Generated by All in One SEO Pro v5.0.1.1, this is an llms-full.txt file, used by LLMs to index the site. # EJ Therapy EJ Therapy ## Posts ### [Occupational Therapy Techniques for Feeding and Toileting](https://ejtherapy.com/occupational-therapy-techniques-for-feeding-and-toileting/) **Published:** February 4, 2022 **Author:** Vicky Moroz **Content:** # Occupational Therapy Techniques for Feeding and Toileting - [ February 4 ](https://ejtherapy.com/2022/02/04/) ![Father feeding a toddler in a high chair at the kitchen island while a mother and two children chat in the background in a bright space.](https://ejtherapy.com/wp-content/uploads/2026/06/pexels-vanessa-loring-5082644-scaled.webp "pexels-vanessa-loring-5082644 - EJ Therapy - EJ Therapy") This article focuses on summarizing the case study titled “Occupational Therapy Interventions to Support Feeding and Toileting in Children From Birth to Age 5 Years” published in *The American Journal of Occupational Therapy* (*AOTA*) and detailing the interventions that have been shown to work in children struggling with feeding and toileting. ### Feeding Children who struggle with meals due to behavioral or sensory issues respond well to consistent, repeated exposure to non-preferred or new foods when paired with positive reinforcement.1 Structure and routine are also important factors. Parent education is a crucial component of helping a child that struggles with meals, especially in strategies such as “positive reinforcement, response shaping, and extinction” in response to feeding challenges.2 These intervention techniques work well when paired with tangible rewards; however, social rewards are not as effective but are still a valuable tool.3 ### Toilet Training Toileting is successfully taught to typically developing children through the use of behavioral approaches. Increased fluid intake, consistent routines, positive reinforcement, and avoiding punitive language have all been proven methods to aid with potty training (toileting). ### Case Study The following case study looks at how the above-mentioned occupational therapy techniques can be applied. This case study focuses on Owen, a 33-month-old boy, who was recommended for occupational therapy due to his parent’s concern about behavior around meals and toilet training. ### Feeding Behavior Owen presents disruptive behavior at the table and only eats a select few foods. Owen accepts crunchy food like crackers, some fruits, and french fries. At breakfast, Owen is more agreeable because he is given his preferred finger foods. Throughout the day, Owen will drink water or nutritional shakes. Dinner is the time when Owen’s behavior becomes difficult. He doesn’t want to sit at the table, throws food, and gags on new or non-preferred foods. Owen’s parents will provide him with a separate meal of foods that he prefers at dinner and eat their meal once he has gone to bed.4 ### Toilet Behavior Owen’s toilet behavior lacks structure. He doesn’t indicate if his diaper is soiled or wet and does not eliminate into the toilet. Owen will hide if he’s had a bowel movement. With proper verbal and visual cues, Owen will retrieve clean diapers for himself. He can undress but does need help getting dressed. His parents’ main concern is that he’s not as independent as he should be compared to his peers.5 ### Goals The occupational therapist working with Owen developed goals, each supported by evidence and recommendations by the American Journal of Occupational Therapy. According to AOTA and the Occupational Therapy Practice Guidelines for Early Childhood: Birth-5 Years, the following evidence is recommended for cases like Owen’s: “parent behavioral training programs to decrease parental stress and undesired mealtime behaviors,” “repeated-exposure feeding approaches to increase food acceptance,” “Parent coaching regarding nonpunitive toilet training language use to reduce toileting refusal,” “family-centered, routine-based interventions to improve parenting behavior, satisfaction, and well-being.”6 ### Intervention Owen’s occupational therapy sessions took place at home or school and were scheduled around the times when he experienced the most issues with feeding and toileting, such as early evenings or around lunchtime at school. The sessions also served as a coaching process for both Owen’s parents and teachers. The OT recommended that Owen’s parents stop preparing a separate meal for Owen because he needs repeated exposure to non-preferred or new foods. The OT also stressed how daily activities should be more structured and routine; this way Owen understands what’s expected of him. Meals also need a “division of responsibility,” where the parents get to decide the time, place, and what he will eat, but Owen can decide how much he will eat based on the cues his body is giving him.7 Since the therapy sessions with Owen involve a lot of parent coaching so that the parents can implement all techniques daily, the OT would coach the parents through the use of guided questioning and reflection. This helped identify problems such as snacking on the way home from school when dinner is around the corner. During mealtime, the parents are to reinforce positive behavior and ignore/redirect negative behaviors.8 Toileting involved increasing fluid intake and finding strong, positive reinforcers for when successes were made. This included an app with cartoon characters that used visual cues. Neutral phrases were developed to avoid any punitive language around any toileting mistakes.9 At school, the OT observed the behaviors at lunchtime and coached the teachers on the importance of consistent exposure to non-preferred foods in a way that was consistent with what Owen’s parents are doing. The OT also observed toileting behavior post-lunch and recognized that Owen was very disorganized and distracted on his way to the bathroom. A structured routine was necessary so that Owen would be able to go to the toilet each day at the same time. ### Key Takeaways This study showed how to apply different interventions in the case of toileting and feeding. Feeding improves through repeated exposure to new and non-preferred foods. Both feeding and toileting improve through structured routines, parent education, positive reinforcement, and visual and verbal cues. The author recommends that “occupational therapy practitioners should also incorporate reinforcement, chaining, shaping, and exposure strategies to improve toileting independence, mealtime success, and parent confidence and well-being,” as well as “the incorporation of occupation therapy into the natural settings of early childhood education.”10 **Categories:** Occupational Therapy, OT Research --- ### [The Importance of Evaluating Sleep as an Occupation](https://ejtherapy.com/the-importance-of-evaluating-sleep-as-an-occupation/) **Published:** February 11, 2022 **Author:** Vicky Moroz **Content:** # The Importance of Evaluating Sleep as an Occupation - [ February 11 ](https://ejtherapy.com/2022/02/11/) ![Close-up of a peacefully sleeping baby with eyes closed, wrapped in a soft cream knit blanket.](https://ejtherapy.com/wp-content/uploads/2026/06/pexels-snapwire-101523.webp "pexels-snapwire-101523 - EJ Therapy - EJ Therapy") One of the most common and most overlooked issues in pediatric OT cases is sleep. It is a critical occupation that can affect a child’s performance, behavior, attention, sensitivity, and much more. The following studies provide evidence for why sleep should be evaluated when a child comes in for occupational therapy. ### *Pediatric Sleep Difficulties: How OTs Address Sleep as an Occupation* Sleep is still a widely unstudied occupation. There is some evidence that references how critical sleep is, especially for pediatric patients. However, therapists reported that they feel sleep interventions and assessments, if done at all, aren’t thoroughly researched or effective. Those therapists that do address sleep will typically offer sensory strategies, environmental recommendations, medication, or routine modifications. However, many therapists claim to not feel as though they can adequately address sleep issues. This survey suggests that sleep is not being appropriately addressed, and should not be overlooked as a critical determinant in a child’s performance in occupations throughout the day.1 ### *Experience of Sleep for Families of Young Adults With Autism Spectrum Disorder* Families living with ASD youth tend to have their entire routines revolve around the individual, and bedtime can be especially difficult. Usually, sleep difficulties don’t resolve even into the early years of adulthood. The families interviewed in this study showed emotional themes of difficulty and hopelessness when it came to managing sleep with their YA-ASD.2 Each YA-ASD studied showed difficulty in falling and staying asleep, as well as disruptive nighttime behavior which led to the overall exhaustion of the family.3 This study cites the study published by the American Academy of Neurology which recommends “(1) addressing coexisting medical conditions, (2) implementing behavioral strategies, (3) using melatonin, and (4) exploring complementary alternative medicine.”4 These strategies are the typical recommendations for sleep problems when it comes to typically developing children, but may not be as effective for YA-ASD.5 Although this study shows the necessity for further study of effective sleep interventions for YA-ASD, it also shows the importance of not overlooking sleep when providing occupational therapy, especially for ASD individuals and their families. ### *Relationship Between Sensory Processing and Sleep in Typically Developing Children* Sensory processing challenges can affect a multitude of a child’s daily occupations such as participation in activities, socialization, play, and tasks of daily living; additionally, sensory processing affects sleep.6 Children who presented with sensory processing challenges had more difficulty falling and staying asleep, poor sleep hygiene, drowsiness, and difficulty with sleep preparation. The study implicates that there is “significant associations exist between children’s sensory processing abilities and their functional participation in sleep occupations and therefore provide a preliminary reference point from which to assess children referred to occupational therapy for sleep problems.”7 **Categories:** Occupational Therapy, OT Research --- ### [Verb Particle and Preposition Acquisition and Teaching](https://ejtherapy.com/verb-particle-and-preposition-acquisition-and-teaching/) **Published:** February 18, 2022 **Author:** Vicky Moroz **Content:** # Verb Particle and Preposition Acquisition and Teaching - [ February 18 ](https://ejtherapy.com/2022/02/18/) ![Two children play with colorful ABC blocks on an orange background, promoting early literacy, with the letters A, B, and C visible on blocks.](https://ejtherapy.com/wp-content/uploads/2026/06/verbparticle1.webp "verb+particle++(1) - EJ Therapy - EJ Therapy") Studies have shown that verb particles are especially difficult and care should be taken to properly teach students. This can be done through direct instruction. This summary features two articles: one about why verb particles and prepositions are difficult to acquire for language-impaired children, and a summary of how direct instruction can be an effective method of teaching both verb particles and prepositions. Verb particles are a verb and a particle combined that take on meaning (work out, bring up), while prepositions are words paired with a noun or pronoun to show time, location, or direction (at, in). The most common particle and preposition words are in, on, off, down, up, over, and out. ### *Verb Particle and Preposition Acquisition in Language-Impaired Preschoolers* Verb particles and prepositions prove to be especially difficult for language-impaired children to master. Previous studies have shown that language-impaired children struggle with both prepositions and verb particles. However, this study found that it is particularly verb particles that prove difficult for language-impaired students to grasp, and extra attention should be paid to verb particles when teaching students, especially those that are language-impaired. In this study, the language-impaired and language-matched children performed about the same when it came to prepositions, while language-impaired children struggled significantly with verb particles. The difficulty with verb particles is that a verb particle is combined with another word to form meaning and they function differently with noun and pronoun phrases, while prepositions are independent of the verb.1 Some reasons why verb particles may be difficult to master are a combination of factors such as verb mastery, difficulty with distributional analysis, and weak processing skills. A lot of language acquisition happens naturally over time through repetition. **References** 1. Watkins, Ruth V. and Mabel L. Rice, “Verb Particle and Preposition Acquisition in Language-Impaired Preschoolers,” Journal of Speech and Hearing Research. 34, no. 5 (1991): 1138 , https://doi.org/10.1044/jshr.3405.1130. ### *Using Direct Instruction: Teaching Preposition Use to Students With Intellectual Disability* Understanding prepositions is a critical part of language comprehension. Children developing typically start comprehending and acquiring prepositions use naturally, while those children with intellectual disability (ID) do not acquire these skills incidentally and require a much more direct approach. Direct instruction is a systematic teaching method that is directed by the instructor at the student and can be a great way to teach language to students with intellectual disabilities. The direct instruction method used in this study revolved around using common school items to demonstrate correct locative preposition use. The instructor would select familiar items like pencils, folders, pens, etc. The instructor would then give both examples and nonexamples using locative prepositions relative to a reference point, such as a table (the pencil is on the table, the pencil is not on the table). Correct answers were verbally affirmed and reinforced. Incorrect answers were corrected through modeling by the instructor. Later on, reinforcers, or highly-favored items, were used to see if the students could request their desired item using the locative prepositions they just learned. Reinforcers could be food or toys that are preferred by the child. For example, a child would have to request their favorite toy by asking for it based on its location. To maintain the prepositions they learned the students would be retested on the learned prepositions every few days. The study found that this method of direct instruction was beneficial for both expressive and receptive use of prepositions for students with ID.1 Another great result of this method was that the students were able to maintain their use of prepositions for up to 8 weeks, which is usually difficult for many students with ID.2 Much success was found with a scripted lesson plan that encouraged repetition and frequent student engagement which allowed for language acquisition.3 Since this method was applied to students between the ages of 7 and 10, it is recommended that this method be started earlier to help students build the foundation for proper language development.4 Finally, direct instruction is also a beneifical method to use for teaching verb particles as well. **References** 1\. Hicks, Christy S., et al., “Using Direct Instruction: Teaching Preposition Use to Students With Intellectual Disability,” Language, Speech, and Hearing Services in Schools. 46, no. 3 (2015): 200, https://doi.org/10.1044/2015\_LSHSS-14-0088. 2\. Hicks et al., “Using Direct Instruction,” 201. 3\. Ibid, 205 4\. Ibid, 204. **Categories:** Speech Therapy, ST Research --- ### [Importance of Screening and Treating Visual Issues in Occupational Therapy](https://ejtherapy.com/importance-of-screening-and-treating-visual-issues-in-occupational-therapy/) **Published:** March 11, 2022 **Author:** Vicky Moroz **Content:** # Importance of Screening and Treating Visual Issues in Occupational Therapy - [ March 11 ](https://ejtherapy.com/2022/03/11/) ![Close-up black-and-white portrait of a smiling person, focusing on eyes and mouth with visible teeth.](https://ejtherapy.com/wp-content/uploads/2026/06/pexels-neosiam-620251.webp "pexels-neosiam-620251 - EJ Therapy - EJ Therapy") Visual-information processing is a critical component of learning. This summary looks at the study titled “Vision, Visual-Information Processing, and Academic Performance Among Seventh-Grade Schoolchildren: A More Significant Relationship Than We Thought?” This study gives good rationale as to why occupational therapists should be helping to screen and treat visual issues. If a child is not performing well due to difficulties caused by vision deficits, they may become less motivated and less likely to participate. Those children with better visual function performed better academically as compared to those with visual deficits. The history of visual studies points to how critical an analysis of vision is, as vision deficits point to a series of problems, including poor academic achievement, reading, handwriting, activities, and motor skills that require hand-eye coordination.\[1\] This is why it is critical for occupational therapists to also be evaluating vision during evaluations and throughout therapy. In the current study, “over half of the children failed the MCT vision screening, with a similar percentage failing in the Visual Efficiency items of the screening. Even among the proficient readers, a high percentage revealed visual deficits.”\[2\] Visual deficits are common and should be looked out for, especially in occupational therapy, where it is the job of therapists to understand and identify what factors are affecting a child’s quality of life and performance.\[3\] ### Implications Due to how common visual deficiencies are, the study recommends that “screening for visual efficiency status may be warranted, at least with respect to children with unexplained difficulty in coping with the reading demands placed on them for school learning,” as well as for those children with unexpected lower performance academically.\[4\] Although screening done by occupational therapists is not a substitute for an actual eye exam at the optometrist, a screening can allow for early intervention in the case of any visual problems. It also allows the therapist to consider vision when creating a therapy plan and those children that struggle with vision efficiency skills can be referred “to a vision care specialist for assessment before proceeding with therapy to enhance visual-perception performance.”\[5\] --- Be sure to check out the “Becoming a Vision Aware Therapist” inservice under the “Inservice tab on the employee portal to learn more about screening and treating for vision in therapy. **Categories:** Occupational Therapy, OT Research **Tags:** For Therapists --- ### [Parent-Training as an Intervention to Help Children with Speech Delays](https://ejtherapy.com/parent-training-as-an-intervention-to-help-children-with-speech-delays/) **Published:** March 25, 2022 **Author:** Vicky Moroz **Content:** # Parent-Training as an Intervention to Help Children with Speech Delays - [ March 25 ](https://ejtherapy.com/2022/03/25/) ![Person with hands covered in bright multicolored paint held up in front of the face, obscuring the eyes.](https://ejtherapy.com/wp-content/uploads/2026/06/pexels-sharon-mccutcheon-1148998.webp "pexels-sharon-mccutcheon-1148998 - EJ Therapy - EJ Therapy") The Hanen Centre’s program called [It Takes Two to Talk](http://www.hanen.org/Programs/For-Parents/It-Takes-Two-to-Talk.aspx) is designed for parents of children birth to age 5 with language delays. The program teaches parents strategies to teach children to add language to interactions, adjust everyday routines to encourage turn-taking, and to follow a child’s lead. These strategies taught to parents are also great tools for SLPs to use during therapy. This program aims for early intervention to help children with language delays during a crucial period of language development, rather than continuing on the stipulation that children will outgrow the delays they are presenting. ### Interactive Focused Stimulation The interactive model of language intervention states that “contingent, simplified language input provided by caregivers elicits the motivational and informational functions that help the child make comparisons between the nonlinguistic and linguistic contexts, and induce the relationships between objects, actions, external events, and words.”\[1\] Basically, it works by increasing the opportunities that children have to learn, initiate, and participate in conversation. There are a few different parent input techniques, such as participating in activities that a child likes, interactions that promote turn-taking, and parent-modeling to help with comprehension.\[2\] Interactive focused stimulation has a specific language target, where each parent interaction is focused on a language target, such as verbs for example. The Hanen Program is an example of focused stimulation, and this particular study, titled “Interactive Focused Stimulation for Toddlers With Expressive Vocabulary Delays,” involved giving mothers target words to incorporate into daily routines and activities that the children were interested in. Once the words were mastered in daily routines, the target words were then used in new contexts. Finally, the target words were replaced with words that the child understood but did not use and then added two-word combinations. The study found that those children with language delays, or late-talkers, often have a similar language development pattern as those children without delays. Once the proper teaching structure was put in place and the children had more opportunities to learn and replicate the language they were seeing, their lexical growth improved significantly.\[3\] **Reference** Girolametto, L et al., “Interactive Focused Stimulation For Toddlers with Expressive Vocabulary Delays,” Journal of speech and hearing research. 39, no. 6 (1996): 1274-83, doi:10.1044/jshr.3906.1274 **In-Text References** 1\. Girolametto, L et al., “Interactive Focused Stimulation For Toddlers with Expressive Vocabulary Delays,” Journal of speech and hearing research. 39, no. 6 (1996): 1274, doi:10.1044/jshr.3906.1274 2\. Girolametto et al., “Interactive Focused Stimulation,” 1275. 3\. Ibid, 1281. ### Social Conversation Skills in Children with Developmental Delays Parent training programs such as The Hanen Program is also effective for those children with developmental delays. Children with developmental delays often struggle with social-conversational skills such as turn-taking, joint reference, topic initiation, and responsiveness, all of which are skills targeted by interactive focused stimulation. Since DD children struggle with these conversational skills, they often don’t receive the feedback necessary to improve their language development from both parents and peers, and in response don’t initiate communication attempts to improve.\[1\] In the study titled, “Improving the Social-Conversational Skills of Developmentally Delayed Children: an Intervention Study,” The Hanen Program was used in an 11-week training program for parents of preschool-aged developmentally delayed children to look at turn-taking, contingent responsiveness, topic control, and topic maintenance. The study found that “the children initiated more topics, were more responsive to their mother’s preceding turns, and use more verbal turns and a more diverse vocabulary than the control group children.”\[2\] The study also points out that although these parent-training interventions are effective, it is also important to counsel parents on realistic expectations of treatment outcomes. Not all children will progress at the same pace, and some children have severe delays that involve years of consistent and persistent therapy and parental intervention. Parents may “become discouraged with their child’s progress or overlook the value of improvements in language use,” so it’s important to counsel parents and set realistic expectations for the children while celebrating the progress the child has made.\[3\] **Categories:** Speech Therapy, ST Research --- ### [SLP Service Delivery Methods: Pull Out vs. Push-In](https://ejtherapy.com/slp-service-delivery-methods-pull-out-vs-push-in/) **Published:** April 15, 2022 **Author:** Vicky Moroz **Content:** # SLP Service Delivery Methods: Pull Out vs. Push-In - [ April 15 ](https://ejtherapy.com/2022/04/15/) ![Close-up of two children reading a colorful picture book, showing a bright orange truck illustration on the page.](https://ejtherapy.com/wp-content/uploads/2026/06/pexels-lina-kivaka-1741231.webp "pexels-lina-kivaka-1741231 - EJ Therapy - EJ Therapy") There is not much in-depth research that has been done on what method is the most successful method of service delivery, however, push-in with collaborative teachers seems to be the best. This article summarizes an Evidence-Based Systematic Review done on service delivery methods for speech-language interventions, particularly comparing pull out and push-in delivery and group versus individual therapy. Pull out service delivery is when the child is pulled out of their normal classroom to have speech services. Push-in delivery involves pushing into the child’s regular classroom activities to incorporate services into their routine class activities. Other examples of push-in delivery are collaboration between the SLP and teacher, or indirect services like a consultation with teacher or parent-training. ### Different Service Delivery Models Compared This systematic review looked at the effects of different service delivery models on vocabulary, functional communication, and language and literacy. #### Influence on vocabulary Out of the studies reviewed, the research compared collaborative, classroom-based teaching, individual push-in services, and individual pull out services. Out of the studies, the most effective seemed to be classroom-based team teaching, with the least successful method being individual pull out services.1 #### Influence on functional communication There were a lack of studies that qualified for this review, but what the authors labeled as an exploratory study done by Howlin (1981)2 provides “some evidence that training parents to implement a specific language program at home with their children with autism shows promise of being efficacious.”3 #### Influence on language and literacy There was one study that found some evidence that classroom-based collaborative service model had the most positive effects on language and literacy.4 ### Implications What this systematic review found was that there is still a lot of research that needs to be done. Based on this review, it is difficult to discern that one service delivery is superior to others. The authors of this review concluded that “some evidence suggests that classroom-based direct S/L services are at least as effective as pullout intervention for some intervention goals (e.g., vocabulary and that intervention in classroom settings may facilitate generalization of new skills to other natural settings.)”5Other sources state that there is now some research that push-in services where teachers collaborate with SLPs are slightly better.6 All methods can be effective depending on the context, but it is important to understand what method the individual child needs. For example, some children may also need indirect services such as parent-training to further their understanding. Others may not respond well to push-in methods and require therapy in a separate classroom away from distractions. Due to the lack of research on the subject, it is critical for the SLP and the IEP team to be able to determine the best course of action when it comes to service delivery. **Categories:** Speech Therapy, ST Research --- ### [Lego Therapy: Incorporating Social Skills Through Play](https://ejtherapy.com/lego-therapy-incorporating-social-skills-through-play/) **Published:** April 22, 2022 **Author:** Vicky Moroz **Content:** # Lego Therapy: Incorporating Social Skills Through Play - [ April 22 ](https://ejtherapy.com/2022/04/22/) ![Hands assembling a LEGO build with black lift arms and yellow pieces on a white table, with sorted brick trays nearby](https://ejtherapy.com/wp-content/uploads/2026/06/pexels-alena-darmel-7750841-scaled.webp "pexels-alena-darmel-7750841 - EJ Therapy - EJ Therapy") Social skills and participation is something that can be difficult to address in one-on-one therapy sessions, but is a critical skill to teach when working with children. This is especially relevant for those children who are autistic. Lego Therapy and play-based clubs are a great way to incorporate teaching social skills. One of the summer programs that EJ is offering this year addresses social skills where children will learn skills such as turn-taking, peer interactions, being a good sport, and whole-body listening. Although the summer program is still in development, this article summaries some of the key benefits and considerations to play-based group therapy, such as Lego Therapy. ### What is Lego Therapy? Lego Therapy uses Legos to teach those children with social communication difficulties or autism how to develop crucial social skills. This therapy technique relies on the children’s common interests of Legos to teach skills such as “like turn-taking, sharing, listening, conversation, teamwork, shared attention and problem-solving.”1 The children are split up into groups and take turns partaking in different roles such as an engineer, supplier, builder, and foreman. They have to work together to build their Lego set, and take turns in different roles. This format encourages communication, turn-taking, and problem-solving to come to a mutual goal. ### Lego Therapy Case Study Findings The AOTA article titled “Building Blocks for Social Participation: Fostering Friendship and Collaboration Through Play-Based Clubs” details the effectiveness of pilot study focused on Lego Therapy. The sessions were most effective when the children’s basic needs were met prior to starting the session. This meant that a 90-minute session was broken down to include a warm-up activity and snack that lasted 20 minutes, and this greatly helped with the attention span of the kids, especially those with busy schedules ahead of coming to the program. For those children that still struggled keeping their attention, more free-play breaks were included throughout the session. The study found that it was important to accommodate for some of the individual needs such as sensory sensitivities, social anxiety, executive functioning and visual perception deficits, and challenging behavior in the group. These accommodations included different seating options such as floor mats and beanbags, providing sensory toys, verbal and visual cues and communication tools, a plan for overwhelm, positive reinforcement strategies, etc. For example, those children with extreme social anxiety may benefit from one-on-one instruction with a therapist at first, and then introduced to a younger peer group. These findings and considerations are relevant not only to Lego Therapy, but any play-based group therapy such as EJ’s summer programs. **Categories:** Occupational Therapy, OT Research --- ### [Outdoor Play in Occupational Therapy](https://ejtherapy.com/outdoor-play-in-occupational-therapy/) **Published:** April 29, 2022 **Author:** Vicky Moroz **Content:** # Outdoor Play in Occupational Therapy - [ April 29 ](https://ejtherapy.com/2022/04/29/) ![Children swing on a sunny beach playground with palm trees and colorful slides in the background.](https://ejtherapy.com/wp-content/uploads/2026/06/pexels-cottonbro-4430308.webp "pexels-cottonbro-4430308 - EJ Therapy - EJ Therapy") With the warmer weather coming up, it’s a great opportunity to explore new ways to provide therapy. Conducting therapy in an outdoor setting is a great way to motivate children to want to participate in the therapeutic activities, and this “can lead to deeper internalized learning for generalization to tother settings in daily life.”1 Being outdoors allows for inspiration to flow, using new ways to incorporate therapy goals into the new setting. In the past years, there has been a lot of advocating done to incorporate more physical activity in the schools to fight inactivity and childhood obesity. Incorporating therapy outdoors is another way to help include more physical activity in a child’s day. ### Benefits According to AOTA2 the benefits of outdoor play include: · Playing outside offers kids a chance to explore different environments and can provide opportunities to experience new sensory experiences. · Due to the terrain outside, activities such as running around, balancing on a log, etc. can improve gross motor functions like coordination and balance. · Preparing for activities can help the child work on ADLs. · Physical activity is also an important part of a child’s day. Getting enough physical activity helps with attention and allowing the body to get more efficient rest throughout the night. · Playing outside is another great thing to incorporate into group programs, which additionally help build skills around social interaction. Outdoor play is a great precursor to other therapy activities such as working on fine motor skills through handwriting. It helps the child focus and get rid of some energy to be able to maintain their attention on other tasks. Outdoor play can improve meltdowns around getting dirty or muddy, social skills, motor planning challenges, and vestibular and proprioceptive processing. ### Outdoor Play Examples Outdoor sessions can include playing on the playground, climbing branches, balancing on logs, jumping over or walking on parking curbs or lines. Through these climbing, balancing, running, and jumping activities, shoulder and core strength can be increased, social skills improved, and overall physical wellbeing enhanced. Outdoor therapy is a great way to engage in exploratory play. Have the child play with chalk or bring some of the gym equipment outside. You can also create a scavenger hunt, or arrange some sticks, leaves, or rocks in the shape of letter, numbers, or shapes that the child is learning. If some children struggle with social participation, start them off by just having them watch and offer verbal assurance. If you can’t make it outside, offer the idea to the parents and show them how they can incorporate what you are working on in therapy outside. That helps with generalization of skills. **Categories:** Occupational Therapy, OT Research --- ### [Recasting as an Intervention for Language Development](https://ejtherapy.com/recasting-as-an-intervention-for-language-development/) **Published:** May 6, 2022 **Author:** Vicky Moroz **Content:** # Recasting as an Intervention for Language Development - [ May 6 ](https://ejtherapy.com/2022/05/06/) ![Three children sit on a blue rug and play with colorful wooden alphabet blocks on the floor of a room.](https://ejtherapy.com/wp-content/uploads/2026/06/marisa-howenstine-Cq9slNxV8YU-unsplash.webp "marisa-howenstine-Cq9slNxV8YU-unsplash - EJ Therapy - EJ Therapy") Recasting, like expansions, communication temptations, and verbal routines, is a great tool to encourage language development in children. A recast is a repeat of what a child said, but with an addition that adds meaning or corrects what the child has said. Recasting is a form of modeling, and what is said by the initiator holds the same meaning as what the child initially said. A recast can be corrective but doesn’t have to be. Imitation is not required for recasting, and it shouldn’t be prompted. Recasts should be developmentally appropriate but incorporate elements that the child hasn’t yet mastered. Recasting can be focused or broad. Focused recasting is when recasts are centered on a specific language goal, while broad recasting is a recast of anything the child says. A recast works because “the temporal proximity and shared focus with the child’s initial utterance increase the likelihood that the child will attend to the adult utterance. These features also reduce processing demands, allowing the child to make the critical comparison between her production and the adult’s.”1 ### Systematic Review of Recast Interventions A 2016 systematic review (Cleave et al.) looked at how effective recasting was as a sole intervention. Recasting can be focused or broad. Focused recasting is when recasts are centered on a specific language goal, while broad recasting is a recast of anything the child says. However, it was found that focused recasting that centered on a language goal was more effective than broad target recasting.2 Recasting can be effective with the initiator being the parent or the clinician. However, if a parent is to facilitate the intervention, the parent should receive adequate instruction and perform recasting regularly for it to be effective.3 Recasting must also be done at an appropriate level relative to the child’s development.4 For example a child who is not yet able to produce subject-verb combinations due to language impairment, may not grasp through recasts. Finally, studies seem to suggest that for those children with language impairment, recasting is most effective when done at least once a minute. **Categories:** Speech Therapy, ST Research --- ### [Helping Families Support Feeding Therapy in the Home](https://ejtherapy.com/helping-families-support-feeding-therapy-in-the-home/) **Published:** May 20, 2022 **Author:** Vicky Moroz **Content:** # Helping Families Support Feeding Therapy in the Home - [ May 20 ](https://ejtherapy.com/2022/05/20/) ![Two hands reach into a carton of blueberries on a weathered wooden table, with a person in a bright green shirt nearby.](https://ejtherapy.com/wp-content/uploads/2026/06/pexels-markus-spiske-175422-scaled.webp "pexels-markus-spiske-175422 - EJ Therapy - EJ Therapy") Featured article: “**Evaluation of MealSense:** A Sensory Integration-Based Feeding Support Program for Parents,” by Audrey Trewin, Zoe Mailloux, Roseann C. Schaaf published in *AJOT* This article focuses on supporting feeding as an occupation. Although the authors highlight the MealSense program, we feel that there is a lot of beneficial material that could be applicable to the feeding services provided in EJ’s clinic. Feeding is a central occupation that plays a critical role in an individual’s life. When a child has trouble eating, it is important to identify what might be causing those sensitivities. A child may be recommended for feeding services if they have difficulties such as selective eating, sensory issues surrounding food, and overall reduced acceptance of foods. These behaviors may cause malnourishment and weight loss in the child. Feeding difficulties are especially prevalent in children with autism (ASD). This can be due to sensory integration difficulties. Sensory Integration is the process of organizing different sensations received from the environment and responding appropriately. If a child has sensory sensitivity, they may be affected by a food’s texture, smell, appearance, etc. Feeding intervention is a critical component of helping teach a child how to properly address sensory issues related to food. However, these interventions are shown to be much more effective when the same techniques taught in therapy are carried out in the home when the therapist is not present. A cost-effective solution to this is parent education. MealSense is a self-paced, web-based parent education program that focuses on teaching parents how to address sensory-based feeding challenges in children with ASD. What makes this program appealing is that it reduces travel time and cost, making it easier to attend for parents. Programs such as MealSense are beneficial due to their accessibility, making them a great addition to traditional feeding therapy services. They help transfer the skills taught in therapy into homelife. At this time, programs like MealSense aren’t offered at EJ Therapy. However, studies such as this have shown the efficacy of parent education. Perhaps, including parent education with each feeding session or encouraging the parent to call through the week with questions would be appropriate ways to improve the progress of feeding interventions. This would be especially helpful for those families that might not be able to make it to therapy every week due to illness or other circumstances. **Categories:** Occupational Therapy, OT Research --- ### [Teaching Reading Comprehension to Students with Language Deficits](https://ejtherapy.com/teaching-reading-comprehension-to-students-with-language-deficits/) **Published:** May 27, 2022 **Author:** Vicky Moroz **Content:** # Teaching Reading Comprehension to Students with Language Deficits - [ May 27 ](https://ejtherapy.com/2022/05/27/) Reading comprehension skills are a critical component of being able to succeed in school, yet the strategies put in place do not always help those children that have language deficits, making them fall further behind in their reading comprehension abilities. Reading comprehension itself is formed of many different skills, each one mastered with time. However, those children with language deficits may have difficulty due to deficits in reading ability, lexical development, and syntactic development. If these underlying issues aren’t addressed, poor comprehension of text will result. These skills also build off of one another and further improve in time. Meaning that if one area is lacking, this could affect other skillsets. In addition to the importance and difficulty of reading comprehension skills, the expository text is the main genre that textbooks are written in, and this is one of the most challenging genres to comprehend.1 So, any child with deficits is being further challenged, meaning that these underlying issues must be addressed in order to help the child succeed. Understanding text passages requires word reading skills, lexical development, syntactic development, and topic knowledge. Word reading skills involve rapid recognition, decoding, phonological awareness, and more. To be able to read a text accurately, a child must be able to have an understanding of how different speech sounds and letters interact.2 This is a skill that improves over time as the child gets older and interacts with more challenging texts. If the child never built the foundation for word reading skills, they fall further behind. ### Lexical development Lexical development is the ability to learn new words. This is looking at context clues, root words, prefixes, suffixes, etc. to figure out the meaning of a word. Lexical development can be improved through explicit instruction.3 ### Syntactic Development Syntax is the rule system of how words are combined to form meaning. When reading a sentence, each word has to be in its proper place to express the correct information. If a reader can’t interpret the different parts of a sentence or understand how the placements contribute to the meaning, they will not be able to understand the text they are reading, let alone be able to answer more difficult reading comprehension questions. ### Topic Knowledge Topic knowledge is an important part of understanding a text. This topic knowledge is built from the other reading that has been done. Since topic knowledge is gained through reading, those children who have trouble with reading comprehension fall further behind because they may have never been able to build a good foundation. ### Common Techniques and Why they don’t always work Some common comprehension strategies include “previewing the passage for its likely content, monitoring comprehension by asking oneself questions about the passage, finding the main idea, and summarizing the key points in one’s own words.”4 These common techniques rely on the fact that a child has the word reading skills, lexical development, syntactic development, and topic knowledge required to be able to grasp the meaning of the text. However, if a child lacks these skills, they lack the foundation to understand the texts. It would not benefit the child to scan the text or summarize key points if the child lacks the foundation to be able to understand the text. The solution to this is to address the child’s problem areas and work on improving word reading, and lexical, and syntactic deficits.5 ### The Iowa Project The Iowa Project was a longitudinal study of the language development of children over a 10-year period. The study found that those children that exhibited deficits in kindergarten are more at risk to continue experience language deficits through school and struggle with reading comprehension. ### Conclusion This study recommends that an SLP should identify a child’s weaknesses, and “intervention should be carried out in a systematic, intense, focused, and explicit manner that targets each student’s underlying weaknesses, with the goal of improving the student’s ability to read independently and comprehend expository textbooks.”6 Once the underlying weaknesses are being addressed, other reading comprehension strategies can begin to be implemented, such as breaking down the text structure, comprehension strategy instruction, and vocabulary and knowledge building. Breaking down text structure is a great tool to help break down difficult texts, such as those in the expository genre. Since this is a common form for educational texts, doing an activity to help break down what’s commonly expected in an expository text can be helpful. Comprehension strategy instruction is explicit instruction in using things like graphic organizers, questions, and visual aids to help a child comprehend the text. This can be implemented once a child begins to build foundational reading skills. Vocabulary and knowledge building help prepare a child to understand a text. As discussed earlier, topic knowledge is built from previous reading experiences. However, it is helpful to prepare a child for a text by highlighting key vocabulary words that they may encounter or go over some basic information about a topic. This also helps to refresh the memory, and repeating information helps with comprehension. /p> **Categories:** Speech Therapy, ST Research --- ### [Using Peer-Mediated Intervention to Increase Social Participation](https://ejtherapy.com/using-peer-mediated-intervention-to-increase-social-participation/) **Published:** June 10, 2022 **Author:** Vicky Moroz **Content:** # Using Peer-Mediated Intervention to Increase Social Participation - [ June 10 ](https://ejtherapy.com/2022/06/10/) ![Teacher in a blazer high-fives a student across a desk as others work on papers in a bright classroom.](https://ejtherapy.com/wp-content/uploads/2026/06/pexels-katerina-holmes-5905918.webp "pexels-katerina-holmes-5905918 - EJ Therapy - EJ Therapy") Children with Autism Spectrum Disorder (ASD) often have trouble with social interactions, like reading social cues, taking turns, making friends, and playing with others. Due to this, children with ASD have a more difficult time making and maintaining friends and being involved in social activities in school. To overcome this, it is important to increase social participation in authentic environments through programs such as peer groups. ### Peer-Mediated Interventions One of the most promising interventions to help children with ASD to learn social interactions and succeed in the school environment is peer-mediated interventions (PMI). PMIs involve educating typically developing classmates about engaging with their peers with ASD. This involves educating them about ASD and explaining social and behavioral strategies. The typically developing classmates serve as models for children with ASD to follow. Overall, the research on PMIs shows that they are very promising and improve on “social network inclusion (i.e., number of social connections, peer acceptance, and classroom connectedness), non-verbal social skills (e.g., eye contact, joint attention), play skills (e.g., turn-taking), reciprocal social-communication skills (e.g., conversations, initiations, responses) as well as greater social interaction and increased friendships for children and adolescents with ASD.”1 School is a great environment for PMIs, and studies show that it’s possible for ASD children to significantly improve their social and behavioral skills.2 ### Co-Occupation, School-Based Programs Co-occupation programs in the schools are a great way to nurture interactions between those children with social and communication challenges and typically developing children. Typically developing children prefer to interact with typically developing children, and those typically developing children that do interact with those that have social or behavioral issues may not understand ASD behaviors or approach ASD children correctly in order to nurture authentic relationships. This makes it partly the responsibility of adults, such as teachers, special education directors, and therapists, to help educate and initiate an environment of inclusion and education. ### Case Study A group of neurotypical students during the holiday season came together to make ornaments with the special education students. The teachers taught the neurotypical students some of the behaviors, likes, dislikes, and preferences of the special education students, as well as how to communicate with some of the students (those who used communication devices, for example). The students were able to make ornaments, complete some parts of it, or enjoy watching peers and being involved in the way possible for them. The OT in charge concluded that “for some of our students with complex needs, being part of such enriching opportunities is possible only through the intentional support of others. What peers of the same age can offer naturally is irreplaceable.”3 **Categories:** Occupational Therapy, OT Research --- ### [Evidence-Based OT Interventions for Fine Motor Skills](https://ejtherapy.com/evidence-based-ot-interventions-for-fine-motor-skills/) **Published:** June 28, 2022 **Author:** Vicky Moroz **Content:** # Evidence-Based OT Interventions for Fine Motor Skills - [ June 28 ](https://ejtherapy.com/2022/06/28/) ![Children sit on a carpet playing with colorful balls and wooden blocks while a caregiver watches nearby in a classroom setting with a wooden dollhouse on the wall.](https://ejtherapy.com/wp-content/uploads/2026/06/pexels-pavel-danilyuk-8422262-scaled.webp "pexels-pavel-danilyuk-8422262 - EJ Therapy - EJ Therapy") The American Journal of Occupational Therapy released a study to show that common occupational therapy interventions effectively address fine motor problems and define the most common interventions used. The study concluded that “occupational therapy practitioners use a variety of evidence-based interventions in the treatment of fine motor delay and that these interventions are effective in improving fine motor skills as evaluated by the BOT-2”\[1\] The multisensory and motor development approaches were the most common and effective interventions ### Multisensory Approach The multisensory approach involves teaching fine motor skills while involving multiple senses. Sensory learning helps to promote more participation, engagement, and a higher likelihood of remembering and utilizing the skill they are learning. For example, while working on hand grasp, using a sensory bin involves tactile and visual input in the learning while making the activity fun. ### Motor Development Approach The motor development approach is learning a new motor skill through repetition until the skill is performed reflexively. This approach also involves understanding how the central nervous system controls motor function. Motor learning occurs in the brain as new neural connections are developed through repetition and practice. So, the more skill or task is performed, in theory, this aids with motor development and performance over time. ### Conclusion This study provides evidence for the interventions occupational therapists offer daily. This article aims to provide evidence-based support for our therapists so they can include these approaches in their treatments. Hence, they have studies that can help support the treatment they offer and help explain to parents why their actions are practical. **Categories:** Occupational Therapy, OT Research **Tags:** For Therapists --- ### [Executive Function Deficits in Children and Why It’s Crucial to Treat Them](https://ejtherapy.com/executive-function-deficits-in-children-and-why-its-crucial-to-treat-them/) **Published:** July 1, 2022 **Author:** Vicky Moroz **Content:** # Executive Function Deficits in Children and Why It’s Crucial to Treat Them - [ July 1 ](https://ejtherapy.com/2022/07/01/) ![Young child standing facing camera in white shirt with a green graphic, green patterned pants, and gray sneakers against a gray studio backdrop.](https://ejtherapy.com/wp-content/uploads/2026/06/pexels-victoria-art-1620769-scaled.webp "pexels-victoria-art-1620769 - EJ Therapy - EJ Therapy") Executive functions (EFs) are cognitive skills that allow for self-regulation, attention, problem-solving, working memory, multitasking, planning (including motor planning), flexible thinking, and time management. It’s all the skills used daily to be able to complete tasks. When executive functioning is impaired or isn’t implicitly learned, it has to be explicitly taught, otherwise, daily occupations can become difficult to complete. ### EF Effects on Daily Living EF problems are common in disorders such as ADHD, anxiety disorder, developmental disorders, learning disabilities like dyslexia, and autism spectrum disorders.1 At times, behaviors and problems stemming from EF deficits are difficult to identify since they are often attributed to other factors, or, alternatively, are not identified at all when sensory or motor issues are not present.2 When a child struggles with task and time management and homework, or really any daily tasks, they can be categorized as lazy. EF issues lead to an overall misunderstanding of children and cause significant effects in all aspects of their lives. Since EF deficits make completing tasks difficult, children may present avoidance behaviors, which, again, can make them appear as though they are intentionally causing problem behavior when in reality, they have limited capacity for executive functions. If EF issues are not addressed, they will continue throughout a child’s school life, with the student not being able to manage their work capacity, and then well into adulthood. This can lead to many secondary issues such as anxiety and depression.3 ### Recognizing EF Problems Sometimes, EF problems can be misattributed to other sensory, behavior, or motor problems. Alternatively, Ef deficits may not be recognized at all. Executive functioning isn’t something highlighted or thought to affect kids since it is mostly taught to OTs when it comes to treating adult brain injuries. However, it is common in many diagnoses, especially those like ADHD. Since recognizing EF problems in children is not something always taught, many practitioners pick it up through experience or through learning from another colleague. EF is a core part of occupational therapy because it is required to complete daily occupations. So if a child is struggling with things such as organization, time management, problem-solving, memory, or attention, it is imperative to look at treating executive functions, especially if the child already has a diagnosis like ADHD, ASD, or dyslexia. ### EF Treatment EF treatment looks at breaking down the tasks where there are deficits. Each task has multiple components, so it’s about communicating to the child the step-by-step process of completing one task to make it seem less overwhelming. Some popular treatment tools used include: - Visual tools - icon boards, stickers charts, schedules, checklists - Memory and matching games - Timers - Self-regulation to help with transitions - This is a great place to implement the Zones of Regulation. - Setting goals and writing out the steps to achieving them. ### Cognitive-Functional Intervention on Executive Functioning in Children with ADHD ADHD is associated with difficulties in executive functions. The Cognitive-Functional intervention, or Cog-Fun, was developed to target EF development in children with ADHD but can be used in many different populations as it targets things such as emotional, cognitive, and behavioral regulations, inhibition, working memory, personal care, academics, and many more.4 The goal is to learn the executive strategy in the therapy context and apply them in a fun activity. This program also relies on the support and interaction of parents for positive reinforcement as well as then being able to apply those methods in the home. Cog-Fun is an approach “that supports participation via metacognitive learning of executive strategies (e.g., stop, recruit effort and persist, check, plan) in an enabling context.”5 This method requires reproducing a social context, for example with the therapist and parents, and then challenging the child with whatever EF strategy that struggle with. This can be used for planning, turn-taking, something the child is working on in school, etc. The goal is to make it fun, yet also challenging. ### Resources for EF Treatment Although there is still a lot more research that needs to be done on executive functioning in children and occupational therapy techniques for treatment, it is crucial to continue looking to other therapists or disciplines for the best treatment methods. If EF goes untreated, it can have significant effects on the lives of children as they grow up. Educators like Lev Vygotsky, Richard Lavoie, and Mark Ylvisaker have all done great work in regard to studying and treating EF. Articles and books regarding their theories and practices are great examples of how to treat EF deficits. The occupational therapy technique most often known for treating EF problems is the Cognitive Orientation to Daily Occupational Performance, or the (CO-OP). [Here is a link to