and learn in a group environment.
A child must be able to walk into a situation and be able to observe and listen, then perceive what is expected of them. For example: a child walks into a classroom where other children are sitting and drawing. The child can then conclude that she is expected to sit and draw.
>Learn more about Social Brain Building
Executive Function – The ability to think as a “we” and follow directions, listen, attend, modify behavior and anticipate change, are the building blocks of executive functioning, a set of processes, or neurologically-based skills, that all have to do with managing oneself (mental control and self-regulation) and one’s resources in order to achieve a goal. A solid foundation of Executive Function skills is imperative to all future learning.
>Learn more about Executive Function
Attention – The child should have the core strength and stamina to sit with a calm body, listen, watch, and focus on an activity for 15-20 minutes.
Pre-Writing Skills – A child’s visual motor integration enables her to draw or reproduce what she sees, and is essential to learning to handwrite. A pre-K child should exhibit consistent hand dominance, dynamic tripod pencil grasp and ease in successful scissor manipulation. They should be able to legibly write their name and multiple upper case letters from memory.
Visual Processing/Visual Memory – Allows a child to give meaning to, and see similarities and differences in visual images, recall letter formation, and recognize subtle differences between letters such as “f” and “t”.
Language Skills – Studies show that kindergarten teachers list communication skills as the most important indicator of a child’s readiness for kindergarten. Language development supports socialization, participation and cooperation, literacy and learning.
Literacy Skills – “Phonological awareness” is the awareness of the sound structure of words. For example, recognizing that the word “cat” can be broken down into individual sounds: “c-a-t”. Phonological awareness in kindergarten is the single best predictor of later reading and spelling achievement.
Supporting Parents Preparing a Child for Kindergarten
It is important to note that approximately 1 in 5 children experience one or more challenges with behavior, communication, body movement and learning. While these challenges are common, each child’s root issues can be vastly different. If your child is struggling in any of these areas as the transition to Kindergarten approaches, it would be wise to seek out a consultation or assessment with a pediatric therapist who can get to the root issue and facilitate a program of occupational, speech/language, educational or multi-disciplinary therapy.
What is a Kindergarten Readiness Program?
A Kindergarten Readiness Program is designed, with the individual child in mind, to best prepare him to successfully enter school and joyfully manage the “job of Kindergarten”. Each summer, Child Success Center’s Kindergarten Enrichment Camp helps children grow and acquire skills in areas of social learning, academic learning, gross and fine motor skill development, verbal communication, imagination and creativity. Our program is facilitated by learning specialists that understand different learning styles and can adapt the K-Camp experience to create the “just right challenge” for each child.
Through a social learning lens, mindfulness-based practices allow the camper to explore group dynamics, practice transitions and develop skills to monitor changes in the environment. Skills are added to their toolbox for attending, being present and listening with their whole body, while creating a foundation for emotional balance.
In addition to preparing kids for a successful entrance into Kindergarten, K-Camp is a great time for socializing, making new friends and having summer fun.
Social Learning Prepares Children for First and Second Grade
Your kindergartner or first grader works hard at school. Not only are there academic expectations, but your child needs to self-regulate in order to manage the various social expectations. Whether following planned group activities, transitioning from one activity to another, using spoken language to share ideas, taking turns, listening when others speak, or managing big feelings and big energy, social brain building is imperative for success.
Your child wants to belong, feel connected, solve problems, share ideas and work within a group, but it doesn’t always happen naturally. Often a child needs the “just-right” support for their individual make up, to be able to build the foundational skills of self-regulation and flexible thinking, then be able to put them into practice within a group environment.
Children who struggle with self-regulation and flexible thinking in kindergarten or first grade often enter the next grade level with anxiety or struggles with:
- Making transitions
- Managing big feelings and energy levels
- Talking out of turn or grabbing
- Negotiating and compromising
- “Plugging in” to group plans and processes
Could your child use a boost in their Social Brain Building this summer?
Child Success Center’s social learning specialist, Patty Ramsey, LMFT, has designed a 2-week summer enrichment camp that will help campers gain the social skills and confidence they need for successful relationships in first or second grade.
With a plan designed and implemented by CSC’s skilled and compassionate occupational therapists and speech and language pathologists, this summertime fun adventure will allow children to make use of their boundless imaginations and the power of play. As a team, they’ll “create” their “campsite” and problem solve camp themed scenarios, like what they would need to pack for a camping adventure, how they’d get there, what they would do once they got there, what they would take to eat and what they would see.
Campers will use their imagination to guide them on their journey –
destination unknown – of fun, adventure and team building!
Are there resources available for parent support of social brain building at home?
Social Brain Building Summer Camp will provide visuals, activities, and education on key ways for parents to help support a child’s ongoing social learning. Additionally, one parent education session, presented by Patty Ramsey, will be available for more in-depth supports.
Learn more about Social Brain Building Summer Camp
Year round Social Brain Building and Friendship Club at CSC
post updated January 28, 2020
