Comprehensive and Effective Early Childhood Intervention and Preschool Programs

Turn to our experienced professionals for a wide range of early intervention and preschool services. These include:

Comprehensive and Effective Early Childhood Intervention and Preschool Programs

Turn to our experienced professionals for a wide range of early intervention and preschool services. These include:

Comprehensive and Effective Early Childhood Intervention and Preschool Programs

Turn to our experienced professionals for a wide range of early intervention and preschool services. These include:

Physical Therapy

This is the evaluation, assessment, and treatment of children who demonstrate limitations of functional movement. Some areas that physical therapists work on may include:

  • Development of motor milestones such as rolling, sitting, crawling, and walking
  • Progress of gross motor skills such as jumping, climbing, running, skipping, and ball-handling skills
  • Balance and coordination
  • Core and limb muscle strength and aerobic endurance
  • Analysis of walking and climbing stairs
  • Postural control and alignment
  • Muscle tone and joint range of motion
  • Analysis of movement patterns and motor planning
  • Sensory-motor integration (the organization of sensory information from one’s own body and the environment to allow one to move more effectively)
  • Individualized home exercise programs
  • Adaptive equipment and bracing
  • Consultation and collaboration with other service providers to maximize carryover of goals

Our therapists strive to make personalized treatment sessions fun, interactive, and educational. We work towards helping kids gain independence in typical activities as they occur within their and their family’s lives. Our team continuously assess and monitor for progress.

We believe each child is unique. Our group also recognizes the importance of parent and family involvement to establish goals and provide carryover of activities.

Occupational Therapy

In this treatment, purposeful activities are used to help children achieve independence in all areas of their lives. It helps kids develop "skills for the job of living." A child’s "occupation" is to play, learn, eat, dress up, and take a bath.

Our occupational therapist helps children improve their functional skills related to coordination of movement, fine motor skills, and self-help skills such as bathing, dressing, and self-feeding. Some of the activities an OT may perform include:

  • Assisting parents with babies who have feeding difficulties such as sucking from a bottle, eating from a spoon, transitioning to solids, or feeding themselves
  • Working with children to develop fine motor skills needed to play with toys, learn to write, or feed themselves
  • Helping kids who show signs of sensory processing disorders such as avoiding touch, being overly active, or have difficulty adapting to new situations
  • Working with children whose motor development is compromised by high or low muscle tone or physical deformity

Speech and Language Therapy

A speech-language pathologist (SLP) is a highly trained professional who evaluates and treats children who have difficulty with speech and language. On one hand, if a child has difficulty with speech, he or she struggles with the how-to of talking—the coordination of the muscles and movements necessary to produce speech.

On the other hand, if a child has trouble with language, he or she has trouble understanding what he or she hears or sees. A child may struggle to find the right words and organize those words in a meaningful way to communicate a message or hold a conversation.

Our speech-language pathologists treat a variety of conditions, including:

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Speech Disorders

  • Articulation - The way we say our speech sounds; intelligibility of speech depends on the accuracy of the use of sounds and how the child puts them into words/sentences
  • Phonology - The speech patterns we use
  • Apraxia - Difficulty planning and coordinating the movements needed to make speech sounds
  • Fluency - Stuttering
  • Voice - Problems with the way the voice sounds

Language Disorders

  • Expressive Language - Difficulty using language when babbling and making sounds or words
  • Receptive Language - Difficulty understanding language, specifically when a child is asked to point to a dog and they point to a cat
  • Pragmatic Language - Social communication; the way we speak to each other and how we interact with peers

Other Disorders

  • Oral-Motor Disorders - Weak tongue and lip muscles
  • Swallowing/Feeding Disorders - Difficulty swallowing and chewing
  • Deafness/Hearing Loss - Therapy includes developing lip reading, speech, and alternative communication systems

Special Instruction

Special instructors or special educators receive technical training to work with children who have learning, behavioral, emotional, and physical disabilities.

Cognitive Development

This refers to the changes over time in children’s thinking, reasoning, use of language, problem-solving, learning, and approaches to interaction with their physical and social environments. In very young children, ages from birth to 3, cognitive development involves:

  • Learning to coordinate sensory input with emerging motor skills
  • Development of object permanence
  • Differentiation of self from others
  • The emergence of representational thought and symbolic play

Components of Cognition

  • Intelligence
  • Arousal, orientation, attention, and executive function
  • Memory (short and long term)
  • Information processing functions (pattern recognition, facial-emotional content, imitation, cause-and-effect associations, processing multiple sources of information simultaneously)
  • Representational thought
  • Reasoning and concept formation (problem-solving, language, perspective-taking, social context, and rules)

Social-Emotional Development

This involves the progressive change in the way that children relate to their social world. Social-emotional development also covers their ability to differentiate and express emotions and perceive the emotional states of other individuals. This aspect refers to relating to others—the degree and quality of the child’s relationships with parents and caregivers, feelings about self, and social adjustments over time.

Emotions reflect an individual’s attempt or readiness to establish, maintain, or change the relationship between him and his environment. For example, a child who tackles an obstacle to achieve a goal is likely to experience happiness.

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Family Training

Our special instructors usually provide family training. However, this will change depending on the needs of your child. We help with behavioral intervention and offer support, education, and guidance to individuals concerned with the kid’s unique developmental needs. Our team also enhances a family’s capacity to care for and improve the child’s growth.

Early Intervention (EI) Evaluation

We are pleased to offer Multidisciplinary Evaluations (MDE) and Supplemental, Occupational, Physical, Special Education, and Speech-Language Evaluations.

Our company has highly experienced staff qualified to assess children from birth to 3 years old.

We can conduct our evaluations at any place of your preference, whether it’s at your home, the daycare center, or even your grandma’s house. At least two of our pediatric-trained professionals will address your concerns. Our team will look at your child’s overall development, their strengths and needs, and the following areas:

1. Communication - Talking
2. Cognition - Learning
3. Social-Emotional - Interactions With Peers
4. Adaptive - Self-Help Skills, Behavior, Feeding, or Eating
5. Physical - Medical History, Gross Motor, Fine Motor, Sensory Skills

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Complete Assessment at No Cost

Children may be eligible for a free comprehensive evaluation if they are suspected of having delays, have learning disabilities, or are at risk of developing disorders.

Inquire About the Early Intervention Program

If you have concerns about your child’s development, contact your county office today.

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Service Coordination

An Ongoing Service Coordinator (OSC) is responsible for monitoring the delivery of Early Intervention services in accordance with the child's IFSP. OSC’s provide parents with continuing opportunities to share information, priorities, and concerns regarding their IFSP. A variety of methods are available to the ongoing service coordinator for providing such opportunities to families, as well as monitoring and coordinating the provision of services in the IFSP. These include home visits, observations and telephone contacts with the parent, other caregivers, and service providers. An OSC may also set up meetings with the parent and service providers to foster and support collaboration and integration of service strategies.

An OSC is also responsible for facilitating the child’s transition to preschool education services and/or other programs and services needed by the child and family as the child ages out of the Early Intervention Program, including the development of a transition plan. Most importantly an OSC is a welcoming and friendly voice on the other end of the phone, should there be any questions or concerns a family may have. 

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