AOTA’s continuing education article that breaks down this approach.](https://www.aota.org/~/media/Corporate/Files/Publications/CE-Articles/CEA_July_2020.pdf) Treating EF secondary effects but not approaching the initial problem is a band-aid fix, which is why it’s important for therapists to be able to recognize what EF deficits look like. It’s important to have therapists become aware of EF deficits, as they can be a huge contributing factor. **Categories:** Occupational Therapy, OT Research **Tags:** For Therapists --- ### [Incorporating Assistive Technology in Occupational Therapy](https://ejtherapy.com/incorporating-assistive-technology-in-occupational-therapy/) **Published:** July 22, 2022 **Author:** Vicky Moroz **Content:** # Incorporating Assistive Technology in Occupational Therapy - [ July 22 ](https://ejtherapy.com/2022/07/22/) ![Red apple sits atop a stack of books on a wooden desk, with colorful alphabet blocks and pencils nearby in a classroom setting.](https://ejtherapy.com/wp-content/uploads/2026/06/element5-digital-OyCl7Y4y0Bk-unsplash.webp "element5-digital-OyCl7Y4y0Bk-unsplash - EJ Therapy - EJ Therapy") Assistive technology (AT) is anything that helps a person function in their daily lives. Perhaps technology isn’t immediately associated with occupational therapy, but it is in fact a core part of helping people, both young and old, live their most functional lives. Occupational therapy involves making daily occupations, or activities, manageable, and technology can be a huge part of that. Technology doesn’t have to be anything fancy; it can be a white noise machine, sound-blocking headphones, or window covers to prevent intense brightness in a room. In fact, a lot of therapists utilize what would be considered assistive technology every day. It’s important to recognize that this is a part of occupational therapy and be able to incorporate technology in treatment, especially in cases where more advanced devices need to be utilized, such as AAC tablets. Assistive technology in OT goes far beyond just being able to use whatever piece of equipment or system. Therapists should be prepared to problem-solve with any assistive devices or systems, such as how to help acquire and customize, assist with any technical issues, and actually incorporate the device throughout therapy. This doesn’t mean that an OT needs to be able to do all this by themselves. When it comes to more advanced technology, utilizing and acquiring the equipment is going to involve the help of office staff, educators, parents, other disciplines, and the manufacturer. For example, a child that is nonverbal and utilizes a speech tablet would incorporate collaboration between an occupational and speech therapist during therapy, but the OTs job is to help the child be able to functionally use the device. ### Using Assistive Technology to Aid with Sensory Processing Sensory processing issues are something that is often encountered in pediatric occupational therapy. There are a lot of ATs that can be used to help lessen the external stimuli, which will calm a child down, allowing them to focus on therapy. This can then be transferred into other environments, such as home and school life. Multisensory environments (MSEs) are spaces modified to create calm, productive surroundings. This can be different depending on the individual. For example, a space can be created with dimmable lights, a bean bag chair, a weighted blanket, and a white noise machine. There could be limited decorations to prevent distractions. Environments can play a huge role in a child’s functionality and productivity, especially if overstimulation is common. If MSEs are effective for the child, they can be advocated for in other environments such as the school and home. Apps are another great piece of assistive technology. Many people have smartphones and tablets nowadays making apps readily available and cost-effective. Some great app examples include: Fluidity, Calm, White Noise Lite, BrainWorks, Sensory Treat, and Zones of Regulation.1 BrainWorks and Sensory Treat have a lot of different exercises and activities broken down by environments (school, home, etc.) that can then be added into different routines. These are great tools to find new sensory activities for therapists. A routine can then be built for a child depending on what type of sensory stimulation they need to calm down, and this routine can then be given to a parent. Alternatively, the parent can have the app and the routine can be input right into the app. These are all only some examples of how technology can be applied in the occupational therapy setting. With constant advancements in technology, it’s important for OTs to be aware of the different tools they have available to help promote the most functionality in a child’s life. **Categories:** Occupational Therapy, OT Research **Tags:** For Therapists --- ### [The Family Ecosystem and its Influence On Sensory Sensitivity](https://ejtherapy.com/the-family-ecosystem-and-its-influence-on-sensory-sensitivity/) **Published:** September 9, 2022 **Author:** Vicky Moroz **Content:** # The Family Ecosystem and its Influence On Sensory Sensitivity - [ September 9 ](https://ejtherapy.com/2022/09/09/) ![Toddler sits on the floor with a yellow cup, scooping cereal from a large white bin in a cozy playroom.](https://ejtherapy.com/wp-content/uploads/2026/05/pexels-tatiana-syrikova-3933271.webp "pexels-tatiana-syrikova-3933271 - EJ Therapy - EJ Therapy") Sensory integration and sensory processing disorders are commonly addressed in occupational therapy. Sensory disorders can vary from over-responsive, under-responsive, or sensory seeking. This can lead to trouble with motor skills and coordination, behaviors, and relationships, and overall prevent the child from being able to participate in their lives actively. Since these issues affect the daily occupations of the child, the occupational therapist needs to be able to address and modify the behaviors and be aware of other possible situations and causes of the child’s sensitivities. This research summary aims to understand how home life may affect a child’s experience and coping behaviors, as well as a connection to how a parent may struggle with sensory sensitivities as well. ### The Family Ecosystem and Structuring the Living Environment The family ecosystem simply refers to a child’s home environment. A recent study has found that there is a relation between the family ecosystem and how it shapes sensory sensitivities in children. Similarly, if a child is experiencing sensory sensitivities, it is likely that one of the parents also has sensory challenges, which can be due to genetic and environmental factors1 This can hugely impact family life as the parent is trying to balance both their own and their child’s sensitivities in daily life. If a parent structures their environment to avoid sensory stimuli that impact them, the child may not be exposed to them and thus be more sensitive to them. This then does not allow them to form healthy coping strategies for sensations that are initially uncomfortable but manageable. If a child has a genetic predisposition to having sensory integration problems, this environment makes the problems much more likely to develop further. ### Implications on Practice A recommendation from the study is to take a family-centered approach, which requires acknowledging how the child’s development is shaped by home life and the environment provided by their family.1 This is a practice that does not have to occur exclusively when sensory integration is being addressed. It is something that can be applied across a wide array of disciplines, including OT, PT, and Speech therapy, as the home environment plays a big role in how the child learns to express themselves and handle difficult situations. In this case, if a child is presenting with sensory modulation disorder, it is helpful to evaluate the parent’s sensory and see how the environment is shaping some of the child’s sensory behaviors. This provides the opportunity for parent education which allows the treatment to extend past the clinic or therapist care and can be integrated into the home, creating strategies that benefit both parents and child. **Categories:** Occupational Therapy, OT Research --- ### [Research-Based Suggestions for Teaching Joint Attention to Children with ASD](https://ejtherapy.com/research-based-suggestions-for-teaching-joint-attention-to-children-with-asd/) **Published:** September 30, 2022 **Author:** Vicky Moroz **Content:** # Research-Based Suggestions for Teaching Joint Attention to Children with ASD - [ September 30 ](https://ejtherapy.com/2022/09/30/) ![Young child playing with plush toys on a bed, soft natural light in a cozy room](https://ejtherapy.com/wp-content/uploads/2026/06/pexels-kha-ruxury-913179.webp "pexels-kha-ruxury-913179 - EJ Therapy - EJ Therapy") Joint attention is “the development of specific skills that involve sharing attention with others through pointing, showing, and coordinating looks between objects and people, as well as the development of attention states that involve mutually sustained joint engagement with others.”1 Children with autism often have trouble with joint attention. They may not respond to people around them and seem aloof. This can become harmful when this lack of interaction leads to a delay in language and learning. The lack of joint attention causes this delay as children learn to communicate verbally and nonverbally by watching and interacting with others. ### Past Studies and Implications Studies looking at joint attention interventions were successful up to the point of generalization of the skills into everyday life. The environment where the children were taught was not in a natural context, making it difficult for the children to generalize those skills into daily interactions. These studies showed that a parent-training or parent-education component on top of therapy, either in a clinical or preschool setting, is crucial for teaching joint attention to young children with ASD. ### Current Study and Implications The current study focused “on the development of play routines in which the adult could follow in on the child’s interests, maintain and then expand upon their play activities. These expansions encourage longer “topics” in which children had more opportunities to communicate.”2 One of the determining factors of whether this intervention was effective was the parent’s engagement in the treatment plan. If the parent kept to the program with the daily implementation of the learned techniques, the child would be more successful in increasing joint attention skills. However, the study also found that it is still challenging to develop these skills when treatment is administered only through the parents. Since the earlier studies mainly administered by the therapists did show progress, it may mean that a combination of therapists and parent-mediated treatment is the right combination for treating joint attention skills in young children with ASD. ### Key Takeaways Joint attention is an essential skill for children as it is a critical component of learning and developing verbal and nonverbal communication. Children with autism commonly have a problem with joint attention, which contributes to why a child with autism may have a speech delay. It is essential to administer both therapy in school or the clinic and encourage parent education and a home treatment plan for the child to learn critical joint attention skills. **Categories:** Speech Therapy, ST Research --- ### [Handwriting Interventions for Occupational Therapists](https://ejtherapy.com/handwriting-interventions-for-occupational-therapists/) **Published:** October 7, 2022 **Author:** Vicky Moroz **Content:** # Handwriting Interventions for Occupational Therapists - [ October 7 ](https://ejtherapy.com/2022/10/07/) ![A man in a white cable-knit sweater guides a child as they draw together at a bright white table covered with markers and papers in a cozy room.](https://ejtherapy.com/wp-content/uploads/2026/06/pexels-cottonbro-6140211.webp "pexels-cottonbro-6140211 - EJ Therapy - EJ Therapy") The American Journal of Occupational Therapy published “Interventions Within the Scope of Occupational Therapy to Improve Children’s Academic Participation: A Systematic Review.” This systematic review looked at OT interventions to improve components, including educational participation, literacy participation, and handwriting. Since occupational therapy interventions often target handwriting, it is crucial to use evidence-based and best-practice interventions. The study alarmingly found that relatively few successful, wide-ranged studies show the most effective interventions for handwriting. Therapeutic practice, self-evaluation, and performance feedback were effective. At the same time, there was little evidence for practice addressing isolated component skills, “such as visual perception, kinesthesis, in-hand manipulation, visual motor integration, or biomechanical features of handwriting.”\[1\] ### AOTA Recommendations AOTA, or the American Occupational Therapy Association, looked at this systematic review to create intervention ideas for handwriting. AOTA recommends following handwriting curricula, activity-based practice, self-evaluation of writing, and co-teaching/collaboration with teachers. The handwriting curricula should include using sensorimotor activities to teach strokes and letters and provide a chance for the therapist to model using verbal and visual clues. Activity-based practice is a way to get the child excited about handwriting. This could be using familiar words, such as favorite shows, characters, family members, or colors. Encourage the child to write by providing incentives like fun and colorful pens or any tool that will help them write. For example, you can give a fun pencil sharpener and encourage them to write so that they have the chance to use it. Allow the child to self-evaluate their writing. This can be from a model made by you or as part of the curricula or have them identify what mistakes they’ve made and how they can improve. It is also important to collaborate with the people reinforcing the child’s writing, like parents and teachers. Communicate with the teachers what is expected of the child and what modifications can be made in the classroom and evaluate progress. It is also essential to provide parents with tools to help reinforce the techniques the child is learning at school or in therapy. **Categories:** Occupational Therapy, OT Research --- ### [Gesture Milestones as an Indicator of Language Development](https://ejtherapy.com/gesture-milestones-as-an-indicator-of-language-development/) **Published:** October 21, 2022 **Author:** Vicky Moroz **Content:** - [ October 21 ](https://ejtherapy.com/2022/10/21/) ![Smiling woman holding a toddler on a wooden swing outdoors, autumn leaves in the background.](https://ejtherapy.com/wp-content/uploads/2026/06/pexels-yan-krukov-5789129.webp "pexels-yan-krukov-5789129 - EJ Therapy - EJ Therapy") Gestures are a precursor to speech and language, so looking at a child’s gesture development is a good indicator of how a child’s speech and language will develop. If a child is not reaching typical gesture milestones, early intervention is crucial to help facilitate development. ### Gesture Development The three main types of gestures that develop are deictic, symbolic play schemes, and representational gestures. ### 9-13 Months Around **9 to 10 months**, the child will begin recognizing gestures as a communication form. This could be shaking the head, giving, pointing, or showing. These will be simple gestures at first and serve to get attention. Eventually, these simpler motions will develop into reaching, requesting, waving, etc. At **12 months**, play schemes begin to emerge. In the early stages, it could be using a toy fork in a kitchen set and pretending to eat with it. This could even be to represent that they are hungry. At this point, a child still uses an object to communicate. After play schemes using objects, a child will use representational gestures before developing around 25 words or turning two years old. Representational gestures represent an object or action with body language. For example, a child can pretend to lick if they want a lollipop, or they will close their eyes and rest their head on the side to indicate sleep. ### 12-18 Months Up to 18 months, a child will usually use just a gesture OR word, but not in combination. Past 18 months, they have begun to develop the ability to use a combination of words and gestures. Eventually, gestures will serve more to supplement speech than as a core communication as spoken language will become the primary form of communication. ### 28 Months By 28 months, beat gestures emerge. Beat gestures are not symbolic, or they don’t represent any meaning. They punctuate or emphasize what a person is saying. Beat gestures are hand movements that go along with the rhythm of the sentence. ### Gestures and Language Impairment Gestures play a critical role in the early diagnosis and prognosis of language impairments and delays. Gestures serve to supplement language development. Gestures can also serve as a form of communication for late talkers. This is not necessarily a bad thing, as it gives the child the ability to communicate still, and the use of gestures, in many cases, indicates that a late talker will grow out of the problem. A more significant issue, and an indicator of persistent language impairment, is if a child cannot use gestures and cannot imitate them.\[1\] A child’s ability to cognitively participate in play schemes indicates where a child stands regarding language impairment. Play schemes and imitating them show a child’s comprehension, semantic knowledge, and understanding of thematic relationships. It gives insight into what a child understands even though they may not express this verbally.\[2\] **Categories:** Speech Therapy, ST Research --- ### [Effectiveness of Art Interventions for Children with ASD](https://ejtherapy.com/effectiveness-of-art-interventions-for-children-with-asd/) **Published:** November 11, 2022 **Author:** Vicky Moroz **Content:** # Effectiveness of Art Interventions for Children with ASD - [ November 11 ](https://ejtherapy.com/2022/11/11/) ![Group of five children in a bright studio posing with paintbrushes in front of a painted backdrop; colorful scribbles on a white sheet and paint pots on the floor.](https://ejtherapy.com/wp-content/uploads/2026/06/pexels-anastasia-shuraeva-6965340-scaled.webp "pexels-anastasia-shuraeva-6965340 - EJ Therapy - EJ Therapy") Art interventions are effective for children with Autism Spectrum Disorder (ASD). Creative arts interventions target behavioral, sensory processing, communication, and social skills. ### Evidence The study “Art Interventions for Children with Autism Spectrum Disorder: A Scoping Review,” aimed to provide evidence that art interventions are effective according to the *Occupational Therapy Practice Framework: Domain and Process (OTPF-4)*. The domains for the OTPF-4 include occupations, client factors, performance skills, performance patterns, and contexts.\[1\] According to this review, art interventions effectively target the performance skills and client factors domain.\[2\] The review specifically looked at general art activities (drawing and painting), music, and theater categories. All of these art forms showed beneficial effects on children with ASD, and each form was effective in its own way. In other words, all forms were influential, and one was not better than the other. ### Benefits of Art Art allows children to express themselves through different formats, focusing on drawing, learning an instrument, or acting. **Art serves as a method of communication.** It is a form of self-expression and a way for children with ASD to communicate, whether that is directly or indirectly. It may be difficult for a child to express their feelings effectively, but it may be easier to do this by acting out a play scene, playing happy music, or drawing their emotions. **Art provides crucial sensory input.** Art allows for the inclusion of many different materials, which help give a child the opportunity to experience other sensory stimuli. Art such as drawing or painting opens up a lot of mediums, such as crayons, markers, watercolors, acrylic paint, pastels, and more. You can even incorporate different tools, such as painting with fingers, brushes, sponges, etc. This also applies to the categories of music and theater. **Art allows for positive behaviors to grow.** Engaging in different art forms can help stimulate learning processes and help with emotional regulation. It can help calm a child down and show them positive methods of relieving stress, anger, overstimulation, and more. **Art initiates social learning.** Art can help with modeling behaviors, social skills, attention, and more. Art forms like theater can model social cues and show appropriate behaviors. This can also be done through coloring a social story or watching a music video. ### Key Takeaways · Incorporating art in occupational therapy is an evidence-supported, effective intervention for children with ASD. · General creative activities (painting and drawing), music, and theater are all supported. · Creative arts interventions target behavioral, sensory processing, communication, emotional regulation, and social skills. **Categories:** Occupational Therapy, OT Research --- ### [The Intensity of Treatment for Articulation](https://ejtherapy.com/the-intensity-of-treatment-for-articulation/) **Published:** November 25, 2022 **Author:** Vicky Moroz **Content:** # The Intensity of Treatment for Articulation - [ November 25 ](https://ejtherapy.com/2022/11/25/) ![Two young children color together at a wooden table, one guiding the other's hand with crayons on a large coloring sheet.](https://ejtherapy.com/wp-content/uploads/2026/06/pexels-eren-li-7169670.webp "pexels-eren-li-7169670 - EJ Therapy - EJ Therapy") The intensity of treatment is an essential aspect of pediatric speech therapy. A child may be unable to handle long treatment sessions many days in a row. This post pulls evidence-based research as to how the intensity of treatment is recommended to be handled. The intensity of treatment takes into account the length of the treatment and session and how many times per week the treatment is given. There are two common approaches to treatment: the high-structure drill-and-practice or an activity-based approach. An activity-based approach provides fewer doses of treatment, or the number of teaching episodes during a session.The research concluded that generalization and retention improve through distributed rather than massed treatments.1 This applies to both treatment dose and intervention session frequency.All children react to treatment differently, such as those with conditions such as apraxia or down syndrome. So treatment intensity and type should be monitored and adjusted based on the child’s condition. ### Childhood Apraxia of Speech and Intensity of Treatment As mentioned above, each child reacts to treatment differently. Some children, like those with CAS, need a different treatment intensity than those with an expressive language disorder. Childhood Apraxia of Speech (CAS) is defined as a “speech disorder in which a child has difficulty making accurate movements when speaking,” or, in other words, “the brain struggles to develop plans for speech movement.”2 Those children with apraxia seem to benefit from interventions provided 2-3 times per week, up to 60 minutes per session, with at least 60 doses (treatment episodes) per session.3 The systematic review also determined that two motor treatments and one linguistic treatment were the most effective. This included Integral Stimulation/DTTC (motor), ReST (motor), and Integrated Phonological Awareness Intervention (linguistic).4 Since this article focuses on treatment intensity, we won’t discuss these treatments. However, see below for more information on them. [To learn more about integral stimulation/DTTC click here.](https://www.apraxia-kids.org/apraxia_kids_library/integral-stimulation-method-adapted-for-children-as-dttc/) [To learn more about ReST click here.](https://rest.sydney.edu.au/) [To learn more about Integrated Phonological Awareness Intervention click here.](https://www.canterbury.ac.nz/media/documents/education-and-health/gail-gillon---phonological-awareness-resources/programmes/preschool/01-Integrated-Phonological-Awareness-Manual-Sept-07.pdf) ### Key Points · Generalization and retention improve through distributed rather than massed treatments. · Those children with apraxia benefit from interventions provided 2-3 times per week, up to 60 minutes per session, with at least 60 doses (treatment episodes) per session. **Categories:** Speech Therapy, ST Research --- ### [Utilizing the Complexity Approach in Speech Therapy](https://ejtherapy.com/utilizing-the-complexity-approach-in-speech-therapy/) **Published:** December 2, 2022 **Author:** Vicky Moroz **Content:** # Utilizing the Complexity Approach in Speech Therapy - [ December 2 ](https://ejtherapy.com/2022/12/02/) ![Two young children sit on the grass in a park; one wears a teal hat and denim jacket, the other an orange hat with a headset and a small radio nearby.](https://ejtherapy.com/wp-content/uploads/2026/06/pexels-pixabay-301977.webp "pexels-pixabay-301977 - EJ Therapy - EJ Therapy") The complexity approach is a method of choosing treatment targets to make therapy more efficient by promoting system-wide change or phonological learning on a broader scale. It is used to treat phonological disorders. The complexity approach requires understanding how to choose the right targets at the right time “with the treatment target serving merely as a trigger to induce broad phonological learning.”1 The targets of the complexity approach include “late-acquired, marked (based on implicational universals), low-accuracy, or nonstimulable targets,” which, when treated, “can trigger broad, system-wide change in phonology.”2 As with everything, early intervention is key. Children reach learning plateaus where they are less likely to pick up on information as quickly. These plateaus occur form 6-7 years of age, and anything over 8.5 years old.3 Targeting children in the ages prior to these natural plateaus is beneficial for phonological learning, especially to get the child caught up to their normal-developing peers. ### Choosing Targets As stated earlier, the targets to aim for are late-acquired, marked, low-accuracy, and non-stimulable targets. Consonant clusters are also great targets to choose. **Late-acquired targets** are those targets that are late to develop in the child, at least a year beyond when they are meant to develop. **Marked targets** are those such as fricatives that cannot occur alone and are more complex phonologically and motorically when compared to unmarked targets, such as stops, or those that can occur alone.\[4\] Stops involve a complete blocking of air to produce sound, while fricatives require partial blocking, making them more difficult. Consonant clusters are also more complex than singletons. **Low-accuracy targets** are those that the child is less accurate with their use or knowledge of a word or sound. **Non-stimulable targets** are those sounds that a child has difficulty imitating even when it is demonstrated. **Consonant Cluster** are those that have two consonants together. Great choices to target would be -scr, s-blends, l-blends, r-blends ### Resources Since the complexity method requires a lot of testing upfront,[ supplemental materials have been made available at KU ScholarWorks under the creative commons license here.](https://kuscholarworks.ku.edu/handle/1808/24767) This includes worksheets, testing, and case examples, all to help simplify the process. **Categories:** Speech Therapy, ST Research --- ### [Utilizing Sensory Books for Feeding Therapy](https://ejtherapy.com/utilizing-sensory-books-for-feeding-therapy/) **Published:** December 9, 2022 **Author:** Vicky Moroz **Content:** # Utilizing Sensory Books for Feeding Therapy - [ December 9 ](https://ejtherapy.com/2022/12/09/) ![Caregiver feeding a young child indoors, offering food with a spoon or cup as the child opens mouth for a bite.](https://ejtherapy.com/wp-content/uploads/2026/06/pexels-andrea-piacquadio-3820131.webp "pexels-andrea-piacquadio-3820131 - EJ Therapy - EJ Therapy") Feeding therapy has many pieces to it. Occupational therapists deal with the sensory component of feeding therapy, while a speech language pathologist will look at the oral-motor component. Feeding is an important occupation in the daily lives of children, and thus it is important for OTs to work on a child’s self-feeding and food acceptance. Occupational therapists work on strategies that address food and tactile sensitivity through increased exposure and sensory-based play. Feeding therapy involves parent coaching to help the parent carry out the interventions at home. Creating a method to incorporate these strategies in the daily occupations and routines of the child is one of the best ways to reinforce what is being taught in feeding therapy. ### Sensory Feeding Book According to AOTA, “although occupational therapy practitioners currently use many evidence-based feeding intervention techniques and coaching principles, synthesizing best practices for evidence-based feeding interventions to support families during naturally occurring feeding routines in the home environment is critical.”1 Based on this, the children’s sensory feeding book was created and examined in a pilot program.. The book included sensory input (vision, hearing, touch), photographs of food, and repetition of phrases. This was used to increase comfort and establish expectations. Matched with parent education, the book became successful with children. It could be incorporated into reading time and collaborated with therapy. It basically increased the exposure to the foods being pictured, which helped a child be more open to trying that food. Overall, the study found that the sensory feeding book paired with feeding therapy, is an appropriate tool to utilize for feeding therapy. **Categories:** Occupational Therapy, OT Research --- ### [Why Would My Child Need Occupational Therapy?](https://ejtherapy.com/why-would-my-child-need-occupational-therapy/) **Published:** January 5, 2023 **Author:** Vicky Moroz **Content:** # Why Would My Child Need Occupational Therapy? - [ January 5 ](https://ejtherapy.com/2023/01/05/) ![Adult kneels on the floor with a young girl, arranging colorful shape pieces during playtime.](https://ejtherapy.com/wp-content/uploads/2026/06/Why-Would-My-Child-Need-Occupational-Therapy.webp "Why Would My Child Need Occupational Therapy - EJ Therapy - EJ Therapy") Children don’t have jobs, so why would they need occupational therapy? Don’t let the title mislead you; occupational therapy can help a child with any activity that is a part of their daily life, where their “job” is to play and to learn. A child’s daily activities can be broken down into tasks or “occupations.” These occupations are where occupational therapy comes in. As your child develops, they may struggle with some occupations for a variety of different reasons. Occupational therapists can evaluate and help to address the many psychological, social, and environmental factors that impact the way a child interprets and interacts with the world around them. ### Purpose of Occupational Therapy Occupational Therapy helps people in all walks of life to be able to thrive in their daily activities. This can be in the case of cognitive, physical, or sensory problems, or an accident later on in life. The main goal of pediatric occupational therapy is to help your child succeed in doing the activities they need and want to do. It can help with a variety of concerns ranging from fine motor skills, such as holding a pencil, and hand-eye coordination, to managing sensory or behavioral needs within a given environment. Some areas of focus include: - Fine Motor Skills: Enhancing the ability to perform tasks that require precise movements, such as writing, cutting, and buttoning. - Sensory Processing: Helping children manage and respond to sensory input in an appropriate way. - Daily Living Skills: Teaching self-care activities like dressing, eating, and personal hygiene. - Social Skills: Improving interaction with peers and participation in group activities. - Motor Planning: Developing the ability to plan and execute coordinated movements. ### Importance of Pediatric Occupational Therapy Pediatric occupational therapy is important because it helps assess a child’s participation in their daily activities, while also providing solutions to overcome any barriers that they may be facing. Occupational therapy can benefit children with: - Developmental Delays: Assisting children who are not meeting typical developmental milestones. - Autism Spectrum Disorder: Supporting social interaction and sensory processing needs. - Physical Disabilities: Enhancing independence in daily tasks for children with conditions like cerebral palsy or spina bifida. - Behavioral Issues: Addressing challenges related to attention, behavior regulation, and emotional responses. - Learning Disabilities: Improving skills needed for academic success and daily life. By getting a complete understanding of what your child is facing and how they are responding to the world around them, a therapist will be able to recommend proper adjustments and modifications for your child to be able to thrive in their environment. This could be modifications for home or school life. Therapy is play-based, interactive, and requires problem-solving. Through activities such as coloring, writing, cutting, or typing, or games that include buttoning, snapping, or zipping, therapists will work with your child to improve fine motor and daily living skills. ### Therapy Techniques and Activities Occupational therapy sessions are designed to be engaging and fun, incorporating a variety of activities to keep children motivated. Techniques and activities may include: - Play-Based Therapy: Using games and toys to promote skill development in a natural, enjoyable setting. - Fine Motor Activities: Practicing tasks such as coloring, writing, and cutting to improve hand-eye coordination and dexterity. - Sensory Integration: Engaging in activities that help children manage and respond to sensory input effectively. - Daily Living Skills Practice: Working on tasks like dressing, eating, and personal hygiene in a supportive environment. - Adaptive Equipment: Using tools and devices to assist with daily tasks and improve independence. ### Where Can My Child Get Occupational Therapy? Occupational therapy can be provided in various settings, including schools, clinics, and private practices. EJ Therapy is a pediatric clinic that provides both clinic and school-based therapy. The therapists at EJ work with parents to provide education on how to support your child as they work through their therapy. Here at EJ Therapy, each child is evaluated as an individual and then provided with services that are both tailored to their unique needs and also based upon current research and best practices. **Categories:** Occupational Therapy --- ### [Dyslexia and the Wilson Reading System](https://ejtherapy.com/dyslexia-and-the-wilson-reading-system/) **Published:** January 12, 2023 **Author:** Vicky Moroz **Content:** # Dyslexia and the Wilson Reading System - [ January 12 ](https://ejtherapy.com/2023/01/12/) ![Instructor wearing a dark mask explains a letter-based activity on a wall chart covered with yellow sticky-note letters, as a student watches from a seated position in a classroom.](https://ejtherapy.com/wp-content/uploads/2026/06/DOgAxy6pS3SczNph9TR7AA_thumb_fdccopy.webp "DOgAxy6pS3SczNph9TR7AA_thumb_fdc+copy - EJ Therapy - EJ Therapy") Dyslexia and Language-Based Learning Disabilities may prove as an obstacle for your child as they start to learn how to read and communicate. Although there is no cure for dyslexia, and even the cause behind it isn’t fully understood, it can be addressed through structured, multisensory learning programs. The Wilson Reading System is a great option, especially for those who have not found success with other interventions, or thrive with more intensive teaching. ### Dyslexia and Language-Based Learning Disabilities The [International Dyslexia Association](https://dyslexiaida.org/definition-of-dyslexia/) defines dyslexia as “a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.” There are many language-based learning disabilities (LBLD), and dyslexia is one of the most common. Language-based learning disabilities can manifest in many forms, and each individual can be affected differently. Those with LBLD may have issues with communication (written and oral) and comprehension due to a difficulty in identifying and combining speech sounds and how they correspond with letters. It’s important to remember that dyslexia is not a reflection of intelligence. It is a difference in the way the brain processes, develops, and functions information. Like with most language-based learning disabilities, it requires a different approach to learning to accommodate in the differences of how the brain processes information. ### Wilson Reading System The Wilson Reading System is an intensive remedial program targeted to those individuals with dyslexia. Ultimately, the techniques used in this program can be used for all readers. The [Wilson Language Site](https://www.wilsonlanguage.com/dyslexia/effective-instruction/) describes the program as a research-based, multisensory reading and spelling program based on the Orton-Gillingham Approach, or “a method of instruction that simultaneously incorporates the visual, auditory, and tactile (kinesthetic) senses to help students with dyslexia understand the structure of the English language in a highly systematic way.” The Orton-Gillingham Approach, also known as Multisensory Structured Language (MSL) instruction, is a highly effective approach towards teaching those with LBLD. All of Wilson’s programs (Wilson Reading System®, Just Words®, and Fundations®) are MSL programs that are focused on prevention and intervention. Early intervention allows for the necessary support and development to prevent literacy deficits in the future. It also provides children with the proper tools to approach reading and comprehension in a way that is beneficial to them. The Wilson Reading System in particular is for children grades 2-12 and adults who require more intensive intervention. A great candidate for the program is someone who isn’t showing improvement with other reading programs or strategies. ### Program Requirements The Wilson Reading System is classified as a Tier 3 program, meaning that it is an intensive intervention program for those that have not seen results with other interventions. The program is 12 steps, and each lesson consists of 3 blocks of instruction. Each block is 30 minutes, making each lesson about 90 minutes long. To see results, it is recommended that each student has a minimum of 2 lessons per week. Each lesson will work on word study, foundational reading skills, spelling, foundational writing skills, fluency, and comprehension. To see a detailed breakdown of the curriculum and more information on what the Wilson program will teach, visit the [Wilson Language Site](https://www.wilsonlanguage.com/programs/wilson-reading-system/). Overall, the program can take 2-3 years to complete depending on the frequency of lessons. This program has shown to be extremely effective in teaching reading and comprehension, especially in those who struggle with LBLD. However, due to how intensive this program is, it requires a huge commitment by all those involved. ### How to get started If you’re interested in the program, the first step is to ask for an evaluation. The evaluation will look at your child’s reading, spelling, vocabulary, and comprehension skills to see at what level they are performing at. The evaluation will also take into consideration any diagnoses that might affect your child’s literacy and comprehension, such as dyslexia. If after the evaluation your child is found to be a good fit for the program, it’s important to find a properly licensed practitioner. The lessons must be administered by either a Wilson Dyslexia Practitioner (W.D.P) or a Wilson Dyslexia Therapist (W.D.T.). A W.D.P is WRS Level I certified, while a W.D.T is Level II certified. All Wilson practitioners are required to have an in-depth understanding of the English language, including phonology, morphology, and orthography. Typically, the program can be offered through schools or private settings such as clinics. EJ Therapy offers the first 6 steps of the Wilson Program. The lessons are administered by Julie Mortellaro, SLP, W.D.P. If you’d like to find out more about the program and what our clinic offers, feel free to contact one of our clinics. **Categories:** Speech Therapy **Tags:** For Parents --- ### [What is the Difference Between Fine Motor and Gross Motor Skills?](https://ejtherapy.com/what-is-the-difference-between-fine-motor-and-gross-motor-skills/) **Published:** January 19, 2023 **Author:** Vicky Moroz **Content:** # What is the Difference Between Fine Motor and Gross Motor Skills? - [ January 19 ](https://ejtherapy.com/2023/01/19/) ![A caregiver guides a child as they balance barefoot on colorful dome stepping discs in a playroom with blue walls and mats nearby, aiding motor skills.](https://ejtherapy.com/wp-content/uploads/2026/06/C7cCDncSMiUOElCaTDXEA_thumb_1002copy.webp "CCDncSMiUOElCaTDXEA_thumb_1002+copy - EJ Therapy - EJ Therapy") Motor skills, which are involved in the muscle movement within a child’s body, are divided into two categories: fine motor and gross motor. All motor skills require the necessary strength, coordination, and planning skills in order to be effective. There are many factors that contribute to the development of motor skills. What’s the difference between the two and what role do they play in your child’s development? Keep reading to find out! ### Gross Motor Skills Gross motor skills are responsible for the coordinated movement of large muscle groups. Gross motor skills are used for things such as sitting, standing, walking, running, and keeping balance. Gross motor skills are often directly impacted by muscle tone development as strength is a key element to successfully utilizing these skills. Gross motor skills are required to reach the main milestones for infants, like sitting up, crawling, and standing. ### Fine Motor Skills Fine motor skills are used to make smaller, more precise movements with muscles. Grasping and controlling objects, such as writing utensils, and being able to pick up small objects between the thumb and forefinger are examples of ways that fine motor skills are used daily. When an occupational therapist is referring to fine motor skills, they are usually talking about the fine movements of the hand and fingers. These fine movements also require coordination with the movement of the eyes, or hand-eye coordination. Delays in fine motor development can be difficult to notice until later in a child’s life, such as preschool, when it becomes more evident that a child may have difficulty with fine motor skills, such as grasping writing utensils. ### Motor Development and Motor Control Motor control refers to voluntary muscle movements controlled by the muscles, bones, and nervous system (2). Gross motor control occurs prior to fine motor control, and both are significant indicators of how a child is developing. Voluntary movements develop later in life, which is why babies possess reflexive movements such as breathing and a heartbeat, but lack skills such as grasping. Voluntary movements require a complex connection and cooperation between multiple parts of the brain and muscle groups, requiring the higher centers of the brain that develop later in life. Once fine motor skills begin to develop, an infant can begin to explore their surroundings. You’ll notice that they start to follow bright objects with their eyes, or will reach out towards objects. Later on, they will also begin to communicate through pulling, pointing, and showing off different objects(1). Fine motor and gross motor skills are a great reflection of how your child is developing. Both are crucial for independence, communication, and participation in everyday activities. It’s important to note that each child develops at their own pace, but delays in certain areas can be an indicator that intervention is necessary. Other issues, such as toe-walking or balance, are great examples of common problems that can be easily addressed through proper therapy techniques. ### What Impacts Fine Motor and Gross Motor Development Many different factors can affect motor control and development. This can happen through causes such as physical injury or illness. Examples include multiple sclerosis, cerebral palsy, developmental disorders, nerve damage, and many more. Motor development can also be impeded by biological or environmental factors, such as not getting the correct nutrients as a baby. Experience and environmental factors play a significant role in the development of children in the first couple of years of life. If you have questions or concerns about your child’s gross motor or fine motor development, it’s always a good idea to speak with your child’s pediatrician and consider scheduling an evaluation for your child. There are many ways that a well-trained therapist can help your child work on these skills in a fun way! The sooner that therapies begin, the sooner your child can develop and use the skills he or she needs to be their best. Sources 1\. Kamptner, Laura. “Motor Development.” Salem Press Encyclopedia of Health, 2021 2\. Lasky, Jack. “Motor Control.” Salem Press Encyclopedia of Science, 2019. **Categories:** Occupational Therapy, Physical Therapy **Tags:** For Parents --- ### [Primitive Reflexes and How They Can Affect Your Child](https://ejtherapy.com/primitive-reflexes-and-how-they-can-affect-your-child/) **Published:** January 25, 2023 **Author:** Vicky Moroz **Content:** # Primitive Reflexes and How They Can Affect Your Child - [ January 25 ](https://ejtherapy.com/2023/01/25/) ![Child with oversized round glasses leaning forward and reading a magazine on a white rug, red bookshelves in the background.](https://ejtherapy.com/wp-content/uploads/2026/01/pexels-pixabay-261895.webp "pexels-pixabay-261895 - EJ Therapy - EJ Therapy") Primitive reflexes are those reflexes that develop in a newborn to help a child survive and develop. These automatic movements are necessary for helping a child navigate the world around them when their brain is still developing. Primitive reflexes integrate or dissipate, at a certain period in a child’s development as they are no longer needed. For example, a child no longer needs to automatically turn their head towards a food source or startle and hold on to their mother. When the reflexes do not integrate, they can, in some cases, affect a child’s motor skills and cause sensory sensitivity. However, retaining primitive reflexes does not always affect a child’s functionality and participation, so it’s important to consult your child’s occupational therapist if you have concerns. **Common Primitive Reflexes** Some primitive reflexes are very obvious, such as the palmar grasp or the rooting reflex, and others are a bit more difficult to notice. You will see that many reflexes have similar effects when retained, which is why it is important to see a pediatrician or occupational therapist if you are concerned that your child may have retained reflexes that are affecting them. We’ve listed some of the most common primitive reflexes below. You can read more about these and other primitive reflexes [here](https://www.occupationaltherapy.com/articles/understanding-primitive-reflexes-they-impact-5409-5409); otherwise, please see below for a brief overview of some of the most common reflexes and possible effects if they are retained. - **Asymmetric Tonic Neck Reflex (ATNR):** assist the baby in rotation to properly get through the birth canal. Also assists with bilateral movements. - Retention: affects fine motor skills and balance. Problems with cross-body or bilateral movements. - **Moro Reflex:** also known as the startle reflex. This triggers a baby’s fight or flight response and allows it to cling to the mother for safety. - Retention: This can cause sensory sensitivity. - **Palmar Grasp:** automatic grasping of the hand when the palm is touched. - Retention: Affects fine motor skills, such as handwriting, grasp, and finger dexterity. - **Rooting Reflex:** Automatic turning of the head towards the touch. Helps with locating food sources, such as a bottle. - Retention: this can cause oral sensitivity and oral motor deficits. - **Symmetric Tonic Neck Reflex (STNR):** Necessary for crawling. A child will straighten or bend their arms or legs as their head moves. - Retention: can cause posture and muscle tone deficits. As mentioned previously, retaining primitive reflexes does not always affect a child’s functionality and participation in daily activities. If your child has gross or fine motor deficits, it is not necessarily caused by retained reflexes. Many times, there is a combination of factors that can contribute to fine or gross motor performance as well as sensory sensitivity. Reflex integration techniques are sometimes used to help these reflexes integrate. While these can be beneficial in certain circumstances when combined with typical interventions, they should not be applied alone unless an occupational therapist recommends them. **Categories:** Occupational Therapy **Tags:** For Parents --- ### [Create Confidence: the Importance of Self-Esteem in Young Children](https://ejtherapy.com/create-confidence-the-importance-of-self-esteem-in-young-children/) **Published:** January 26, 2023 **Author:** Vicky Moroz **Content:** # Create Confidence: the Importance of Self-Esteem in Young Children - [ January 26 ](https://ejtherapy.com/2023/01/26/) ![Child in a red shirt runs through a colorful obstacle course supervised by a smiling adult in a therapy gym.](https://ejtherapy.com/wp-content/uploads/2026/06/XkGJldCCSHCAgZMp3fyB4w_thumb_fefcopy.webp "XkGJldCCSHCAgZMp3fyB4w_thumb_fef+copy - EJ Therapy - EJ Therapy") When a child feels confident, they feel like they can take on the world. OT, PT, and Speech are geared towards helping build independence and confidence by helping your child build on the skillsets they need to thrive in life. These could be motor skills, communication, behavior, and more. Merriam-Webster defines confidence as “a feeling or belief that you can do something well or succeed at something.”1 Children assess their success from the feedback that they receive from their environment. This can be from parents, grandparents, teachers, caregivers, friends, or anyone else they spend time with. For children with a disability, self-esteem and confidence can be highly defined by how independent they can perform their regular, day-to-day activities such as getting dressed, writing, reading, etc. Being confident is an important trait to develop even in early childhood as it helps create the right mindset in your child. It’s important for them to cultivate the belief that they can succeed, even when they make a mistake or fail, or when a task is difficult or daunting. ### Why is self-esteem important? Confidence and self-esteem, just like with many other traits, begin to develop in early childhood. Of course, it’s important to remember that self-esteem is variable. Each child is unique and some children are more resilient to negative feedback that they might receive from peers or caregivers. Other children may be more sensitive. At the end of the day it’s important to know your own child and discipline and encourage them in a way that they will respond well to. A child that lacks confidence is more resistant to trying new things or is faster to give up. They are less independent and more prone to develop issues associated with low self-esteem such as anxiety, depression, and behavioral issues. They may be less involved in school activities, socializing with their peers, or learning new skills. This can especially be the case if your child has a disability. If your child lacks confidence, has low self-esteem, or is struggling with anxiety and/or depression, sometimes the emotional distress they are experiencing can come out in behavioral issues. In a recent study, this was found to be common in children that are Autistic, a population that is at-risk for having low self-esteem and thus developing co-occurring problems such as anxiety disorders and behavioral issues, partly caused by internalizing problems .2 A study looking into the mental health and behavior in children with dystonia (“a movement disorder in which sustained or intermittent muscle contractions cause twisting, repetitive movements or abnormal posture”) looked into how behavioral difficulties and emotional distress was more common among children with disabilities, such as dystonia and cerebral palsy.3The study claims that “emotional distress can present as challenging behavior (i.e., screaming, aggression and self-injurious behavior) instead of symptoms usually associated with mood disorder,” and children “exhibit externalizing behaviours of distress as a way of communicating their emotional distress.”4 It’s important to note that a lack of self-esteem is an indicator that there may be other, underlying issues to look out for that are causing effects such as behavioral problems, anxiety, depression, and more. These signs can show that your child does not feel confident in themselves or in their skillset. They may feel like they are unable to be able to do things that their peers are doing, and so they feel left out. Problems with speech or motor skills may lead them to feel that they can’t communicate or participate in activities, and thus their independence is impeded. In certain cases, challenges may not become apparent until your child is older, such as dyslexia or trouble with fine motor skills. ### What Can You Do to Help Your Child’s Confidence and Motivation? Every person faces challenges each day, and everyone will face failure and mistakes. Additionally, life is filled with scary, new situations. There is a first time for everything, and it’s important that your child recognizes this so that they build confidence in themselves and know that they can succeed when a challenge arises. Let them know that it is okay to make mistakes and fail sometimes. Be encouraging and give your child the appropriate amount of responsibility so that they feel included in the choices they make in their day-to-day life. If you see that your child is struggling or seems to be self-conscious, teach them how to cope with difficult emotions or situations, and approach situations that your child may normally avoid because their shy or embarrassed, such as asking a question in class or making a phone call.5 Regular mental health screenings, and paying attention to behaviors such as anxiety and anger should be a regular part of the care routine with your child, regardless of whether your child has a disability, “as anxiety and self-esteem are linked; it is important for anxiety treatment to consider factors which may influence both factors, such as lack of social opportunities, trauma from bullying or exclusion, and negative body perception or view of disability.”6 By building self-confidence, your child is improving their quality of life as it may stop issues such as anxiety and behavioral issues from progressing to the point that they are debilitating. It lets your child learn how to deal with the difficult challenges and emotions that come with everyday life. Another great way to set up your child for success is to help them through providing services such as OT, PT, or Speech if they are struggling in certain areas of their life. Therapy isn’t the answer to everything, but if you see that your child is struggling with behavior, daily tasks, communication, or anything else, it’s always a great idea to get an evaluation scheduled where a therapist can give you more insight about what sort of struggles your child may be facing. Our goal is to provide children, along with their parents and schools, with the support and the tools that they need in order to meet each day with confidence. For more than 25 years, we at EJ Therapy have been committed to providing pediatric occupational, physical and speech therapy services to children of ranging abilities, including those who are developing typically and those with developmental delays or disabilities. If you’re wondering whether your child could benefit from occupational therapy, or any of our services, contact our staff today for more information. **Categories:** Occupational Therapy, Physical Therapy, Speech Therapy **Tags:** For Parents --- ### [Occupational Therapy’s Role in Reflex Integration](https://ejtherapy.com/occupational-therapys-role-in-reflex-integration/) **Published:** January 27, 2023 **Author:** Vicky Moroz **Content:** # Occupational Therapy’s Role in Reflex Integration - [ January 27 ](https://ejtherapy.com/2023/01/27/) ![Baby standing in a small wire cart wearing a gray knitted owl hat with colorful tassels and a white onesie.](https://ejtherapy.com/wp-content/uploads/2026/06/pexels-pixabay-459957-scaled.webp "pexels-pixabay-459957 - EJ Therapy - EJ Therapy") Primitive reflexes are those reflexes that develop in a newborn to help a child survive and develop. These are automatic movements. The common ones are the Moro Reflex, Rooting Reflex, Palmar Grasp, Asymmetric Tonic Neck Reflex (ATNR), Spinal Galant Reflex, Tonic Labyrinthine Reflex (TLR), Symmetric Tonic Neck Reflex (STNR), and Landau Reflex.1 These are necessary for helping the child navigate the world around them when their brain is still developing. These primitive reflexes integrate at a certain period in a child’s development as they no longer need to automatically turn their head towards a food source or startle and hold on to their mother, for example. When the reflexes do not integrate, they can, in some cases, significantly affect a child’s motor skills and cause sensory sensitivity. However, retention of primitive reflexes does not always affect a child’s functionality and participation in occupations, so it’s important to understand how to approach reflex integration properly. ### Research Findings In the article “Choosing Wisely In Pediatric Practice,” AOTA looked deeply into the history of reflex integration (RI) research. They discovered that it was believed that the primitive reflexes that were not integrated at the right developmental stage were indicators of sensory processing problems and were related to motor and learning difficulties. However, this research showed a correlation between all these things, which does not necessarily indicate causation. In other words, research has not proven there is a definite tie between retained primitive reflexes and functional impairment. ### RI’s place in OT Reflex Integration (RI) techniques are those that try to help integrate these retained primitive reflexes. Since it is the OT’s job to provide evidence-based interventions, it’s important to keep in mind that retained primitive reflexes have not been proven as a cause of sensory or motor deficits, although “they may indicate difficulties in how the higher levels of the brain organize incoming sensory information.”2 Therefore, RI should never be the sole focus of an intervention. Intervention should focus on improving a child’s functionality and participation in occupations. **Categories:** Occupational Therapy, OT Research --- ### [What is Behavior Therapy for ADHD?](https://ejtherapy.com/what-is-behavior-therapy-for-adhd/) **Published:** February 2, 2023 **Author:** Vicky Moroz **Content:** # What is Behavior Therapy for ADHD? - [ February 2 ](https://ejtherapy.com/2023/02/02/) ![Medical worker wearing a mask and beige cardigan sits at a table with paperwork, handling a small container while a young person sits opposite in a clinic room.](https://ejtherapy.com/wp-content/uploads/2026/06/download.webp "download - EJ Therapy - EJ Therapy") Behavior therapy or behavior modification is a form of intervention for children with ADHD. There are multiple reasons why behavioral therapy is an important first step. It builds a great foundation that can be applied throughout a child’s life, even if medication stops working. Behavior therapy for ADHD is especially effective for younger children. Medications for ADHD can have greater effects on younger children than older children and the long-term effects of ADHD medications on young children have not been well-studied. Most important is that it gives parents the skills and strategies to help their children. ### ADHD and Treatment ADHD, or Attention-deficit/hyperactivity disorder, is defined by the American Psychiatric Association as “Symptoms of ADHD include inattention (not being able to keep focus), hyperactivity (excess movement that is not fitting to the setting) and impulsivity (hasty acts that occur in the moment without thought),” which “cause distress and/or problems functioning at home, at school or with friends.”1 Treatment options for ADHD vary, but typically include behavior therapy and medication. For children that are younger than 6, behavior therapy is the strongly recommended first step. Typically in younger children, symptoms can be managed solely with behavior therapy. For children older than 6, ADHD is managed with a combination of behavior therapy and medication. School intervention is also beneficial for older children, that way the tools and techniques being used daily are enforced in the school environment and accommodations can be made to improve your child’s learning.2 ### Behavior Therapy Behavior therapy focuses on redirecting a child’s impulsive or negative behavior and encourages positive behavior. One of the most important components of behavior therapy is that it involves parent training done with the help of clinical psychologists. Parent training is an effective way to manage behavior in children with ADHD and is especially great for younger children because younger children may have a difficult time redirecting or changing their behavior without the help of intervention.3 Behavior therapy teaches parents how to reinforce good behavior and create structure. The best way to practice this therapy is to ask a therapist how to better understand your child’s behavior, discourage negative behaviors and encourage positive ones, and help your child be successful at home and school. Behavior therapy for ADHD can help enact different tools such as checklists, time limits, planners, and rewards charts to help enforce and reward good behavior. These tools can also be added to school interventions, which many older children also benefit from. ### Parent Training Behavior parent training “addresses specific problem behaviors by structuring time at home, establishing predictability and routines, and increasing positive attention.”4 It enacts techniques such as structuring daily routines, positive reinforcement, minimizing choices and distractions, and ignoring or minimizing oppositional or disruptive behavior.5 *ADDitude* provides some parent training basics to give parent’s an idea of what skills are worked on in therapy: “1. Catching a child being good by noticing and rewarding appropriate behavior and ignoring (or, when necessary, providing appropriate punishment for) negative behavior. 2\. Creating a daily routine, with rules about doing homework, bedtime, getting ready for school in the morning, and other key moments in the day. 3\. Giving your child specific rather than general directions (‘Please put your clothes in your hamper,’ for example, rather than ‘clean your room’).”6 For more information about parent training, check out the article on *ADDitude* [here](https://www.additudemag.com/adhd-behavior-therapy-parent-training-classes/). Parent training can take place one-on-one or in group settings. The skills learned are helpful for children with ADHD but can aid in redirecting any child. **Categories:** Occupational Therapy, Physical Therapy --- ### [How to Help Your Child Fall Asleep](https://ejtherapy.com/how-to-help-your-child-fall-asleep/) **Published:** February 9, 2023 **Author:** Vicky Moroz **Content:** # How to Help Your Child Fall Asleep - [ February 9 ](https://ejtherapy.com/2023/02/09/) ![Sleeping newborn resting on a light carpet with a gray striped blanket partially covering them](https://ejtherapy.com/wp-content/uploads/2026/06/How-to-Help-Your-Child-Fall-Asleep.webp "How to Help Your Child Fall Asleep - EJ Therapy - EJ Therapy") It is common to encounter some sort of sleeping issues when you are raising children. Luckily, most children do grow out of it as they reach adolescence. However, there are some cases, such as those children with autism or sensory processing disorders, where trouble sleeping is more long-term. Whatever the case may be, there are some approaches you and your family can take to make bedtime a bit easier on the whole family. ### Why is my child having trouble sleeping? There are many different variables to consider when your child is having trouble sleeping. One of the most common causes of sleeping issues is sensory sensitivity or issues with sensory processing. “Sensory processing is a neurological process of sensory input to the central nervous system and subsequent behavioral response to assist with regulation of arousal levels throughout the day.”1 Each day the brain is taking in information from the environment through the senses. Some children do not process these stimuli well, which leads to overstimulation that can result in anxiety, behavioral issues, and sleeping difficulties. Of course, just because your child is having sleeping difficulties does not necessarily mean that your child has sensory integration problems. It could simply mean that they need to establish better sleep hygiene and a structured bedtime routine. If your child is having trouble sleeping, several approaches can be taken. One of the most important steps is to practice good sleep hygiene. Good sleep hygiene requires a relatively consistent bedtime routine. This means having your child go to bed at the same time. Perhaps the routine would include a bath and a calming activity before going to sleep, such as reading a book together. Also, pay attention to what your child is eating or drinking before bed. Try to avoid giving them any caffeine that can be found in teas or soda, and make sure they are not eating too late. Also, make sure your child gets some form of physical activity throughout the day so that they are tired before going to bed. ![Pastel infographic titled 'How to Help Your Child Fall Asleep' showing rounded, color-coded tips: keep a consistent bedtime routine; make sure your child is active during the day; address anxiety; help your child relax with deep pressure, wrapping, or meditation; avoid irritants like 100% cotton PJs or sheets; avoid bright lights or screens.](https://ejtherapy.com/wp-content/uploads/2026/06/HowtoHelpYourChildFallAsleep.webp "How+to+Help+Your+Child+Fall+Asleep - EJ Therapy - EJ Therapy") Address any other issues that may be affecting your child’s sleep, such as pain or anxiety.2 Many other conditions can cause restlessness and the inability to sleep. Make sure your child isn’t going through any discomfort before going to bed. If your child can’t seem to calm down before bedtime, they may be overstimulated. Try to calm them down through deep pressure, a weighted blanket, wrapping the child tightly in a blanket, deep breathing, or meditation.3 Create a calm sleeping environment. Avoid bright lights either from lamps, tablets, TV, or windows. Dedicate their bedroom to being a place of sleep. Have them leave the bedroom upon waking up and only return there to rest.4 Some children with sensory sensitivity might be uncomfortable with certain materials. Make sure they are not irritated by their pajamas and sheets. A great option is 100% cotton material.5 For common sleep problems and strategies to overcome them, check out page 11 of the [Spiral Foundations Sleep Strategies brochure](https://thespiralfoundation.org/wp-content/uploads/2018/10/Sleep-and-SI-brochure_final.pdf). ### Occupational Therapy and Sleep Occupational therapists look at sleep as an important occupation. If your child is not getting adequate rest, it can affect their productivity, motor skills, attention, participation, behavior, emotional regulation, and much more. Disruptive nighttime behavior not only affects the child but the entire family unit. Children with sensory issues or those with ADHD or who are on the Autism spectrum are especially prone to sleep difficulties. If your child is having sleeping difficulties, an occupational therapist is just the right person to ask about what you could be doing differently to help your child get a full night’s rest. The OT will look at things throughout your child’s routine that might be causing dysfunction, such as sleep preparation, sleep latency, sleep duration, sleep maintenance, and daytime sleepiness.6 Through assessment, the OT will be able to give you tips and suggestions that fit your child’s needs. **Categories:** Occupational Therapy --- ### [How to Build Vocabulary in Children through Verbal Routines](https://ejtherapy.com/how-to-build-vocabulary-in-children-through-verbal-routines/) **Published:** February 16, 2023 **Author:** Vicky Moroz **Content:** # How to Build Vocabulary in Children through Verbal Routines - [ February 16 ](https://ejtherapy.com/2023/02/16/) ![Three smiling kids sit on stone stairs outdoors, posing for the camera with thumbs up and a playful gesture.](https://ejtherapy.com/wp-content/uploads/2026/06/pexels-samer-daboul-1212805.webp "pexels-samer-daboul-1212805 - EJ Therapy - EJ Therapy") Verbal Routines are a great way to build vocabulary in children. When your child begins to enter the stage where they are forming words, it’s important to help teach them by narrating about what’s going on in the world around them. Verbal routines are practiced, repetitive phrases used throughout the day or during certain activities. For example, you may have a song you sing to your child during bath time or a nursery rhyme before bed. A verbal routine can be practically anything you repeatedly say to your child during an activity with the hopes of them eventually learning and imitating that phrase and associating it to that activity. ### Verbal Routines for Children with Developmental Delays Not all children pick up on language naturally, and some children with language impairment or developmental delays require different strategies to increase their language. In these cases, verbal routines are especially effective. Verbal routines can be added to the child’s favorite books, games, or even imaginary play. When the child is in a familiar environment and has some expectation of what is going to happen in the book you’re reading, for example, they are more likely to participate verbally. 2 Some children may get overwhelmed or overstimulated, which would make them are less likely to be open to absorbing information. A verbal routine is cutting out all those extra distractions, allowing them to focus on absorbing language. ### Examples of Verbal Routines Verbal routines can be anything you consistently say to your child. Some examples: · Before reading a book say, “it’s reading time!” · When your child is putting on shoes say, “it’s time to put our shoes on so our feet don’t get dirty!” · When you tuck your child in to bed say, “I love you , sleep well,” or “good night, sleep tight, don’t let the bed bugs bite!” You can even make up songs to help motivate your child to participate! ![Infographic titled Verbal Routines explaining practiced, repetitive phrases for daily activities, with two cartoon kids at the bottom.](https://ejtherapy.com/wp-content/uploads/2026/06/verbalroutines-1024x1024.webp "verbal+routines - EJ Therapy") **Categories:** Speech Therapy **Tags:** For Parents --- ### [Coordination](https://ejtherapy.com/coordination/) **Published:** February 23, 2023 **Author:** Vicky Moroz **Content:** # Coordination - [ February 23 ](https://ejtherapy.com/2023/02/23/) ![Adult wearing a mask assists a child on a rope ladder in a colorful gym, with padded mats on the floor.](https://ejtherapy.com/wp-content/uploads/2026/06/Gym.webp "Gym - EJ Therapy - EJ Therapy") Coordination is an important part of your child’s development. Coordination refers to “the ability to execute smooth, accurate, controlled motor responses (optimal interaction of muscle function).”1 Coordination exercises will typically target visual motor skills and bilateral skills. As your child develops, coordination will improve. There are also a variety of activities your child can do that help improve their coordination and balance. ### Types of Coordination Coordination exercises will focus on fine motor skills, gross motor skills, and hand-eye skills. Fine motor skills involve the fine movements of the hand, like writing, and are usually perfected in occupational therapy. Gross motor skills require the coordination of large muscle groups and movements and require bilateral coordination and eye-foot coordination. Hand-eye skills or visual-motor skills coordinate what the eyes are seeing with movement, such as catching a ball or hitting a ball with a bat. Physical therapists usually address gross motor skills and coordination. Bilateral coordination is a key component of your child’s ability to move independently. Bilateral coordination is the ability to coordinate movements on both sides of the body. Examples of this are skipping or holding the paper with one hand while writing with the other. Hand-eye and eye-foot coordination are another huge developmental step for your child. Your child needs to be able to take in visual cues and respond accordingly. This can be to push or pull a door handle or kick or throw a ball. This type of coordination is necessary to be able to plan movements. ### Coordination Activities for Kids Coordination activities are really easy to incorporate into your child’s lifestyle. Luckily, your child is probably already participating in a lot of activities that help improve their coordination. Coordination typically naturally develops as your child grows older, as “children will oftentimes naturally develop these skills during playtime with balls of various sizes, hula hoops, and jump ropes.”2 When your child is running around at school or climbing on the playground, they are already helping to develop their coordination. Other fun activities to include are ball tosses, kicking a ball, a bean bag throw, skipping or hopping on one leg (like hopscotch), riding a bike, or using lacing cards. Another fun game to play with your child is “Follow the Leader,” where you can present them with different movements such as balancing on the right foot while raising the left arm or even marching in place. Coordination usually develops and improves with time, so don’t be alarmed if your child isn’t mastering balance or throwing at age 1. Once they reach the age of 3 they should be starting to run and jump. However, at this time movements are still uncoordinated and won’t become refined until your child is older. Motor development comes with time, but if you see that your child is struggling relative to their peers, it’s always a good idea to take them to your pediatrician to see if there are any motor development delays. If your child is struggling with anything, a physical therapist will be able to help. **Categories:** Physical Therapy **Tags:** For Parents --- ### [Effective Interventions for Improving Coordination](https://ejtherapy.com/effective-interventions-for-improving-coordination/) **Published:** February 25, 2023 **Author:** Vicky Moroz **Content:** # Effective Interventions for Improving Coordination - [ February 25 ](https://ejtherapy.com/2023/02/25/) ![A young child at a small table playing with items while a woman nearby claps in a playroom filled with exercise balls, hoops, and mats.](https://ejtherapy.com/wp-content/uploads/2026/06/h2J6OLCmTiKZi16uPBAZA_thumb_fcf.webp "h2J6OLCmTiKZi16u+PBAZA_thumb_fcf - EJ Therapy - EJ Therapy") The purpose of this systematic literature review titled “Effectiveness of Interventions for Children With Developmental Coordination Disorder in Physical Therapy Contexts: A Systematic Literature Review and Meta-Analysis,” is to explore the types of physical therapy interventions used to help children with developmental coordination disorder (DCD), and whether they are effective in improving coordination and balance. This review looked at 29 different research articles to create a summary of what interventions are effective, as well as what factors contributed to positive results. Developmental coordination disorder (DCD), sometimes referred to as dyspraxia, is “a condition in which difficulties in motor skills exist but are not due to overall intellect, primary sensor, or motor neurology of the individual.”1 ### Physical Therapy Categories This review separated physical therapy into three different categories of intervention: traditional, contemporary, and task-oriented training. The research reviewed showed that all three categories of physical therapy are effective for DCD to improve “balance, motor coordination and timing, muscle strength and function, and motor function/performance”2 Traditional physical therapy included interventions such as motor skills training, strength training, and core stability training. Contemporary physical therapy involved active virtual gaming (AVG), Interactive Metronome (IM) training, hippotherapy, and aquatic and rebound therapy. Task-oriented training studies focused on neuromotor task training (NTT). #### Traditional Physical Therapy The overall consensus was that all methods improved balance, gross motor function, strength, and endurance. With more endurance and power, the children were able to improve their quality of life and perform more motor movements. The only intervention that did not seem to improve balance was Tae Kwon Do training. #### Contemporary Physical Therapy Since these contemporary methods are more novel, not as much research is done on them. However, overall all contemporary methods showed an improvement in motor skills and balance. It’s important to note that each of these novel methods targets specific areas. For example, Active virtual gaming (AVG) used programs associated with the PlayStation 3 Move, and improvements were seen mostly in hand and wrist movements, probably due to how the controller is held. Hippotherapy is equine therapy, and greatly improved balance as the child had to hold themselves up on the horse as it moved around. #### Task-Oriented Training The task-oriented training focused mostly on NTT, which is observing how a child interacts with the task and environment and manipulating different factors to help a child complete a movement to the best of their ability. For more information on NTT, visit the site here. This intervention type was effective to improve fine and gross motor skills, but its effectiveness relied on how well the therapists were able to provide instruction and feedback.3 ### Clinical Implications Motivation and duration played a big role in how effective intervention was. When the kids were motivated and engaged, they were more likely to participate. Duration is also a critical factor because therapy needs to be performed consistently and for the right amount of time to see improvement, especially in physical therapy cases. Additionally, “longer duration means more practice, and more practice means an increased chance of retaining information and storing it in the long-term memory.”4 There are many different categories of physical therapy, and all are effective in their way. The implications here are that for children with DCD “task-oriented approaches (NTT) and motor training-based interventions of traditional and contemporary PT contexts are beneficial,” and “interventions based on motor skills training and NTT are best for gross motor problems.”5 ### Bilateral Coordination Exercises It’s not only the kids with DCD that need help with coordination. Bilateral coordination is something used in so many daily activities, such as tying shoes or throwing a ball. *Pink Oatmeal* lists several different exercises that target bilateral coordination such as seated side arm raises, midline crossing exercises, scissor steps, wall stickers, and more. Their page also shows video examples of each exercise. Check them out [here](https://www.pinkoatmeal.com/bilateral-coordination-activities/). **Categories:** Physical Therapy, PT Research **Tags:** For Therapists --- ### [In-School vs. Clinical Pediatric Occupational Therapy](https://ejtherapy.com/in-school-vs-clinical-pediatric-occupational-therapy/) **Published:** March 1, 2023 **Author:** Vicky Moroz **Content:** # In-School vs. Clinical Pediatric Occupational Therapy - [ March 1 ](https://ejtherapy.com/2023/03/01/) ![Child sits at a wooden table coloring a worksheet with a pencil, near a window.](https://ejtherapy.com/wp-content/uploads/2026/03/pexels-jena-backus-1001675.webp "pexels-jena-backus-1001675 - EJ Therapy - EJ Therapy") *Why does my child not qualify for in-school services if they get occupational therapy at an outpatient clinic?* *My child already gets OT in school. Do they still need outpatient therapy?* These are common questions parents ask regarding occupational therapy. However, trying to get the best treatment for your child or understanding how best to help them may feel frustrating or overwhelming. The first step is to understand the difference between school and clinic OT. **School Occupational Therapy** In-school OT aims to help a child with their education. The child must have an IEP (Individualized Education Program) that details the accommodations and goals of therapy and how these accommodations allow a child to participate equally as a student. Parents, teachers, and therapists are all involved in determining areas of focus. So, a child may have sensory or behavior issues. Still, if those don’t interfere with their ability to participate in school, they will not qualify for in-school services. In school therapy, a therapist can treat any area affecting a child’s learning ability. Treatment areas could include time management, emotional regulation, fine motor skills, sensory processing, etc. The final difference is that the school pays for these services. **Clinic (Outpatient) Occupational Therapy** The goal of outpatient OT is to help a child with their daily occupations. Therefore, treatment goals in outpatient therapy could overlap with school goals. After an initial evaluation, the OT will recommend treatment goals with the parent’s help. Daily occupations such as toileting, bathing, eating, and getting ready for bed are treated in Outpatient OT. Clinic OT is also great if your child needs more frequent treatment and one-on-one time with a therapist. Overall, outpatient OT focuses on life skills in all areas of life, not just those that pertain to education. Finally, the parent or guardian is responsible for paying for this therapy with the help of insurance. **Conclusion** Whether your child gets in-school OT, outpatient OT, or both, occupational therapy aims to help them be the most successful versions of themselves. Evaluations are set in place to provide your child with what they need. Due to this, your child may be seeing an OT in the clinic but may not qualify for in-school services. They are doing fine on their own. On the other hand, your child may have in-school therapy but still need to address different life skills outside of the school setting. **Categories:** Occupational Therapy **Tags:** For Parents --- ### [Benefits of Yoga for Children](https://ejtherapy.com/benefits-of-yoga-for-children/) **Published:** March 2, 2023 **Author:** Vicky Moroz **Content:** # Benefits of Yoga for Children - [ March 2 ](https://ejtherapy.com/2023/03/02/) ![Four children in a colorful indoor play area raise their hands as a teacher watches from the doorway, with a rope ladder in the foreground for climbing.](https://ejtherapy.com/wp-content/uploads/2026/06/11053313_842383385840802_4977842437488166256_o.webp "11053313_842383385840802_4977842437488166256_o - EJ Therapy - EJ Therapy") Yoga is a wonderful form of low-impact exercise for people of all ages, but did you know that it can be especially beneficial for children, including those with special needs? The positive aspects of yoga-based exercises go well beyond the physical benefits and help children develop their focus and concentration while also boosting confidence and self-esteem. ### What is yoga? Yoga is defined as “a mind-body activity that involves movements and poses (asanas) done in coordination and rhythm with the breath. It is considered a moving form of meditation because the mind and body are concentrated on a specific task (yoga position and breathing pattern.”\[1\] Yoga for children doesn’t mean some complicated pose or lengthy meditation. It is more about stretching and teaching children a method to control their mind when life gets difficult or overwhelming. Meditation has been proven and recommended for years to redirect the mind. Yoga is a great way to teach a child to help redirect their mind and thoughts, while helping their muscles stretch and relax. An example of a yoga practice for children would be something along the lines of imaginative, play-based yoga such as that shown [here](https://www.actionforhealthykids.org/activity/exploring-imagination-play-based-yoga/). ### Yoga at a Young Age So, what are the benefits of teaching yoga to younger children? The early years of your child’s life are crucial for development. An activity like yoga helps your child’s body both physically and mentally by helping teach self-regulation while aiding in the development of coordination and balance. A younger age, such as the preschool or kindergarten period, is a great time to start with the practice of yoga because this age is a critical time for development, especially when it comes to motor abilities such as fine motor skills, coordination, and balance, but also for the habits that they create.\[2\] Yoga also helps with self-regulation, an important skill to obtain at a younger age. Self-regulation is the monitoring and controlling of one’s emotions and the actions that go along with those emotions or feelings based on a situation, or regulating one’s behavior and avoiding acting on impulse. \[3\] ### Backed by research: Yoga is a contemplative practice that aids with mindfulness, or learning how to bring the back when it’s wandered. Learning this control leads to improvement in attention and emotional- and self-regulation. A 2021 study looking at pre-kindergarten and kindergarten children saw improvements in self-regulation through a regular yoga intervention that consisted of breathing, yoga poses, and mindfulness, all of which attributed to create a sense of self-awareness in the children in regards to their emotions and behaviors. \[4\] Another study done in 2015 involved a yoga intervention at school for middle schoolers and demonstrated how yoga improved self-esteem and overall mental health, lowered stress, improved academic performance, and even benefited those students with learning challenges such as ADHD.\[5\] The study involved breathing practice, yoga postures like sun salutations, and finished with a guided meditation/visualization session and concluded that yoga lowers stress, increases self-esteem, and thus improves academic performance.\[6\] ### Benefits Overall, yoga teaches self-regulation, lowers tress, improves self-esteem, improves balance and coordination, and enhances flexibility. According to *Parent Magazine*, the focus and concentration that a child practices while balancing and holding poses helps to build their overall focus and concentration skills, which can help them in so many different situations including at school and in other therapy activities. Yoga is a great way for young children to participate in exercise in group but in a noncompetitive way. Studies have even shown this form of exercise to be especially helpful for children with autism and ADHD. ### Backed by Research: Yoga is a great way to help a child be both physically and mentally active. In a 2021 study looking at the effects of yoga on motor and cognitive abilities done with a group of preschool children, it was found that yoga led to improved fine motor skills, bilateral coordination, balance, body coordination, balance, and manual dexterity. \[7\] This is because the yoga postures work many of the stabilizer muscles, especially in the torso, which helps improve balance and coordination with the strengthening of this part of the body. \[8\] This type of exercise is beneficial for both typically developing children and those with developmental delays. Yoga has even been shown to help with respiratory function in those with Duchene Muscular Dystrophy, or a disorder where the respiratory muscles degenerate. The study concluded that yoga coupled with the regular physical therapy treatments made a significant improvement in respiratory muscle strength and function. \[9\] With the low-exertion exercises coupled with breathing, mindfulness, and meditation, yoga improved the quality of life of those children living with Duchene Muscular Dystrophy because of helping with overall outlook of life while also improving function in the lungs. The 2015 study done with middle-schoolers also showed that the breathing techniques done in yoga helped those students with anxiety, ADD/ADHD, high stress, and low self-esteem, as the breathing helped the students feel in control and empowered. \[10\] ### Yoga at EJ Therapy Our supported yoga program uses yoga techniques to assist young children, ages 4-7, gain symmetry, balance, and core strength. EJ’s yoga practice uses stretching, bending, and holding positions to specifically impact motor control as well as overall muscle strength and flexibility. Children will be cued, encouraged, and guided through postures and activities with fun, easy going tools and strategies. We’re ready to help you get your child registered and reap the benefits of this wonderful exercise. Ask the clinic how yoga can be involved in your child’s therapy. **Categories:** Physical Therapy **Tags:** For Parents --- ### [Working with Teachers as an In-School Therapist](https://ejtherapy.com/working-with-teachers-as-an-in-school-therapist/) **Published:** March 3, 2023 **Author:** Vicky Moroz **Content:** # Working with Teachers as an In-School Therapist - [ March 3 ](https://ejtherapy.com/2023/03/03/) ![Group of children jumping off dark rocks into the sea at sunset with a bridge in the distance behind them at the shore.](https://ejtherapy.com/wp-content/uploads/2026/06/pexels-guduru-ajay-bhargav-939702.webp "pexels-guduru-ajay-bhargav-939702 - EJ Therapy - EJ Therapy") Helping the students achieve their educational goals is the overall focus of the in-school speech, occupational, and physical therapists. Part of that requires working with general education teachers to help children reach their goals. Communication and collaboration may seem complicated, as therapists and teachers may be busy and overwhelmed. Communication and collaboration can become even more complicated when a therapist treats in multiple schools. However, working with teachers inside and outside the classroom should be considered part of a child’s treatment and a crucial one at that. ### Miscommunication and Misunderstanding between Therapists and Teachers General Education teachers may need to be made aware of the role of an OT, PT, or speech therapist or why accommodations or treatment techniques should be continued in the classroom, especially when the therapist is not there. A therapist only gets around 30 minutes with the student, if not less. To optimize treatment, in-class continuation supported by the teacher is best. Alternatively, they may not understand why a child presents a particular behavior. For example, suppose a child struggles with executive function. In that case, a teacher may not understand why the child struggles with task initiation or cannot anticipate the consequences of their behaviors. A child like this would benefit from routines and checklists that take place in the classroom. However, suppose a teacher is unaware of the importance of these accommodations or why they are needed. In that case, this will not allow the child to be the best they can be and be in a state of mind to learn. Finally, a working relationship benefits both parties. A therapist should be able to turn to a teacher for feedback about a child’s improvements or problem areas. Alternatively, a teacher can approach a therapist with questions or successes. ### Action Plan for Communication Between Therapists and Teachers As mentioned earlier, initiating communication can be challenging, as everyone is busy during the school year. However, here are some things to consider to help guide that communication: • Try push-in services. • Introduce yourself and your goals when first starting treatment. Before the first treatment session is also a great time to give more information about occupational, speech, or physical therapy and why it is essential to the child’s education. • Make working with teachers a part of the IEP goal • Establish a preferred method and time of communication. For example, methods of communication can be by email, at the end of the day, between class breaks, etc. • Get involved in school activities. **Categories:** Occupational Therapy, OT Research, Physical Therapy, PT Research, Speech Therapy, ST Research **Tags:** For Therapists --- ### [Toys to Help with Occupational Skills](https://ejtherapy.com/toys-to-help-with-occupational-skills/) **Published:** March 15, 2023 **Author:** Vicky Moroz **Content:** # Toys to Help with Occupational Skills - [ March 15 ](https://ejtherapy.com/2023/03/15/) ![Young girl in a cream sweater sits on a rug, stacking colorful wooden alphabet blocks as an adult claps nearby.](https://ejtherapy.com/wp-content/uploads/2026/03/Untitleddesign-2.webp "Untitled+design-2 - EJ Therapy - EJ Therapy") Toys can be a valuable tool in occupational therapy for children. Depending on the child’s needs and goals, different toys can be used to improve fine motor skills, hand-eye coordination, sensory processing, and more. For example, puzzles can help with problem-solving and cognitive skills, while building blocks can improve hand strength and dexterity. Sensory toys like play dough or kinetic sand can provide tactile stimulation and help with sensory processing. Playing with toys can also encourage social skills and communication, as children may play together and interact with each other. Overall, incorporating toys into occupational therapy can be both fun and effective for children. We’ve compiled a list of some toys we like to use in the clinic. Please see the list below! 🙂 *Disclosure: Some of the links below are affiliate links. This means that, at zero cost to you, EJ Therapy will earn an affiliate commission if you click through the link and finalize a purchase.* --- 1). Playdoh and playdoh accessories ![](https://ejtherapy.com/wp-content/uploads/2026/05/playdoh-300x300.webp "play+doh - EJ Therapy") Our Picks: Play doh is an all-around great tool for both OT and speech. We use play doh to promote creativity, improve fine motor skills, build finger and hand strength, work on manipulation, and build hand-eye coordination. Have your child roll the dough into snakes and then practice cutting with scissors by snipping up the snakes. Make letters and shapes out of the play dough for even more practice. --- 2). Sensory or Poke-a-dot books ![Two Poke-A-Dot activity books (Old MacDonald’s Farm and Dinosaurs) sit among small wrapped gifts on a festive, red plaid blanket.](https://ejtherapy.com/wp-content/uploads/2026/05/poke-a-dot-300x300.webp "poke-a-dot - EJ Therapy") Our Picks: Poke-a-dot books are great children’s books that have interactive elements. You know how satisfying it is to pop bubble wrap? Well these books have dots that you can press, making a “click” or “pop” noise. These books help your child learn because they encourage multi-sensory learning. The child can follow along and pop the dots, or you can have them describe the pictures before they’re allowed to pop the dots. You also don’t have to necessarily buy the poke-a-dot book brand to get great interactive elements in books. Feel free to look up sensory books and see what strikes your fancy! --- 3). Critter Clinic ![Plastic toy animal clinic chest with six bright doors and a red lid labeled CRITTER CLINIC, plus colored keys for pretend play, on carpet.](https://ejtherapy.com/wp-content/uploads/2026/05/critterclinic-300x300.webp "critter+clinic - EJ Therapy") Our Picks: You can also find the [critter clinic at target](https://www.target.com/p/b-toys-toy-vet-kit-for-kids-critter-clinic/-/A-76155786) for a cheaper price. The critter clinic is a really fun and cute toy that is good for both OT and speech! It’s really great for challenging the kids and really sparking their curiosity. Since there are so many manipulative elements to this toy, it is also great for fine motor skills. Your child is working on pincer grasp, hand-eye coordination, turning keys, manipulating small objects, and more. --- 4). Poppers ![Plastic cow toy with a neon green ball in its mouth, standing on a carpet near wrapped Christmas gifts and a blurred tree in the background .](https://ejtherapy.com/wp-content/uploads/2026/05/poppers-300x300.webp "poppers - EJ Therapy") Our Picks: The cow popper is a clinic favorite among the kids. You squeeze the cow to launch a foam ball out of its mouth. This is excellent for working on hand grasp. You also have the pincer grasp and in-hand manipulation when arranging the balls. It’s even great for gross motor work, as the child has to retrieve the ball. --- 5). Fine Motor Games ![Box for a children's game 'Apple Picking' showing a colorful tree with wooden apple pieces and game components on a carpeted floor.](https://ejtherapy.com/wp-content/uploads/2026/05/applepicking-300x300.webp "apple+picking - EJ Therapy") [The apple picking game shown in the picture is not found on amazon but is linked here](https://www.hungrycutters.com/product-page/apple-picking-toy). It is great for scissor skills, although this game focuses on much more than just that. The apple tree can be propped up or laid flat on a surface. There are scissor scoops and bird tweezers where a child can pick apples from the tree or off the ground. There are little worms at the base of the apple tree that a child can pick up with the bird tweezers, or work on placing the worms back into the holes. The baskets are for the different colored apples where your child can separate the apples by color. There is so much more to this game, so feel free to check it out! The maker of the toy is a brand called Hungry Cutters. They have a bunch of great toys that target fine motor skills. --- 6). Lacing Cards ![Boxed set of kids' lacing cards titled 'Lacing Cards' with bug illustrations and a detachable blue cord, on a textured surface.](https://ejtherapy.com/wp-content/uploads/2026/05/lacingcards-300x300.webp "lacing+cards - EJ Therapy") Our Picks: Lacing cards are an excellent tool for occupational therapy because they enhance a wide range of skills. By using lacing cards, children can improve their hand-eye coordination, fine motor skills, and dexterity. The repetitive action of threading the cards also helps to develop bilateral coordination and visual perceptual skills. Additionally, lacing cards can improve attention span, concentration, and problem-solving abilities. Overall, using lacing cards in occupational therapy can help individuals to improve their physical and cognitive abilities in a fun and engaging way. --- 7). Operation ![Opened Star Wars Operation board game on a blue carpet, with the orange-framed tray and the box showing Rey and BB-8 in the background.](https://ejtherapy.com/wp-content/uploads/2026/05/operationgame-300x300.webp "operation+game - EJ Therapy") Our Picks: The game Operation is an excellent tool for occupational therapy because it helps to improve fine motor skills, hand-eye coordination, and visual perception. The game requires players to use tweezers to remove small objects from designated areas, which can be especially helpful for individuals recovering from hand injuries or surgeries. Additionally, the game can be adjusted to increase or decrease the level of difficulty, making it a versatile tool for therapists to use with patients of varying abilities. The game also provides a fun and engaging way to work on these skills, which can help motivate patients to participate in therapy sessions. This is a fun game that can be used to incorporate a fun and effective tool into their treatment plans. --- 8). Squigz ![Colorful abstract toy figures with circular heads and curved limbs arranged on a textured surface, red, blue, yellow, pink and green pieces.](https://ejtherapy.com/wp-content/uploads/2026/05/squibs-300x300.webp "squibs - EJ Therapy") Our Picks: Squigz, which are suction toys, are an excellent tool and toy for kids. These toys help develop fine motor skills, hand-eye coordination, and grip strength, which are essential for performing daily tasks. The suction cups provide resistance, allowing children to build up their muscles while engaging in fun and interactive play. Additionally, suction toys can be used to promote sensory exploration and problem-solving skills. Overall, these toys are a fun and effective way to support children’s development and enhance their occupational therapy experience. **Categories:** Occupational Therapy **Tags:** For Parents --- ### [Toys For Learning Speech](https://ejtherapy.com/toys-for-learning-speech/) **Published:** March 8, 2023 **Author:** Vicky Moroz **Content:** # Toys For Learning Speech - [ March 8 ](https://ejtherapy.com/2023/03/08/) ![Young boy with blond hair wearing a brown plaid shirt holds colorful alphabet letters A, B, C against a teal background.](https://ejtherapy.com/wp-content/uploads/2026/06/pexels-mart-production-7333997-scaled.webp "pexels-mart-production-7333997 - EJ Therapy - EJ Therapy") A frequent question we get is *what toys will help my child learn language?* The good news is that many toys can be utilized for encouraging language development! Below is a list of some of our favorite toys! They are the tried and true toys used in our clinics. These toys are great by themselves, but if you want to add another layer of fun language learning, we have also created several posts on our blog on how to use toys to help with language development. These toys are great for that. Feel free to check out some of these posts to learn more about helping your child with language development: [Communication Temptations](https://www.ejtherapy.com/blog/communication-temptations) [Verbal Routines](https://www.ejtherapy.com/blog/how-to-build-vocabulary-in-children) [Recasting](https://www.ejtherapy.com/blog/recasting) [Interactive Book Reading](https://www.ejtherapy.com/blog/interactive-book-reading) *Disclosure: Some of the links below are affiliate links. This means that, at zero cost to you, EJ Therapy will earn an affiliate commission if you click through the link and finalize a purchase.* --- 1). Playdoh and playdoh accessories ![Toy orange cement mixer truck beside colorful Play-Doh tubs, cookie cutters, and a red rolling pin on a carpet with a Christmas tree in the background.](https://ejtherapy.com/wp-content/uploads/2026/06/playdoh-300x300.webp "play+doh - EJ Therapy") Play doh is an all-around great tool. For utilizing communication temptations, you can use play doh to help your child request what color they’d like or the tool they need. Play doh is also great for incorporating words like “squish” and “roll.” You can even get different playsets to help introduce vocabulary or help with labeling. For example, you can get a construction or cooking playset to help teach your child new words. Getting a set with a theme they are interested in will help encourage your child to interact more. --- 2). Bubbles ![Blue whale-shaped bubble gun on left with clear bubble bottle; pink bubble gun on right; Christmas tree with lights in background.](https://ejtherapy.com/wp-content/uploads/2026/06/bubbles-300x300.webp "bubbles - EJ Therapy") We love to use bubbles in therapy! Bubble guns or bubble machines are a great gift idea for children. Bubbles are another great toy to use while practicing communication temptations (if you’re not sure what that is, check out our earlier post). They also can be used to teach directions by directing the flow of the bubbles up or down. With words like “pop” or “bubble,” you are targeting the important “P” and “B” sounds. --- 3). Barn with animals ![Toy barn playset with a red-and-white barn and several plastic farm animals arranged in front on a speckled floor, Christmas tree blurred in the background in a holiday setting.](https://ejtherapy.com/wp-content/uploads/2026/06/barn-300x300.webp "barn - EJ Therapy") Another favorite often used by our speech therapists is a toy barn set. If your child likes to play more with toy animals rather than toy people, this is a great tool to use for language development. Again, you can use this for things such as teaching prepositions, directions, and environmental sounds. The barn and barn animals are used for labeling vocabulary and you have a whole collection of different animal sounds to introduce, such as woof for a dog, oink oink for a pig, baa baa for a sheep, and so on. When your child is in the early stages of language learning, it is easier for them to imitate simple sounds or words they hear often through repetition. This type of learning can be elicited through playing with toys such as this barn playset. When kids are able to communicate through gestures and can imitate actions such as a cow eating grass, for example, they are ready to begin imitating simple sounds. This is why play sets like this are an excellent toy for a child to have because of how they encourage this type of learning. --- 4). Anything little people ![Colorful children's toy set on a wooden table under string lights: a yellow school bus, a green track with figures, and a yellow climbing playset.](https://ejtherapy.com/wp-content/uploads/2026/06/littlepeople-300x300.webp "little+people - EJ Therapy") Little People toys and playsets are a favorite at the clinics and schools. Not only are these toys a bunch of fun for the kids (great for engaging their imagination), they are also great for teaching: -how to follow directions -prepositions -environmental sounds -exclamatory words If you have a Little People play house, you can teach your child how to follow directions using prepositions by saying phrases such as, “put the chair in the living room” or ask something silly like, “does the table go on top of the house?” These toys are also great for environmental sounds (i.e., beep beep) or exclamatory words (yay, oh no). You can also practice verbal routines with them. Use phrases like, “ready, set, go” or sing wheels on the bus when using a toy bus that comes with a playset. --- 5). Cars ![Colorful plastic toy race track setup on a living room carpet, with a Christmas tree and wrapped gifts in the background.](https://ejtherapy.com/wp-content/uploads/2026/06/cars-300x300.webp "cars - EJ Therapy") Cars and trains are especially loved by the boys. If your child is really interested in cars or trains, utilize this to help with their language development! Cars and trains are good for teaching: -environmental sounds such as “beep beep,” “vroom,” or “choo choo.” -simple CV(consonant-vowel) words like “go,” or “key.” -how to follow directions. Tell your child to take the car or train under the bridge or around the table. You can incorporate a lot more great elements by getting a race or train track as well! --- 6). Any of the Poke-a-dot books ![Holiday scene with two kids' activity books (Poke-A-Dot) on a carpet next to wrapped gifts and a red plaid blanket edge.](https://ejtherapy.com/wp-content/uploads/2026/06/poke-a-dot-300x300.webp "poke-a-dot - EJ Therapy") Poke-a-dot books are great children’s books that have interactive elements. You know how satisfying it is to pop bubble wrap? Well these books have dots that you can press, making a “click” or “pop” noise. These books help your child learn because they encourage multi-sensory learning. The child can follow along and pop the dots, or you can have them describe the pictures before they’re allowed to pop the dots. The poke-a-dot books are a wonderful tool to teach themed vocabulary and identification. For example, in a farm-themed poke-a-dot book, you can ask a child to identify the pig or sheep. You can ask what sound each farm animal makes. The more prompts you give your child, the more opportunities they have to interact with you and learn new sounds and words. This isn’t only applicable to farm-themed books. If you have a dinosaur book, encourage your child to identify the purple dinosaur or make a “roar” sound. Other things you can request your child to imitate is to introduce words like “poke” or “pop.” Press the dot and say one of these words and have your child imitate you. Another thing you can do if you have trouble getting your child to interact is to request for them to turn the page. You also don’t have to necessarily buy the poke-a-dot book brand to get great interactive elements in books. Feel free to look up sensory books and see what strikes your fancy! --- 7). Cause and effect toys ![Colorful plastic activity toy with multiple ramps and balls on a carpeted floor.](https://ejtherapy.com/wp-content/uploads/2026/06/causeandeffect-300x300.webp "cause+and+effect - EJ Therapy") As the name implies, cause-and-effect toys are used to help kids figure out how their actions affect their environment. It is important for both language and motor skills! These toys usually have a lot of interactive components that work on things such as hand grasp, hand-eye coordination, and more. These toys also can be used to improve language development greatly. They are great to use with communication temptations (we have a post about this on our blog!), a method of tempting your child to communicate with you. In this case, they may ask for help if they don’t understand or can’t manipulate the toy to do what they want. For the piggy bank and ball drop, you could hold the coins or balls and have your child request them. They are also great for learning words like “in” or “out,” teaching directions, and working on articulation (simple words formed by a consonant followed by a vowel, such as you, me, up, etc.). --- 8). Pretend food ![Child's play area under a lit Christmas tree with toy kitchen, food, and pizza party games on the carpeted floor.](https://ejtherapy.com/wp-content/uploads/2026/06/pretendfood-300x300.webp "pretend+food - EJ Therapy") Pretend food can be a great tool for language development, imaginary play, and fine motor play. The pretend food comes in really fun play sets that are very interactive! They make food you can cut that uses Velcro to stick back together and playsets that incorporate lots of different utensils. Toys like this are great for: -teaching words like “eat” or “cut” -Modeling vocabulary -requesting -following directions -labeling vocabulary With these toys, you can use similar activities we’ve talked about in earlier posts (communication temptations, themed vocabulary, earning rewards). With the list above, you can request your child to give you the apple, or to cut the apple in half and give you a half. You can tell them to put the lettuce in the salad bowl. You can ask your child what food something is. If your child is playing, go along with what they’re doing and fine openings to interact with them. Pretend food is just another tool to help engage your child --- 9). Building toys ![Colorful plastic numbered blocks arranged on a black bench with a white pillow featuring red plaid mittens in the background.](https://ejtherapy.com/wp-content/uploads/2026/06/buildingtoys-300x300.webp "building+toys - EJ Therapy") The stacking blocks in our picture are more for very young children, but the types of stacking blocks can differ widely, so you can easily get a set that is more age appropriate for your child. There are magnetic blocks, soft stacking blocks, wooden blogs, sensory blocks, and so much more. Stacking blocks can be used for exclamatory sounds (crash, boom), prepositions (up, down), and labeling colors. A great activity to do is to get blocks with words or pictures on them, or you can tape words, phrases, or images on the blocks and have your child identify them. To help prompt your child, ask questions like “what is this animal,” or, “can you show me your favorite color?” You can get really creative with these! --- 10). Critter Clinic ![Colorful plastic kids' activity box with six colored doors and matching keys on a carpet.](https://ejtherapy.com/wp-content/uploads/2026/06/critterclinic-300x300.webp "critter+clinic - EJ Therapy") You can also find the [critter clinic at target](https://www.target.com/p/b-toys-toy-vet-kit-for-kids-critter-clinic/-/A-76155786) for a cheaper price. The critter clinic is a really fun and cute toy that is good for both OT and speech! It’s really great for challenging the kids and really sparking their curiosity. Since there are doors AND keys, this is a wonderful toy to use with communication temptations. You want to tempt your child to ask you for help opening the doors. This is great for teaching words such as open, shut, put in, take out, etc. You can change the theme of what you put into the critter clinic. It can be farm animals, pets, toy foods, cars, or really anything you’d like. Since there are so many manipulative elements to this toy, it is also great for fine motor skills. Your child is working on pincer grasp, hand-eye coordination, turning keys, manipulating small objects, and more. --- 11). Hedbandz or Apples to Apples Jr. ![Box cover for HedBanz: The Quick Question Game for 2-6 players, featuring three kids with cards on headbands at a table with game pieces visible in front of them.](https://ejtherapy.com/wp-content/uploads/2026/06/headband-300x300.webp "headband - EJ Therapy") Hedbanz or Apples to Apples Jr. are both fantastic games for older kids. Hedbanz is marketed towards children 8 and up, while Apples to Apples Jr. is marketed towards children 9 and up. These games encourage communication and are a great activity for families or friends to do all together. Your child may not even realize they are working at improving their vocabulary because they are having so much fun! Games like this target areas such as: -vocabulary -synonyms and antonyms -social skills and turn taking -descriptions -comprehension -categories Although these are games and are fun, they are actually helping to improve your child’s language skills. They introduce new concepts while challenging your child to provide descriptions and utilize new or rarely used vocabulary words. Games like this also allow extra family time, making them an even more fun Christmas gift! --- 12). Pop the Pig ![Plastic pig-chef toy with white hat and apron sits on a carpet, holding a gray perforated spatula; boxed 'Pop! the Pig' game stands behind.](https://ejtherapy.com/wp-content/uploads/2026/06/popthepig-300x300.webp "pop+the+pig - EJ Therapy") Pop the Pig is a game created by Goliath Games. It incorporates colors, turn-taking, numbers, and counting. The object of the game is to pop the pig’s belt by feeding it hamburgers. Each hamburger is a different color and has a number on the bottom. The number indicates how many times the pig must chew its hamburger. This game is not only fun and creative, but it can also be utilized in language learning. This can be made into a goal-oriented game where the child must go through repeated trials to earn a burger. For example, the object of the game might be to have the child say “pop.” If the child repeats it, they earn a hamburger and can feed it to the pig. You can also do this with numbers or colors. If your child is younger, you do not have to incorporate rolling the die. This game is great for working on articulation as well as final consonants like those in the words “pop,” “pig,” and “eat.” --- 13). Matching Games ![Blue Fisher-Price Oreo Matchin' Middles game jar with cookies and white ring pieces laid out on a carpeted surface.](https://ejtherapy.com/wp-content/uploads/2026/06/MatchinMiddles-300x300.webp "Matchin'+Middles - EJ Therapy")![Green turtle-themed Fisher-Price game tin labeled 'Turtle Picnic' with small turtle figures and game cards scattered on a blue rug.](https://ejtherapy.com/wp-content/uploads/2026/06/TurtlePicnic-300x300.webp "Turtle+Picnic - EJ Therapy") Turtle Picnic or Oreo Matchin Middles’ are two Fisher Prices games that we often use in our clinics. Matching games like this are great because they can be simplified for younger children. They incorporate colors, shapes, and different objects. They can be used for labeling colors, identifying objects or shapes, following directions, requesting, and more. Try prompts like: “What is this color?” “Can you show me the pumpkin?” “What is your favorite food?” “What shape is this?” “Can you point out the square?” “What color matches this one on the turtles back?” Some of our therapists even make up their games utilizing these elements. For example, you can have a child work for different parts of the Oreos to match them up or work for the other fruit cards. --- 14). Eggs ![Bright yellow egg carton with white eggs and small dye cups in blue, orange, red, and purple for decorating Easter eggs.](https://ejtherapy.com/wp-content/uploads/2026/06/eggs-300x300.webp "eggs - EJ Therapy") These eggs have so many uses for both speech and occupational therapy. They are a simple concept, but they come in a variety of different versions. Our favorite is the egg set with the faces on them, as this adds another element, but we also have a plain version of the eggs. The eggs each have a shape, so the two halves must match up so that the egg will close. If your egg set has faces showing different emotions, you can also ask your child to show you which egg is happy, sad, or mad. You can have your child count the eggs or label the colors. You can also use the eggs to teach your child colors or numbers. --- 15). Reusable Sticker Pads ![Two reusable sticker pads (Farm and Play House) with 5 scenes and over 280 stickers, plus two sheets of assorted stickers featuring kids, animals, and playground items.](https://ejtherapy.com/wp-content/uploads/2026/06/stickerpads-300x300.webp "sticker+pads - EJ Therapy") Reusable sticker pads are fantastic for imaginary play, themed vocabulary, environmental sounds, prepositions, and more. The best part is that they are reusable! You can work on many different concepts, but these are some ideas: – turn-taking ( separate the stickers between you and your child, and take turns placing them) -sort the stickers by categories or by page. For example, separate the stickers by categories such as people, animals, and objects. -WH questions. Ask who, what, where, when, and why questions. -Work on prepositions (under, over, across, between, etc.) This is also a fantastic toy for imaginary play. You can come up with different scenarios or have your child come up with them. You can also use these like a social story to show your child how to behave in different situations. --- 16). Mr. Potato Head ![Plastic Mr. Potato Head-style toy potato wearing blue glasses and blue shoes, holding a hammer in one hand and a small wrench in the other.](https://ejtherapy.com/wp-content/uploads/2026/06/potatohead-300x300.webp "potato+head - EJ Therapy") Mr. Potato Head is a classic toy with so many uses. You can use it to target or teach: -descriptions -labeling clothing items and body parts -following directions -requesting -turn taking **Categories:** Speech Therapy **Tags:** For Parents --- ### [The Importance of Handwriting](https://ejtherapy.com/the-importance-of-handwriting/) **Published:** March 16, 2023 **Author:** Vicky Moroz **Content:** # The Importance of Handwriting - [ March 16 ](https://ejtherapy.com/2023/03/16/) ![Close-up of a student’s hands writing with a red pencil on graph paper at a desk](https://ejtherapy.com/wp-content/uploads/2026/06/The-Importance-of-Handwriting.webp "The Importance of Handwriting - EJ Therapy - EJ Therapy") Something commonly worked on in occupational therapy is handwriting. This might not seem like the most relevant fine motor area to address, but handwriting is still a very important skill. If a child struggles with their handwriting, it can cause problems in their eagerness and ability to learn. Handwriting is a key skill that allows children to communicate what they learned or are thinking, and it allows them to keep up at school. Handwriting difficulties can cause anxiety, lack of motivation, and decreased academic performance. As with most things, early intervention is key because poor handwriting can indicate many issues ranging from common problems with motor skills to neurodevelopmental disorders. Students are still not differentiated through being poor at handwriting, and thus programs that promote teaching the foundational skills are still not in place.\[1\] ### Signs That Your Child is Struggling with Handwriting A lack of motivation when it comes to writing is a huge indicator that your child might be struggling. They may feel anxious about completing writing tasks and feel inadequate because they can’t seem to keep up with their peers. This can affect many areas of your child’s school life. Some other signs that your child is struggling with handwriting include: · Quick to feel strain · Their writing is sloppy and inaccurate · Poor grasp and hand strength · Can’t keep up at school · Poor attention Your child’s teacher may also address the problem with you, or you may see that their handwriting isn’t improving while doing helping them with homework. ### What Could Be Causing the Problem? Many possible factors can be causing the problem. Sometimes it could be a simple problem of not enough instruction at school or some trouble with visual-motor or motor skills. In many cases, poor handwriting can be combatted through some extra practice. Other things that could be causing your child to struggle with handwriting include: · Dysgraphia · ADHD · Developmental disorders such as autism · Dyslexia · Developmental coordination disorder It’s important to remember that struggling with handwriting doesn’t necessarily mean your child has a more serious, underlying disorder. That’s why if you have concerns, it’s important to have a pediatrician or occupational therapist evaluate and identify the problem. ### The Different Parts of Handwriting As mentioned earlier, there are many different pieces and parts that need to coordinate for a person to be able to write. Learning how to write is difficult for many children because it requires the coordination of fine motor skills, and understanding of language, grip and hand placement, and posture. Writing becomes an integral part of how a child is evaluated for their understanding of academic content. Behavior and self-regulation also play a role in handwriting.\[2\] When a task becomes automatic, the mind can focus on learning more skills. For example, if a child is dedicating all their focus to letter formation, they’re not absorbing the information that may be spoken by the teacher, or they aren’t paying attention to what word they’re spelling or sentence they’re writing. The first part of writing can be dependent on whether that motor skill becomes ingrained, but then the child has to use skills to remember how to spell and compose properly. A 2021 study showed that there is a relationship between self-regulation and writing.\[3\] In other words, those children who lacked the motor skills, but could self-regulate their emotions to overcome frustration and control reactions and continue to practice until their motor skills improved. So a part of learning to write is learning how to keep focused and self-regulate emotions and behaviors to complete difficult tasks. Writing is a complicated process that involves the coordination of behavioral, motor, and cognitive components. ### What Can Therapy Do? An occupational therapist will be able to evaluate your child to see what may be causing the problem. They “will assess several different areas including postural and core support, hand and pinch strength, visual attention, concentration, fine motor skills, visual-motor integration, and visual perception.”\[4\] Occupational therapists will then be able to provide helpful interventions to use to help your child learn in a way that they can absorb the information, such as incorporating the use of sensory tools and programs such as *Handwriting Without Tears.* **Categories:** Occupational Therapy --- ### [What are IEPs and ETRs?](https://ejtherapy.com/what-are-ieps-and-etrs/) **Published:** March 21, 2023 **Author:** Vicky Moroz **Content:** # What are IEPs and ETRs? - [ March 21 ](https://ejtherapy.com/2023/03/21/) ![Child's hand presses bright colorful playdough balls on a table with a yellow cup blurred in the background.](https://ejtherapy.com/wp-content/uploads/2026/05/pexels-sharon-mccutcheon-1449934.webp "pexels-sharon-mccutcheon-1449934 - EJ Therapy - EJ Therapy") IEPs and ETRs are common terms you might encounter, especially if your child needs speech, occupational, or physical therapy. In this guide, we will break down the basics of what each term refers to and provide some great resources if you’d like to dig deeper about the pieces and parts that make up IEPs and ETRs. ### What is an IEP? An IEP refers to an Individualized Education Program or an Individualized Education Plan. This is a plan created for children with disabilities to help accommodate them in the school setting. Children who qualify for an IEP must meet the criteria covered by the Individuals with Disabilities Education Act (IDEA). IEPs are for children 3 years of age and older. If your child is under the age of 3, they qualify for [early intervention services](https://ohioearlyintervention.org/). An evaluation must be requested and approved to go forth with creating the IEP plan. The evaluation will be conducted by the IEP team to create a plan to help your child succeed in an academic environment. This could be simple accommodations for dyslexia or ADHD, such as being granted extra time for test-taking, or it could involve more intensive in-school sessions depending on what your child needs in order to be successful. You as a parent are a key member of the IEP team and will be involved in the meetings so that you have an understanding of what the goals, plans, and accommodations are that are being provided for your child. This also lets you give your input and offer revisions for what you think your child needs. To find out more about the contents of the IEP and who is a part of the IEP team, look at [this guide](https://www2.ed.gov/parents/needs/speced/iepguide/index.html) created by the U.S. Department of Education. ### What is an ETR? An ETR stands for an Evaluation Team Report, and this is the evaluation required to see if your child qualifies for an IEP. An ETR determines whether a child has a disability and qualifies for services through the school. It also determines what accommodations they will need. Check out [this video](https://dcmp.org/media/11352-understanding-the-iep-process-the-basics-of-an-etr) for more about the ETR process. ### School-Based vs. Clinic Services Your child’s therapist may ask to see a copy of your child’s IEP and ETR prior to an evaluation or request updated copies throughout therapy. Private therapists will look at what services the school is providing and what the school’s evaluation team determined in order to consider a plan of treatment through private services. Although similar interventions may be taken in school and clinic settings, school-based services will help accommodate your child in order to be successful academically, while clinic services target and accommodate a more broad range. **Categories:** Physical Therapy **Tags:** For Parents --- ### [Great Physical Therapy Toys](https://ejtherapy.com/great-physical-therapy-toys/) **Published:** March 22, 2023 **Author:** Vicky Moroz **Content:** # Great Physical Therapy Toys - [ March 22 ](https://ejtherapy.com/2023/03/22/) ![Young child running on a grassy field, holding a small orange ball, with blurred people in the background on a sunny day.](https://ejtherapy.com/wp-content/uploads/2026/05/pexels-sides-imagery-3697601.webp "pexels-sides-imagery-3697601 - EJ Therapy - EJ Therapy") Toys can be an effective tool in pediatric physical therapy as they can motivate and engage children in therapeutic activities. We use toys frequently as they make physical therapy more engaging and fun. Toys can help children stay motivated and make their therapy sessions more enjoyable. ### How We Use Toys in PT There are many uses for toys in PT. Toys can be used to improve strength and coordination. For example, a simple ball can be used for various catching, throwing, and rolling exercises. These activities can help improve hand-eye coordination and upper-body strength. Similarly, a jump rope can help improve coordination and balance while providing a cardiovascular workout. Toys that require children to use their gross motor skills, such as throwing, catching, or jumping, can help improve strength, balance, and coordination. For example, a therapist may use a ball to help a child improve their balance by having them stand on one foot while trying to catch the ball. Toys can be used to improve balance and stability. For example, a therapist can use a balance board to challenge a child’s balance and core strength. This can help improve overall stability and reduce the risk of falls. Similarly, an exercise ball can challenge balance and core strength while providing a fun and engaging workout. ### Toy Recommendations If you’re looking for a specific toy to help with your child’s PT goals, the best thing to do is to ask your child’s physical therapist. The toys on this list are great tools to help your child’s gross motor skills. *Disclosure: Some of the links below are affiliate links. This means that, at zero cost to you, EJ Therapy will earn an affiliate commission if you click through the link and finalize a purchase.* --- 1). Scooters Scooters can be a fun way to work on core strength and balance. Children can use their arms and legs to propel themselves forward on the scooter, which can help improve their overall strength and coordination. --- 2).Therapy or sensory swings: Therapy swings can be a great tool for improving balance, coordination, and sensory integration. Children can sit or lie on the swing while doing exercises or simply enjoying the movement. Sensory swings provide children with a safe and fun way to engage in activities that can help develop their gross motor skills. The swinging motion stimulates the vestibular system, which helps with balance, coordination, and spatial awareness. Additionally, the proprioceptive input from the pressure and resistance of the swings helps strengthen muscles and improve body awareness. Overall, sensory swings can be a valuable tool for children to improve their gross motor skills in a playful and engaging way. You don’t have to purchase a swing, you can even take your child to the playground and have them lay on a tire swing or swing on a swing. --- 3). Play tunnels: Play tunnels can be used to crawl through, climb over, and play hide and seek. They are also great for improving balance and coordination. They also give sensory input. --- 4). Balance boards: Balance boards can be used to strengthen the core muscles, improve posture, and develop gross motor skills. They are also fun to use and can be used indoors or outdoors. --- 5). Therapy Balls Therapy balls are a great way to improve strength and coordination. They can be used for various exercises such as rolling, bouncing, and catching. They are also great for improving balance and can be used to improve posture. --- 6). Cones or Dots They can be used in various activities such as obstacle courses, balance exercises, and games. Cones can also be used to encourage reaching, bending, and stretching movements. --- 7). Trampolines Trampolines can be beneficial for children to improve gross motor skills because they require the use of large muscle groups to jump and maintain balance. This helps to develop coordination, balance, and overall strength. The bouncing motion of a trampoline can stimulate the vestibular system, which plays an important role in balance and spatial orientation. Additionally, repetitive jumping can help improve cardiovascular health and be a fun way for children to stay active. However, it’s important to supervise children while they’re using trampolines to ensure their safety. --- 8). Go to the Playground ![Colorful plastic playground with yellow spiral slide, blue tube slide, and bright cone-shaped roofs on a sunny day in a park.](https://ejtherapy.com/wp-content/uploads/2026/05/playground-300x300.webp "playground - EJ Therapy") Playgrounds are beneficial for children to improve gross motor skills because they offer a variety of physical activities that encourage children to run, jump, climb, swing, and balance. These activities help children develop their coordination, strength, and balance, which are important components of gross motor skills. Additionally, playing on a playground encourages social interaction and imaginative play, which can help children to develop their cognitive and emotional skills. The best part is that this is free! --- 9). Balance Bikes and Bikes Bikes can help children develop their balance and coordination by encouraging them to maintain their balance while pedaling. Balance bikes are beneficial for children to improve gross motor skills because they require the child to use their core muscles to balance and steer the bike. This helps to develop their sense of balance and coordination, which are important skills for other physical activities such as running, jumping, and playing sports. Additionally, using a balance bike can help a child to build confidence and independence as they learn to control and maneuver the bike on their own. --- 10). Building toys Building blocks provide children with opportunities to practice gross motor skills such as reaching, grasping, and releasing. As they manipulate the blocks, children engage in movements that help them develop hand-eye coordination, balance, and spatial awareness. Additionally, building with blocks encourages children to use their large muscles as they stand, squat, and move around. All of these activities help improve gross motor skills and promote overall physical development in children. --- 11). Toys to climb on/step on ![Colorful children's playroom with soft foam seating: red toy chair, grey cube stools, green wedge, and blue mats on a patterned blue rug.](https://ejtherapy.com/wp-content/uploads/2026/05/toystoclimbon-1-300x300.webp "toys+to+climb+on - EJ Therapy") Soft toys to climb on are beneficial for children to improve gross motor skills because they provide a safe and fun way for children to develop their coordination, balance, and strength. Climbing on soft toys also helps children develop their spatial awareness as they learn to navigate their bodies through different positions and movements. --- 12). Sports toys and Outdoor Games Sports toys like basketball hoops and soccer balls, and nets are beneficial because they require physical activity that engages large muscle groups. This helps children develop their coordination, balance, strength, and endurance. Additionally, sports toys can promote social skills such as teamwork and communication, as children engage in group play and learn to follow rules and take turns. Outdoor games like hopscotch are great for children to improve their gross motor skills as it involves jumping, balancing, and hopping. These movements help to develop their coordination, balance, and body awareness. Additionally, hopscotch can also help to improve their cognitive skills as they learn to plan their movements and follow a sequence. --- 13). Activity dice By rolling the dice and performing the action indicated, children are encouraged to move their bodies in different ways, which helps to develop their coordination, balance, and strength. Additionally, the unpredictability of the dice keeps children engaged and motivated to participate in physical activity, which can help to improve their overall fitness and health. --- 14). Tummy time Toys Tummy time is important for babies because it helps them to develop strong neck, shoulder, and back muscles, which are necessary for crawling, sitting up, and other gross motor skills. When babies are placed on their stomachs, they have to use these muscles to lift their heads and look around, which helps to strengthen these important muscles. --- 15\. Squigz Suction toys like squigz are beneficial for children to improve gross motor skills because they require the use of larger muscle groups, such as the arms and legs, to manipulate and move the toy. The suction aspect of the toy adds an extra challenge and resistance for the child to overcome, further strengthening their muscles and improving their coordination and balance. Additionally, suction toys can encourage active play and exploration, which is important for overall physical development **Categories:** Physical Therapy **Tags:** For Parents --- ### [Communication Temptations: What is it?](https://ejtherapy.com/communication-temptations-what-is-it/) **Published:** March 23, 2023 **Author:** Vicky Moroz **Content:** # Communication Temptations: What is it? - [ March 23 ](https://ejtherapy.com/2023/03/23/) ![Two children drawing with pencils on paper at a table, focusing on their hands and faces.]](https://ejtherapy.com/wp-content/uploads/2026/06/pexels-pixabay-159823.webp "pexels-pixabay-159823 - EJ Therapy - EJ Therapy") Communication Temptations is a strategy for parents to use to help build their child’s speech and vocabulary. It operates based on helping your child initiate a conversation or communication instead of just responding. As the name implies, communication temptations are a way to tempt your child to be an initiator, rather than a passive participant when communicating. When parents are the ones asking questions or expecting a single-word response, this doesn’t help the child learn what words mean or how to express their feelings or needs. Communication temptations have a child understand what they are saying and how the words they speak play a role in communication. Who benefits from using communication temptations? You can use this strategy for any child. Every child both late-talkers, those with developmental delays or with typical development can benefit from having their parents engage with them using communication temptations. This strategy is designed to help with developing vocabulary and grammar and helps teach children to combine words when speaking. ### How Communication Temptations Works As mentioned earlier, the basis of communication temptations relies on tempting a child to start communicating. A key part of this process is to help your child voice their needs, even if you already know what they want or prefer. As parents, it is easy to anticipate and do what you know your child wants. This can be hard for parents because patience is key with this strategy. Remember, each child behaves and communicates differently. Be aware of how your child behaves and understand that they might communicate in their own way, and this does not necessarily have to be verbal. Pay attention to all the different ways your child is communicating, such as gestures, body language, eye contact, and sounds (like squeals). To prepare for this strategy, make sure you have enough time in your schedule and do your best to avoid distractions like siblings, pets, T.V., phone calls, or anything along those lines. Be face-to-face with your child. Begin the act of tempting a conversation by involving your child in a way that requires them to react. This can be a routine activity, a new game that gets them excited, or something silly that you do. **Look for eye contact**. Eye contact is a sign your child is paying attention and ready to process what you’re doing or saying. **Tempt** the conversation through an action (look below for some ideas). **Wait** for your child to initiate the conversation. After you perform an activity, pause and wait for them to respond to the action you just did. The goal of communication temptations is for them to be the initiators, so waiting for their response is a huge part of the process. **Respond** to your child to acknowledge their initiation. Remember, your child’s response doesn’t have to be verbal at first, especially if your child isn’t talking yet. If you get any sort of response, reward it to encourage your child. ### Communication Temptation Ideas Any activity can be turned into a way of tempting your child to communicate. Have them ask for things rather than give it to them, or break up routine activities to have them tell you what to do next. · Break up a routine. For example, when getting ready for bed, pause before getting out their pajamas or before grabbing a book to read. Have your child initiate the next steps. · Hand your child a toy or object that they require help with, such as a wind-up toy or a jar of play-doh. Wait for your child to ask for help. · Say, “it’s snack time,” but don’t grab the snacks and have your child tell you what they want. Or give them only a few items of the snack so they can request more. · Put a toy your child likes just out of their reach knowing they want it and ask “what did you need” and wait. · Do something silly like peek-a-boo or put on a funny hat, and wait for their response. Almost anything can be turned into an opportunity for your child to initiate conversation. Also, you know your child best. If one of the examples above will make them upset or cross their boundaries, try something different to initiate the conversation. If these steps don’t get a response at first, try to model to your child what to say and repeat the activity. An example of what this could look like between a parent and child is listed below: Your child prefers to use gestures but has said the work cookie before and wants a cookie from the counter. Instead of handing your child the cookie, use communication temptations to try to get them to request it. Child: Points to the cookie on the counter Parent: Oh you want something on the counter? Child: nods head and continues to point Parent: ok, what would you like? Child: continues to point and grunt because they want the cookie Parent: Well you need to tell me what it is you want so I know what to get you. -If the child gives any sort of sound, other than that original grunt, recognize that as an attempt at them telling you what they want and praise them verbally and by giving them the cookie. -If child won’t say cookie, you can tell them “You want the cookie” before giving it to him, then try it again the next time he points to something they want. **Categories:** Speech Therapy **Tags:** For Parents --- ### [The Difference Between Your Child’s Physical Therapy in School versus Clinical Settings](https://ejtherapy.com/the-difference-between-your-childs-physical-therapy-in-school-versus-clinical-settings/) **Published:** March 30, 2023 **Author:** Vicky Moroz **Content:** # The Difference Between Your Child’s Physical Therapy in School versus Clinical Settings - [ March 30 ](https://ejtherapy.com/2023/03/30/) ![Children in colorful jackets walk along a ground ladder on a sunny sports field edge of a green turf.](https://ejtherapy.com/wp-content/uploads/2026/05/pexels-lukas-296301.webp "pexels-lukas-296301 - EJ Therapy - EJ Therapy") You may be curious as to why your child requires both school-based and clinical physical therapy, or, perhaps, you’re confused as to why your child qualifies for clinic-based physical therapy but not for in-school services. Keep reading below to learn more about the similarities and differences of physical therapy in different settings. ### Similarities Between School- and Clinic-Based Physical Therapy Regardless of the setting where a child receives PT, both clinics and schools require the therapists to have proper licensure, practice ethically, and adhere to state laws. The goal of PT is to make sure the child has the best quality of life and to gain the most functionality possible. Physical therapists in both settings can work with other disciplines to provide a full scope of service if necessary. For example, the treatment plan can consist of your child getting both physical and occupational therapy. In this case, the physical therapist would work with an occupational therapist to either co-treat or provide services that work towards the same goal of helping your child be as independent as possible. Finally, expect both school and clinic PTs to work with you in regards to goals, advice, and concerns that you have. ### School Physical Therapy Physical therapy received in a school setting has the goal of promoting as much functionality in the school environment in regards to participating in school activities. Children will qualify for PT in schools if they meet the criteria under the IDEA (The Individual with Disabilities Education Act) or state requirements. A referral for school-based PT can be given by the parent, teacher, or therapist. If a referral is made, the decision to go forward with school-based PT is up to the IEP (Individualized Education Program) team based on an evaluation done by a PT in the school environment. The IEP team then creates or adds goals to an existing IEP plan that are centered on PT. The therapy then occurs in the school environment and is integrated into the daily school activities. Usually, the PT will work with the child’s teachers and consult with parents as well. Your child’s progress is documented in their IEP plan, and you as a parent will receive a copy with updates. School-based physical therapy services are completely covered and not billed to the family. They are paid for by the school or reimbursed through federal programs. ### Clinic Physical Therapy Clinical physical therapy is centered on promoting the most mobility and functionality in daily life. Private PT is for those children with a medical diagnosis. For example, pediatric PT can be recommended for those children with cerebral palsy, torticollis in infants, or a toe-walking gait. In Ohio, a referral is required for PT in private clinic settings. Once a referral is given, an evaluation will be done by a physical therapist that uses a series of tests to determine if the child qualifies for services and to create a plan of care that targets the diagnosis. If the physical therapist determines that the child would benefit from physical therapy services, services will be provided either by a PT or a PTA (Physical Therapy Assistant) in a clinic, home, hospital, or other private settings. If therapy is conducted by a PTA, the progress will be monitored by a PT. Since private PT is usually covered by insurance or private pay, the documentation is part of the child’s medical records and documented using diagnostic and billing codes. A plan of care will still be shared with the family, and goals will be updated and monitored regularly. The PT will also work with the family to counsel and advise on steps that can be taken at home to help the child daily. **Categories:** Physical Therapy **Tags:** For Parents --- ### [Providing Pediatric Physical Therapy in School Versus Clinical Settings](https://ejtherapy.com/providing-pediatric-physical-therapy-in-school-versus-clinical-settings/) **Published:** April 1, 2023 **Author:** Vicky Moroz **Content:** # Providing Pediatric Physical Therapy in School Versus Clinical Settings - [ April 1 ](https://ejtherapy.com/2023/04/01/) ![Young children in colorful jackets line up along a white sideline on a grassy soccer field, each with a ball at their feet ready to play.](https://ejtherapy.com/wp-content/uploads/2026/06/pexels-lukas-296302.webp "pexels-lukas-296302 - EJ Therapy - EJ Therapy") Physical therapy in all settings is rewarding; however, there are some differences to expect when providing physical therapy in school versus clinical settings. ### Similarities in Pediatric Physical Therapy in School and Clinic Settings Regardless of where PT is provided, therapists require the proper licensure, are expected to practice ethically, and to adhere to state laws. The goal of PT is always to help the child gain the most function and mobility and to enhance their quality of life. Both school- and clinic-based services require a plan of care and goals. In both settings, the PT is expected to work with other therapists (possibly in other disciplines, such as occupational therapy for example), and to coordinate goals with the family as well as to educate family members on what can be done at home on a daily basis. ### Physical Therapy in Schools School-based services are centered on making a child more functional in the school environment; therefore services are geared towards helping the child in whatever way helps them achieve academically. Services are recommended by teachers, parents, or other therapists, and services are paid for through the school or government programs. Since services are provided through the school, children qualify for services under the IDEA (The Individuals with Disabilities Education Act). The PT evaluation is done in the school setting and services and goals are offered based on the IEP team’s determination. The therapy then takes place in the school environment. This can be in the classroom, on the playground, in the special education classroom, or anywhere that is beneficial to the child. Progress and goals are documented in the child’s IEP and shared with the parents. ### Physical Therapy in Clinics Clinic-based physical therapy requires a doctor or physician referral and typically requires some sort of medical diagnosis. Therefore, clinic-based PT is about helping rehabilitate or aid in functionality and mobility related to that diagnosis. This could be more complicated like rehabilitation after a brain injury, or a more straightforward diagnosis like torticollis in infants. The evaluation for PT is done by a physical therapist using a series of tests and is then passed on to the rest of the team who will be working with the child. The plan of care is decided based on the evaluation and takes into account the goals of the patient’s family. Since services are covered through insurance or private pay, the documentation of services in the patient’s medical records involves a variety of diagnostic and billing codes and provide the reason for medical necessity of continued services. **Categories:** Physical Therapy, PT Research **Tags:** For Therapists --- ### [Using Play for Learning and Development](https://ejtherapy.com/using-play-for-learning-and-development/) **Published:** April 6, 2023 **Author:** Vicky Moroz **Content:** # Using Play for Learning and Development - [ April 6 ](https://ejtherapy.com/2023/04/06/) ![Young child with brown hair builds a colorful LEGO vehicle on a gray baseplate at an outdoor event under a canopy, with people in the background.](https://ejtherapy.com/wp-content/uploads/2026/06/Using-Play-for-Learning-and-Development.webp "Using Play for Learning and Development - EJ Therapy - EJ Therapy") Play and play-based therapy is a great way to teach your child crucial skills. Play-based therapy is especially effective for teaching social participation skills to autistic children, but play can be modified to teach important skills in a way that your child is receptive to. Play can serve a multitude of purposes depending on how the activity is presented to your child. Play can be more solitary, or it can be a method of social participation. Regardless of what type of play your child is engaged in, each format can be greatly beneficial for teaching new skills. ### Different Types of Play There are many different types of play that develop at different stages of your child’s life. The Australian parenting website [raisingchildren.net.au](https://raisingchildren.net.au/) lists six categories of play: exploratory, cause-and-effect, toy, constructive, physical, and pretend play. All of them help with the development of different skills such as gross motor, fine motor, creativity, imagination, problem-solving, independent thinking, and social skills. **Exploratory or sensory play** is when your child explores and observes their toy or environment. This helps them learn about their surroundings. It engages the child’s senses like the colors, sounds, textures, and any details of the object they’re playing with. **Cause-and-effect** play shows control and learning how each action has a response. This can be pulling a lever to have a toy car drop down the race track. **Toy play** is using a toy in the way that it was meant to be played with. This may seem obvious to adults, but a child might not understand how a playset is supposed to be used, such as a kitchen playset or toy train. Toy play is a great chance to learn from adults or peers. **Constructive play** is building and constructing things. This could be toys like puzzles or building a tower with blocks or Legos. **Physical play** is running, jumping, hopping, or any physical activity. The goal is for the child to get their entire body moving. This helps develop gross motor skills, as well as balance and coordination. **Pretend or dramatic play** is when your child utilizes their imagination, like when they pretend to play house or act as a train conductor. Each of these different types of play requires different skills and develops in stages. Many children will pick up on these types of play naturally, but if your child does not seem to understand, it’s a great opportunity to help walk them through it or take them to a play group. ### Play Groups Play groups are a great way to teach children social skills, cooperation, and participation. Children will often learn from watching their peers and copying what they do. This is why play groups like summer camps or clubs are great for children to participate in. Not only are they occupied, but they are learning important life skills through play. Play groups are especially effective for those children with autism. Play groups that are specifically geared towards those children with autism or those who struggle with social skills are great for learning skills such as turn-taking, peer interactions, being a good sport, and whole-body listening. Since social participation is difficult to address in one-on-one therapy sessions such as occupational therapy or speech, group play therapy sessions led by occupational and speech therapists are extremely beneficial for teaching autistic children important social skills through play. They are equipped to handle sensory needs, social anxiety, and difficult behaviors. EJ Therapy offers such summer programs so keep an eye out on the EJ Therapy website for more information about when summer program registration will begin! **Categories:** Physical Therapy --- ### [Improving Executive Function Skills in Children through Games](https://ejtherapy.com/improving-executive-function-skills-in-children-through-games/) **Published:** April 7, 2023 **Author:** Vicky Moroz **Content:** # Improving Executive Function Skills in Children through Games - [ April 7 ](https://ejtherapy.com/2023/04/07/) ![Children and an adult supervise as a child rolls a red die during a colorful board game on a bright table.](https://ejtherapy.com/wp-content/uploads/2026/04/boardgames-2-2.webp "board+games-2-2 - EJ Therapy - EJ Therapy") Executive function skills are essential mental processes that help individuals regulate, control, and manage their thoughts, actions, and emotions. These skills are crucial for success in school, work, and daily life. As a parent, you may be wondering how to enhance your child’s executive function skills. The good news is that games can help children develop these critical mental processes while having fun and engaging in enjoyable activities. To start off, we’re going to go over what executive function is and a breakdown of how games can help. If you want to skip over this, you can [jump right to the list of games](https://www.ejtherapy.com/blog/ef-games#list-of-games). **Understanding Executive Function Skills** Executive function skills refer to a set of mental processes that help individuals regulate, control, and manage their thoughts, actions, and emotions. These skills include working memory, organization/planning, focus and attention, inhibition and impulse control, and self-regulation. Each of these skills plays a critical role in the development of executive function and can be enhanced through various activities and games. **Improving Working Memory** Working memory refers to the ability to hold and manipulate information in your mind over a short period of time. Games that require matching, such as memory games or matching card games, can help improve working memory by requiring children to remember and recall information. **Developing Organization and Planning Skills** Organization/planning involves the ability to develop and implement effective strategies for completing tasks and achieving goals. Sorting and matching games, as well as strategy-based board games, can help children develop their organizational and planning skills by requiring them to categorize and group information. **Enhancing Focus and Attention** Focus and attention refer to the ability to concentrate on a specific task or activity without being distracted. Games like I Spy or playing the Rubik’s cube can help improve focus and attention by requiring children to pay attention to specific details and stay focused on a particular task. **Improving Inhibition and Impulse Control** Inhibition and impulse control refer to the ability to resist impulses and regulate behavior. Games that require turn-taking, quick response, or flexible thinking can help children develop their inhibition and impulse control by teaching them to wait their turn, control their impulses, and adjust their behavior based on changing circumstances. **Developing Self-Regulation** Self-regulation involves the ability to control one’s emotions, thoughts, and behaviors in response to different situations. Games that require social interaction, such as Go Fish or Crocodile Dentist, can help children develop their self-regulation skills by teaching them to manage their emotions, regulate their behavior, and communicate effectively with others. **Games that Enhance Executive Function Skills** Now that you have a better understanding of how games can help with different executive function skills, let’s dive into some specific games that can help with different EF skills. *Disclosure: Some of the links below are affiliate links. This means that, at zero cost to you, EJ Therapy will earn an affiliate commission if you click through the link and finalize a purchase.* I Spy Eagle Eye, Jenga, and Cobra Paw can help children develop their focus and attention skills by requiring them to pay attention to specific details, stay focused on the task, and react quickly to changes in the game. Ticket To Ride, Name 5, and Bear Down! can help children develop their organization and planning skills by requiring them to develop effective strategies for completing tasks and achieving goals. Old Maid, Sushi Go!, and Rubik’s Battle Card Game can help children develop their working memory skills by requiring them to remember and recall information. Slamwich, Go Fish Card Game, and SkyJo can help children develop their inhibition and impulse control skills by requiring them to wait their turn, control their impulses, and adjust their behavior based on changing circumstances. Oreo Matching’ Middles, DiXit Odyssey, and I SPY Dig In Find-It Game can help children develop their self-regulation skills by teaching them to manage their emotions, regulate their behavior, and communicate effectively with others. Scrabble, Othello- A minute to learn…a lifetime to master!, 5 Second Rule-Just Spit it out!, Sorry!, and Guess Who? can help children develop multiple executive function skills simultaneously, including working memory, organization and planning, focus and attention, inhibition and impulse control, and self-regulation. --- Overall, games can be a fun and effective way to help children develop their executive function skills. By selecting games that target specific skills and incorporating them into a child’s playtime or educational activities **Categories:** Occupational Therapy **Tags:** For Parents --- ### [More Games to Boost Executive Function Skills](https://ejtherapy.com/more-games-to-boost-executive-function-skills/) **Published:** April 12, 2023 **Author:** Vicky Moroz **Content:** # More Games to Boost Executive Function Skills - [ April 12 ](https://ejtherapy.com/2023/04/12/) ![People sitting on a rug playing a circular veggie/matching card game, cards scattered around.](https://ejtherapy.com/wp-content/uploads/2026/04/pexels-ksenia-chernaya-8535572.webp "pexels-ksenia-chernaya-8535572 - EJ Therapy - EJ Therapy") Executive function skills refer to a set of cognitive processes that help us manage our thoughts and actions effectively. These skills are essential for success in school, work, and life in general. Fortunately, there are many fun and engaging games that can help develop executive function skills. In this post, we’ll highlight some of the best games for improving working memory, organization/planning, focus and attention, inhibition and impulse control, and emotional/self-regulation/self-control. *Disclosure: Some of the links below are affiliate links. This means that, at zero cost to you, EJ Therapy will earn an affiliate commission if you click through the link and finalize a purchase.* **Working Memory Games** Working memory is the ability to hold and manipulate information in mind over short periods of time. Here are some games that can improve working memory: - Memory Match - Checkers - Concentration - Battleship - Distraction - 20 Questions **Organization/Planning Help Games** Organization and planning are critical skills that help us manage our time and resources effectively. Here are some games that can improve organization and planning: - Rummy - Uno - Crazy 8’s **Focus and Attention Games** Focus and attention are essential skills for success in school, work, and life. Here are some games that can improve focus and attention: - Concentration - Memory Match - I Spy Books - Rubik’s Cubes - Who’s Got the Button **Inhibition and Impulse Control Games** Inhibition and impulse control are critical skills that help us manage our behavior and make good decisions. Here are some games that can improve inhibition and impulse control: - Candy Land - Bowling - Slapjack - Spoons - Dutch Blitz - Mindtrap - Animal Logic - Swish **Emotional/Self-Regulation/Self-Control Games** Emotional regulation is the ability to manage and control one’s emotions effectively. Here are some games that can improve emotional regulation: - Mad Dragon - Crocodile Dentist **Categories:** Occupational Therapy, Physical Therapy, Speech Therapy **Tags:** For Parents --- ### [Transform Story Time into Learning through Interactive Book Reading](https://ejtherapy.com/transform-story-time-into-learning-through-interactive-book-reading/) **Published:** April 13, 2023 **Author:** Vicky Moroz **Content:** # Transform Story Time into Learning through Interactive Book Reading - [ April 13 ](https://ejtherapy.com/2023/04/13/) ![Teacher reading aloud to a group of young students seated around on the floor in a bright classroom with a yellow bean bag nearby.](https://ejtherapy.com/wp-content/uploads/2026/06/pexels-yan-krukov-8613089.webp "pexels-yan-krukov-8613089 - EJ Therapy - EJ Therapy") Interactive book reading is a fun way to build a child’s engagement and interest. It is particularly about helping your child be an active listener and a participant in the storytelling process. While they are having fun, they are also helping develop crucial components of their language and literacy. ### Why interactive book reading is important Interactive book reading is a great way to teach language and literacy in an engaging manner. It is important because it sets your child up for success early on. Some of the benefits include: · Teaches decontextualized language which is language that describes something outside of the present context, meaning a child can talk about things like the past and future and make up imaginary stories rather. · Helps with decoding: This skill is important in reading and requires taking apart and sounding out a word that a child has never read before to figure out what word it is. · Builds understanding · Promotes interaction All of these skills are crucial for your child, especially as they go into school. According to research, interactive book reading in which the adult asks open-ended questions, creates opportunities for the children to participate in storytelling found that those children learned much more vocabulary and were able to apply what they learned beyond the book.1 ### How to Practice Interactive Book Reading With Your Child The goal of interactive reading is to lead to your child interacting with the book through conversation. You can do this by encouraging interest in reading and story time, and helping your child understand what is being read to them. The Hanen Centre recommends reading repetitive books, non-fiction, and simple storybooks for preschoolers. Dr. Seuss’ *Green Eggs and Ham* or the *Biscuit* series are great examples of simple books with great storylines to follow along. Interactive reading can incorporate a lot of the [verbal routines](https://www.ejtherapy.com/blog/how-to-build-vocabulary-in-children) and [communication temptations](https://www.ejtherapy.com/blog/communication-temptations) tips we shared. Let your child lead the way. If they have a favorite book, or insist on reading the same 3 books, that’s okay! Let them pick what they want to read and let them participate in the process of reading. Make them be an active participant by allowing them to flip through the book, point to pictures, or even tell their own version of the story. Other ways to participate in interactive reading: · Wait-don’t say anything and watch what your child does. · Act out the story. · Add language by highlighting the important words. Don’t just focus on the nouns, but add adjectives, actions words, location words, and really anything else to help expand your child’s vocabulary. · Don’t just read the words, talk about the pictures and what else is happening on the page · Bring up the words they learned outside of the story time context. · Make a craft to go along with your child’s favorite book. Let their finished craft take part in the story the next time you read it to them. **Categories:** Speech Therapy **Tags:** For Parents --- ### [What are AAC devices?](https://ejtherapy.com/what-are-aac-devices/) **Published:** April 19, 2023 **Author:** Vicky Moroz **Content:** # What are AAC devices? - [ April 19 ](https://ejtherapy.com/2023/04/19/) ![Two children at a yellow table look at a blue tablet; one wears a red-green elf hat.](https://ejtherapy.com/wp-content/uploads/2026/06/IMG_3566-scaled.webp "IMG_3566 - EJ Therapy - EJ Therapy") AAC devices, or Augmentative and Alternative Communication devices, help individuals with difficulty communicating verbally. Children who struggle with verbal communication can include children with speech and language disorders, as well as those with physical disabilities that affect their ability to speak. AAC devices can range from simple picture boards to complex electronic systems. They work by providing a visual aid or auditory output that helps the child communicate their thoughts and ideas. These devices are often used in combination with speech therapy to help children develop communication skills and increase their ability to express themselves. ### Why does my child need an AAC device? There are many reasons why a child may need to use an AAC device. For example, some children may have difficulty with speech due to a developmental delay. In contrast, others may have a physical disability that affects their speaking ability. In some cases, children with autism spectrum disorder may also benefit from using an AAC device to help them communicate. AAC devices can be used in various ways, depending on the child’s needs and abilities. For example, some children may use a simple picture board to communicate basic needs. In contrast, others may use a more complex electronic device with voice output to express more complex ideas and thoughts. ### AAC Devices in Speech Therapy In speech therapy, AAC devices can help children develop essential communication skills. For example, a speech therapist may use an AAC device to help a child learn new vocabulary words, practice sentence structure, or improve their ability to express emotions and feelings. These devices can include picture boards, communication apps, and electronic devices that produce speech output. The devices can enable children to express their thoughts and needs, participate in social interactions, and improve their overall communication skills. AAC devices are used to support and enhance traditional speech therapy techniques. Speech therapists work with children to identify the most appropriate AAC device for their needs and teach them how to use it effectively. Using AAC devices in speech therapy can improve a child’s communication abilities, increase their confidence, and enhance their overall quality of life. Finally, a speech therapist plays an integral role in training a child to use the AAC device. This can be in outpatient speech therapy or speech therapy provided in schools. ### In Conclusion… Overall, AAC devices can be a valuable tool for helping children with communication disorders. By providing a visual or auditory aid, these devices can help children develop essential communication skills and increase their ability to express themselves. If you think your child may benefit from an AAC device, speak with their speech therapist or healthcare provider to learn more about your options. **Categories:** Speech Therapy **Tags:** For Parents --- ### [Strength Training in Physical Therapy and Daily Life](https://ejtherapy.com/strength-training-in-physical-therapy-and-daily-life/) **Published:** April 20, 2023 **Author:** Vicky Moroz **Content:** # Strength Training in Physical Therapy and Daily Life - [ April 20 ](https://ejtherapy.com/2023/04/20/) ![Child on a blue trampoline mat, upside down with legs raised and hands reaching toward the mat.](https://ejtherapy.com/wp-content/uploads/2026/05/pexels-lena-helfinger-3992594.webp "pexels-lena-helfinger-3992594 - EJ Therapy - EJ Therapy") If you’re reading this article, you are probably wondering about strength or resistance training for kids. When is it okay to start? How can it be beneficial? What types of exercises are appropriate? Keep reading to find out more! ### Benefits · Improved motor skills and coordination · Mobility · Strengthens bones · Joint and muscle support · Improved overall health and fitness The goal of strength training in children doesn’t have anything to do with putting on weight. It is about building muscle for more strength and mobility. Strength training helps improve motor skills and coordination, and supports the body, especially those children who take part in athletics. In a physical therapy context, strength training is used to help children with cerebral palsy, neuromuscular disorders, rehabilitation after injury, and to improve overall strength and mobility. ### Strength Training in Practice The general rule is that children can usually start strength training when they begin to participate in an organized sport, which is around the age of 7. A study that looked at muscle strengthening in children with cerebral palsy states that “although there is no minimum age for participating in resistance training, for optimal results, the training protocol must be followed correctly; thus, the participants should have the emotional and intellectual capacity to follow directions and perform at their maximal effort.”1 It is important to keep in mind that each child is different and some may be ready at a younger or older age relative to their peers. Technique is also crucial in strength training, and supervision is required. Proper technique will prevent injury and will help build the proper foundation for future exercise. Muscle fatigue is not the goal, so about 12-15 repetitions are recommended to prevent overexertion.2 A warm up and cool down are also important so that muscles are prepared for activity and able to recover afterwards. Keep it fun, especially with younger kids! Strength training doesn’t have to be about holding planks, it can be incorporated into fun games. Check out [this list](https://www.choosept.com/childrens-activities) of activities by ChoosePT for some great ideas. As always, consult your child’s pediatrician or physical therapist to see what sorts of activities are safe for your child to do at home, especially if they have existing medical conditions. **Categories:** Physical Therapy **Tags:** For Parents --- ### [Aided Communication](https://ejtherapy.com/aided-communication/) **Published:** April 21, 2023 **Author:** Vicky Moroz **Content:** # Aided Communication - [ April 21 ](https://ejtherapy.com/2023/04/21/) ![Woman sits on a mustard sofa with a large tan dog; two children sit beside her as they look at a device, with a bookshelf behind them.](https://ejtherapy.com/wp-content/uploads/2026/06/pexels-cottonbro-studio-5998824-scaled.webp "pexels-cottonbro-studio-5998824 - EJ Therapy - EJ Therapy") Aided language modeling or stimulation is a language intervention technique that uses augmentative and alternative communication (AAC) devices to facilitate communication in children with limited or no functional communication. SLPs can use this aided communication technique in therapy, or parents can implement this in day-to-day life. Aided communication is demonstrated in context to present an augmented interaction model using the AAC device as the main mode of communication for the child. This will then allow the child to mirror the interaction in the future. This model was found to lead to gains in communication, syntax, morphology, semantics, pragmatics, maintenance, and generalization. It incorporates the child’s likes and dislikes and their abilities to lay a foundation for the implementation of the aided language modeling visually and verbally. Essentially, aided communication is modeled as verbal input is modeled to verbal children, but a non-verbal child would use their AAC device in response or to initiate communication. The aided language modeling relies on scripted, non-scripted, and play-based intervention.1 As a verbal child learns word part, semantics, and labeling, a non- or minimally-verbal child would learn to comprehend similarly just relying on their AAC device to be able to communicate. Prompting learning through things like verbal routines, communication temptations, play-based interventions, etc. would all be appropriate. ### Systematic Review of Implementation of AAC devices The systematic review defined aided language modeling as “language intervention that is embedded into functional and meaningful contexts that promotes transaction communication in a natural environment.”2 Some significant findings from the review are as follows: -Fewer gestures were used, and instead children accessed the AAC devices to expand their vocabulary and comprehension (Binger 2009)3 -Improvement in expressive communication -Sign plus AAC use is more effective than sign alone (Lacono, 1995)4 -Improved parent-perceptions -Faster vocabulary production -Improvements in pragmatics, semantics, syntax, morphology, spontaneous communication, social interactions **Categories:** Speech Therapy, ST Research --- ### [Strengthening: Research on Resistance Training and Therapist Resources](https://ejtherapy.com/strengthening-research-on-resistance-training-and-therapist-resources/) **Published:** April 22, 2023 **Author:** Vicky Moroz **Content:** # Strengthening: Research on Resistance Training and Therapist Resources - [ April 22 ](https://ejtherapy.com/2023/04/22/) ![Smiling woman in a light blue tank top stretches over a blue yoga mat while a child does a similar pose nearby on a living-room rug.](https://ejtherapy.com/wp-content/uploads/2026/06/pexels-kamaji-ogino-5094673.webp "pexels-kamaji-ogino-5094673 - EJ Therapy - EJ Therapy") This article looks at the effectiveness of resistance training for those children with cerebral palsy (CP). However, the article also summarizes the strength training protocols for typically developing children and is applicable to children that don’t have CP. Currently, there is not many adequate randomized controlled trails done that prove the effectiveness of resistance training for children with CP. This does not, however, negate the possible positive effects that strength training can have in therapy. Due to the nature of CP, it is reasonable to infer that strength training is one way to strengthen the weak muscles for those individuals with CP. This study’s recommendations are based on the guidelines established by the National Strength and Conditioning Association (NSCA). The authors state that there is no reason as to why guidelines used for typically developing children in regard to strength training can’t apply to children with CP, and state that “the duration of the training should be sufficiently long and the intensity high enough to maximize the possibility of both neural adaptation and muscle hypertrophy and that the participants should be old enough to fully participate and give maximum voluntary effort during training.”1 ### Recommendations For individuals with CP, it is recommended to focus on single-joint exercises because “alterations in task performance may occur to compensate for very weak muscles.”2 More complex exercises can be added to the therapy regimen later. Exercises should be done 2 to 3 times a week for at least 12 weeks. Warm-up procedures can be an important part of therapy as they are “designed to elevate core body temperature, enhance motor unit excitability, improve kinesthetic awareness, and maximize active range of motion.”3 Also, proper rest should be given to children between repetitions of exercises, perhaps even up to 2 to 3 minutes. Children can typically start strength training at around the age of 7, or when they are capable of following directions and perform the exercises properly. Form and technique are important. ### Exercise Ideas and Resources [Here](https://pediatricapta.org/includes/fact-sheets/pdfs/FactSheet_StrengthTestinginPediatricPhysicalTherapy_2012.pdf) is a fact sheet about strength testing and the different muscle testing methods. [This](https://fusionwebclinic.com/12-effective-pediatric-physical-therapy-exercises/) article by the Fusion Web Clinic gives great exercises for pediatric core strengthening, improving gross motor skills, and gaining mobility. [ChoosePT](https://www.choosept.com/childrens-activities) also lists more great ideas of activities to promote development. **Categories:** Physical Therapy, PT Research **Tags:** For Therapists --- ### [In-School versus Outpatient Speech Therapy](https://ejtherapy.com/in-school-versus-outpatient-speech-therapy/) **Published:** April 26, 2023 **Author:** Vicky Moroz **Content:** # In-School versus Outpatient Speech Therapy - [ April 26 ](https://ejtherapy.com/2023/04/26/) ![Woman helps a young boy at a computer in a bright home office, guiding him as they work together.](https://ejtherapy.com/wp-content/uploads/2026/06/pexels-julia-m-cameron-4145347-scaled.webp "pexels-julia-m-cameron-4145347 - EJ Therapy - EJ Therapy") Speech therapy can occur in different settings, including in-school and outpatient or clinic settings. In-school services and outpatient services are available, however they will need to qualify. There is a different process to qualify for in-school speech services and outpatient services. In some cases, children may qualify for both in-school and outpatient services. Here are some key differences between these two types of services and when each may be appropriate. ### In-School Speech Therapy In-school speech therapy is typically provided to children identified as needing these services through a school-based evaluation. This means going through an evaluation process the school has in place. A team including teachers, parents and evaluators determine if the student qualifies to receive services. They will require an IEP (Individualized Education Program). There is no out-of-pocket cost for in-school therapy. This type of therapy is usually provided during school hours and is often integrated into the child’s regular classroom activities. However, not all children will qualify for in-school services. For example, suppose a child’s speech or language difficulties are not impacting their ability to learn or participate in the classroom. In that case, they may not meet the eligibility criteria for in-school services. ### Outpatient Speech Therapy In contrast, outpatient or clinic speech therapy is provided outside the school setting, often through private practices or hospitals. This type of therapy may be recommended for children who have more severe speech or language difficulties or who need more intensive one-on-one treatment than can be provided in a school setting. In this case, they may qualify for both in-school therapy services and outpatient therapy services. On the other hand, a child may need speech therapy but does not qualify for in-school services because their articulation or language difficulties do not affect their ability to learn in the classroom. In this case, a child may benefit from outpatient speech therapy. One of the most significant differences between in-school and outpatient speech therapy is that cost is covered by insurance or paid out-of-pocket. ### Does my child need both school and clinic speech therapy? In some cases, children may benefit from both in-school and outpatient services. For example, a child may receive in-school services to address basic speech or language needs but also outpatient services to work on more complex issues or receive more individualized attention. However, it is essential to note that there may be additional costs associated with outpatient services, as they are typically not covered by school districts. ### In conclusion… The decision to pursue in-school or outpatient speech therapy will depend on a child’s needs and circumstances. While in-school services are often the first line of support, outpatient services may be necessary for some children to address their speech or language difficulties fully. **Categories:** Speech Therapy **Tags:** For Parents --- ### [Collaboration Between School Speech Therapists and General Education Teachers](https://ejtherapy.com/collaboration-between-school-speech-therapists-and-general-education-teachers/) **Published:** April 28, 2023 **Author:** Vicky Moroz **Content:** # Collaboration Between School Speech Therapists and General Education Teachers - [ April 28 ](https://ejtherapy.com/2023/04/28/) ![Two people collaborate at a desk, looking at a computer monitor in a bright office. The woman points at the screen while the young person types on the keyboard.](https://ejtherapy.com/wp-content/uploads/2026/06/pexels-julia-m-cameron-4145354.webp "pexels-julia-m-cameron-4145354 - EJ Therapy - EJ Therapy") Collaboration between school speech-language pathologists (SLPs) and general education teachers is crucial for the success of students with communication disorders. By working together, SLPs and teachers can create a more supportive learning environment and help students reach their full potential. General education teachers’ and SLPs’ skill sets are complementary and can make the most significant difference in a child’s education. Since both SLPs and teachers share the end goal, collaboration must occur on both sides. As SLPs, there are different methods of in-school treatment. For a more detailed look at service delivery methods, please see the article [SLP Service Delivery Methods: Pull Out Vs. Push-In](https://www.ejtherapy.com/blog/sup-service-delivery) ### Collaborating Outside of the Classroom The benefits of collaboration between SLPs and general education teachers are numerous. For example, when SLPs and teachers work together, they can better identify and support students with communication disorders. Teachers can provide valuable insights into a student’s academic and social behaviors, while SLPs can offer specialized knowledge and expertise in communication disorders. Together, they can develop effective strategies to help students succeed. ### Collaborating In The Classroom When push-in methods can be used, there are more opportunities to generalize what is taught outside the classroom. The class setting is the most natural for a child to be able to apply and generalize the skills being taught in speech therapy. Additionally, other children who may not qualify for in-school services may benefit from some of the adaptations the speech therapist recommends. ### Building Collaboration with General Education Teachers To start building communication with general education teachers, SLPs can begin by contacting and introducing themselves. Then, they can offer professional development on communication disorders and strategies to support students with these disorders. Although, instead of providing training, it may be more effective to offer to partner with the general education teachers. SLPs can also contribute by observing teachers in their classrooms and providing feedback on better supporting students with communication disorders. By working together, SLPs and teachers can ensure that each student with a communication disorder receives the support they need to succeed. ### In Conclusion…. Collaboration between SLPs and general education teachers is essential for creating a supportive learning environment for students with communication disorders. By working together, they can identify and support students with communication disorders, develop effective strategies, and ensure that each student receives the support they need to succeed. **Categories:** Speech Therapy, ST Research --- ### [How Executive Functioning Impacts Learning in Children: Strategies for Parents and Educators](https://ejtherapy.com/how-executive-functioning-impacts-learning-in-children-strategies-for-parents-and-educators/) **Published:** May 3, 2023 **Author:** Vicky Moroz **Content:** # How Executive Functioning Impacts Learning in Children: Strategies for Parents and Educators - [ May 3 ](https://ejtherapy.com/2023/05/03/) ![Young child with blond hair and a white shirt draws with a pencil at a cluttered desk, surrounded by magazines, markers, and worksheets.](https://ejtherapy.com/wp-content/uploads/2026/05/pexels-tima-miroshnichenko-5303504.webp "pexels-tima-miroshnichenko-5303504 - EJ Therapy - EJ Therapy") Executive functioning skills are crucial for learning and academic success in children. These cognitive skills are essential for organizing, planning, and executing tasks in daily life, especially in a classroom setting. However, children with executive function deficits may struggle with academic tasks such as following directions, completing homework, taking notes, and studying for exams. In this article, we will discuss the impact of executive functioning on learning in children and strategies for parents and educators to help improve these skills. **The Impact of Executive Functioning on Learning** Executive functioning plays a significant role in learning and academic success. Children with poor executive functioning skills may have difficulty with the following: 1. Attention and Focus: Children with poor executive functioning skills may need help maintaining attention and focus on tasks, leading to incomplete assignments or poor grades. 2. Organization: Poor organizational skills can make it difficult for children to keep track of homework assignments, deadlines, and materials needed for class. 3. Time Management: Children with poor time management skills may struggle to complete tasks on time, leading to missed deadlines and poor grades. 4. Problem-Solving: Poor problem-solving skills can make it difficult for children to understand complex concepts and complete assignments that require critical thinking. 5. Self-Regulation: Children with poor self-regulation skills may struggle with managing their emotions and behaviors, leading to disruptive behavior in the classroom. **Strategies for Parents and Educators** There are several strategies that parents and educators can use to help improve executive functioning skills in children: 1. Visual Aids: Visual aids such as schedules, checklists, and timers can help children with poor executive functioning skills stay organized and manage their time more effectively. 2. Chunking Tasks: Breaking tasks into smaller, more manageable chunks can make it easier for children to complete assignments and stay focused. 3. Memory and Matching Games: Memory and matching games can help improve working memory, essential for retaining information and completing tasks. 4. Exercise and Movement: Exercise and movement can help improve attention and focus, which are essential for learning. 5. Goal-Setting: Goal-setting can help children stay motivated and focused on achieving academic success. 6. Occupational Therapy: An occupational therapist can provide specialized treatment to help children improve their executive functioning skills and develop strategies to manage their challenges. In conclusion, executive functioning skills are essential for learning and academic success in children. Parents and educators can use various strategies to help improve these skills, including visual aids, chunking tasks, memory and matching games, exercise and movement, goal-setting, and occupational therapy. By working together, we can help children with executive function deficits achieve their full potential in the classroom and beyond. **Categories:** Occupational Therapy **Tags:** For Parents --- ### [What is Recasting and How to Use It as a Parent](https://ejtherapy.com/what-is-recasting-and-how-to-use-it-as-a-parent/) **Published:** May 4, 2023 **Author:** Vicky Moroz **Content:** # What is Recasting and How to Use It as a Parent - [ May 4 ](https://ejtherapy.com/2023/05/04/) ![Child wearing a green felt superhero mask, peering playfully at the camera while holding the mask to their face](https://ejtherapy.com/wp-content/uploads/2026/06/jessica-rockowitz-lMLG68e4wYk-unsplash.webp "jessica-rockowitz-lMLG68e4wYk-unsplash - EJ Therapy - EJ Therapy") A recast is a repeat of what a child said, but the adult includes an addition that adds meaning or corrects what the child has said. Recasting is a form of modeling correct language form, and the recast formed by the adult holds the same meaning as what the child initially said. A recast can be corrective but doesn’t have to be. Imitation is not required for recasting, and it shouldn’t be prompted. Recasts should be developmentally appropriate but incorporate elements that the child hasn’t yet mastered. ### **How Does Recasting Work?** A recast is said by the adult immediately after a child states something. A child can start out by saying something simple like “doll need dress,” and this statement can be recast as “You’re right, the doll does need a dress.” This immediate recast repeats the basic meaning of what the child said, but presents the statement in the correct form, allowing the child to recognize the difference. Since the child isn’t expected to respond to what is being said or correct their form, they have time to process this difference and over time acquire the correct language form.1 There is no negative pressure on the child for speaking with the wrong form, rather they have time to analyze and acquire language as they grow and develop. ### **Examples** Emphasize the words you are adding or correcting. · “Purple flower” becomes “The purple flower is very pretty.” · “Want toy” becomes ”I want the toy.” · “Their is playing” becomes “They are playing.” · “I want slide” becomes ”I want to go down the slide!” · “Him want orange” becomes ”Do he want an orange?” · “I see zebra” becomes “I see a zebra too.” Check out some other strategies for language development like [verbal routines](https://www.ejtherapy.com/blog/how-to-build-vocabulary-in-children), [interactive book reading](https://www.ejtherapy.com/blog/communication-temptations), and [communication temptations](https://www.ejtherapy.com/blog/communication-temptations) to help your child develop their language skills! **Categories:** Speech Therapy **Tags:** For Parents --- ### [The Importance of Outdoor Play](https://ejtherapy.com/the-importance-of-outdoor-play/) **Published:** May 5, 2023 **Author:** Vicky Moroz **Content:** # The Importance of Outdoor Play - [ May 5 ](https://ejtherapy.com/2023/05/05/) ![](https://ejtherapy.com/wp-content/uploads/2026/05/The-Importance-of-Outdoor-Play-e1778008818584.webp "The Importance of Outdoor Play - EJ Therapy - EJ Therapy") In this new age of technology, sometimes it is easy to forget how fun and important it is to be outdoors. Not only is it fun to play outside, but outdoor play provides a lot of opportunities for your child to learn important skills. With the warmer weather coming up, here is why outdoor play should not be forgotten! While your child is developing, play is essential for their physical, cognitive and language development. Outdoor play improves motor development, provides physical activity and social interaction, and helps children learn by watching their peers. Being physically active also helps prevent obesity. By playing outside, children can explore their environment, use their senses in new surroundings, build body awareness, and learn how to safely step out of their comfort zone. Outdoor play also allows for a lot of sensory input, and there have been numerous research studies that have concluded that children who spend more time outdoors have better social interactions with peers, demonstrate less aggression and are able to more effectively self-regulate. **Ways To Incorporate Outdoor Play** Luckily, it is easy and inexpensive to include outdoor play in your child’s daily life. Even relatively simple things can have a great impact on your child’s development. Take playing on the playground, for example. Your child can learn by watching what other children do. Social skill can also be improved through interaction with other children. The playground has a lot of great equipment that will help them work on their gross motor skills, such as the monkey bars, balance beams, stairs, and ladders. When you take your child to the playground, show them how to use some of the equipment and help them. Over time they will grow stronger and more eager to complete the activities on their own. Free play in the woods or at a creek can provide even more reward, as it allows children to develop their motor planning, creativity, and visual skills. **Other activities to do with your child outside:** - Blow bubbles and have your child chase them - Jump rope - Draw with chalk - Play hopscotch - Have them collect as many cool things as possible that they can find (sticks, rocks, leaves, etc.) and use those to make letters, numbers, or shapes - Go to the playground - Play in the sandbox - Spend unstructured time exploring and playing in your yard or at a local park Another great way to incorporate outdoor play is to sign your child up for summer camp that focuses on outdoor play. **Categories:** Occupational Therapy **Tags:** For Parents --- ### [Collaborative Problem-Solving: Using the Engineering Design Process to Boost Executive Function Skills in Autistic Adolescents](https://ejtherapy.com/collaborative-problem-solving-using-the-engineering-design-process-to-boost-executive-function-skills-in-autistic-adolescents/) **Published:** May 5, 2023 **Author:** Vicky Moroz **Content:** # Collaborative Problem-Solving: Using the Engineering Design Process to Boost Executive Function Skills in Autistic Adolescents - [ May 5 ](https://ejtherapy.com/2023/05/05/) ![Adult facilitator assists students at a light wooden desk, with notebooks and colored markers in a bright classroom setting with green plants in the background.](https://ejtherapy.com/wp-content/uploads/2026/06/pexels-max-fischer-5212350-scaled.webp "pexels-max-fischer-5212350 - EJ Therapy - EJ Therapy") As therapists, there is an understanding of the difficulties that autistic adolescents face when it comes to executive function (EF) skills. These skills are essential for academic and non-academic occupations and integrating into school communities. However, cognitive flexibility, working memory, and emotional control can be challenging for many autistic individuals. One problem-solving approach that occupational therapists can use to improve EFs in autistic adolescents is the Engineering Design Process (EDP). In this blog post, we will explore how the EDP can be used as a peer-mediated problem-solving approach to improve executive function skills in autistic adolescents. This post focuses on the key takeaways from the article, “Improving Executive Functions Using the Engineering Design Process: A Peer-Mediated Problem-Solving Approach for Autistic Adolescents” by Kavitha Murthi and Kristie Patten, published in the *American Journal of Occupational Therapy*. ### Understanding the Challenges Faced by Autistic Adolescents in Academic Settings Autistic adolescents often face unique challenges in academic settings that require complex processes such as knowledge portrayal, information engagement, and collaboration with teachers and peers. Autistic individuals have atypical thinking and challenges in language and communication, social interactions, executive functions (EFs), and sensory processing. It’s essential to consider these differences when designing interventions for autistic individuals, including EFs. ### The Engineering Design Process (EDP): A Problem-Solving Framework for Autistic Adolescents The EDP is a problem-solving framework that emphasizes analyzing problems from multiple angles, working collaboratively with peers, and exploring creative solutions. Occupational therapists can integrate the Cognitive Orientation into daily Occupational Performance (CO-OP) Goal-Plan-Do-Check cognitive strategy to guide the problem-solving process and promote learning generalization. Additionally, the EDP primarily uses a collaborative peer-mediated problem-based learning approach. Therefore, it can be adapted to fit school-based occupational therapy interventions and potentially reduce challenges associated with traditional pull-out services. Collaborative relationships between teachers and occupational therapists can also be strengthened to ensure students attain educational goals. Four elements of the EDP make it particularly suitable for peer-mediated problem-solving: systems thinking, collaboration, communication, and creativity. Moreover, the EDP can accommodate various conventional and non-conventional communication practices, making it a valuable tool for educators looking to promote collaborative problem-solving and communication skills among their students. ### Benefits of Using the Engineering Design Process (EDP) in Occupational Therapy Interventions Using the EDP in occupational therapy interventions can foster the development of top-down skills, including problem-solving and executive function, and provide a structured framework for real-world practice and learning. The collaborative approach of the EDP can also facilitate the formation of genuine friendships and a sense of community among students. Moreover, by emphasizing inclusion and autonomy in the learning process, the EDP can empower autistic adolescents and equip them with the necessary skills to navigate the ever-evolving job market. ### In Conclusion The Engineering Design Process (EDP) is a practical problem-solving approach that can help occupational therapists improve cognitive flexibility, self-regulation, and working memory while promoting collaboration and problem-solving with peers **Categories:** Occupational Therapy, OT Research --- ### [The Connection Between Executive Functioning and Mental Health: How to Support Your Child's Emotional Well-being](https://ejtherapy.com/the-connection-between-executive-functioning-and-mental-health-how-to-support-your-childs-emotional-well-being/) **Published:** May 10, 2023 **Author:** Vicky Moroz **Content:** # The Connection Between Executive Functioning and Mental Health: How to Support Your Child’s Emotional Well-being - [ May 10 ](https://ejtherapy.com/2023/05/10/) ![A young child sits on a bed, wrapped in a white blanket like a cape, looking off to the side with a gentle expression.](https://ejtherapy.com/wp-content/uploads/2025/05/pexels-mikhail-nilov-8654435-1-scaled.webp "pexels-mikhail-nilov-8654435 (1) - EJ Therapy - EJ Therapy") As a parent, you always want to ensure your child is happy, healthy, and successful. And a huge part of their success is their mental health. This is why it’s important to understand the connection between executive functioning and mental health, and how to support your child’s emotional well-being. **What are executive functioning skills, and why are they important?** Executive functioning skills are the cognitive abilities that allow us to complete tasks, plan, problem-solve, and organize our lives. These skills are crucial to managing our daily lives, from getting dressed in the morning to completing homework assignments. Without proper executive functioning skills, even simple tasks can become overwhelming, leading to feelings of frustration, anxiety, and avoidance. Children who struggle with executive functioning deficits are more likely to experience mental health issues, such as anxiety and depression. This is especially true for children with ADHD, Autism Spectrum Disorder, or dyslexia. When a child feels like they can’t keep up with their peers or manage their daily tasks, they can feel like they’re failing, leading to negative self-talk and low self-esteem. **Executive Function and Occupational Therapy** This is where occupational therapy can help. An occupational therapist can work with your child to develop the executive functioning skills they need to succeed. They will create a customized treatment plan that targets your child’s specific deficits and helps them learn strategies to manage their daily life. Some of the strategies an occupational therapist might use include visual tools, such as icon boards, sticker charts, schedules, and checklists. These tools help children understand what is expected of them and provide a visual reminder of the steps they need to take to complete a task. Breaking down a task into smaller, manageable steps is also a common strategy used by occupational therapists. Memory and matching games can help improve working memory, while utilizing timers can help children learn to manage their time more effectively. Learning methods of self-regulation can help children manage their emotions and handle transitions or changes in routine more smoothly. And setting goals can help children stay motivated and focused on their tasks. **Other Ways to Support Your Child’s Executive Function** As a parent, there are also things you can do to support your child’s executive functioning and mental health. Providing a structured routine can help your child know what to expect each day, reducing anxiety and uncertainty. Encouraging physical activity and a healthy diet can also improve your child’s overall well-being and cognitive function. It’s also important to provide a supportive and understanding environment for your child. Avoiding negative or critical language and instead offering praise and positive reinforcement can go a long way in boosting your child’s self-esteem and motivation. In conclusion, executive functioning skills are essential to your child’s emotional well-being and success. If your child is struggling with executive functioning deficits, seeking help from an occupational therapist can provide the support and guidance they need to learn these skills and improve their mental health. As a parent, you can also play a crucial role in supporting your child’s executive functioning and mental health by providing structure, encouragement, and a positive and understanding environment. **Categories:** Occupational Therapy **Tags:** For Parents --- ### [What is the Peabody Test?](https://ejtherapy.com/what-is-the-peabody-test/) **Published:** May 11, 2023 **Author:** Vicky Moroz **Content:** # What is the Peabody Test? - [ May 11 ](https://ejtherapy.com/2023/05/11/) ![Mother and child practicing yoga together indoors, standing on one leg with hands pressed together above their heads in a sunlit room near large windows](https://ejtherapy.com/wp-content/uploads/2026/05/pexels-artem-podrez-6951997-scaled.webp "pexels-artem-podrez-6951997 - EJ Therapy - EJ Therapy") One of the most common tests used by both physical and occupational therapists is the Peabody. Although therapists typically refer to this assessment as the Peabody, the test is officially titled the Peabody Developmental Motor Scale-Second Edition (PDMS-2). This test is a great tool for identifying delays or deficits in a child’s motor development and makes monitoring progress and reassessment easy and reliable. The Peabody is a great resource for evaluating motor ability and development in children with autism, cerebral palsy, premature births, and many other diagnoses. There is no course to be taken to be able to administer this test, but this test is typically used by physiotherapists, occupational therapists, physical therapists, psychologists, and doctors. Although no certification is required, it is necessary to understand child development. The test has many different composites and subtests and can accurately measure a wide range of motor abilities. The Peabody measures both fine and gross motor development. We’ve talked a bit about what fine and gross motor development is in the past, if you’re interested check out [this link here](https://www.ejtherapy.com/blog/fine-motor-and-gross-motor-skills) to learn more about what motor skills are and why they are important. This test measures gross motor functions such as reflexes, stationary performances, locomotion, and object manipulation. Each of these categories has its subcategories. The Peabody also measures fine motor function in areas of grasping and visual-motor integration. This test is appropriate for children up to the age of 5. The Peabody “combines evaluation with the planned intervention,” making it different from other tests. In the Motor Activities Book, the Peabody provides the user with ideas on how to improve motor skills that the child may be struggling with.1 The test itself combines a series of tasks. For example, throwing a ball or jumping over a string. A therapist will ask the child to complete a series of everyday activities to identify what your child may be struggling with. **Categories:** Occupational Therapy, Physical Therapy **Tags:** For Parents --- ### [Addressing the Mental Health Needs of Autistic Children: The Role of Pediatric Occupational Therapy Clinics](https://ejtherapy.com/addressing-the-mental-health-needs-of-autistic-children-the-role-of-pediatric-occupational-therapy-clinics/) **Published:** May 12, 2023 **Author:** Vicky Moroz **Content:** # Addressing the Mental Health Needs of Autistic Children: The Role of Pediatric Occupational Therapy Clinics - [ May 12 ](https://ejtherapy.com/2023/05/12/) ![Young man in a yellow shirt writes in a notebook at a wooden table in a bright room](https://ejtherapy.com/wp-content/uploads/2026/06/pexels-julia-m-cameron-4144177-scaled.webp "pexels-julia-m-cameron-4144177 - EJ Therapy - EJ Therapy") Early intervention for autism is crucial in ensuring better mental health outcomes for children. Pediatric occupational therapists have a critical role in addressing the mental health requirements of autistic children. This post is a summary of the key points of the article “Autism and Mental Health: The Role of Occupational Therapy,” which was published in the American Journal of Occupational Therapy. ### Understanding the Mental Health Needs of Autistic Children The Person-Environment-Occupation (PEO) model provides a framework for understanding the mental health needs of autistic children. Personal factors, environmental factors, and occupations are related to the mental health of autistic children. Personal factors, such as individual traits, experiences, pain, and sensory processing, can impact the mental health of autistic children. Factors, such as physical and social environments, also play a role, such as family life and how a child interacts with their peers, both autistic and non-autistic. Finally, meaningful participation in daily occupations can contribute to positive mental health outcomes. ### Occupational Therapy Interventions for Autistic Children Pediatric occupational therapists can use the PEO model to develop interventions to support the mental health and well-being of autistic children. By looking at factors such as environmental changes, education, family involvement, and self-care, occupational therapists can support the mental health of autistic children. Collaboration with interdisciplinary teams and involving autistic children in the research process can enhance education and practice in occupational therapy. It’s also important for the occupational therapist to work with families and others involved in the child’s day-to-day life to address the child’s physical, emotional, and social needs. ### The Importance of Occupational Therapists in Supporting Autistic Children’s Mental Health Pediatric occupational therapists play a crucial role in addressing the mental health needs of autistic children. By understanding the complex interactions between personal factors, environmental factors, and daily occupations, occupational therapy practitioners can develop interventions that support the mental health and well-being of autistic children. By collaborating with interdisciplinary teams and involving autistic children in the research process, we can continue to improve education and practice in occupational therapy and reduce the risk of mental health challenges for autistic children. **Categories:** Occupational Therapy, OT Research **Tags:** For Therapists --- ### [Effectiveness of the PDMS-2 for Children with Cerebral Palsy](https://ejtherapy.com/effectiveness-of-the-pdms-2-for-children-with-cerebral-palsy/) **Published:** May 13, 2023 **Author:** Vicky Moroz **Content:** # Effectiveness of the PDMS-2 for Children with Cerebral Palsy - [ May 13 ](https://ejtherapy.com/2023/05/13/) ![Adult woman and young girl dancing or doing a pose with arms extended in a bright room, wearing neutral-toned outfits and bear slippers](https://ejtherapy.com/wp-content/uploads/2026/06/pexels-artem-podrez-6951788-scaled.webp "pexels-artem-podrez-6951788 - EJ Therapy - EJ Therapy") Due to the nature of Cerebral Palsy, therapists need a good motor evaluative tool to evaluate the condition and progress of the child. Some common tests used in the PT and OT setting are the Gross Motor Function Measure (GMFM), the Peabody Developmental Motor Scales (PDMS), and the BOT-2 (Bruininks-Oseretsky Test of Motor Proficiency, second edition). The second edition of the PDMS, the PDMS-2, has been updated with new testing material and updates to scoring criteria and norm samples, and this makes it “potentially appropriate for investigating the progress of the gross and fine motor domains for children with CP because it assesses both GM and fine motor (FM) composites and incorporates both quantitative and qualitative rating criteria.”1All tests are great tools for evaluating children in physical and occupational therapy settings. However, the best test for an individual child, in this case, a child with Cerebral Palsy, will differ. The PDSM-2 is a highly reliable and accurate test but has not been studied on its responsiveness and reliability for children with CP. A 2006 study on the reliability, sensitivity to change, and responsiveness of the Peabody proved that it is a great test for children with CP as it was proved to have great test-retest reliability and good responsiveness on the composites.2 The test can be used not only to evaluate the child initially, but it has proven to be a great tool to monitor progress and change in motor skill development and acquisition over time. ### High-Level Motor Skills Another reason why the Peabody is a versatile test that is great for children with CP is that it can detect acquisition and deficits in high-level motor skills, such as those needed in conventional sports or activities a child would be involved in during school years. So, in children with CP, it is appropriate to use an assessment tool such as the GMFCS (Gross Motor Function Classification System) which is designed to identify a child’s level of mobility. However, those children with more mobility require tools that can properly assess higher levels of motor skills such as object control, running, jumping, etc.3 For those children with CP that have a higher level of mobility, certain tests may not be appropriate because they are created to measure early gross motor skills rather than high-level motor skills. An example of this would be the Gross Motor Function Measure (GMFM).4 The Peabody is a great tool that can perform a broad range of tests because it was “designed to measure motor skills in a broader population of children with or without a disability” and is going to be able to account for higher levels of motor activity.5 ### Staff Resource [Here](https://www.med.unc.edu/ahs/physical/schoolbasedpt/resources/sample-forms/) is a great resource for therapists with sample forms of common evaluations and school forms. This link includes a sample form of the Peabody and BOT-2, among many others. **Categories:** Physical Therapy, PT Research **Tags:** For Therapists --- ### [The Benefits of Mindfulness Techniques in Improving Executive Functioning Skills](https://ejtherapy.com/the-benefits-of-mindfulness-techniques-in-improving-executive-functioning-skills/) **Published:** May 17, 2023 **Author:** Vicky Moroz **Content:** # The Benefits of Mindfulness Techniques in Improving Executive Functioning Skills - [ May 17 ](https://ejtherapy.com/2023/05/17/) ![Young girl sits cross‑legged on a woven basket, eyes closed, meditating in a bright room.](https://ejtherapy.com/wp-content/uploads/2025/05/pexels-monstera-5063313.webp "pexels-monstera-5063313 - EJ Therapy - EJ Therapy") Executive functioning (EF) skills are crucial for managing everyday tasks, and deficits in these skills can lead to difficulties with problem-solving, organization, and time management. As a pediatric occupational therapy clinic, we work with children who struggle with EF deficits and provide them with strategies to improve their skills. One such strategy that is particularly effective is mindfulness. **What is Mindfulness?** Mindfulness is being in and paying attention to the present moment without judgment. This is a difficult skill for us adults, let alone for children. It can take a while to master, so it’s always great to give a child a headstart. Mindfulness involves becoming aware of one’s thoughts, feelings, and bodily sensations and learning to observe them with curiosity and compassion. Mindfulness effectively reduces stress and anxiety, improves attention and working memory, and enhances emotional regulation. All of these benefits can help improve executive functioning skills. **What executive function skills can be improved through mindfulness?** Mindfulness can be particularly effective in improving working memory, which is one of the essential EF skills. Working memory is the ability to apply information in mind while performing a task, which is crucial for tasks such as following directions, problem-solving, and decision-making. Mindfulness has been found to improve working memory by enhancing the ability to focus attention and resist distractions. This, in turn, leads to better cognitive control and better management of multiple tasks. Another EF skill that can be improved through mindfulness is attention. Mindfulness practice involves paying attention to the present moment, which can help children develop greater awareness of their surroundings and reduce distractibility. This, in turn, can lead to better focus and concentration, essential for completing and staying on task. Mindfulness can also improve emotional regulation, which is another crucial EF skill. Emotional regulation involves managing one’s emotions and responding appropriately to social situations. Mindfulness can help children develop greater awareness of their feelings and learn to respond to them more positively and constructively. This can lead to improved social skills and greater emotional resilience. **What other benefits does mindfulness have for my child?** Finally, mindfulness can help reduce stress and anxiety, which can have a negative impact on executive functioning skills. Chronic stress can impair cognitive functioning, making it difficult to concentrate, remember information, and solve problems. Mindfulness can help children develop greater resilience to stress and reduce the impact of negative emotions on their cognitive functioning. Our clinic often incorporates mindfulness techniques into our occupational therapy sessions to help children improve their executive functioning skills. For example, we may use mindfulness exercises such as deep breathing, body scans, and guided meditation to help children become more aware of their thoughts and feelings and develop greater focus and attention. We may also teach children mindfulness techniques that they can use daily to manage stress and regulate their emotions. In conclusion, mindfulness is a wonderful tool for improving executive functioning skills in children. Mindfulness can help children overcome EF deficits and achieve tremendous success in school and daily life by enhancing working memory, attention, emotional regulation, and stress management. If your child struggles with EF deficits, consider incorporating mindfulness techniques into their therapy or daily routine. With practice and support, mindfulness can help your child develop the skills they need to thrive. **Categories:** Occupational Therapy **Tags:** For Parents --- ### [Helping Support Positive Eating Behaviors in Your Child](https://ejtherapy.com/helping-support-positive-eating-behaviors-in-your-child/) **Published:** May 18, 2023 **Author:** Vicky Moroz **Content:** # Helping Support Positive Eating Behaviors in Your Child - [ May 18 ](https://ejtherapy.com/2023/05/18/) ![Smiling young girl with hands on cheeks at a autumn-themed table, pumpkins in the foreground](https://ejtherapy.com/wp-content/uploads/2026/05/pexels-alexander-dummer-1912868.webp "pexels-alexander-dummer-1912868 - EJ Therapy - EJ Therapy") Feeding is a critical part of your child’s daily routine. It can be very frustrating when a child refuses to eat or has a meltdown every day around mealtimes. Feeding difficulties are prevalent in children with autism or those with sensory processing sensitivities. Sensory sensitivities can cause your child to have difficulty being exposed to foods because of their taste, smell, or texture. This can cause negative behaviors around meals. If your child struggles with eating, here are some tips to help make mealtimes a bit easier! **Rule out other medical conditions** There are many issues that can be causing difficulty with eating that have nothing to do with sensory sensitivity. If your child is struggling, it could be a wide range of things causing feeding problems. This could include dental or digestive issues that cause physical pain for your child, making them not want to eat. **Make meals a routine.** Children do well with routines as they know what to expect from their day. Children also learn by watching others. By having a regular meal routine and including a family dinner, the child learns how they are expected to behave. These meals shouldn’t have distractions, such as TV. If meals are causing a lot of anxiety, get in the habit of doing a relaxing activity beforehand to help the child make the transition into the meal. Avoid letting your child snack all day long so that they have an appetite when the main meals of the day come around. **Don’t indulge in your child’s negative behaviors and encourage positive behavior.** Your child may try to throw a fit or behave disruptively during mealtimes to try to get out of eating. The best thing to do is to ignore negative behavior or correct it appropriately. Show them that that type of behavior will not get them out of mealtime. On the other hand, when a child behaves well or tries something new, encourage them. **Expose your child to new foods.** Introduce your child to new foods through touch and play. If they have trouble with sensory sensitivity, introducing new foods by encouraging any sort of interaction with the food is a great way to start expanding your child’s diet. If your child doesn’t like a food because of color or texture, exposing them to it through play is a great first step. Let them make a mess and reward them even if they simply smell or touch the food. Another way to expose your child to new foods is by expanding on the foods your child already likes. If your child likes strawberries, but hasn’t tried yogurt, serve the yogurt with the strawberries. **Avoid food rituals.** Food rituals are a way that children sometimes reduce the anxiety of the situation by creating a ritual surrounding food, such as only eating foods of a certain color, eating everything on a certain plate, eating only certain brands, or only eating cold foods. However, if these rituals are not followed, even more anxiety arises. **Give your child a choice.** If meals are overwhelming for your child, giving them a choice helps them feel less powerless and gives them a say in this daily routine. For example, serve 3 different foods, 2 that they like and 1 new food. Give them a choice on what is being served, but make it known that they must try something new or something that they think they won’t like. Cutting food into smaller bites when serving is also helpful. **Categories:** Occupational Therapy **Tags:** For Parents --- ### [Occupational Therapy for Autistic Preschoolers: A Parent-Mediated Anxiety Intervention](https://ejtherapy.com/occupational-therapy-for-autistic-preschoolers-a-parent-mediated-anxiety-intervention/) **Published:** May 19, 2023 **Author:** Vicky Moroz **Content:** # Occupational Therapy for Autistic Preschoolers: A Parent-Mediated Anxiety Intervention - [ May 19 ](https://ejtherapy.com/2023/05/19/) ![Young child with curly hair covering their face with both hands, sitting on a bench indoors against a white brick wall.](https://ejtherapy.com/wp-content/uploads/2026/06/pexels-keira-burton-6624321-scaled.webp "pexels-keira-burton-6624321 - EJ Therapy - EJ Therapy") As an occupational therapist specializing in pediatric care, you play a crucial role in supporting autistic children and their families. Anxiety is a common challenge faced by autistic preschoolers, significantly impacting their participation in daily activities. In this blog post, we will explore the key findings from a recent pilot study titled “A Parent-Mediated Anxiety Intervention Specifically Tailored for Autistic Preschoolers,” published in the American Journal of Occupational Therapy. ### Understanding the Challenges Faced by Autistic Children Compared to their typically developing peers, autistic children often encounter obstacles in fully participating in activities. The presence of anxiety further complicates their engagement in daily routines. Anxiety affects autistic children at higher rates and greater severity, negatively impacting their participation, school performance, and overall quality of life. Recognizing and addressing anxiety is crucial to improving the well-being and participation of autistic children. ### Transforming Parental Perception and Behavior The study focused on evaluating an anxiety prevention-reduction intervention program specifically designed to support parents of preschool autistic children. This program incorporated autism-specific content, taking into account the complex relationship between autism characteristics, such as sensory over-responsivity and anxiety. Parents reported positive perceptions of the program. They appreciated the practical strategies provided, tailored to address the unique needs of their autistic children. The feedback from parents aligned with the standardized measures, indicating promising results. In fact, two children showed a reduction in anxiety following the intervention. Parents shifted their focus from solely observing behavioral presentations to identifying triggers and causes of anxiety. This shift is crucial, given that anxiety in young autistic children often manifests behaviorally. Recognizing the role parents play in anxiety maintenance is essential, considering the high rates of family accommodation of anxiety among parents of autistic children. ### Implications for Supporting Autistic Children By considering the interconnected nature of sensory differences, anxiety, and participation, occupational therapists can provide effective support to enhance the well-being and participation of autistic children. Autistic individuals acknowledge anxiety and sensory differences impact their daily activities. As occupational therapists, it is crucial to recognize this interplay and incorporate it into our support strategies. By adopting a holistic approach, we gain a deeper understanding of the challenges faced by autistic children and can develop tailored interventions to enhance their participation. ### Collaboration between Parents and Therapists In occupational therapy practice, the parent-therapist relationship plays a vital role. Therapists support and train parents in interventions and strategies that enhance their child’s participation. Open discussions between parents and therapists are essential to address factors like anxiety, which influence the presentation of autism characteristics. Collaborating with parents enables the identification of activities and environments where sensory differences and anxiety intersect, leading to more effective interventions. Anxiety poses a significant challenge for autistic preschoolers, impacting their daily participation in activities. The pilot study discussed in this blog post sheds light on the positive impact of a parent-mediated anxiety intervention program tailored specifically for autistic children. By incorporating autism-specific content and recognizing the interplay between anxiety and sensory differences, occupational therapy practitioners can provide valuable support to both autistic children and their families. As you continue your work, remember the importance of addressing anxiety and considering the holistic needs of autistic children, promoting their well-being and participation in meaningful activities. **Categories:** Occupational Therapy, OT Research --- ### [The Importance of Executive Functioning in School: How to Help Your Child Improve their Skills](https://ejtherapy.com/the-importance-of-executive-functioning-in-school-how-to-help-your-child-improve-their-skills/) **Published:** May 24, 2023 **Author:** Vicky Moroz **Content:** # The Importance of Executive Functioning in School: How to Help Your Child Improve their Skills - [ May 24 ](https://ejtherapy.com/2023/05/24/) ![Children playing with a modular wooden marble run and colorful balls on a carpeted floor in a playroom.](https://ejtherapy.com/wp-content/uploads/2025/05/pexels-pavel-danilyuk-8422249.webp "pexels-pavel-danilyuk-8422249 - EJ Therapy - EJ Therapy") Sometimes children may struggle with managing their schoolwork. This is where executive functioning skills come in. Executive functions are the cognitive skills needed to complete a task, ranging from problem-solving to organization. These skills are crucial for a child’s success in school and in their daily lives. **How are executive functioning skills involved in schoolwork?** Every school task involves multiple steps that require planning, problem-solving, memory, and sometimes multi-tasking. For example, completing a math problem involves breaking it down into steps, figuring out the operations needed, and remembering the steps to solve it. To complete any task, it takes executive functioning skills to be able to properly process everything that that task requires. Children with executive functioning deficits can struggle with school assignments, personal hygiene, and organization. These tasks may seem impossible to complete because the child may not have the necessary executive functioning capacity to handle them. This can lead to problems and avoidance behavior. Some children are more prone to struggle with executive functioning deficits, especially if diagnosed with ADHD, Autism Spectrum Disorder, or dyslexia. However, the good news is that these skills can be taught and learned over time. **How to Help** Occupational therapists can help children improve their executive functioning skills through various methods. One effective method is using visual tools like icon boards, stickers charts, schedules, and checklists. These tools help children break down tasks into manageable steps, making it easier for them to understand and complete them. Another method is breaking a task down to make it more manageable. This involves breaking down a larger task into smaller, more manageable parts. For example, breaking down a school project into specific steps like research, writing, and editing. Memory and matching games can also be helpful in improving working memory, a key executive functioning skill. Timers can also be useful for helping children manage their time and stay on task. Methods of self-regulation can also be helpful for children who struggle with executive functioning deficits. These can include breathing exercises, sensory activities, and mindfulness techniques. Finally, setting goals can help children stay focused and motivated. Goals should be specific, measurable, attainable, relevant, and time-bound. This can help children see their progress and stay on track. In conclusion, executive functioning skills are crucial for a child’s success in school and in their daily lives. As an occupational therapist, I work with children to improve their executive functioning skills through a variety of methods. Parents can also help their children by using visual tools, breaking tasks down, playing memory and matching games, utilizing timers, practicing self-regulation techniques, and setting goals. By improving executive functioning skills, children can become more successful in school and in their daily lives. **Categories:** Occupational Therapy **Tags:** For Parents --- ### [How Language Impairment Affects Reading Comprehension](https://ejtherapy.com/how-language-impairment-affects-reading-comprehension/) **Published:** May 25, 2023 **Author:** Vicky Moroz **Content:** # How Language Impairment Affects Reading Comprehension - [ May 25 ](https://ejtherapy.com/2023/05/25/) ![Top-down view of a child sitting on a carpet, reading a colorful picture book filled with fish illustrations, with a finger pointing at the page.](https://ejtherapy.com/wp-content/uploads/2026/06/pexels-mentatdgt-1250722.webp "pexels-mentatdgt-1250722 - EJ Therapy - EJ Therapy") Reading comprehension can be a problem area for those children diagnosed with language impairment. Since reading comprehension is made up of a group of skills, problems in certain language skill areas can affect your child’s reading comprehension. Common strategies put in place to help teach reading comprehension are not effective for those children with language impairments. If these foundational skills are not addressed, a child may continue to fall behind in school and struggle well into their teen years. Keep in mind that trouble with reading comprehension does not mean that your child has language impairment or deficits. Some children benefit from more explicit instruction to help them understand how to break down and understand a text. ### What Skills Does Reading Comprehension Require? Reading comprehension is made up of a number of different skills such as word reading skills, lexical development, syntactic development, and topic knowledge. Not to mention, good reading comprehension requires a good attention span and word processing. Word reading skills involve being able to look at a word, sound it out, read it, understand the meaning and understand how it relates to the rest of the sentence. Next, lexical development is reading and understanding new words through context clues, root words, prefixes, suffixes, etc. Another important thing to understand is syntax, which involves understanding how words are combined to form meaning. If a reader can’t interpret the different parts of a sentence or understand how the placement contributes to the meaning, they will not be able to understand what they are reading. Finally, topic knowledge is another important part of understanding a text. This topic knowledge is built from the other reading that has been done. Since topic knowledge is gained through reading, those children who have trouble with reading comprehension fall further behind because they may have never been able to build a good foundation. ### Language Impairment and Reading Language impairment can affect reading in many ways, but especially a child’s comprehension. It can be difficult to spot because a child may have a grasp of vocabulary or be able to read a text but may not be comprehending or retaining what they are reading. A child that has trouble with reading comprehension can present as the child appearing lazy or unmotivated, or they may be struggling with their grades. To make matters worse, these children will not benefit from the typical teaching strategies, such as finding the main idea, summarizing, or answering questions about the passage, since they lack the foundational skills to be able to benefit from these strategies. ### How to Help a Reader with Language Impairment The best way to address a reader with language impairment is to make sure they are understanding the foundations of reading. It cannot be assumed that a child with language impairment is automatically acquiring the same knowledge and skills as those children without language impairment. Some of these skills have to be taught explicitly (or directly) to the child, even if their peers are acquiring these skills automatically. These could be skills such as decoding or syntactic structure. These are things that your child’s SLP should address in treatment. Your child’s SLP should be working on improving your child’s foundational skills so they are able to understand a text and participate in class activities that involve methods such as finding the main idea and summarizing key points. Once the underlying weaknesses are being addressed, other reading comprehension strategies can begin to be implemented, such as breaking down the text structure, comprehension strategy instruction, and vocabulary and knowledge building. Breaking down text structure is a great tool to help break down difficult texts, such as those in the expository genre. Since this is a common form for educational texts, doing an activity to help break down what’s commonly expected in an expository text can be helpful. Comprehension strategy instruction is explicit instruction in using things like graphic organizers, questions, and visual aids to help a child comprehend the text. This can be implemented once a child begins to build foundational reading skills. Vocabulary and knowledge building help prepare a child to understand a text. Topic knowledge is built from previous reading experiences. However, it is helpful to prepare a child for a text by highlighting key vocabulary words that they may encounter or going over some basic information about a topic. This also helps to refresh the memory, and repeating information helps with comprehension. **Categories:** Speech Therapy **Tags:** For Parents --- ### [The Importance of Setting Goals for Children with Executive Functioning Defecits](https://ejtherapy.com/the-importance-of-setting-goals-for-children-with-executive-functioning-defecits/) **Published:** May 31, 2023 **Author:** Vicky Moroz **Content:** # The Importance of Setting Goals for Children with Executive Functioning Defecits - [ May 31 ](https://ejtherapy.com/2023/05/31/) ![Two children sit inside a white decorative playhouse with pastel shapes and cutouts surrounding the doorway.](https://ejtherapy.com/wp-content/uploads/2025/05/pexels-artem-podrez-6941672-scaled.webp "pexels-artem-podrez-6941672 - EJ Therapy - EJ Therapy") Setting goals is an important aspect of developing executive functioning skills in children. Goals provide a sense of direction and purpose, allowing children to focus their attention and energy on specific tasks. This not only improves their ability to complete the task at hand, but also helps to improve their overall executive functioning skills. **What are “good” goals?** Goals can be short-term or long-term and should be specific, measurable, achievable, relevant, and time-bound (SMART). For example, a short-term goal for a child with executive functioning deficits might be to complete a homework assignment within a specific time frame, while a long-term goal might be to improve their grades in a particular subject. Setting goals not only helps children to develop their executive functioning skills, but also teaches them valuable life skills such as planning, prioritizing, and time management. By setting goals, children learn how to break down a larger task into smaller, more manageable steps, which helps to reduce feelings of overwhelm and frustration. **Goal-setting and Occupational Therapy** An occupational therapist can help children with executive functioning deficits learn how to set and achieve goals by providing guidance and support. They can work with the child and their family to identify specific goals, break them down into smaller steps, and develop strategies for achieving them. These strategies may include visual tools, such as charts or checklists, as well as methods for self-regulation, such as deep breathing or mindfulness exercises. By working together with an occupational therapist, children with executive functioning deficits can develop the skills they need to set and achieve goals, and ultimately improve their ability to manage daily tasks and activities. In addition to helping children with executive functioning deficits, goal setting can also be beneficial for children without such deficits. Setting goals can help to improve self-esteem, increase motivation, and promote a sense of accomplishment. It also helps children to develop important life skills that will serve them well in the future. When setting goals with children, it is important to involve them in the process. Children should have input into the goals they set and should be encouraged to take ownership of their progress. This can be achieved by regularly checking in on progress, celebrating achievements, and revising goals as needed. In conclusion, setting goals is an important aspect of developing executive functioning skills in children. Goals provide direction and purpose, teach valuable life skills, and can be a key component of occupational therapy for children with executive functioning deficits. By involving children in the goal-setting process and providing support and encouragement along the way, we can help them to develop the skills they need to succeed in school and beyond. **Categories:** Occupational Therapy **Tags:** For Parents --- ### [What is Torticollis?](https://ejtherapy.com/what-is-torticollis/) **Published:** June 1, 2023 **Author:** Vicky Moroz **Content:** # What is Torticollis? - [ June 1 ](https://ejtherapy.com/2023/06/01/) ![Close-up of a smiling baby lying on a light surface, wearing a white shirt.](https://ejtherapy.com/wp-content/uploads/2026/05/pexels-pami-avilA©s-62272.webp "pexels-pami-avilés-62272 - EJ Therapy - EJ Therapy") Congenital Muscular Torticollis is the twisting of the neck causing tightness on one side and resulting in a limited range of motion. Particularly, it is tightness in the sternocleidomastoid muscle (SCM) of the neck. Torticollis can be postural, muscular, or cause a sternocleidomastoid mass. Postural torticollis is the simplest form when the baby favors one side, but has no muscle tightness. In this case, one side of the neck is stronger than the other, and the weaker side needs to be strengthened. Muscular torticollis is tightness in the sternocleidomastoid muscle. This is most comparable to sleeping in a bad position and waking up to a sore neck where it is difficult to turn your neck to one side. Finally, the most severe form is a sternocleidomastoid mass where there is a thickening of the muscle or fibrosis. Depending on the severity, torticollis is not painful for the child. However, it can cause some lifelong effects if not treated. Untreated torticollis can lead to plagiocephaly (flat head), asymmetry in the facial features, scoliosis (twist in the spine), and effects on your child’s motor development milestones. When addressed within the first year of life, most cases are treatable and result in no lifelong effects. The cause of torticollis is not completely known, but can sometimes be influenced by the baby’s position in the womb or difficult birth. ### Symptoms The most obvious symptom of torticollis is the twisting of the neck to one side. Your baby’s range of motion will be limited. They might not be able to follow you with their head past a certain point. They might get fussy or upset because they feel restricted by their body’s ability to move. They may favor one side, especially during breastfeeding. In some cases, you may notice a lump or knot in the neck muscle. ### Treating Torticollis If you notice any of the above symptoms, be sure to see a pediatrician. The pediatrician will be able to diagnose torticollis, and either give you stretches and handling advice or provide a referral to go see a physical therapist. A physical therapist (PT) will be able to treat torticollis and will be seen weekly, sometimes more frequently. The therapist will work on stretching the neck and increasing the range of motion. One of the PT’s jobs is to provide parent education on daily handling and exercises in order to improve torticollis. They will be able to provide you with an at-home plan that must be done daily in order to help treat this condition. They will also be able to answer any questions you may have and monitor your child’s improvement. Some things that you can do at home to help increase your child’s range of motion and stretch their neck is tummy time for 10 to 15 minutes every day. This helps to strengthen the muscles in the neck and shoulders. You can also attract your baby’s attention and try to get them to move their neck on their non-preferred side. This can be done with toys, mirrors, or movement. With time and daily stretching, their range of motion will improve. **Categories:** Physical Therapy **Tags:** For Parents --- ### [Fun Christmas Activities for Your Kids](https://ejtherapy.com/fun-christmas-activities-for-your-kids/) **Published:** May 5, 2023 **Author:** Vicky Moroz **Content:** # Fun Christmas Activities for Your Kids - [ May 5 ](https://ejtherapy.com/2023/05/05/) ![Red gift boxes with gold ribbons stacked on a snowy surface, soft bokeh lights in the background suggesting a festive holiday scene](https://ejtherapy.com/wp-content/uploads/2026/05/pexels-acharaporn-kamornboonyarush-1028723-1.webp "pexels-acharaporn-kamornboonyarush-1028723 (1) - EJ Therapy - EJ Therapy") ![Family outdoors in winter, posing with a large snowman while a child and adult stand nearby on a snow-covered ground.](https://ejtherapy.com/wp-content/uploads/2026/05/christmasactivities.webp "christmas+activities - EJ Therapy - EJ Therapy") ![Decorated Christmas tree with colorful ornaments and a yellow star on top.](https://ejtherapy.com/wp-content/uploads/2026/05/christmasactivities2.webp "christmas+activities+(2) - EJ Therapy - EJ Therapy") ![Person in an orange jacket and yellow boots lying in the snow, arms and legs spread to make a snow angel on the ground with blue snow wings behind.](https://ejtherapy.com/wp-content/uploads/2026/05/christmasactivities3.webp "christmas+activities+(3) - EJ Therapy - EJ Therapy") Christmas time is coming up fast, and keeping the kids busy can be exhausting for many parents. This time of year can be a whirlwind with all the activities both kids and parents are doing. There are holiday parties in school and with family, spirit week at school where we parents have to find/make Christmas-themed outfits for each day leading up to break (no, just me?), baking cookies, and last-minute shopping. Kids are counting down the days until Santa comes and there is non-stop talking about what they want to get for Christmas. The ideas listed below are very easy things to do to keep your kids busy and occupied while having fun; all the while, we parents can get what needs to be done, done. Of course, feel free to join your child in these activities. They will love it, or set them up and let them go! ### Christmas Activities 1) Cookie cutters ![Colorful craft supplies: a red marker, star and heart cookie cutters, star shapes, and rolled tape on a green background.](https://ejtherapy.com/wp-content/uploads/2026/05/cookiecutters.webp "cookie+cutters - EJ Therapy - EJ Therapy") Do not underestimate what the cookie cutter can do. You can use play-doh or any other material of the sort with this activity. I like just to let my kids run wild with it. I bring out the Christmas cookie cutters, set them up at the table, and let their imagination go. I supervise them to ensure they’re not making a huge mess. 2\) Wrapping paper Have your child pick up a toy or a few toys (that they already have) and let them wrap it up. You can precut the paper if they’re too young to use scissors. Kids love to wrap things up and then open them up again! 3\) Packing airbags If you are anything like me and shop from amazon all the time, you know what I am talking about. How many of those airbags they use to pack things in the boxes, so your items don’t break, have you thrown away? For this activity, don’t throw them away; collect a whole bunch for a while. Give your kids these to pop. Now, this activity won’t last long, but they will love popping them. However, if you want more time to do something, have your child color on them with easy clean markers and then pop them. I usually have them color on them on my tile floor, where I can easily wipe up any marker mess that may happen on the floor. ![Assorted gift-wrapping items: rolled teal paper with orange stripes, a gold bow, colorful stacked presents, and patterned wrap.](https://ejtherapy.com/wp-content/uploads/2026/05/wrappingpaper.webp "wrapping+paper - EJ Therapy - EJ Therapy") ![Two condom packets with red arrows pointing down to a yellow gift box and a teal shipping box, suggesting delivery or gifts of condoms.](https://ejtherapy.com/wp-content/uploads/2026/05/packingairbags.webp "packing+airbags - EJ Therapy - EJ Therapy") 4\) Snowball straw obstacle and races This one can be either low-prep or no-prep, depending on how you want to do it. For the no-prep option, grab cotton balls and straws and have your children race each other by blowing the cotton ball through the straw. They cannot touch the cotton ball with their hands, and the first one to get to the ending point you choose wins. For the low-prep option, first make 1, 2, or 3 obstacle courses on the table or floor (painter’s tape works great) and have your children try to get their cotton balls to the end of the obstacle course. 5\) Santa hat knockdown My kids love anything to do with destruction and knocking things down. Get your hands on some paper that you ball up and some red solo cups; we all have them lying around in the cupboard. They don’t even have to be red! Have your child stack them up however they want, and then using the paper ball, knock them down. See how many they knock down. Can they knock down more next time? Can they build a different pattern? ![Cartoon penguin wearing a Santa hat and scarf with a large snowball, on a black background.](https://ejtherapy.com/wp-content/uploads/2026/05/snowballstraw.webp "snowball+straw - EJ Therapy - EJ Therapy") ![Decorative collage: Santa hats, a crumpled paper ball, and a 'BANG!' comic burst on a black background.](https://ejtherapy.com/wp-content/uploads/2026/05/santahatknockdown.webp "santa+hat+knockdown - EJ Therapy - EJ Therapy") ### About the Author This post was written by Jeannine A, SLP. Jeannine has over 6 years of experience. She specializes in articulation, language, early intervention, and feeding therapy. ![Portrait of a smiling woman with wavy blonde hair, wearing a light patterned sleeveless top against a gray studio background.](https://ejtherapy.com/wp-content/uploads/2026/05/Abel-2.webp "Abel-2 - EJ Therapy - EJ Therapy") **Categories:** Occupational Therapy **Tags:** For Parents --- ### [Halloween](https://ejtherapy.com/halloween/) **Published:** June 1, 2023 **Author:** Vicky Moroz **Content:** # Halloween ![Orange Halloween illustration: white ghost with a pumpkin, bats, a 'BOO!' bubble, and 'Happy Halloween' arched at the top.](https://ejtherapy.com/wp-content/uploads/2026/06/HappyHalloweenTips.webp "Happy+Halloween+Tips - EJ Therapy - EJ Therapy") ![Three kids in pirate hats play with toy swords around a purple ball pit in an indoor play area.](https://ejtherapy.com/wp-content/uploads/2026/06/image-asset.webp "image-asset - EJ Therapy - EJ Therapy") ### [Social Story](https://www.autismspeaks.org/templates-personalized-teaching-stories) *All About Halloween* social story tells about Halloween and what to expect during this time. ![Three children wearing pirate hats with skulls and crossbones pose with toy swords in a cardboard box fort indoors.](https://ejtherapy.com/wp-content/uploads/2026/06/image-asset-1.webp "image-asset (1) - EJ Therapy - EJ Therapy") ### Fun activities There are plenty of fun and sensory-friendly activities to do on Halloween. ![Fall wreath with burlap ring surrounding a cheerful scarecrow center and white decorative letters E and J.](https://ejtherapy.com/wp-content/uploads/2026/06/image-asset-2.webp "image-asset (2) - EJ Therapy - EJ Therapy") ### [Parent Tips](https://www.ejtherapy.com/new-page-2) Need a few tips for navigating Halloween with your child? Check out some of the tips and tricks that we recommend. **Categories:** Holiday Tips --- ### [ Thanksgiving](https://ejtherapy.com/thanksgiving/) **Published:** June 1, 2023 **Author:** Vicky Moroz **Content:** # Thanksgiving ![Cartoon turkey with colorful tail feathers on a Thanksgiving greeting card: 'Happy Thanksgiving Day' with leaves in the background and message 'There's always something to be thankful for'.](https://ejtherapy.com/wp-content/uploads/2026/06/HappyThanksgivingturkeygraphic.webp "Happy+Thanksgiving+turkey+graphic - EJ Therapy - EJ Therapy") Thanksgiving is a time for family, gratitude, and delicious food. However, it can also be stressful with a lot of commotion and changes in routine. This can be difficult for some children, so here are some tips and resources for you to utilize this Thanksgiving. Tips to help your child through Thanksgiving - Have a quiet space reserved if your child needs a sensory break. - If your child does not enjoy certain foods or has dietary restrictions, make a meal just for them. - Try to stick to your normal routine as much as possible. - Use a visual schedule for any changes that may occur. - Be sure to let your child understand what is expected of them. - If you are going to an unfamiliar place, arrive early so your child can get acclimated before everyone comes. Crafts: Try making this [turkey out of a toilet paper roll](https://www.ejtherapy.com/turkey-craft). Check out this list of [Thanksgiving activities from The OT Toolbox](https://www.theottoolbox.com/thanksgiving-activities-for-kids/). More Resources: [Positively Autism’s Thanksgiving resources](http://www.positivelyautism.com/free/thanksgiving.html) give you a ton of great tools. They have social stories, Thanksgiving vocabulary, illustrated recipes, thanksgiving manners, and more! Sources: **Categories:** Holiday Tips --- ### [Christmas Tips and Activities](https://ejtherapy.com/christmas-tips-and-activities/) **Published:** June 1, 2023 **Author:** Vicky Moroz **Content:** # Christmas Tips and Activities ![Festive Christmas graphic: Santa face on a pink background with holly garland corners and the curved word 'Christmas'.](https://ejtherapy.com/wp-content/uploads/2026/06/ChristmasSantaTipGraphic.webp "Christmas+Santa+Tip+Graphic - EJ Therapy - EJ Therapy") Thank you for checking out EJ’s Christmas page! Here you will find tips, activities, social stories, and coloring pages to help celebrate this wonderful Holiday. Click the buttons below to check out some helpful guides, tips, and activities, written by some of our speech language pathologists and occupational therapists. [Sensory Processing Around the Holidays](https://www.ejtherapy.com/blog/christmas-and-sensory-processing) [Gift Guide (1-3 yrs)](https://www.ejtherapy.com/blog/christmas-gift-guide) [Fun Christmas Activities](https://www.ejtherapy.com/blog/Christmas-activities) [Snowman Craft](https://www.ejtherapy.com/blog/snowman-craft) Keep reading below for general tips and links to some more activities by other great creators. ### Tips Christmas is an exciting time, but the season brings about a lot of change. During the Holidays, routines are broken, schedules change, unexpected visitors pop in, and there is a whole myriad of new sights and sounds all around. This can be a sensory overload for just about everybody, but especially for the little ones. The best way to prevent an overload or outburst is to **prepare**. Explain the changes in routine, but also emphasize what will stay the same. If you know your child has certain triggers, prepare other family members by explaining the situation and your child’s behaviors. For example, if bright, flashing Christmas lights are too much for your child, ask your family members to turn off the decorative lights that might be on their Christmas trees or around their house. If your child has a certain diet, make sure those foods are available for them Use **visual aids** such as activity icons, calendars, or social stories (some are listed below!). Teach your child how to properly react in different situations. Walk them through a script or social story to desensitize and prepare them for new social situations, like what to do in case they receive a gift they don’t like. **Go through change with your child**. If you are decorating the house, have your child help you. Understand their boundaries, and think about what might be disruptive to them. It might be too much to have a motion-activated talking Santa because it’s too loud or distracting. You know your child best, so try to anticipate what might be difficult for them to handle in the upcoming season and work through the changes with them. Get them involved in the Holiday activities. Have them help with baking, wrapping presents, or making cards. When there is a lot going on, make sure your child knows that it’s okay for them to **take a break**. Have a quiet space available for them to go to escape the sensory overload. This could be their bedroom or a study. If you are going out somewhere, make sure to let them know it’s okay to step out for a minute. Have proper **communication**. Each child communicates differently, so be receptive to what your child is trying to say(both verbally and nonverbally) Have a script ready for them to help them learn how to communicate their need. This could be done through a story or video. For example, help them understand that it’s okay to ask to step out if it’s too loud or bright. Check out these other great resources for more holiday tips: “[Holiday Tips](https://www.autism-society.org/holiday-tips/),” by Autism Society “[Christmas Tips for Autistic People and Their Families](https://www.autism.org.uk/advice-and-guidance/topics/leisure/christmas/tips),” by the National Autistic Society “[How to Handle the Holidays](https://occupationaltherapy.com.au/how-to-handle-the-holidays/),” by Occupational Therapy Australia --- ### Activities #### Occupational Therapy The [OT Toolbox](https://www.theottoolbox.com/) has a whole calendar filled with Occupational Therapy Christmas activities. These are all super fun activities that help address many skill sets, such as fine and gross motor skills. Some activities mentioned on the calendar are making salt dough gingerbread men or dyed paper snowflakes. Recipes included! Check out the calendar and activity page [here](https://www.theottoolbox.com/occupational-therapy-christmas-activities-calendar/). #### Speech Therapy For Christmas activities that help with speech and language practice, take a look at [Tree Activities](https://speechtherapytalk.com/holiday-speech-therapy/speech-therapy-christmas/) provided by Speech Therapy Talk Services. Use your actual Christmas Tree or the printout provided on their website to work on speech tasks from the toddler to elementary level. Do this even while decorating your Christmas tree! It’s a great way to involve your kids and reinforce the skills they’ve been working on in therapy. #### Physical Therapy There are a ton of fun activities to do that help your child with their balance, coordination, and overall gross motor skills. Therapy and Wellness Connection lists a bunch of fun, Christmas-Themed ideas to help get your child moving. Some fun ideas include doing a Freeze dance with Christmas music or playing “Santa Says.” Check out their post [here](https://therapyandwellnessconnection.com/insights/fun-holiday-gross-motor-skills-activities-from-our-akron-physical-therapists/) to get more detailed instructions on how to play these games and more. **Categories:** Holiday Tips --- ### [New Year’s Tips and Activities](https://ejtherapy.com/new-years-tips-and-activities/) **Published:** June 1, 2023 **Author:** Vicky Moroz **Content:** # New Year’s Tips and Activities ![](https://ejtherapy.com/wp-content/uploads/2026/06/happynewyearfireworksgraphic.webp "happy+new+year+fireworks+graphic - EJ Therapy - EJ Therapy") The New Year brings about a season of change. Change is simultaneously exciting and nerve-racking! Just like Christmas, the New Year’s hustle and bustle may be a challenge for some children with sensory processing issues. Remember, the holiday season can be very difficult because first, there is Christmas, and then New Year’s Eve falls just a few days after the craziness of Christmas is over. Most adults become overwhelmed with how busy this season is, let alone a child with sensory processing challenges (or even some children without sensory processing challenges! The holidays can be very busy and overwhelming for everybody!). However, this doesn’t mean you can’t include your child in the fun of celebrating the coming of the New Year. It is all about planning and accommodating your child to make sure that they have fun, too, instead of becoming overwhelmed about the Holidays. Start new traditions and modify the old ones to make sure that everybody is having a good time. Most importantly, enjoy all the moments you have as a family! ### TIPS AND IDEAS - Plan - This tip might get repetitive, but it’s really the best thing to do. You know your child best, and you know what triggers them and makes them overwhelmed. You also know when they usually go to bed or what makes them cranky. Prepare for anything that might overwhelm them and create an action plan. - Celebrate the New Year early. - If you have younger children or those that prefer to go to bed early, celebrate the New Year by having an early countdown. This can be a countdown to noon or a countdown to bedtime. When they go to bed, you can remind them that the next morning will be the start of a new year. - Celebrate early by including sparkling cider. You can play a game as a family or watch a New Year’s movie. Do crafts, wear hats, and decorate with streamers. In the evening, use glowsticks instead of firecrackers or sparklers. - Make accommodations. - If the commotion of New Year’s Eve is too loud, provide your child with earplugs or sound-canceling headphones to tone down the sound. - If your child is feeling overwhelmed, make sure they have access to a weighted blanket or feel like they can come to you for a hug. Alternatively, make sure they know they can go to their room or another safe space to take a break from everything. - If the excitement of New Year’s Eve gives your child energy because of being overstimulated, make sure they have somewhere to run around or access their normal coping tools. - Explain your expectations - If this is the first time your child is experiencing watching the ball drop, a party, or live fireworks, read them a story (from a book or social story) or have them watch a video about New Year’s Eve. This will give them an understanding of what to expect and how to react properly. ### Other Great Resources **Articles:** [How to Survive the Fireworks and New Years Eve Celebrations](https://www.lifeskills4kids.com.au/how-to-survive-the-fireworks-and-new-years-eve-celebrations/) by Life Skills 4 Kids [Tips to a Sensory-Friendly New Year’s Eve](http://www.engagebehavioralhealth.com/blog/post/tips-to-a-sensoryfriendly-new-years-eve) from Engage Behavioral Health **Books:** - [The Night Before New Year’s](https://amzn.to/3PVXgSI) by Natasha Wings - [Happy New Year, Spot!](https://amzn.to/3hSWWaZ) by Eric Hill - [Patrick Picklebottom and the Longest Wait](https://amzn.to/3C2tTIJ) by Mr. Jay - This isn’t a New Year’s book but it is a good book about teaching a child to wait. - [Squirrel’s New Year’s Resolution ](https://amzn.to/3vkJEHw)by Pat Miller **Crafts:** - [sensory bottl](https://www.ejtherapy.com/sensory-bottle)e - [paper chain countdown](https://www.theottoolbox.com/new-years-eve-activity-kids-countdown/) - [paint fireworks](https://www.learning4kids.net/2015/12/27/painting-fireworks/) - [noise makers](https://childhood101.com/diy-new-years-noisemaker/) **Coloring Pages:** - [Happy New Year Balloons](https://www.crayola.com/free-coloring-pages/print/new-years-balloons-coloring-page/) - [Children celebrating the New Year](https://www.crayola.com/free-coloring-pages/print/happy-new-year-coloring-page/) - [New Year Confetti](https://www.crayola.com/free-coloring-pages/print/new-years-confetti-coloring-page/) **Videos:**  **Categories:** Holiday Tips --- ### [Treating Torticollis](https://ejtherapy.com/treating-torticollis/) **Published:** June 3, 2023 **Author:** Vicky Moroz **Content:** - [ June 3 ](https://ejtherapy.com/2023/06/03/) ![Close-up of a baby lying on a soft pink blanket, awake and looking toward the camera with dark eyes.](https://ejtherapy.com/wp-content/uploads/2026/06/pexels-daniel-reche-1556706.webp "pexels-daniel-reche-1556706 - EJ Therapy - EJ Therapy") Congenital Muscular Torticollis (CMT) “also known as twisted neck or wry neck is a postural, musculoskeletal deformity evident at, or shortly after, birth. It results from unilateral shortening and increased tone of the sternocleidomastoid (SCM) muscle and presents as lateral flexion of the head to the ipsilateral side with rotation to the contralateral side.”1 Due to CMT, the sternocleidomastoid muscle can experience shortening and increased tone and causing one side of the neck to be stronger than the other. There are 3 types of CMT, including postural, muscular, and sternocleidomastoid mass. Postural CMT is the least problematic and occurs when the baby favors one side, but there is not much tightness. Muscular CMT involves tightness in the SCM. Sternocleidomastoid mass is the most serious of the three types and occurs when the CMT causes thickening of the muscle. The cause of CMT is still relatively unknown but could be due to trauma during birth, positioning throughout the day or at night, positioning in the womb, or a problem with blood supply to the womb. CMT is treated mainly through stretching and repositioning. In the most serious cases, it can require botulinum or surgery. However, most cases of CMT, when addressed before the age of six months to a year, are treatable with little to no long-term effects. ### Most Effective Treatments If CMT is not addressed, it can cause limited movements, craniofacial asymmetry, plagiocephaly, scoliosis, and effects on motor development.2 It is also thought that CMT co-exists with developmental dysplasia of the hip, so it Is recommended to assess for this when treating CMT.3 Passive stretch exercises can be effective, but infants around 3-4 months of age can become fussy, making the stretches difficult to perform during treatment. The main course of treatment can be dependent on the age of the infant. The most effective treatments are cervical active range of motion exercises, positional sustained passive stretches, and parent education on handling.4 Other than the exercises and stretches done during therapy, one of the most critical aspects of improving CMT is to provide the parents with proper education on how to handle, position, and stretch the child, and to provide information on what occurs in the case that intervention is interrupted or ceased. ### Clinical Practice Guidelines Clinical practice guidelines, or CPGs, are used both to educate practitioners on evidence-based best practices and to create a uniform, consistent standard of practice. The APTA provides current CPGs and resources to offer parents, as well as guidance for therapists. The APTA guidelines are [linked here](https://pediatricapta.org/clinical-practice-guidelines/Congenital-Muscular-Torticollis.cfm). The link above provides: -the CMT CPG -resources and tips for parents and caregivers, like tips on positioning and play -discharge guide for clinicians -Self-assessment for clinicians **Categories:** Physical Therapy, PT Research **Tags:** For Therapists --- ### [What is Pragmatic Language?](https://ejtherapy.com/what-is-pragmatic-language/) **Published:** June 7, 2023 **Author:** Vicky Moroz **Content:** # What is Pragmatic Language? - [ June 7 ](https://ejtherapy.com/2023/06/07/) ![Mother and son sit close on a sofa, looking at a tablet together.](https://ejtherapy.com/wp-content/uploads/2026/06/pexels-julia-m-cameron-4145348-scaled.webp "pexels-julia-m-cameron-4145348 - EJ Therapy - EJ Therapy") Pragmatic language refers to how we use language in social situations to communicate effectively. It involves the words we use and our tone of voice, body language, and understanding of social cues. It also includes turn-taking, staying on topic, understanding and using nonverbal cues, and adjusting language based on the listener and situation. For many children, learning to use pragmatic language can be challenging, and speech therapy can be a helpful tool in developing these skills. ### Why is pragmatic language important? There are a few key reasons why pragmatic language is so important. First, it helps us form and maintain relationships with others. When we use appropriate language and social cues, we are more likely to connect with others and build positive relationships. Additionally, having strong pragmatic language skills can help us navigate social situations more effectively, whether navigating a conversation with a peer or understanding how to act in a group setting. ### Pragmatic Language in Speech Therapy Speech therapy can be a helpful tool in teaching children how to use pragmatic language effectively. In therapy sessions, children can learn about different social cues and how to interpret them, as well as how to use appropriate language in different social situations. For example, they practice conversation skills like turn-taking and using the right tone. Speech therapy for children often focuses on teaching pragmatic language because it is essential for building relationships, making friends, and succeeding in school and beyond. Children who struggle with pragmatic language may have difficulty making and keeping friends, participating in group activities, and interpreting social cues. Speech therapists use a variety of strategies to teach pragmatic language, including modeling appropriate behavior, practicing social skills in structured activities, and providing feedback and reinforcement. By improving their pragmatic language skills, children can become more confident and successful communicators, which can positively impact their overall well-being. ### Pragmatic Language and Autism Many children with ASD (Autism Spectrum Disorder) struggle with social skills and communication, and pragmatic language skills are often affected in children with ASD. Language and communication development begins early, in the preverbal stages. Babies are social beings like the rest of us. Even if they dont have the words, they are communicating with you and interacting with you socially. If you feel If your child is not interacting with you like you feel they should, talking with your child’s pediatrician as well a speech therapy evaluation may be warranted. When a child is diagnosed with autism, it’s essential to focus on these social skills . These challenges can make it difficult for individuals with ASD to form and maintain social relationships and hinder their academic and professional success. However, with appropriate support and intervention, individuals with ASD can improve their pragmatic language skills and social interactions. ### Social Milestones for babies 4 months-12 months **4 months:** • Recognize familiar people • Enjoys looking in mirror • Laughs **6 months:** • Takes turns making noises with you • Blows raspberries (sticks out tongue and makes noise) • Makes squealing noise **9 months:** • Begin having stranger danger • Separation anxiety may occur from primary caregiver • Makes several facial expressions • Turns or understands when name is called • Smiles or laughs with social games such as peek a boo **12 months:** • Plays games with you like patty-cake • Enjoys being read to and looking at pictures in books (in short bursts) • Cries when you leave room Another great [resource for Developmental Milestones from birth to age 1 is linked here.](https://www.understood.org/en/articles/developmental-milestones-from-birth-to-age-1) **Categories:** Speech Therapy **Tags:** For Parents --- ### [Why Occupational Therapy By Itself Isn’t Enough to Build Social Skills](https://ejtherapy.com/why-occupational-therapy-by-itself-isnt-enough-to-build-social-skills/) **Published:** June 8, 2023 **Author:** Vicky Moroz **Content:** # Why Occupational Therapy By Itself Isn’t Enough to Build Social Skills - [ June 8 ](https://ejtherapy.com/2023/06/08/) ![Top-down view of a diverse group sitting on green turf, hands reaching to the center in a circle.](https://ejtherapy.com/wp-content/uploads/2026/05/pexels-yan-krukov-8613319.webp "pexels-yan-krukov-8613319 - EJ Therapy - EJ Therapy") Social development is a crucial part of childhood. A lot of children that aren’t typically developing (and even many children who are typically developing) struggle with social cues and understanding different social interactions. Unfortunately, this is something that is difficult to address in one-on-one therapy. Occupational therapy is important, and therapy itself should not be neglected. However, if the principles aren’t put into practice outside of therapy, improvement in behavior and social growth can be limited. It is very important for children to be involved in peer groups to build social and behavioral skills and to apply the skills learned during therapy. ### What is learned through peer interactions? Peer interactions are crucial for all children, both neurotypical and developmentally delayed. Children learn through interactions and by watching others. They learn things such as social cues and problem-solving skills, and they receive emotional support from other children. They learn important personal and interpersonal skills such as self-awareness, self-management, social awareness, relationship skills, and decision-making. Children will learn from watching adults, but adults do not provide all the support necessary, so the most effective way they learn is through watching other people their age. Peer interactions also serve as positive motivation. For example, in one case study, an occupational therapist (OT) working with a boy who was learning to use a spoon witnessed how watching peers encouraged him to use the spoon.1 The boy had all the motor skills and was capable of feeding himself, but was used to other adults feeding him, so when he was asked to feed himself, he would throw a fit. However, when two girls his age showed up and ate with him. When he saw the girls eating, he too began using his spoon. This is just one example of the power of peer interactions. ### How to get your child involved? Play groups or social skills camps are great for all children to be a part of. Summer camp programs for the summer help continue peer interactions when school is out of session. For those children with social or behavioral challenges, look for programs geared specifically towards teaching social skills. A great way to do this is through special education programs or private clinics (EJ offers many summer programs including a play group, social skills group, and emotional regulation group). Co-occupation programs in the schools are a great way to nurture interactions between those children with social and communication challenges and typically developing children. Typically developing children prefer to interact with typically developing children, and those typically developing children that do interact with those that have social or behavioral issues may not understand ASD behaviors or approach ASD children correctly in order to nurture authentic relationships. Through co-occupation programs, typically developing students learn how to interact with developmentally delayed children, which creates an environment of inclusivity within the schools. This also greatly helps children with social or behavioral challenges, as it allows them to get the peer interactions they need to learn social skills in a controlled setting. **Categories:** Occupational Therapy **Tags:** For Parents --- ### [The Power of Joint Attention: Enhancing Skills through Occupational Therapy](https://ejtherapy.com/the-power-of-joint-attention-enhancing-skills-through-occupational-therapy/) **Published:** June 14, 2023 **Author:** Vicky Moroz **Content:** # The Power of Joint Attention: Enhancing Skills through Occupational Therapy - [ June 14 ](https://ejtherapy.com/2023/06/14/) ![Child's hand stacks a tower of colorful animal-themed toy blocks with cars on top of each other in a play setting.](https://ejtherapy.com/wp-content/uploads/2025/06/pexels-markus-spiske-298825-scaled.webp "pexels-markus-spiske-298825 - EJ Therapy - EJ Therapy") Joint attention refers to the ability to share attention with others and coordinate attention between people and objects, leading to improved communication, social interactions, and overall engagement. In the field of occupational therapy, joint attention skills are recognized as critical for a child’s overall development, including language development, social interactions, and cognitive abilities. Occupational therapists play a significant role in enhancing joint attention skills, providing children with a strong foundation for future success. **Understanding Joint Attention** Joint attention plays a crucial role in a child’s development as it forms the foundation for effective communication and social connections. It involves the coordination of attention between a child, another person, and an object or event of interest. Joint attention skills can be divided into two components: 1. Initiating Joint Attention: This involves a child’s ability to gain the attention of others to share an object or event. For example, a child may point to a toy to show it to their parent or make eye contact to direct someone’s attention to something. 2. Responding to Joint Attention: This component focuses on a child’s ability to follow another person’s gaze or pointing gestures and engage with the shared object or event. For instance, a child may look at where their parent is pointing or shift their attention to an object their parent is looking at. **The Importance of Joint Attention in Occupational Therapy** Joint attention skills are critical for a child’s overall development, including language development, social interactions, and cognitive abilities. Occupational therapy plays a significant role in enhancing joint attention skills, providing children with a strong foundation for future success. Here’s why joint attention is so important: 1. Language and Communication Development: Joint attention lays the groundwork for effective communication and language skills. When a child engages in joint attention, they learn to associate words, gestures, and eye contact with the objects or events they are sharing. This connection facilitates vocabulary development, comprehension, and the ability to follow instructions. 2. Social Interaction: Joint attention is a fundamental component of social interactions. It allows children to connect with others, develop shared interests, and build relationships. By engaging in joint attention activities, children learn important social skills, such as turn-taking, cooperation, and empathy. 3. Play Skills: Joint attention is closely tied to play skills. When a child shares joint attention with others during play, they learn to interact with toys, explore their functions, and engage in imaginative play. These skills are crucial for fostering creativity, problem-solving, and cognitive development. 4. Cognitive Development: Joint attention enhances a child’s cognitive abilities, including their ability to focus, attend to relevant information, and process visual cues. It promotes active engagement, curiosity, and the development of problem-solving skills. **Occupational Therapy Strategies for Enhancing Joint Attention** Occupational therapists employ various strategies to promote joint attention skills in children. These strategies are tailored to meet each child’s unique needs and may include: 1. Structured Play: Occupational therapists create structured play environments that encourage joint attention. They engage children in activities that require turn-taking, shared focus, and collaboration. 2. Visual Supports: Visual supports, such as visual schedules, social stories, and visual cues, are utilized to enhance joint attention. These supports provide visual prompts and reminders, facilitating the understanding and coordination of attention. 3. Social Skills Training: Occupational therapists incorporate social skills training into therapy sessions, teaching children how to initiate and respond to joint attention cues effectively. They provide opportunities for practice in a supportive and structured setting. 4. Parent Education and Involvement: Occupational therapists actively involve parents in therapy sessions and provide education on joint attention strategies that can be reinforced at home. This collaboration ensures consistent support and reinforces the development of joint attention skills in everyday routines. **Key Point Summary** - Joint attention is the ability to share attention and coordinate between people and objects. - Occupational therapy recognizes its importance in communication, social interactions, and cognitive development. - Initiating joint attention involves gaining attention, while responding involves following cues. - It enhances language, social, and play skills, as well as cognitive abilities. - Occupational therapists use strategies like structured play, visual supports, social skills training, and involving parents. - The goal is to unlock a child’s potential and provide a foundation for success. **Categories:** Occupational Therapy **Tags:** For Parents --- ### [What is Childhood Apraxia of Speech?](https://ejtherapy.com/what-is-childhood-apraxia-of-speech/) **Published:** June 15, 2023 **Author:** Vicky Moroz **Content:** # What is Childhood Apraxia of Speech? - [ June 15 ](https://ejtherapy.com/2023/06/15/) ![Two children sit closely on a gray couch, reading colorful picture books together.](https://ejtherapy.com/wp-content/uploads/2026/06/pexels-marta-wave-6437487.webp "pexels-marta-wave-6437487 - EJ Therapy - EJ Therapy") Childhood apraxia of speech (CAS) is classified as a motor speech disorder, meaning there is a problem with communication between the brain and mouth. This disorder can sometimes be referred to as developmental apraxia of speech, or developmental verbal dyspraxia. However, apraxia is not developmental because children do not grow out of it. This is a lifelong condition that needs treatment in order to improve. ### Diagnosing Apraxia Apraxia is diagnosed between the ages of 2 and 4. Since apraxia can look like other language disorders, it might not be apparent that it is the correct diagnosis, especially if a child is starting speech therapy at a younger age (age 2). The cause of apraxia is widely unknown. There are some contributing factors such as brain injury or genetic factors, however, often there is no discernable cause. The clearest indicator of apraxia is that a child will have trouble with the movements required to make consistent, correct sounds and speech. Apraxia is not a problem with the oral muscles. In fact, before diagnosing apraxia, other factors should be looked at, such as muscle tone or hearing problems, both of which can affect a child’s speech. Apraxia must be diagnosed by a speech-language pathologist (SLP), but common signs include: · Trouble pronouncing words · Language delay · Inconsistent mistakes on sounds, syllables, vowels, consonants, and consonant-vowel combinations · Applying stress in the wrong place · Trouble pronouncing longer words and with transitions between words · Off-target movements (such as wrong mouth position) · Movements that distort sound What differentiates apraxia from other language disorders is that it is an impairment of speech motor movement. However, it often occurs alongside other impairments such as language delay, fine motor skills, and trouble with reading, writing, and spelling. An example of apraxia would be if a child is inconsistent when repeating the same word. So, if a child is asked to say the word “hi,” they may say “bye,” or “pie,” or not fully finish the word, such as saying “ha.” Typically, in each repetition, the child would say the word slightly differently. ### Treatment Apraxia can be treated by an SLP who will help teach a child how to plan the oral movements to produce sound. The frequency of treatment depends on the severity of a child’s apraxia, but it is most effectively treated when interventions occur at least twice a week. Treatment can include a combination of motor programming, linguistic, and rhythmic interventions. · Motor programming interventions include the repetitive exercise of proper speech movements. · Linguistic interventions focus on speech function and the rules and sounds of language. · Rhythmic interventions involve using songs, rhymes, and chants in a fun way to help with memorization All interventions can incorporate a multisensory approach, meaning that a child’s other senses will be involved. This can be through visual, sensory, or tactile cues, such as gestures or tapping to help prompt a certain oral movement. Depending on the severity of a child’s apraxia, other methods of communication can be utilized, such as sign language, picture boards, or computers/tablets (Augmentative and Alternative Communication or AAC). **Categories:** Speech Therapy **Tags:** For Parents --- ### [Enhancing Communication Skills in Children with Autism: Insights from a Joint Attention-Based Occupational Therapy Intervention](https://ejtherapy.com/enhancing-communication-skills-in-children-with-autism-insights-from-a-joint-attention-based-occupational-therapy-intervention/) **Published:** June 16, 2023 **Author:** Vicky Moroz **Content:** # Enhancing Communication Skills in Children with Autism: Insights from a Joint Attention-Based Occupational Therapy Intervention - [ June 16 ](https://ejtherapy.com/2023/06/16/) ![Smiling young girl in a green sweater sits among colorful ball pit balls (red, green, blue, yellow).](https://ejtherapy.com/wp-content/uploads/2026/06/pexels-kelvin-agustinus-1096147-scaled.webp "pexels-kelvin-agustinus-1096147 - EJ Therapy - EJ Therapy") Children with autism spectrum disorder (ASD) often face challenges in joint attention, which significantly impact their social and communication abilities. Occupational therapy interventions focusing on joint attention strategies have shown promising results in improving social interaction and language skills in children with ASD. A recent study published in the American Journal of Occupational Therapy titled “Joint attention–based occupational therapy intervention in preschoolers with autism spectrum disorder: A randomized controlled trial” delves into the effectiveness of such interventions on visual perception and related skills in children with ASD. ### Improving Social Communication The study showcased positive outcomes of a joint attention-based occupational therapy intervention, emphasizing improvements in social communication skills among children with ASD. The study emphasizes the importance of individualized interventions within natural routines and activities, as children were able to generalize the skills learned during the intervention to other contexts and behaviors. The study employed a joint attention-focused occupational therapy intervention, incorporating verbal and gestural prompts to encourage appropriate behaviors and communication skills in children with ASD. Positive reinforcement was utilized to reward desired behaviors and improvements in communication abilities. The intervention also implemented environmental modifications, such as providing calming sensory inputs and structured routines, to support the children’s behavioral needs. The results indicated improvements in behavior, communication, and visual perception among the participants. ### Implications The study’s findings highlight the effectiveness of a joint attention-based occupational therapy intervention in promoting the development of joint attention skills in preschool children with ASD. Occupational therapists should consider a combination of holistic behavioral methods and child-centered play practices tailored to individual interests. Incorporating the child’s preferred games and toys into therapy sessions and providing enriched environmental stimuli can enhance visual perception and engagement. It is crucial to adopt sensory, auditory, behavioral, and social approaches while developing occupational therapy interventions for children with ASD. The research article sheds light on the significant benefits of joint attention-focused occupational therapy interventions for children with ASD, specifically in improving social communication, behavior, and visual perception. Occupational therapists can utilize these findings to tailor interventions that foster joint attention skills and enhance the overall development of children with ASD. By adopting a holistic approach and individualizing therapy sessions, therapists can support these children in achieving meaningful progress in their social and communication abilities, positively impacting their daily lives and future prospects. ### Key Point Summary - Children with autism spectrum disorder (ASD) face challenges in joint attention, affecting their social and communication skills. - A recent study demonstrated positive outcomes of a joint attention-focused occupational therapy intervention on social communication skills in children with ASD. - The intervention utilized verbal and gestural prompts, positive reinforcement, environmental modifications, and structured routines to support behavior and communication improvements. - Occupational therapists should incorporate holistic behavioral methods, child-centered play practices, and sensory, auditory, behavioral, and social approaches. - Tailored interventions can enhance joint attention skills, visual perception, and overall development in children with ASD. **Categories:** Occupational Therapy, OT Research --- ### [Most Effective Treatments for Apraxia](https://ejtherapy.com/most-effective-treatments-for-apraxia/) **Published:** June 17, 2023 **Author:** Vicky Moroz **Content:** # Most Effective Treatments for Apraxia - [ June 17 ](https://ejtherapy.com/2023/06/17/) ![Two young girls reading a book together in a sunny grassy field at sunset.](https://ejtherapy.com/wp-content/uploads/2026/06/ben-white-EMZxDosijJ4-unsplash-scaled.webp "ben-white-EMZxDosijJ4-unsplash - EJ Therapy - EJ Therapy") Childhood apraxia of speech (CAS) is a motor planning and programming disorder that affects oral motor movement, meaning there is a problem with communication between the brain and mouth. This disorder can sometimes be referred to as developmental apraxia of speech, or developmental verbal dyspraxia. However, apraxia is not developmental because children do not grow out of it. This is a lifelong condition that needs treatment in order to improve. The clearest indicator of apraxia is that a child will have trouble with the movements required to make consistent, correct sounds and speech. Apraxia is not a problem with the oral muscles. Before diagnosing apraxia, other factors should be looked at, such as muscle tone or hearing problems, both of which can affect a child’s speech. Common signs include: · Trouble pronouncing words · Language delay · Inconsistent mistakes on sounds, syllables, vowels, consonants, and consonant-vowel combinations · Applying stress in the wrong place · Trouble pronouncing longer words and with transitions between words · Off-target movements (such as wrong mouth position) · Movements that distort sound ### Treatment Apraxia treatment involves: · Motor programming interventions include the repetitive exercise of proper speech movements. · Linguistic interventions focus on speech function and the rules and sounds of language. · Rhythmic interventions involve using songs, rhymes, and chants in a fun way to help with memorization · Sensory cueing approaches · A combination of motor and linguistic interventions Although all of these approaches have not been extensively studied to be able to properly compare all of them, it does seem from the literature that the most evidence supports motor planning approaches.1 This, however, does not mean that other interventions are not effective. Motor planning interventions such as Integral Stimulation (IS) and Dynamic Temporal and Tactical Cueing are proven to be especially effective for treating apraxia. Methods such as IS and DTTC involve first modeling by the therapist of proper movement which is followed by visual, auditory, and tactile cues, all of which are then imitated by the child. ### Relationship Between Apraxia and Developmental Coordination Disorder According to ASHA, there are some common co-occurring symptoms that are associated with apraxia of speech.2 These include gross and fine motor delays, motor clumsiness, and limb apraxia. With that in mind, there is some preliminary evidence suggesting that there may be a co-occurrence between Developmental Coordination Disorder (DCD) and childhood apraxia of speech.3 This requires for SLPs to be able to help identify and advocate for multidisciplinary treatment. Developmental Coordination Disorder, or dyspraxia, is a motor learning delay where an individual has trouble with motor planning and learning in regards to fine and gross motor skills. Similar to apraxia, there is trouble with communication between the brain and the planned executed movements. A pilot study looking at 35 children found that there is a high probability that children with apraxia of speech may also have DCD, recommending that “a collaborative, multi-disciplinary (i.e., physical therapy, occupational therapy, speech-language pathology, therapy assistant) approach may be particularly important for early identification of DCD and for providing ongoing supports, treatment, and management of children identified as having sCAS and pDCD.”4 Although this was a small pilot study, the co-occurrence of gross and fine motor delays with childhood apraxia of speech is commonly known. This means that SLPs seeing children with apraxia can help with the early identification of any other motor delays. ### Resources The Canadian Journal of Speech-Language Pathology and Audiology also provides a suspected Childhood Apraxia of Speech Checklist. Feel free to check it out on pages 92-93 [here](https://www.google.com/url?cd=&esrc=s&q=&rct=j&sa=t&source=web&url=https%3A%2F%2Fwww.cjslpa.ca%2Fdownload.php%3Ffile%3D%2F2019_CJSLPA_Vol_43%2FNo_2%2FCJSLPA_Vol_43_No_2_2019_MS_1159.pdf&usg=AOvVaw3AIvcfFLO94MYXCyqE9sr9&ved=2ahUKEwjmlNmOmLL4AhUqJUQIHVGSBNkQFnoECA4QAw). **Categories:** Physical Therapy, PT Research, Speech Therapy, ST Research **Tags:** For Therapists --- ### [Promoting Child Independence: Nurturing Vital Life Skills](https://ejtherapy.com/promoting-child-independence-nurturing-vital-life-skills/) **Published:** June 21, 2023 **Author:** Vicky Moroz **Content:** # Promoting Child Independence: Nurturing Vital Life Skills - [ June 21 ](https://ejtherapy.com/2023/06/21/) ![Two children sit on a colorful rug, stacking a wooden block tower in a living room with a sofa in the background.](https://ejtherapy.com/wp-content/uploads/2025/06/pexels-ketut-subiyanto-4473629-scaled.webp "pexels-ketut-subiyanto-4473629 - EJ Therapy - EJ Therapy") Life skills play a pivotal role in enabling children to navigate daily life effectively and attain independence. Instilling these skills in children is vital as they form the bedrock for future success in academics, social interactions, and overall well-being. **Nurturing Self-Care Skills** Self-care skills are fundamental for fostering self-sufficiency and independence in children. Employing strategies that enhance accessibility can make a significant difference. Consider the following: - Simplifying tasks: Breaking down self-care activities into manageable steps allows children to experience a sense of accomplishment and cultivate independence. - Visual support integration: Utilizing visual schedules or cue cards helps children comprehend the sequence of self-care activities, enabling them to follow routines independently. - Adaptive equipment provision: Occupational therapists may suggest specialized utensils or modified clothing to aid children with physical limitations in accomplishing self-care tasks. **Cultivating Organization and Time Management** Developing organizational skills and effective time management habits are crucial for children to excel in academics, activities, and daily routines. Embrace the following approaches in daily life: - Establishing routines and schedules: Consistent routines and schedules assist children in understanding expectations, managing time, and fostering a sense of structure. - Utilizing visual aids and timers: Visual schedules, checklists, and timers aid children in comprehending and managing tasks, deadlines, and transitions more effectively. - Teaching organization strategies: Occupational therapists impart techniques such as color-coding systems, labels, and storage solutions to help children organize their belongings efficiently. **Enhancing Problem-Solving and Decision-Making** Occupational therapists play a vital role in empowering children to develop problem-solving and decision-making skills, enabling them to make independent choices and effectively handle challenges. Implement the following strategies: - Role-playing and guided practice: Engaging children in role-playing scenarios provides safe and supportive environments to practice problem-solving and decision-making skills. - Encouraging critical thinking: Therapists stimulate children’s minds through discussions, employing open-ended questions that encourage exploration of diverse solutions and perspectives. - Teaching coping strategies: Equipping children with tools to manage stress, frustration, and uncertainty enables them to make effective decisions even in challenging situations. **Key Takeaways** - Developing life skills in children is crucial for their future success in academics, social interactions, and overall well-being. - Self-care skills, such as breaking tasks into manageable steps and providing visual supports, are essential for children to become independent in taking care of their own needs. - Organization and time management skills, supported by routines, visual aids, and teaching organization strategies, help children succeed in school, activities, and daily routines. - Problem-solving and decision-making skills can be developed through role-playing, critical thinking, and teaching coping strategies, empowering children to make independent choices and handle challenges effectively. - Occupational therapists play a significant role in fostering independence and essential life skills in children, supporting their growth into confident and self-sufficient individuals. **Categories:** Occupational Therapy **Tags:** For Parents --- ### [Pragmatic Language Deficits and Autism](https://ejtherapy.com/pragmatic-language-deficits-and-autism/) **Published:** June 22, 2023 **Author:** Vicky Moroz **Content:** # Pragmatic Language Deficits and Autism - [ June 22 ](https://ejtherapy.com/2023/06/22/) ![Young girl with glasses reading a book at a wooden table by a sunlit window, pencils in a cup nearby.](https://ejtherapy.com/wp-content/uploads/2026/06/download-1.webp "download - EJ Therapy - EJ Therapy") Many children with ASD (Autism Spectrum Disorder) struggle with social skills and communication. One of the areas of struggle is pragmatic language. Pragmatic language refers to the social, emotional, and communicative use of language, including the ability to use language in various social contexts appropriately. A lack of pragmatic language skills can hinder their ability to interact with others effectively. Language and communication development begins early, in the preverbal stages. So, when a child is diagnosed with autism, it’s essential to start pragmatic language intervention early. Pragmatic language difficulties can manifest in various ways in individuals with ASD. For example, they may have difficulty initiating and maintaining conversations, understanding social cues, and interpreting nonverbal languages such as facial expressions and body language. They may also struggle with using appropriate tone of voice, volume, and inflection when speaking. These challenges can make it difficult for individuals with ASD to form and maintain social relationships and hinder their academic and professional success. However, with appropriate support and intervention, individuals with ASD can improve their pragmatic language skills and enhance their social interactions. “A systematic review of pragmatic language interventions for children with autism spectrum disorder” looked at 15 intervention studies and found three intervention types to be the most effective. The most effective interventions for pragmatic language development were early intervention in preschool children and younger, which focused on language development and function language use, and interventions that included parents or caregivers. Group interventions also proved effective. ### Early Intervention A large percentage of children with ASD are non- or minimally verbal. Those that are verbal still need an understanding of pragmatic language in the communication, social, emotional, and behavioral aspects. Language begins to develop in the preverbal stages. We look for joint attention and gestures in babies to help gauge development. Therefore, it is appropriate to start pragmatic language development in the 0-5 age group to help develop functional language use (27). If a child is older and has yet to develop crucial pragmatic language skills, it is appropriate to adapt interventions for younger children. ### Parent Participation Interventions that combined treatment of the child with parent education or coaching were very effective. This can occur in the home or in a clinic setting as long as what is taught can be applied to the child’s daily routine. This is effective because it allows the parent or caregiver to provide early intervention in various environments and situations (30). ### Group Interventions Finally, group interventions were found to be more effective than one-on-one interventions. This makes sense as group interventions provide opportunities for social interaction with peers, which can only be mirrored in one-on-one settings. In addition, this allows for the generalization of the skills and interactions with peers of similar ages. **Categories:** Speech Therapy --- ### [Empowering Children with Down Syndrome through Occupational Therapy](https://ejtherapy.com/empowering-children-with-down-syndrome-through-occupational-therapy/) **Published:** June 28, 2023 **Author:** Vicky Moroz **Content:** # Empowering Children with Down Syndrome through Occupational Therapy - [ June 28 ](https://ejtherapy.com/2023/06/28/) ![Joyful woman with curly hair lifting a laughing baby toward the camera, both reaching out his/her arms in a bright, happy moment in a home.](https://ejtherapy.com/wp-content/uploads/2025/06/pexels-kampus-production-6249949.webp "pexels-kampus-production-6249949 - EJ Therapy - EJ Therapy") Parenting a child with Down syndrome presents unique challenges, but with the right support, every child can thrive. Occupational therapy is a valuable resource that can enhance the development and overall well-being of children with Down syndrome. In this article, we will explore the benefits of occupational therapy and how it can help children with Down syndrome reach their full potential. Children with Down syndrome have an extra copy of chromosome 21, which affects their physical and cognitive development. These differences can manifest in challenges with motor skills, sensory processing, social interaction, and self-care abilities. Occupational therapy plays a vital role in addressing these areas, helping children overcome obstacles and reach their developmental milestones. **The Role of Occupational Therapy in Promoting Development** Occupational therapists work closely with children with Down syndrome and their families to create individualized treatment plans that focus on improving various areas of development. Let’s explore some key ways in which occupational therapy benefits children with Down syndrome: - Enhancing Motor Skills: Occupational therapy interventions are designed to enhance fine motor skills, gross motor skills, and coordination. Therapists use play-based activities, exercises, and adaptive equipment to improve dexterity, hand-eye coordination, balance, and strength. By strengthening these skills, children can gain independence in everyday activities like dressing, feeding, and writing. - Sensory Integration: Children with Down syndrome often face challenges with sensory processing, which can affect their ability to understand and respond to sensory information. Occupational therapists use sensory integration techniques to help children regulate their sensory experiences, improve focus and attention, and develop coping strategies for sensory sensitivities. This enables them to engage more effectively in their environment. - Promoting Social Interaction: Occupational therapists facilitate social skill development by creating opportunities for children with Down syndrome to engage with their peers. Through play and group activities, children learn important social cues, communication skills, and emotional regulation. Occupational therapy can also support children in developing self-confidence and resilience, laying a foundation for positive social interactions. **Collaborating with Families and Caregivers** Occupational therapy extends beyond clinical sessions, as therapists work closely with families and caregivers to provide ongoing support and guidance. Through education and training, parents can learn strategies to reinforce therapy goals at home and incorporate therapeutic activities into their child’s daily routines. This collaboration between therapists and parents maximizes the impact of occupational therapy interventions and promotes consistent progress. **The Long-Term Benefits of Occupational Therapy for Children with Down Syndrome** Through early intervention and ongoing therapy, children can experience: - Improved Independence: Occupational therapy empowers children to develop the skills they need to perform daily activities independently. From self-care tasks to academic pursuits, increased independence enhances confidence, self-esteem, and overall quality of life. - Enhanced Cognitive Skills: Occupational therapy interventions are designed to support cognitive development. By incorporating cognitive challenges into activities, therapists stimulate problem-solving abilities, memory, attention, and executive functioning skills. - Integration into School and Community: With the help of occupational therapy, children with Down syndrome can more effectively participate in school activities, engage in recreational pursuits, and integrate into their communities. By developing essential life skills, they gain the confidence to navigate social and academic environments successfully. **Key Point Summary** - Occupational therapy is a valuable resource for children with Down syndrome, enhancing their development and overall well-being. - Children with Down syndrome may face challenges with motor skills, sensory processing, social interaction, and self-care abilities due to their genetic differences. - Occupational therapy addresses these challenges by focusing on enhancing motor skills, promoting sensory integration, and facilitating social interaction. - Collaborating with families and caregivers is an essential aspect of occupational therapy, providing ongoing support and guidance. - The long-term benefits of occupational therapy for children with Down syndrome include improved independence, enhanced cognitive skills, and integration into school and community. - Early intervention and consistent therapy can empower children with Down syndrome to reach their full potential. **Categories:** Occupational Therapy **Tags:** For Parents --- ### [What is Executive Functioning?](https://ejtherapy.com/what-is-executive-functioning/) **Published:** June 29, 2023 **Author:** Vicky Moroz **Content:** # What is Executive Functioning? - [ June 29 ](https://ejtherapy.com/2023/06/29/) ![Child with dark hair wearing a plaid shirt outdoors, facing the camera with a soft, green background.](https://ejtherapy.com/wp-content/uploads/2026/05/pexels-jonas-mohamadi-1427288.webp "pexels-jonas-mohamadi-1427288 - EJ Therapy - EJ Therapy") Executive functions (EFs) are all the cognitive, or brain, skills used to complete a task. This can range from things like problem-solving to organization. In simple terms, EFs are the functions we need to be able to properly manage life. Every task is made up of multiple steps and each step requires planning, forethought, problem-solving, memory, and sometimes multi-tasking. For example, brushing your teeth is one task with multiple steps. You have to take the toothbrush out of the holder, wet your brush, grab the toothpaste, open up the cap, put the toothpaste on the brush, close the toothpaste bottle, brush your teeth for two minutes, spit, rinse, and put your toothbrush away. To complete any task, it takes executive functioning skills to be able to properly process everything that that task requires. ### What Is Executive Functioning Used For? We use executive functions for things like: · self-regulation · Problem-solving · Multitasking · Flexible thinking · Attention · Working memory · Planning (including motor planning) · Time management These are all skills that we use on a daily basis. When our executive functioning is lacking, a simple task becomes overwhelming. This is when personal hygiene, organization, or school assignments can seem impossible to complete because a child may not have the available executive functioning capacity to be able to properly handle the task. This is where problems occur and avoidance behavior begins. Some people are more prone to struggle with EF deficits, especially if they have a diagnosis such as ADHD, Autism Spectrum Disorder, or dyslexia. The good news is that a lot of these skills can be taught and learned over time. ### Occupational Therapy for Executive Functioning Since executive functions are necessary for daily occupations, or activities, an occupational therapist is able to help treat EF deficits and come up with a treatment plan that targets any areas your child may struggle with. They will help model the behavior and teach your child strategies that they can implement on a daily basis. Some of the things an occupational therapist might work on to help teach executive functioning are: - Using visual tools - Like icon boards, stickers charts, schedules, checklists - Breaking a task down to make it more manageable - Memory and matching games - Utilizing timers - Methods of self-regulation (to help with things like transitions or change) - Setting Goals **Categories:** Occupational Therapy **Tags:** For Parents --- ### [Enhancing Child Development Through Occupational Therapy Activities for Children and Pre-Teens with Down Syndrome](https://ejtherapy.com/enhancing-child-development-through-occupational-therapy-activities-for-children-and-pre-teens-with-down-syndrome/) **Published:** June 30, 2023 **Author:** Vicky Moroz **Content:** # Enhancing Child Development Through Occupational Therapy Activities for Children and Pre-Teens with Down Syndrome - [ June 30 ](https://ejtherapy.com/2023/06/30/) ![Portrait of a smiling girl with long dark hair, wearing a white shirt and tan vest, arms crossed.](https://ejtherapy.com/wp-content/uploads/2026/06/pexels-nicola-barts-7943691-scaled.webp "pexels-nicola-barts-7943691 - EJ Therapy - EJ Therapy") Occupational therapy plays a crucial role in promoting the development and participation of children and pre-teens with Down syndrome. By utilizing the power of play, occupational therapists can facilitate motor, cognitive, sensory, perceptual, and communication skills, tailored to the unique needs of each child. In this article, we will explore the key takeaways from a study published in the Brazilian Journal of Occupational Therapy, titled “Occupational therapy activities developed with children and pre-teens with Down Syndrome,” which focuses on the activities conducted in a therapeutic toy library for children and pre-teens with Down syndrome. These insights will provide pediatric occupational therapists with a summary of the study’s findings, ensuring they stay updated on effective interventions. ### The Significance of Play in Child Development Playing is not only enjoyable for children but also serves as a primary occupation through which they explore their surroundings, acquire new skills, and develop concepts. Occupational therapists recognize the value of play in facilitating adaptation and interaction skills, which can be transferred to different areas of a child’s daily life. Through play, children enhance their development, expand their language skills, and gain autonomy. ### Occupational Therapy Activities in Toy Libraries Toy libraries provide an ideal setting for occupational therapy interventions, offering a safe and attractive environment with a wide variety of toys that facilitate learning, sharing, and social interaction. Occupational therapists adapt resources, modify instruments, and consider the physical environment to facilitate play and promote learning and interaction. These activities are designed to improve occupational performance and specific abilities of children and pre-teens with Down syndrome. ### Tailoring Activities to Different Age Groups The study highlights the importance of tailoring activities to different age groups. Music-based activities, stacking, fitting, and building games were found to be beneficial for children aged 2 to 3 years. Expressive activities were effective for children aged 4 to 7 years, while older children and pre-teens, aged 8 to 13 years, benefited from games, math, reading, writing, and language development activities. These age-specific activities targeted various aspects of development, supporting motor skills, cognitive abilities, sensory processing, social skills, and language stimulation. ### Language Stimulation and Communication Challenges Language stimulation is a significant focus in therapy for children with Down syndrome. The study recognizes the challenges these children face in expressive and receptive communication. By integrating language-focused activities, therapists aim to enhance communication skills and support language development. Language stimulation is crucial for mediating social, school, and learning abilities, and the study emphasizes the importance of addressing these needs in therapy sessions. ### Key Takeaways - Occupational therapy utilizes play to promote the development and participation of children and pre-teens with Down syndrome. - Play serves as a crucial occupation through which children explore, acquire skills, and develop concepts. - Toy libraries provide an ideal environment for occupational therapy interventions, offering a variety of toys for learning and social interaction. - Activities in toy libraries are tailored to different age groups, focusing on motor skills, cognitive abilities, sensory processing, social skills, and language stimulation. - Language stimulation is a significant aspect of therapy, addressing communication challenges in children with Down syndrome. - Language-focused activities support communication skills and language development, essential for social and learning abilities. **Categories:** Occupational Therapy, OT Research --- ### [Autism and Physical Therapy](https://ejtherapy.com/autism-and-physical-therapy/) **Published:** July 6, 2023 **Author:** Vicky Moroz **Content:** # Autism and Physical Therapy - [ July 6 ](https://ejtherapy.com/2023/07/06/) ![Two girls leap off a wooden platform, holding hands and smiling, in a city playground setting.](https://ejtherapy.com/wp-content/uploads/2026/05/pexels-mary-taylor-5896973-scaled.webp "pexels-mary-taylor-5896973 - EJ Therapy - EJ Therapy") Autism is a developmental disorder that occurs on a spectrum. This just means that each child will be affected differently. Common signs and symptoms of autism include trouble with social and communication skills. However, in many cases, a child with ASD (Autism Spectrum Disorder) has some level of motor skill delay. ### Motor Skills Delays in Children with Autism Motor skills are what we use daily to move around and interact with our environment. Motor skills are broken down into [fine motor and gross motor skills](https://www.ejtherapy.com/blog/fine-motor-and-gross-motor-skills). Fine motor skills are the more delicate movements such as manipulating the hand and fingers. Gross motor skills are the larger daily movements like running, skipping, or jumping. Physical therapy addresses delays or deficits in gross motor skills. A motor delay simply means that a child isn’t developing the appropriate motor skills at the recommended age level. Children with autism often have trouble with muscle tone, coordination, balance, endurance, motor planning, reciprocal play (such as playing catch), postural control, and imitation. These are not only crucial skills for daily living, but they also allow a child to participate in peer activities, which is one of the best ways to learn and understand social interactions. Motor skills and physical activity are a crucial part of a child’s life. This activity can be simple actions such as walking, skipping, jumping, or running, or can be more advanced movements like throwing, catching, or kicking. This movement takes place daily at home and school. Children use gym or recess times to get some physical activity in, reset their minds, calm down their bodies, and interact with other children. By helping to work on motor skills with children with ASD, a PT (Physical Therapist) is helping a child to be able to participate more fully in all aspects of their lives. ### How a Physical Therapist Helps Improve Motor Function A PT’s job is to treat a child with autism to improve their motor function. A PT will focus on gross motor skills rather than fine motor skills, which are usually addressed by occupational therapy. If your child has an autism diagnosis, therapy is usually multi-disciplined, meaning that therapists from different specialties work together to create a treatment plan for your child. This can be speech, occupational, and physical therapy. A PT is going to evaluate any motor delays and create a treatment plan to address those deficits to help your child be able to function as best as they can. Sometimes children don’t automatically acquire certain skills that most children acquire naturally. Many times, they just need to be taught how to learn those skills, and that’s where a PT comes in. A PT will also be able to evaluate what is causing different motor delays, such as poor postural support and control, balance, coordination, etc. They can then help a child improve the development of these skills. ### At-Home Carryover Physical therapy will usually take place once or twice a week. Another aspect of a PT’s job is to educate you as the parent on how to help your child continue to develop these skills at home. Since therapy is limited, your child needs to be able to apply the skills they’re learning outside of therapy. A therapist will work with you on what you can do at home to help, and advise you through the entire process. They’ll also be able to answer any questions or struggles that you may have. At-home carryover can be in the form of short exercises, games, or activities to help promote motor development. It can also be advice on how to entice or encourage activity, such as how to get your child to walk if they’re not yet walking. ### Exercise Groups A great way to encourage physical activity is through programs designed specifically for children with autism or other developmental delays. These groups not only work on promoting physical activity, but they can also improve social and communication skills. Different groups and camps geared towards those with developmental delays help because they will teach a child in a way they can understand. Physical activity programs for children with autism have been shown to lead to Improved social and communication skills, muscular strength and endurance, Gross and fine motor skills, Hand-eye and eye-foot coordination, balance, and coordination.1 They are also a great way to continue applying techniques learned in therapy in everyday life and build a healthy foundation for your child’s future. **Categories:** Physical Therapy **Tags:** For Parents --- ### [A Physical Therapist’s Role in Treating Autism](https://ejtherapy.com/a-physical-therapists-role-in-treating-autism/) **Published:** July 8, 2023 **Author:** Vicky Moroz **Content:** # A Physical Therapist’s Role in Treating Autism - [ July 8 ](https://ejtherapy.com/2023/07/08/) ![Woman and young child bend over to touch the floor together on a red rug in a sunny living room with a sofa, plant, and shelves in the background.](https://ejtherapy.com/wp-content/uploads/2026/06/pexels-ketut-subiyanto-4473619.webp "pexels-ketut-subiyanto-4473619 - EJ Therapy - EJ Therapy") Autism is classified as a developmental disorder that occurs on a spectrum. Each child will be affected differently and some cases will be more severe than others. However, in many cases, a child with ASD has some level of motor skill delay. A PT’s job is to treat a child with autism to improve their motor function, such as coordination and balance, and to advocate for those children. Many times, a child with ASD will have impairments that affect strength, endurance, muscle tone, coordination, and motor planning.1 Physical activity is a crucial part of a child’s life. This activity can be simple actions such as walking, skipping, jumping, or running, or can be more advanced movements like throwing, catching, or kicking. This movement takes place daily at home and school. Children use gym or recess times to get some physical activity in, reset their minds, calm down their bodies, and interact with other children. By helping to work on motor skills with children with ASD, a PT is helping a child to be able to participate more fully in all aspects of their lives. A child with ASD will commonly struggle with social skills like reading social cues and interactions, or they may have no interest in others. They can have obsessive or repetitive patterns or lines of thinking and talking, especially when they find a topic of interest. These too can be addressed in physical therapy through motor, play-based therapy. In general, a child with ASD will often require multi-discipline therapy, requiring a therapist to be able to work with other therapists. For physical therapists, treatment aimed at children with ASD will focus on improving large-movement skills such as balance, coordination, motor planning, posture, or toe walking. A child with autism may struggle with reciprocal play or imitation skills, all of which are fairly common in kid’s activities such as gym class and all of which can be improved through physical therapy. ### Obesity In addition, research has shown that individuals on the autism spectrum are more prone to obesity, and this can start in early childhood. One study found that out of 5,053 children with autism, 33.6% of them were overweight and 18% of children between the ages of 2 and 17 were obese.2 The reason for this is complicated but can result from problem eating behaviors, less physical activity, and more medications with side effects of weight gain, and a genetic vulnerability.3 By recognizing that ASD youth are at risk for obesity, certain factors can be addressed from a young age. Teaching the motor skills required for physical activity can start at an early age, and thus exercise can become a part of a child’s routine. ### A Positive Approach to Treatment Lilliane Savard, a pediatric physical therapist, was interviewed in APTA’s article, “Physical Therapy for People with Autism,” and states that treatment to promote motor learning must include positive expectancy, autonomy support, and external focus attention.4 These tenets are applicable in therapy for all populations not just those children with autism. A positive attitude is influential over anything, but garnering that positivity and setting up the conditions so that a child can achieve, such as celebrating little victories, helps to build up those good outcomes and a positive attitude. Supporting the child’s choice, or autonomy also gives a child the feeling that they have an option and control over the actions they are taking. Molding the treatment to follow the child’s lead will lead to a positive outcome. Finally, when working on a specific movement, like running, skipping, or throwing a ball, focusing attention away from the movement itself can help ease the pressure. Rather than putting pressure on the child, help them focus on other aspects of the movement, like where they want to jump instead of the movement their body needs to make for that to happen. ### Motor Learning and Motor Play Motor learning is acquiring a new skill through repetitive practice. To implement motor learning, it’s important to understand the environment, task, and individual.5 Each of these can be assessed and adapted to create success. It is also important to understand each of these and how a patient interacts with them to be able to approach motor learning in a way that will be most successful for that individual. Each patient is different. In the case of autism, they may never have had the muscle strength or endurance to successfully jump rope or play hopscotch. Set up an environment that is helpful for this and entices the activity, such as using equipment like a trampoline. When focusing on the task, keep it simple and don’t over-cue. Let the child process and concentrate on completing the motor movement. Finally, understand the individual. Each child is different and even with a diagnosis of autism, the severity and effects are different in each case. Look at the whole child when treating. They may have been referred to physical therapy to improve muscle tone, but there can be other motor delays or deficits to be addressed. Set up treatment that helps build a good foundation for the future. A great way to incorporate motor learning for children is through motor play, which is incorporating fun, creative movement to improve movement skills but also incorporates social and communication skills.6 This helps to incorporate the whole-child approach. This can be through activities like musical chairs, activity dice, or Simon Says. ### Autism and Exercise A great way to encourage physical activity is through programs designed specifically for those children with autism or other developmental delays. These groups not only work on promoting physical activity, but they can also improve social and communication skills. Different groups and camps geared towards those with developmental delays help because they will teach a child in a way they can understand. Physical activity programs for children with autism have been shown to lead to Improved social and communication skills, muscular strength and endurance, Gross and fine motor skills, Hand-eye and eye-foot coordination, balance, and coordination.7 They are also a great way to continue applying techniques learned in therapy in everyday life and build a healthy foundation for the child’s future. ### Therapist Resource A great resource for PTs regarding current practices for treating a child with Autism is this [fact sheet from APTA](https://pediatricapta.org/includes/fact-sheets/pdfs/14%20Autism%20Current%20Practice%20Resources.pdf). It lists a lot of different resources to stay up to date on how to approach treatment and how to educate parents. **In-Text Citations** 1\. Ries, Eric. “Physical Therapy for People With Autism,” APTA, 1 July 2018, . 2\. Hill, Alison Presmanes, et al. “Obesity and Autism,” *Pediatrics.* 136, no. 6 (2015): 1051. doi:10.1542/peds.2015-1437 3\. Hill, Alison Presmanes, et al. “Obesity and Autism,” 1052. 4\. Ries, Eric, “Physical Therapy for People With Autism,” APTA. 5\. Hayhurst, Chris. “Using Motor Learning To Help Patients” *PT in Motion*. 10, no. 1 (2018): 32. [https://search-ebscohost-com.ezproxy.uakron.edu:2443/login.aspx?direct=true&db=s3h&AN=127519178&site=eds-live](https://search-ebscohost-com.ezproxy.uakron.edu:2443/login.aspx?direct=true&db=s3h&AN=127519178&site=eds-live). 6\. Ries, Eric, “Physical Therapy for People With Autism,” APTA. 7\. Healy, Sean. “Autism and Exercise: Special Benefits, Autism Speaks, 5 September 2018, . **Full Sources** Glumac, Lori, et al. “Physical Therapy Guide to Autism Spectrum Disorder,” ChoosePT, revised 29 November 2021, . Hayhurst, Chris. “Using Motor Learning To Help Patients” *PT in Motion*. 10, no. 1 (2018): 28–34. https://search-ebscohost-com.ezproxy.uakron.edu:2443/login.aspx?direct=true&db=s3h&AN=127519178&site=eds-live. Healy, Sean. “Autism and Exercise: Special Benefits, Autism Speaks, 5 September 2018, . Hill, Alison Presmanes, et al. “Obesity and Autism,” *Pediatrics.* 136, no. 6 (2015): 1051-61. doi:10.1542/peds.2015-1437 Ries, Eric. “Physical Therapy for People With Autism,” APTA, 1 July 2018, . **Categories:** Physical Therapy, PT Research **Tags:** For Therapists --- ### [Toe Walking in Children: When Should You Be Concerned?](https://ejtherapy.com/toe-walking-in-children-when-should-you-be-concerned/) **Published:** July 13, 2023 **Author:** Vicky Moroz **Content:** # Toe Walking in Children: When Should You Be Concerned? - [ July 13 ](https://ejtherapy.com/2023/07/13/) ![Young girl in a gray dress with a heart, walking in a sunlit grassy field with a brick wall in the background, camera-focused on her.](https://ejtherapy.com/wp-content/uploads/2026/05/pexels-parinda-shaan-5827506.webp "pexels-parinda-shaan-5827506 - EJ Therapy - EJ Therapy") Toe walking is exactly as it sounds, it is when a child walks on their toes instead of the normal heel-toe gait (a gait is a way a person walks). Toe walking can be normal, especially when a child is first learning to walk. Some children grow out of it once they gain more balance and stability, and get a general sense of walking. However, if toe walking persists past the age of 3, it should be addressed because it can have long-term effects on your child’s quality of life. ### Causes of Toe Walking Toe walking can be caused by other muscular or sensory issues or comorbidities like Cerebral Palsy. Alternatively, toe walking can be idiopathic. It is considered idiopathic because the cause is unknown, meaning that other factors are excluded, and muscle tone and reflexes are all typical. In this case, the child still walks on their toes but it can be more out of habit than anything else contributing to the toe walking gait. Toe walking has been associated with a variety of different conditions including autism spectrum disorder (ASD), developmental delays, cerebral palsy, neuromuscular disorders, and myopathic disorders.1,2,3 ### Long-Term Effects of Toe Walking Although toe walking can seem like no big deal, it can cause serious long-term effects on the body if not addressed early on. When a child walks on their toes, over time it will affect the muscular anatomy causing muscular tightness, a change in muscle fibers, and an overall contracture of the main muscles. This causes a loss in the range of motion of the ankle and foot. This again becomes more prominent in older children, becoming more difficult to treat. Posture is offset impacting hip and core strength, thus affecting other movements such as squatting or climbing stairs. There is also a loss of balance and ankle stability, making the child more prone to falls and ankle injuries. This tightness and shortening of the muscle cause pain in the foot and leg. ### Physical Therapy Treatments One of the best ways to treat toe walking is through physical therapy. In more severe cases, physical therapy will be combined with other treatment methods. The severity of the toe walking gait and the age of the child will determine the intensity of treatments. Most toe walking in younger children can be addressed with less invasive methods, which is why it is important to try and treat toe walking when your child is younger. With older children, often there is a significant amount of muscle tightness and shortening, making treatment a bit more invasive and intensive. Toe walking treatments1,4 include: • Stretching of the leg muscles • Strengthening the leg muscle • Gait training • Home exercise programs • Night splinting • Orthotics • Casting • Botox injections • Surgery Your child’s physical therapist will also recommend some home exercises and tips on what to do to help your child walk properly. This is great to improve the efficiency of treatment, especially if therapy only occurs once or twice a week. In Ohio, a referral is required for physical therapy services. If your child is consistently walking on their toes, a great first step is to visit your child’s pediatrician in order to evaluate the cause and then receive a referral for physical therapy if necessary. **Categories:** Physical Therapy **Tags:** For Parents --- ### [Take Speech Outside!](https://ejtherapy.com/take-speech-outside/) **Published:** July 14, 2023 **Author:** Vicky Moroz **Content:** # Take Speech Outside! - [ July 14 ](https://ejtherapy.com/2023/07/14/) ![Child wearing a yellow cap sitting on a blue-striped mat, blowing bubbles in a grassy yard with a soccer ball nearby](https://ejtherapy.com/wp-content/uploads/2026/06/pexels-lisa-fotios-15962578-scaled.webp "pexels-lisa-fotios-15962578 - EJ Therapy - EJ Therapy") *This is a post written by one of our speech therapists, Jeannine A, SLP.* Summertime is one of my favorite times of the year! With having littles, going outside and playing is super fun and exciting and is an easy way to incorporate some speech skills. My kids love exploring and just being outside. The ideas listed below are not new or anything extravagant. Chances are, you have most of this stuff already! These activities are ones your child/children are already doing. Today I am going to give suggestions on how to build upon the communication they already have. **1.** Sand- If you have a sandbox already, perfect! If not you can easily make one with a bucket and a bag of sand. • Concepts to target include: wet vs dry, build vs destroy (knock down), bury vs dig. • Vocabulary you can use: dig, bury, build, wet, pour, pack, soft, castle • Following directions: give instructions to your child, have them give instructions • Take turns using the items or building. Ask for different items and have them ask you for different toys **2.** Chalk- Find any side walk chalk and draw! You can use lots of language by simply being creative • As you are drawing, narrate to your child what you are doing to put words to the actions you are doing. • Vocabulary: really anything!!! You can use different color words to focus on the colors, or draw different shapes to target colors and shapes (blue circle) • Take turns drawing different pictures and guess what is being drawn • Following directions: give instructions to your child, have them give instructions **3.** Bubbles- simply blow bubbles! • Vocabulary: pop, blow, bubble, wind, chase • Concepts: up vs down, big vs little, blow vs pop • Following directions: pop the little bubble, jump and pop the bubbles up high, pop the bubbles down low • Take turns blowing and popping the bubbles **4.** Balls- gather different types of balls, basketballs, golf balls, tennis balls, bouncy balls and play different games with them. Could be simple such as rolling back and forth for younger ones, or more complicated games for older children. • Concepts: stop vs go, throw vs catch, up vs down • Vocabulary: Stop, roll, throw, catch, go • Following directions: give them a direction such as throw the little ball, throw the green ball **5.** Water- What child doesn’t love to play in water? Okay, some don’t, but most love it! Ideas could be a water table, sprinklers, watering flowers, getting cups and buckets • Concepts: wet vs dry, sink vs float • Vocabulary: pour, spray, splash, warm, cold • Taking turns playing in the water ### About the Author This post was written by Jeannine A, SLP. **Jeannine has over 6 years of experience. She specializes in articulation, language, early intervention, and feeding therapy.** ![Portrait of a smiling woman with wavy blonde hair, wearing a light patterned sleeveless top against a gray studio background.](https://ejtherapy.com/wp-content/uploads/2026/05/Abel-2.webp "Abel-2 - EJ Therapy - EJ Therapy") **Categories:** Speech Therapy **Tags:** For Parents --- ### [Treatment of Idiopathic Toe Walking in Children](https://ejtherapy.com/treatment-of-idiopathic-toe-walking-in-children/) **Published:** July 15, 2023 **Author:** Vicky Moroz **Content:** # Treatment of Idiopathic Toe Walking in Children - [ July 15 ](https://ejtherapy.com/2023/07/15/) ![toddler wearing a chunky knit sweater, black pom hat, and boots playing on a sandy beach at sunset.](https://ejtherapy.com/wp-content/uploads/2026/06/pexels-taryn-elliott-3889819-scaled.webp "pexels-taryn-elliott-3889819 - EJ Therapy - EJ Therapy") Idiopathic Toe Walking (ITW) is when a child has a consistent toe-walking gait. It is considered idiopathic because the cause is unknown, meaning that other factors are excluded such as comorbidities, and their muscle tone and reflexes are typical. Toe walking has been associated with a variety of different conditions including autism spectrum disorder (ASD), developmental delays, cerebral palsy, neuromuscular disorders, and myopathic disorders.1,2,3 Toe walking can be normal up to the age of 3, after that it is considered abnormal and should be treated otherwise it can have serious effects on the body. Toe walking can cause pain in the foot and leg which increases as a child ages. The muscles tighten, especially the gastrocnemius, soleus, and Achilles tendon, causing a loss in the range of motion. This again becomes more prominent in older children, becoming more difficult to treat. Posture is offset impacting hip and core strength, thus affecting other movements such as squatting or climbing stairs. There is also a loss of balance and ankle stability, making the child more prone to falls and ankle injuries. ### Common Treatments The severity of the toe walking gait will determine the intensity of treatments. Most toe walking in younger children can be addressed with less invasive methods. The most common treatments1,4 listed across the literature include: • Stretching of the ankle plantar flexors • Strengthening the anterior tibialis • Gait training • Home exercise programs • Night splinting • Orthotics • Casting • Botox injections • Surgery [A great guide to review by Cincinnati Children’s Hospital includes guidelines and recommendations for assessments, screening, recommended referrals to other disciplines, treatment depending on severity, and discharge routines is included here](https://daniz53y71u1s.cloudfront.net/documents/idiopathic-toe-walking-pdf-new-9.pdf). ### Plantar Flexor Muscle Strengthening Children with ITW have similar characteristics to that of children with CP, particularly affected muscle tone, strength, and tendon reflexes, particularly in the plantar flexor muscles which contract over time.5 An effective intervention is to include plantar flexor muscle strengthening on top of stretching it, as well as the typical interventions of strengthening the triceps surae (TS) and anterior tibial (AT) muscles, gait training, and motor control training.6 ### Stretch and Exercise Idea [A great resource for stretches and exercises that target toe walking is included here.](https://blog.dinopt.com/toe-walking/) This resource includes stretches and exercises that target: · Passive range of motion · Active range of motion · Strength · Weight-bearing exercises · Sensory integration strategies **Categories:** Physical Therapy, PT Research **Tags:** For Therapists --- ### [Supporting Progress: How Physical Therapy Enhances Motor Skills in Children with Down Syndrome](https://ejtherapy.com/supporting-progress-how-physical-therapy-enhances-motor-skills-in-children-with-down-syndrome/) **Published:** July 19, 2023 **Author:** Vicky Moroz **Content:** # Supporting Progress: How Physical Therapy Enhances Motor Skills in Children with Down Syndrome - [ July 19 ](https://ejtherapy.com/2023/07/19/) ![Mother and daughter smiling warmly while posing together indoors, with their arms around each other near a light-colored background.](https://ejtherapy.com/wp-content/uploads/2026/05/pexels-nicola-barts-7944016.webp "pexels-nicola-barts-7944016 - EJ Therapy - EJ Therapy") Children with Down syndrome are unique individuals with their own strengths and abilities. Down syndrome is a genetic condition caused by the presence of an extra copy of chromosome 21. While it may present some developmental challenges, it’s important to recognize that these children have tremendous potential and can achieve significant milestones with the right support and interventions. ### The Role of Physical Therapy: Enhancing Developmental Milestones Physical therapy serves as a cornerstone in the comprehensive care of children with Down syndrome. By focusing on their individual needs, physical therapists help children improve their motor skills, enhance muscle tone, and develop better coordination. Additionally, physical therapy promotes overall physical fitness, which contributes to better cardiovascular health and helps prevent obesity. ### Tailored Approaches: Customized Physical Therapy Plans for Each Child Every child with Down syndrome is unique, and their physical therapy plans should reflect their individual needs and abilities. Physical therapists work closely with families to assess each child’s strengths and areas of improvement. They then design personalized therapy programs that address specific goals, such as improving gross motor skills, enhancing balance, and enhancing flexibility. ### Targeting Motor Skills: Promoting Strength, Balance, and Coordination One of the primary focuses of physical therapy for children with Down syndrome is targeting motor skills. Through various exercises and activities, physical therapists help children develop strength, balance, and coordination. This can include activities such as crawling, walking, jumping, and climbing. By improving these fundamental skills, children gain the confidence and independence to participate in daily activities. ### Boosting Confidence: Encouraging Independence and Self-Esteem Physical therapy not only helps children with Down syndrome develop physical skills but also plays a vital role in boosting their confidence and self-esteem. As they achieve new milestones and gain greater control over their bodies, children feel empowered to navigate their environment with greater independence. This increased self-confidence can positively impact their social interactions, academic performance, and overall quality of life. ### Collaborative Efforts: The Importance of Parent Involvement Parents are invaluable partners in their child’s physical therapy journey. Physical therapists work closely with parents, providing guidance and support to implement therapeutic exercises and activities at home. By actively participating in their child’s therapy, parents become advocates for their child’s progress and create a nurturing environment that promotes continuous development and growth. ### Resources and Support: Accessing the Right Physical Therapy Services Finding the right physical therapy services for children with Down syndrome is essential for their overall progress. Parents can reach out to specialized pediatric physical therapists who have experience working with children with developmental challenges. Local support groups, early intervention programs, and educational institutions can also provide valuable resources and guidance to parents seeking assistance. ### Key Takeaways - Children with Down syndrome have unique abilities and potential, and with proper support, they can achieve significant milestones. - Physical therapy plays a crucial role in enhancing developmental milestones and promoting overall physical fitness for children with Down syndrome. - Physical therapy plans should be customized to address each child’s individual needs and goals. - Targeting motor skills through various exercises and activities helps children improve strength, balance, and coordination. - Physical therapy boosts confidence and self-esteem, empowering children to navigate their environment with greater independence. - Parent involvement is crucial in a child’s physical therapy journey, as they work closely with therapists to implement exercises at home. - Accessing specialized pediatric physical therapists and seeking support from local resources and programs is essential for optimal progress. **Categories:** Physical Therapy **Tags:** For Parents --- ### [What is Assistive Technology and How Can You Use It?](https://ejtherapy.com/what-is-assistive-technology-and-how-can-you-use-it/) **Published:** July 20, 2023 **Author:** Vicky Moroz **Content:** # What is Assistive Technology and How Can You Use It? - [ July 20 ](https://ejtherapy.com/2023/07/20/) ![Child in a high chair drinks water from a clear glass in a bright kitchen with fruit on the counter.](https://ejtherapy.com/wp-content/uploads/2026/05/pexels-vanessa-loring-5082965.webp "pexels-vanessa-loring-5082965 - EJ Therapy - EJ Therapy") Assistive technology (AT) is anything that helps a person function in their daily lives. Perhaps technology isn’t immediately associated with therapies such as occupational, physical, and speech therapy, but it is in fact a core part of helping people, both young and old, live their most functional lives. Assistive technology doesn’t need to be technologically advanced or even mechanical to be considered AT. It can be really simple like sound-blocking headphones to help prevent overstimulation in loud environments or a pencil grip to help with hand positioning during writing. On the other hand, AT can be an advanced piece of technology like an AAC (augmentative and alternative communication) tablet or program that helps a nonverbal child communicate. ### Using Technology to Help Your Child with Sensory Processing Sensory processing, sometimes called sensory integration, is something that everyone does on a daily basis. It’s basically taking in and processing all of the sensory input from the environment. This can be sounds, colors, smells, textures, sensations, etc. Some children have Sensory Processing Disorder where they have trouble processing the sensory input they receive from the environment. This may be an oversensitivity to things such as sounds, smells, and textures, or it may be a lack of sensitivity where there is a lack of response or engagement with the environment. However, most people have some sort of sensory sensitivity. For example, a lot of people have trouble focusing in loud environments, or hate sounds like nails on a chalkboard. Therefore, using technology to help with overstimulation isn’t only for children with sensory processing issues. This can be used by anybody at any age. If your child has trouble focusing, is overstimulated before bed or leaving for school, or struggles with certain sensitivities, you can utilize assistive technology. This could be an app with exercises to help a child receive the sensory input they need to calm down, such as Brainworks or Sensory Treat. You can even go a step further and create a Multisensory Environment (MSE) which is a space modified to create calm, productive surroundings. The type of MSE depends on your child and what they respond best to. For example, a space can be created with dimmable lights, a bean bag chair, a weighted blanket, and a white noise machine. There could be limited decorations to prevent distractions. Environments can play a huge role in a child’s functionality and productivity, especially if overstimulation is common. If MSEs are effective for the child, they can be advocated for in other environments such as schools. ### How is Assistive Technology a Part of Therapy? Therapists use assistive technology regularly to help a child meet treatment goals. Physical therapists might recommend orthotics. Speech therapists can use apps and videos to encourage the learning of vocabulary and language. Occupational therapists can provide ideas on how to help calm your child down, such as using calming sounds or music, weighted blankets, lava lamps, fidget toys, etc. Therapists are also there to help problem-solve with any assistive devices or systems, such as how to help acquire and customize them, assist with any technical issues, and actually incorporate the device throughout therapy. **Categories:** Occupational Therapy **Tags:** For Parents --- ### [The Power of Play: Incorporating Play-Based Interventions in Pediatric Physical Therapy](https://ejtherapy.com/the-power-of-play-incorporating-play-based-interventions-in-pediatric-physical-therapy/) **Published:** July 26, 2023 **Author:** Vicky Moroz **Content:** # The Power of Play: Incorporating Play-Based Interventions in Pediatric Physical Therapy - [ July 26 ](https://ejtherapy.com/2023/07/26/) ![Children climb and jump on a large yellow inflatable obstacle course outdoors, with kids in casual clothes enjoying the play area.](https://ejtherapy.com/wp-content/uploads/2026/05/pexels-lukas-296308.webp "pexels-lukas-296308 - EJ Therapy - EJ Therapy") Physical therapy plays a crucial role in promoting the development and well-being of children. For parents seeking the best interventions for their children’s therapy, play-based interventions have gained significant recognition in recent years. By understanding the benefits of play-based interventions, parents can actively participate in their child’s therapeutic journey, fostering motor skills, engagement, and overall progress. ### The Joy of Play: Creating an Engaging Environment Children naturally gravitate towards play, finding joy and fulfillment in exploring their environment and engaging in activities that capture their interest. Play, in its essence, is the language of childhood. By incorporating play into physical therapy sessions, therapists create an environment that feels less clinical and more engaging, fostering a positive therapeutic experience for children. ### Play-Based Therapy in Action: Promoting Motor Skills and Engagement Promoting Motor Skills: Play-based interventions offer a holistic approach to achieving this objective. Through playful activities, children can develop and refine their gross motor skills, such as balance, coordination, and strength, without feeling pressured or overwhelmed. Whether it’s playing catch, jumping on a trampoline, or crawling through an obstacle course, these activities provide the necessary stimuli for physical development. Enhancing Engagement: Engagement is crucial for effective therapy outcomes. Play-based interventions capture children’s attention and sustain their focus, making therapy sessions more productive. When children are engrossed in play, they are more likely to participate actively, follow instructions, and persist through challenges. As a result, therapists can work on specific therapeutic goals while ensuring children remain motivated and excited about their progress. ### Addressing Emotional and Social Well-being: Benefits Beyond Physical Development Play-based physical therapy interventions benefit children’s physical development and address their emotional and social well-being. Playful activities can alleviate anxiety, reduce stress, and create a safe space for emotional expression. Furthermore, interactive play sessions often involve collaboration and social interaction, allowing children to develop social skills, improve communication, and build positive relationships with their therapists and peers. ### Individualized Approach: Tailoring Therapy to Specific Needs Every child is unique, and play-based interventions provide the flexibility to tailor therapy to their specific needs. Therapists can create individualized treatment plans by incorporating activities that align with a child’s interests, preferences, and developmental goals. By allowing children to take the lead in play, therapists can gain valuable insights into their abilities, challenges, and progress, leading to more effective and personalized therapy sessions. ### Integration of Therapy into Daily Life: Extending the Benefits of Play Play-based interventions extend beyond the therapy room. Therapists encourage parents to incorporate play-based activities into the child’s daily routines. This integration allows children to practice and reinforce their skills in a familiar setting, reinforcing the therapeutic progress outside of scheduled sessions. Parents become active participants, understanding their child’s therapy goals and finding opportunities to engage in purposeful play at home. ### Play-Based Physical Therapy Examples: Harnessing the Power of Play 1\. Sensory Play: Engaging a child’s senses through activities such as tactile stations with textured materials promotes fine motor skills, hand-eye coordination, and sensory integration. 2\. Obstacle Courses: Creating obstacle courses within the therapy space improves gross motor skills and balance as children navigate through challenges and conquer each obstacle. 3\. Ball Games: Playing ball games enhances gross motor skills, hand-eye coordination, and motor planning through catching, throwing, and kicking activities. 4\. Balance Activities: Using balance boards, wobble cushions, or balance beams in play-based interventions improves balance and spatial awareness. 5\. Dance and Movement: Incorporating dance routines, music-based games, or simple choreography promotes coordination Incorporating play-based interventions in pediatric physical therapy harnesses the power of play to promote motor skills, engagement, and overall therapeutic progress. By creating a joyful and engaging environment, therapists can work with children in a manner that feels natural and enjoyable. The benefits of play-based interventions extend beyond physical development, encompassing emotional well-being and social interaction. As parents, actively participating in play-based activities with their children and integrating therapy into daily life can further enhance the impact of these interventions. Embracing the power of play in pediatric physical therapy enables children to reach their full potential while fostering a positive and meaningful therapeutic experience. ### Key Point Summary - Physical therapy is crucial for a child’s development and well-being. - Play-based interventions have gained recognition and offer numerous benefits. - Play creates an engaging and positive therapeutic environment. - Play-based interventions promote motor skills and engagement. - Play addresses emotional and social well-being in addition to physical development. - Individualized approach tailors therapy to each child’s needs. - Integration of play-based activities into daily life extends therapeutic benefits. - Play-based physical therapy includes sensory play, obstacle courses, ball games, balance activities, and dance and movement. - Play-based interventions foster motor skills, engagement, and overall progress in pediatric physical therapy. **Categories:** Physical Therapy **Tags:** For Parents --- ### [Occupational Therapy for Sensory Integration](https://ejtherapy.com/occupational-therapy-for-sensory-integration/) **Published:** September 7, 2023 **Author:** Vicky Moroz **Content:** # Occupational Therapy for Sensory Integration - [ September 7 ](https://ejtherapy.com/2023/09/07/) ![Two young girls sit on a bed using a laptop, smiling at the screen while one draws with crayons nearby on a notebook.](https://ejtherapy.com/wp-content/uploads/2026/05/pexels-alena-darmel-9037297-scaled.webp "pexels-alena-darmel-9037297 - EJ Therapy - EJ Therapy") Occupational therapy can help with sensory sensitivities or trouble processing different sensory inputs. This is also known as sensory integration. Although everyone reacts differently to different sensory inputs, sometimes these sensations can be overwhelming to the point that it affects a child’s ability to participate in their daily activities, and this is where an occupational therapist may be able to help. ### What is Sensory Integration? Sensory integration is the process of being able to take in and react to different sensations or stimuli we experience. Our brains take in information about our surroundings, including the sensations we feel, such as taste, touch, smell, sound, and sight. There needs to be communication between the brain and body about what senses are being engaged, and then that information needs to be organized and interpreted. ### Problems with Sensory Integration Sensory sensitivity acts like a spectrum, meaning that everyone reacts differently to different sensations. For example, some people don’t like going to concerts because it’s too loud, making them uncomfortable, or some people don’t enjoy spicy foods because it is especially irritating. Everybody reacts to these things differently, but some people are over- or under-responsive or seek certain sensations to calm down. You may notice this in early childhood by how your child responds to different stimuli. Since variation in sensory sensitivity is normal, it is important to recognize that it is only concerning when this sensitivity starts to affect a person’s daily life. It’s also important to remember that even though a child may be over-responsive to one sense, they may be under-responsive to another. Problems with sensory integration can take on many different forms. If a child is especially sensitive to smell, a strong smell might make them feel physically sick. This can cause them to avoid certain areas entirely, like the school cafeteria, because they think they will encounter an overwhelming smell. If a child is under-responsive to touch, they might not realize they are bumping into things and have a poor sense of body awareness. This can lead to poor coordination, and you may see a lot of bruises on your child. Finally, sensory seeking is looking for certain sensations to help calm down, this can be deep pressure, so they might like bumping into people. Alternatively, this can constantly be chewing on things such as toys, shirts, or fingernails. This can even be painful behavior, such as hair pulling. ### Occupational Therapy’s Role in Sensory Integration An occupational therapist can help identify any issues your child may have with sensory integration. Sensory issues can manifest in many different ways and behaviors, and a therapist will be able to help recognize the root of the problem and create a plan to address them. An OT will help a child understand why they are reacting a certain way and will recommend modifications to the environment or behaviors to help a child overcome any barriers they may face. These can be simple fixes such as providing headphones to help them focus on tasks or recommending cotton if certain fabrics are overwhelming. The OT will also help with the child’s self-regulation to allow them to respond to overstimulating sensations in a positive, safe manner and prevent potentially distracting or harmful self-soothing methods. Most importantly, early intervention will allow for a child to be able to fully participate in their daily lives because sensory barriers will be manageable and not get in their way. This intervention can take place in the school, in private clinics, or even in a home environment. **Categories:** Occupational Therapy **Tags:** For Parents --- ### [What You Need to Know About Orthotics for Your Child](https://ejtherapy.com/what-you-need-to-know-about-orthotics-for-your-child/) **Published:** September 14, 2023 **Author:** Vicky Moroz **Content:** # What You Need to Know About Orthotics for Your Child - [ September 14 ](https://ejtherapy.com/2023/09/14/) ![Caregiver supports a patient’s leg resting in a colorful heart‑patterned leg splint.](https://ejtherapy.com/wp-content/uploads/2026/05/pexels-thisisengineering-3913020.webp "pexels-thisisengineering-3913020 - EJ Therapy - EJ Therapy") In some instances, your child’s physical therapist may recommend orthotics for your child. If that’s the case, you may be curious about what exactly goes into providing your child with the proper orthosis. Pediatric [APTA](https://pediatricapta.org/includes/fact-sheets/pdfs/Orthotics.pdf), the American Physical Therapy Association, defines an orthosis as: “an external device with controlling forces to improve alignment, improve function, immobilize the injured alignment, improve function, immobilize the injured area, prevent or improve a deformity, protect a joint or limb, limit or reduce pain, and provide proprioceptive feedback.”1 As you can probably tell from the definition, there is a wide range of types and uses for orthotics. In this article, we’ll go over some of the basics. ### Why would my child need an orthosis? There are many different reasons why a child might need an orthosis. This could be due to congenital conditions such as plagiocephaly, torticollis, or cerebral palsy (although CP is often diagnosed later). An orthosis can be used to maintain alignment after surgery. It can be used as a preventative measure against common side effects of certain conditions, such as keeping joints aligned and in place to prevent future pain associated with the secondary effects of Cerebral palsy. An orthosis may even be recommended as a simple shoe insert to help with the foot and ankle alignment. Whatever the reason is, the basis behind any orthosis is to improve function in a child. ### Types of Orthotics There are two main types of orthotics: custom molded and custom fitted. Custom-molded orthotics are those that are created from a mold. For example, a mold of your child’s foot. These are the most precise. Custom-fitted orthotics come from a prefabricated design that is then fitted to your child. Custom-fitted orthotics are usually less expensive but, depending on the type of condition, can be just as effective as custom-molded orthotics. If you would like examples of different types of orthotic devices, here is an excellent article with pictures documenting the most common pediatric orthotics: https://www.llop.com/orthotics-children-pediatric-applications/ ### Fabrication If your child needs a custom-molded orthosis, it will likely be created from a cast or mold, as this is the most accurate method. This helpful video by [Pediatric Foot and Ankle](https://pediatricfootankle.com/) explains the different methods of creating custom orthotics: [https://www.youtube.com/watch?v=2-JhNiAT\_ts&t=89s.](https://www.youtube.com/watch?v=2-JhNiAT_ts&t=89s) ### Orthotics in Physical Therapy Suppose your child’s physical therapist recommends orthotics. In that case, they can help with the production process by setting up an appointment with an orthotist or someone with the qualifications to produce orthotics. Once the orthosis is produced, or the proper custom-fitted orthosis is ordered, a physical therapist is trained in fitting and can help educate you about appropriate use so that your child’s orthosis is effective. Each treatment that includes an orthosis is different. Some orthotics must be worn all the time, while others are not. A physical therapist will create the right plan of treatment. They will also help troubleshoot any issues that may come up. **Categories:** Physical Therapy **Tags:** For Parents --- ### [Flat Foot and Orthotics Treatment](https://ejtherapy.com/flat-foot-and-orthotics-treatment/) **Published:** September 16, 2023 **Author:** Vicky Moroz **Content:** # Flat Foot and Orthotics Treatment - [ September 16 ](https://ejtherapy.com/2023/09/16/) ![Close-up of hands using a black fabric marker to draw lines on a pink heart-pattern fabric.](https://ejtherapy.com/wp-content/uploads/2026/06/pexels-thisisengineering-3913007-scaled.webp "pexels-thisisengineering-3913007 - EJ Therapy - EJ Therapy") Flat foot is a common condition treated by physical therapists in the pediatric field. There are two types of flat feet: rigid and flexible flatfoot. A flexible flat foot appears when a child stands; otherwise, the arch is intact. Rigid flatfoot is a much more serious condition with no arches in the foot, regardless of whether the child is sitting or standing. Many children have flat feet, but unless the condition is painful or affecting their quality of life, it isn’t harmful and is often outgrown by the age of five or six. In most cases, flat feet don’t require treatment unless they are causing pain or affecting mobility or alignment. In some cases, the child does not outgrow the condition, but it is often not harmful. ## Causes Many things can cause flat feet. It can be hereditary, caused by injury, or naturally developed over time due to other conditions like arthritis or obesity. However, in young children, this is pretty common as the arches of the foot develop over time as the muscle and tissues develop. However, it is essential to determine the cause of the flat foot, as some conditions are less severe than others, such as a tight Achilles tendon or a rigid flatfoot. In addition, some studies say that weak muscles can cause flat feet. ### Common Treatments Due to the causes behind flat feet, the most effective treatments include muscle strengthening exercises, stretches, orthotics, and corrective footwear. For example, flat feet caused by a tight Achilles tendon might respond better to more conservative treatments such as stretches and strengthening exercises. On the other hand, rigid flatfoot or a collapsed arch due to injury will require something more drastic such as corrective footwear or orthotics. ### Are Orthotics Effective? Orthotics is the standard treatment for more severe cases of flat feet that affect the child’s mobility and alignment. There isn’t one best course of action for treating flatfoot, but orthotics and strengthening exercises and stretches are commonly recommended. Studies on the efficacy of orthotics for treating flat feet are not extensive. However, it is still a positive treatment method for more severe cases, even if some studies claim that treatment has no significant positive effects.1 If orthotics are the recommended treatment, it’s essential to identify what the child would benefit from most. One study found that there was “low to very low-certainty evidence shows that the effect of CFOs (high cost) or PFOs (low cost) versus shoes and CFOs versus PFOs on pain, function, and HRQoL is uncertain.”2 In this case, FOs mean foot orthoses, CFOs refer to customized FOs, and PFOs are prefabricated FOs. The cost of all these vary significantly, so if the family cannot afford custom orthotics, prefabricated orthotics or therapeutic footwear can likely be a more viable option, especially if the treatment is not covered or minimally covered by insurance. The effectiveness of orthotics also depends on whether the child will wear the orthotics. If a child is resistant to the point of refusal, especially in older children, where it is unreasonable to expect the child to wear the orthotic, then a different course of treatment would be more effective. **Categories:** Physical Therapy, PT Research **Tags:** For Therapists --- ### [Sensory Regulation Explained](https://ejtherapy.com/sensory-regulation-explained/) **Published:** September 23, 2023 **Author:** Vicky Moroz **Content:** # Sensory Regulation Explained - [ September 23 ](https://ejtherapy.com/2023/09/23/) ![Toddler sits on the floor with a yellow cup, scooping cereal from a large white bin in a cozy playroom.](https://ejtherapy.com/wp-content/uploads/2026/05/pexels-tatiana-syrikova-3933271.webp "pexels-tatiana-syrikova-3933271 - EJ Therapy - EJ Therapy") What is sensory regulation? It might be a term that you hear your child’s therapist use often. In simple terms, sensory regulation is how our body processes and regulates all the different sensory stimuli it encounters. Our body is constantly taking in different sensations both outside and inside our body, and our body needs to regulate how it reacts to those other sensations. Did you know that your body has eight senses? These include: (1) auditory (hearing), (2) oral or gustatory (taste) (3) olfactory (smell), (4) visual (sight) (5) tactile (touch). (6) interoceptive (heart rate, thirst), (7) vestibular (movement), (8) proprioceptive (body awareness). You are probably familiar with the first five, but the last three are not as commonly known. They are likely terms you may hear your child’s therapist using. However, all of these are a part of what everyone’s nervous system needs to regulate daily. ### The Nervous System and Sensory Regulation With so much sensory input coming in from all different places, it is a considerable task to regulate and discern all of these sensations. That’s where sensory regulation comes in. Sensory regulation takes place in the nervous system. The nervous system is responsible for processing sensory input. The two core parts of the nervous system are the central and peripheral nervous systems. The central nervous system is the brain and spinal cord, which process the sensory input from the peripheral nervous system, or your five sense organs (eyes, ears, nose, tongue, skin). The central nervous system is also responsible for telling your body what to do and how to react to this sensory input. Long story short, your nervous system is responsible for taking in sensory information from both inside and outside your body and processing it. ### What Happens When Things Go Wrong? Everybody takes in sensations differently. In other words, we each respond to our environment and sensory input differently. Some of us can be extremely sensitive to smell, or particular tastes, while others can handle eating a lot of spicy foods. This sort of variation is typical. Issues with sensory regulation can become problematic when someone becomes overstimulated or under-stimulated. Again, to a certain degree, we all become overstimulated or under-stimulated from time to time. In these cases, we seek to give our nervous system whatever we need to relax or consume some riled-up energy, like a hard workout or a cup of chamomile tea to wind down. However, it can be overwhelming and uncomfortable if the body processes the sensory input incorrectly. This could lead to avoidance behaviors or more difficult outbursts. Sometimes, when sensory input gets out of whack, it is difficult to figure out what the body needs to calm down, which can result in behaviors such as tantrums, aggressiveness, anxiety, breakdowns, or sensory seeking (like deep pressure). You can read more about this [here](https://www.ejtherapy.com/blog/sensory-integration). Not to say that a sensory processing issue causes every behavior, but certain behaviors like these can be attributed. That’s why it’s crucial for occupational, speech, and physical therapists to identify what is causing a child’s behavior and approach it appropriately. When the problem is identified, the child can be given the proper sensory input or exposure to calm down. **Categories:** Occupational Therapy, Physical Therapy, Speech Therapy **Tags:** For Parents, Snippets of Therapy --- ### [Joint Attention: How it Plays a Role in Your Child’s Language Development](https://ejtherapy.com/joint-attention-how-it-plays-a-role-in-your-childs-language-development/) **Published:** September 28, 2023 **Author:** Vicky Moroz **Content:** # Joint Attention: How it Plays a Role in Your Child’s Language Development - [ September 28 ](https://ejtherapy.com/2023/09/28/) ![A young girl smiles while lying on a bed, playing with a pastel stacking toy.](https://ejtherapy.com/wp-content/uploads/2026/06/pexels-cottonbro-3662874-scaled.webp "pexels-cottonbro-3662874 - EJ Therapy - EJ Therapy") Joint attention is a child’s ability to focus on a thing or event with another person. For example, a child looks at you and points to a teddy bear on a shelf. This attention or interaction can be verbal or nonverbal, such as gestures, gazing, or verbal exchanges. In the example above, the child is initiating joint attention. However, joint attention also requires a child to engage when the joint attention is undertaken by someone else. For example, if you tried to point at a teddy bear on a shelf, the child would look at the teddy bear. ### Joint Attention’s Role in Language Development So, why is joint attention important? Joint attention is a way for children to develop social skills. Social interactions lead to understanding verbal and nonverbal communication, such as language, gestures, and facial expressions. Since language is very much social, joint attention is needed and is a precursor to using words to communicate. Using joint attention is one of your first ways your child is communicating with you. When a child initiates interaction or engages in your initiations at interaction, they learn to listen and understand language, leading to them imitating and using verbal and nonverbal communication. If a child does not initiate or engage in joint attention, then they do not have the opportunity to learn social interaction or communication. For example, they might interact with their environment by playing with different sticks, leaves, and flowers outside. They might not learn the word for the objects they are playing with unless they engage in some interaction with you. This is ultimately concerning because a lack of joint attention and engagement can be an early sign of language delay. ### Strategies to Help Your Child Develop Joint Attention If you notice your child lacks joint attention skills, the best first step is to seek early intervention. Joint attention is a skill that begins to develop around 12 months. If you have concerns, a therapist will be able to help with and evaluate the situation. Some things you can do to help develop joint attention are: o Establish eye contact/get your child’s attention. o Encourage interactions through techniques such as [communication temptations](https://www.ejtherapy.com/blog/communication-temptations). o Emphasize gestures. Over-exaggerate them at first to help get your child’s attention. o Take part in the activities your child enjoys, especially if they are alone doing them. Such as playing with their favorite toy. The basis of building joint attention is getting them to respond or interact with you. If they do, make sure to reward them. Make social interactions fun to help encourage it. When you begin to establish interactions with your child, you can then work on things such as [verbal routines](https://www.ejtherapy.com/blog/how-to-build-vocabulary-in-children) and [recasting](https://www.ejtherapy.com/blog/recasting), both of which help build your child’s vocabulary. **Categories:** Speech Therapy **Tags:** For Parents --- ### [Sensory Play and Sensory Bins](https://ejtherapy.com/sensory-play-and-sensory-bins/) **Published:** October 3, 2023 **Author:** Vicky Moroz **Content:** # Sensory Play and Sensory Bins - [ October 3 ](https://ejtherapy.com/2023/10/03/) ![Clear plastic boxes filled with colorful craft supplies (beads, glitter, foam shapes, pom-poms, blue clay) on a dark speckled floor/ground surface.](https://ejtherapy.com/wp-content/uploads/2026/05/IMG_2483-scaled.webp "IMG_2483 - EJ Therapy - EJ Therapy") We’ve talked a bit about [sensory regulation](https://www.ejtherapy.com/blog/sensory-regulation), how it works, and why it is essential. So, how can you expose your child to different sensory experiences and stimuli? Through sensory play! ### What is sensory play? Sensory play is a play that incorporates the senses. This may not seem very easy, but it happens all the time! Sensory play can be riding a bike, playing with play dough, or watching a lava lamp or sensory bottle. There’s no right or wrong way to do it, but when you intentionally seek out a format of play that involves multiple senses, you can find a lot of great activities for kids! ### Why is sensory play important? This type of play introduces your child to different sensory experiences, which is a way for them to learn how to manage those experiences and improve their fine and gross motor skills, language skills, and social skills. Sensory play also helps build and develop the neuro pathways that allow the brain to process the different sensory stimuli. ### Benefits of Sensory Play Sensory play helps with the development of fine motor skills and gross motor skills. These activities involve much tactile play that helps build hand strength and grasp. They also involve gross motor activities such as crawling, jumping, or even using the core to remain balanced and sitting upright. Sensory play also helps with the development of language, problem-solving skills, social skills, self-regulation, emotional development, and more. The goal of sensory play is to have an activity that involves new things, so these activities can prompt questions or opportunities for your child to work on their language skills. These activities also help build problem-solving and social skills as a child has to work with others and communicate how to complete the activity and work through anything that pops up. Most importantly, sensory play is an opportunity for a child to explore their environment. Sensory play can be: - Tactile- involves the sense of touch. Have your child play with different textures, such as slime, silly putty, cloud dough, or play dough. Mix in other things, such as beads or glitter! - Visual- involves the sense of sight. Watching a lava lamp or making a sensory water bottle is excellent! - Olfactory-involves the sense of taste. Have your child help make cookies or help with an activity such as making ants on a log or dirt pudding cups. These fun snacks involve lots of different tastes and textures. - Sound-involves sound. Such as a game of musical chairs or having music in the background to help them calm down. - Scent- involves the sense of smell. Add essential oils to your child’s play dough or cloud dough. - Proprioceptive- involves the sense of body awareness. Activities such as crawling through tunnels or huddling under a weighted blanket will help give your child proprioceptive input. - Vestibular- involves the sense of movement. Games such as jumping rope, running, jumping, and kicking can help stimulate the vestibular system. ### Sensory Bins Sensory bins are a great way to involve a lot of different senses! Sensory bins are pretty straightforward, so they can be as simple or complex as you’d like them to be. The basis of a sensory bin is a small bin or container filled with some element, like sand (kinetic, colored, or regular), dough, water beads, shaving cream, etc. Then you can mix other ingredients such as toys, beads, rocks, erasers, etc. The more textures, the better! You can make this into a theme, such as a sea-themed or archaeology box with treasure. Involve fine motor skills by having different cups and spoons, and have your child fill up the cups. You can also have them collect as many elements as possible from the bin. For example, you can have the goal of having them collect ten rocks. Here are some examples of the ones we’ve made: **Categories:** Occupational Therapy, Physical Therapy, Speech Therapy **Tags:** For Parents, Snippets of Therapy --- ### [What Does Occupational Therapy Have to Do with Handwriting?](https://ejtherapy.com/what-does-occupational-therapy-have-to-do-with-handwriting/) **Published:** October 5, 2023 **Author:** Vicky Moroz **Content:** # What Does Occupational Therapy Have to Do with Handwriting? - [ October 5 ](https://ejtherapy.com/2023/10/05/) ![Bright green classroom poster with three columns of handwritten common words, used as a word-list for literacy.](https://ejtherapy.com/wp-content/uploads/2026/05/pexels-rodnae-productions-8500614-scaled.webp "pexels-rodnae-productions-8500614 - EJ Therapy - EJ Therapy") Handwriting is a daily occupation for most, involving a series of fine motor and even some gross motor skills. This makes handwriting an area of expertise for occupational therapists. Writing builds on each other or, in other words, is a progressive skill. Basic shapes, like lines, circles, and crosses, make up the alphabet. As your young child begins to doodle, their scribbles eventually become more refined until they build the fine motor skills that are required to learn how to write letters. We’ve discussed the importance of handwriting and what warning signs to look for (if you want to read more about that, visit this[ post here](https://www.ejtherapy.com/blog/handwriting?rq=handwriting)). It is an important skill and, perhaps one that a lot of us take for granted. It lets us communicate and keep up on school work. By preschool, your child should start to build the essential fine motor skills needed for handwriting. Perhaps, your child’s teacher or pediatrician recommended occupational therapy to help with your child’s fine motor skills. Keep reading to find out more about why occupational therapy helps with handwriting. ### What Skills are Required for Writing? An essential part of writing is fine motor activity like hand strength, grasp, finger manipulation, and hand-eye coordination. However, writing does not only involve fine motor skills. Writing is a culmination of skills, such as core strength, crossing the midline, motor planning, and being able to focus. All of these are skills that an occupational therapist can help your child improve. ### How Will an Occupational Therapist Help My Child with Handwriting? An occupational therapist (OT) will be able to evaluate your child to see if there is anything concerning motor activity. If a plan of care needs to be created, an OT will work on age-appropriate skills. The therapist will look for pre-writing skills when your child is younger, such as scribbles and basic lines. As they progress, they’ll be able to make circles, cross lines, and straight horizontal and vertical lines. Your child should have the basic skills to begin writing their name as they get to kindergarten. If your child is struggling with handwriting, their teacher may recommend occupational therapy, or if you see that your child may be behind on the development of their motor skills, asking a pediatrician to see if occupational therapy is appropriate is the right step. An OT will create a plan of care that focuses on fun, play-based activities to help with writing. They will be able to model the different strokes with varying difficulty levels to your child. They will use a variety of cues, such as visual and verbal, to help reinforce the proper writing structure. They may use sensory learning activities, such as forming letters and shapes out of playdough or work on hand strength by working with different therapy putties (these putties have different resistance or strength levels. Finally, an OT will be able to provide parent-education and a home treatment plan on daily activities that can be incorporated into everyday routines so that your child continues to progress. **Categories:** Occupational Therapy **Tags:** For Parents --- ### [Different Types of Walkers and Why We Use Them](https://ejtherapy.com/different-types-of-walkers-and-why-we-use-them/) **Published:** October 11, 2023 **Author:** Vicky Moroz **Content:** # Different Types of Walkers and Why We Use Them - [ October 11 ](https://ejtherapy.com/2023/10/11/) ![Joyful young girl in a pink plaid shirt in a red pediatric walker, dancing indoors with a big smile.](https://ejtherapy.com/wp-content/uploads/2026/05/2.webp "2 - EJ Therapy - EJ Therapy") The purpose of a walker is to provide support and balance and serve as a weight-bearing mechanism. Walkers are often recommended in pediatric physical therapy as a mobility aid for short-term or long-term use, depending on what a child is dealing with. ### Why Do We Use Walkers? We use walkers in pediatric therapy as a mobility aid for those children that need some support to walk. A child may have trouble walking due to a disorder such as cerebral palsy or could have an injury that is making using crutches difficult. Walkers are a way for children to be more independent and mobile. It is important to note that a walker is not the same as a push-toy, gait trainer, or any tool used to help teach walking. A walker is a support that enables walking. ### Types of Walkers The two main types of walkers are anterior walkers and posterior walkers. Anterior walkers have the frame in the front, while posterior walkers have the frame in the back. Walkers can have various features such as two wheels and two legs, all four wheels, forearm supports, seats, or whatever the child requires. However, the type of walker (anterior vs. posterior) is significant. An anterior walker has the child lean forward onto the walker, shifting their center of gravity forward and leaning at the hips. The posterior walker has the child lean backward on it, and the walker itself supports the center of gravity. This walker promotes better posture as the whole body is extended to walk. ### Styles The two basic types of walkers provide the main framework, but the style also comes into play. A walker can come with no wheels, two wheels, or four wheels, and this all depends on how much resistance and stability a child needs, as well as how much strength and upper body mobility a child has. Walkers can also come with forearm supports, chest plates, seats, and harnesses. Some models are even able to change from anterior to posterior. The walker style will come down to your child’s needs are based on their strengths and weaknesses. For example, a child that can’t support their weight won’t benefit from an anterior walker and may need forearm supports and a harness. **Categories:** Physical Therapy **Tags:** For Parents --- ### [How to Make Puffy Paint](https://ejtherapy.com/how-to-make-puffy-paint/) **Published:** October 14, 2023 **Author:** Vicky Moroz **Content:** # How to Make Puffy Paint - [ October 14 ](https://ejtherapy.com/2023/10/14/) ![Person holds a white card decorated with a multicolored piping design in a square spiral pattern.](https://ejtherapy.com/wp-content/uploads/2026/06/download-2.webp "download 2 - EJ Therapy - EJ Therapy") Puffy Paint is an excellent tool to have in your toolbox. This is a fun medium for teaching kids how to draw lines and shapes or even trace letters. It’s also great entertainment if they like to free draw. The paint dries puffed up, so it brings their creations to life! What’s great about this is that it’s easy to make at home with ingredients you probably already have. ### **Benefits of Puffy Paint** - **Puffy paint can be used for multi-sensory learning.** - Multisensory learning means that multiple senses are involved in a task. This helps solidify what is being learned because various channels in the brain are being utilized. It’s an excellent method to help your child learn. - **Painting with it can help with the development of fine motor skills.** - The act of painting helps with fine motor skills like hand-eye coordination, hand strength, small muscle control, grasp, and more! - **It inspires your child’s imagination.** - Art activities are a great way to inspire your child’s creativity and imagination. If your child doesn’t know what to paint, you can always start them off with a prompt and let their imagination run wild! - **Puffy paint is excellent for teaching colors, letters, and shapes.** - Introduce colors to your child by having different shades of puffy paint. Introducing colors through an activity enforces this learning. - Draw letters, shapes, or lines for your child to trace over. ## **Activities with Puffy Paint** ![Hands guide an orange glue stick to form the letters A, B, C and a triangle on white paper.](https://ejtherapy.com/wp-content/uploads/2026/06/TracingwithPuffyPaint.webp "Tracing+with+Puffy+Paint - EJ Therapy") ### Tracing with Puffy Paint - Trace a coloring page or color with puffy paint. - Print out a coloring page and let your child either trace or color the page with puffy paint. - Use different brushes or finger paint. - Using different brushes, your fingers, a q-tip, or a squeeze bottle produces various sizes and textures of lines. - Connect the dots with puffy paint. - Make scented puffy paint by adding essential oils. - Combine puffy paint with other mediums. - Since puffy paint is…well…puffy, it combines well with other mediums like crayons, watercolors, acrylic paints, markers, etc. If you want one part of the painting to stand out and have some texture, use puffy paint. For example, have the clouds painted with puffy paint. ## **Puffy Paint Recipe** ![Hand holding a white card decorated with a multicolored piped frosting spiral in the center and small shapes at the corners.](https://ejtherapy.com/wp-content/uploads/2026/06/PuffyPaintwithshavingcream.webp "Puffy+Paint+with+shaving+cream - EJ Therapy") ![White card with bright lime-green slime letters spelling'EJ THERAPY' (EJ on top, 'THERAPY' beneath), held by two hands.](https://ejtherapy.com/wp-content/uploads/2026/06/MicrowavePuffyPaint.webp "Microwave+Puffy+Paint - EJ Therapy") There are two variations of puffy paint that are fun to use. One is super puffy (on the left), while the other is a microwave version (on the right) for instant drying! Both are great for practicing pre-writing or letters, but the microwave version might be better for younger kids since it’s less sticky. However, if you put either one in a squeeze bottle, it’ll help reduce the mess. ### Air Dry Version (pictured on the left) -1/4 cup glue -3/4 cup shaving cream -3 Tbsp. flour -food coloring 1. Mix all ingredients. 2. Put it into a Ziploc bag for easier use, and snip off the end for a DIY piping bag. Alternatively, you can put this puffy paint into an actual piping bag or a squeeze bottle. You can also use a paintbrush. 3. Paint. 4. Wait for your creation to dry. ### Microwave Version (pictured on the right) -1/2 cup flour -2 tsp. baking powder -1/2 tsp salt -water -food coloring 1. Mix the flour, baking powder, and salt. 2. Add water until the consistency is that of a thick pancake batter. You don’t want it to be too thin because it will get runny. 3. Add your desired food coloring. 4. Put the paste in piping bags or squeeze bottles. Alternatively, you can have your child use a Q-tip or brush to paint with it. 5. Paint. 6. Pop the finished painting into the microwave for 30-45 seconds. **Categories:** Occupational Therapy --- ### [Walker Type Recommendations for Children with Cerebral Palsy](https://ejtherapy.com/walker-type-recommendations-for-children-with-cerebral-palsy/) **Published:** October 14, 2023 **Author:** Vicky Moroz **Content:** # Walker Type Recommendations for Children with Cerebral Palsy - [ October 14 ](https://ejtherapy.com/2023/10/14/) ![Smiling young girl in a plaid shirt uses a red wheeled walker indoors, arms raised in joy.](https://ejtherapy.com/wp-content/uploads/2026/06/2.webp "2 - EJ Therapy - EJ Therapy") Cerebral Palsy, as defined by the CDC, is “a group of disorders that affect a person’s ability to move and maintain balance and posture” and is “caused by abnormal brain development or damage to the developing brain that affects a person’s ability to control his or her muscles,” as well as causes muscle weakness.\[1\] Cerebral palsy is a common motor disability encountered in pediatric physical therapy. Depending on the GMFCS Level, a child may benefit from a walker to help ease the strain of walking, increase stability and posture, and reduce energy costs. ### Walker Types The purpose of a walker is to provide support and balance and serve as a weight-bearing mechanism. The two main types of walkers are anterior walkers and posterior walkers. Anterior walkers have the frame in the front, while posterior walkers have the frame in the back. Walkers can have various features such as two wheels and two legs, all four wheels, forearm supports, seats, or whatever the child requires. However, the type of walker (anterior vs. posterior) is significant. An anterior walker has the child lean forward onto the walker, shifting their center of gravity forward and leaning at the hips. The posterior walker has the child lean backward on it, and the walker itself supports the center of gravity. This walker promotes better posture as the whole body is extended to walk. ### Recommendations The study concluded that the posterior walker is recommended in most cases “it provides the better gait pattern and is less energy consuming. The child who walks slowly in a high guard position and falls backward after a few steps would benefit from a posterior walker as it provides an upright position and the frame in the back helps to protect the child.”2 However, it is essential to remember that each child is different and has different needs in terms of how a walker supports their body. Although many CP patients prefer a posterior walker, it is not necessarily the best option. The child’s gait pattern, GMFCS level, strengths, and weaknesses must be examined before deciding which walker is best for them. **Categories:** Physical Therapy, PT Research **Tags:** For Therapists --- ### [What are the Important Gesture Milestones for Your Child?](https://ejtherapy.com/what-are-the-important-gesture-milestones-for-your-child/) **Published:** October 19, 2023 **Author:** Vicky Moroz **Content:** # What are the Important Gesture Milestones for Your Child? - [ October 19 ](https://ejtherapy.com/2023/10/19/) ![Smiling toddler in a pale yellow dress waves hello while standing on a bed against a light wall.](https://ejtherapy.com/wp-content/uploads/2026/06/pexels-sasha-kim-8432250-scaled.webp "pexels-sasha-kim-8432250 - EJ Therapy - EJ Therapy") Gestures are one of the earliest forms of communication. They are a good indication of how your child’s language will develop. Your child learns gestures by watching you and your reactions. The earliest gestures serve as a way to get attention and communicate the child’s needs. Gestures are what lay the foundation for language development. If your child is reaching the expected gesture milestones, this means that they are less likely to be speech delayed. However, if your child is missing some of these critical milestones, the best thing to do is to seek early intervention to help facilitate development. Here are some gesture milestones that would signify that your child is where they should be. These are approximate and they may not have all of these by the certain age range and this is ok, continue working on them and building their gesture and language. ### 9-13 Months Around **9 months** is when the earliest gesture can begin to emerge from their actions. This could be shaking their head to indicate no. For example, they can learn to shake their head when you are feeding them. They turn their head away to indicate they are done and you respond by moving the food away giving. Giving is another gesture that begins to emerge around the 9 month age. The first learn to accept or take an object you give them, but then quickly learn to give objects. This can be facilitated by the parent extend their hand to their child with an open palm while they are holding something. These gestures are simple gestures at first and serve to get attention. The gestures will not necessarily be coordinated but will be able to get the point across. Eventually, these simpler motions will develop into reaching, requesting, waving, etc. Around **10 months,** children learn to reach through exploring their toys and surroundings and raise their arms up. Children often will reach and extend their arms up to be picked up. At **11 months** children will learn to show and wave. Children are motivated to share their toys and experiences with others. They are also motivated by social interactions and will begin to wave intentionally (when parents are coming home or leaving). After play schemes using objects, a child will use representational gestures before developing around 25 words or before turning two years old. Representational gestures represent an object or action with body language. For example, a child can pretend to lick if they want a lollipop, or they will close their eyes and rest their head on the side to indicate sleep. ### 12-18 Months At **12 months**, something called play schemes begins to emerge. In the early stages, it could be using a toy fork in a kitchen set and pretending to eat with it. This could even be to represent that they are hungry. In later stages, it will be more sophisticated such as using a toy kitchen to pretend to cook. The key here is that a child still uses an object to communicate. Around **13 months**, children will begin learn language through observation. They learn by observing others and copying what they do and say. At this time, they may learn gestures such as clapping their hands and blowing a kiss. At **14 months** children point will begin to use the gestures to point with their index finger to reference things at a distance. This is a sign of observational learning which is a foundation for becoming a symbolic communicator. Another gesture they use the “shhhh” gesture. Around **15 months** children are well on their way to using gestures as a symbolic communicator. They are now reflecting not only what the child is thinking but also that they know they are sharing ideas with you. Gestures that emerge at this age include a head nod or thumbs up to indicate yes or if something is smelly, they may wave their hand in front of their face. At **16 months** more other symbolic gestures begin to develop. Gestures now reinforce the learning of spoken words. These gestures may include such “I dunno”, “high 5”, or even the universal peace sign. Up to 18 months, a child will typically use just a gesture OR word and it may not be in combination yet. When the child is over 18 months, they begin to develop the ability to use a combination of words and gestures. Eventually, gestures will serve more to supplement speech rather than serve as a core way of communication as spoken language will become the main form of communication. ### 28 Months By 28 months, beat gestures emerge. Beat gestures are not symbolic, or they don’t represent any meaning. They simply punctuate or emphasize what a person is saying. Beat gestures are basically hand movements that go along with the rhythm of the sentence. So, when your tone rises, your hands would rise. If you watch speakers, you can see many “talk with their hands.” This doesn’t mean sign language or representational gestures (like crossing the arms to represent done or shrugging to represent that they don’t know). In beat gestures, the hand movements coincide with the ends of sentences or the cadence of the sentence. ### Conclusion Gesture development is an important foundation for language development. Gestures serve as a form of communication before language. Gestures first emerge to gain attention, and later develop into symbolic depictions, and then into representational. As spoken language first develops, gestures accommodate or supplement language. Eventually, words begin to slowly replace the use of gestures. Finally, the child will develop beat gestures, which serve no meaning but accommodate the rhythm or structure of a sentence. Most importantly, if you see that your child is not reaching these crucial gesture milestones, it is crucial to seek early intervention to help your child facilitate development. **Categories:** Speech Therapy **Tags:** For Parents --- ### [Home Activities That Benefit Your Child’s Fine Motor Development](https://ejtherapy.com/home-activities-that-benefit-your-childs-fine-motor-development/) **Published:** October 26, 2023 **Author:** Vicky Moroz **Content:** # Home Activities That Benefit Your Child’s Fine Motor Development - [ October 26 ](https://ejtherapy.com/2023/10/26/) ![Children playing with painted wooden dinosaur figurines and cookie cutters at a white table, crafting together.](https://ejtherapy.com/wp-content/uploads/2026/05/pexels-cottonbro-3661264-scaled.webp "pexels-cottonbro-3661264 - EJ Therapy - EJ Therapy") Fine motor skills are an essential part of your child’s daily life. They allow your child to interact freely with the world around them. The best way to help your child develop fine motor skills is through play! The activities on this list are great to incorporate into a play session to help develop fine motor skills. If your child is currently in therapy, a home exercise plan is a fantastic way for them to continue making progress. Therapy is only one part of your child’s journey, and it is essential to carry what they learn in therapy into their daily lives. Incorporating fun “exercises” in a play format is an excellent way to do this. ### Core Strength and Stability Core strength is used to keep the body upright and maintain posture. This is important since many activities, such as handwriting, drawing, or even sitting at a desk for the school day, require core strength. Activities to improve core strength: · Pull your child on a scooter while they are lying on their stomach. · Bounce on an exercise ball · Animal Walks (e.g., bear crawl or crab walk) · Swinging on a swing ### Shoulder Stability Shoulder stability is required for all fine motor activity. If the shoulders are weak or not stable, a child will likely have trouble with fine motor skills. Activities to improve shoulder stability: · wall pushups · animal walks · chair push-up (push the body up while sitting in a chair) · wheelbarrow walk (hold the child’s legs while they walk on their hands.) ### Hand Strength We use hand strength to grasp items, manipulate them, and hold them for long periods. This is also important later on when your child begins to learn how to color and write. Activities to improve hand strength: · squeeze a stress ball · roll, press, and tear playdough · buttons, zippers · play with toys that have manipulative elements. ### Hand-Eye Coordination Hand-eye coordination involves taking information visually and coordinating hand movement to complete a task. This is a vital skill used for everything from picking up toys to sports later in life. Activities to improve hand-eye coordination: · Playing catch · Threading cut-up straws onto a piece of string. · Lacing shoes or lacing cards ### Pre-Writing Skills Pre-writing is the foundation for writing. It involves drawing lines and shapes that eventually will make up letters. By obtaining prewriting skills, your child will have the fine motor skills needed to begin to write. If there is trouble with pre-writing skills, a child will likely have trouble with handwriting. Activities to improve pre-writing skills: · play with blocks · finger paint or draw with puffy paint · outdoor chalk ### Pencil Grasp Pencil grasp is an essential skill for handwriting, which is a crucial part of a child’s school curriculum. A proper pencil grasp enables a child to write comfortably and produce neat writing. Activities to improve pencil grasp: · pick objects up with tongs or scoops · pin clothespins · thread dried pasta or cut-up straws onto a string ### Scissor Skills Using scissors is a common task in kindergarten and beyond. Using scissors is essential because it improves fine motor skills, such as hand strength and bilateral coordination. It involves opening and closing of the hand and also lots of concentration. Activities to improve scissor skills · cut play dough · tear paper · pin paper clips onto a piece of paper. **Categories:** Occupational Therapy **Tags:** For Parents --- ### [Creating Pathways to Success: The Impact of Physical Therapy on Children with Special Needs](https://ejtherapy.com/creating-pathways-to-success-the-impact-of-physical-therapy-on-children-with-special-needs/) **Published:** November 2, 2023 **Author:** Vicky Moroz **Content:** # Creating Pathways to Success: The Impact of Physical Therapy on Children with Special Needs - [ November 2 ](https://ejtherapy.com/2023/11/02/) ![Two children run along a leaf-strewn path by a lake, with bare trees and bright sunlight in the background.](https://ejtherapy.com/wp-content/uploads/2026/05/pexels-devon-rockola-3062949-scaled.webp "pexels-devon-rockola-3062949 - EJ Therapy - EJ Therapy") ***Physical therapy plays a vital role in enhancing the standard of living for kids with unique requirements. It focuses on enhancing their physical abilities, mobility, and overall well-being. By implementing strategies tailored to the needs of each child, therapists can create a positive and effective therapeutic environment.*** ### *Different Conditions that could benefit from Physical Therapy* 1\. Autism: Children with autism often need physical therapy to address challenges related to motor skills, sensory processing, coordination, body awareness, behavior, and social interaction. Physical therapy interventions focus on improving motor skill development, sensory integration, coordination, and body awareness through specific exercises and activities. Additionally, physical therapy can help children with autism regulate their behavior and emotions, enhance their social skills, and improve their overall well-being. By targeting these areas, physical therapy plays a vital role in promoting the physical, cognitive, and social development of children with autism. 2\. Down Syndrome: Children with Down syndrome often experience delays in gross motor skills, low muscle tone (hypotonia), and joint hypermobility. 3\. Cerebral Palsy: cerebral palsy affects muscle control, coordination, and movement due to brain damage that occurs during or shortly after birth. Through targeted exercises, stretches, and mobility training, physical therapists help children with cerebral palsy maximize their physical abilities, enhance their independence in daily activities, and improve their overall quality of life. 4\. Spina Bifida: Spina bifida is a congenital condition that impacts the growth and functioning of the spine and spinal cord. Physical therapy is essential in managing the associated motor challenges, such as muscle weakness, paralysis, impaired sensation, and difficulties with mobility and walking. Physical therapists work to optimize motor function, improve mobility, and enhance independence. 5\. Muscular Dystrophy: Muscular dystrophy encompasses a collection of genetic disorders characterized by gradual muscle weakness and deterioration. Physical therapy plays a role in managing symptoms, maintaining range of motion, preventing contractures, and optimizing functional abilities. It focuses on preserving muscle strength, promoting mobility, and providing support for activities of daily living. 6\. Sensory Processing Disorders: Children with sensory processing disorders may struggle with processing and responding to sensory information, affecting their motor skills, coordination, and overall physical development. ### *Why Children with Special Needs Often Need Physical Therapy* 1. Motor Skill Development: A significant number of children with special needs encounter challenges or delays in acquiring essential motor skills, including sitting, crawling, walking, and coordination. Physical therapy interventions are designed to target and enhance these motor skills through specific exercises, activities, and interventions tailored to the child’s abilities. 2. Muscle Strength: Conditions like cerebral palsy can result in muscle weakness or spasticity, while autism spectrum disorder may be associated with low muscle tone or coordination issues. Physical therapists work with these children to improve muscle strength and flexibility which can enhance their ability to perform daily activities and participate in physical play, sports, and recreational activities. 3. Balance and Coordination: Impaired balance and coordination are common challenges faced by children with special needs. Physical therapy interventions focus on improving these skills through exercises and activities that target core stability, postural control, and coordination. Enhancing balance and coordination can significantly impact a child’s mobility, safety, and overall participation in various daily activities. 4. Gross and Fine Motor Skills: Gross motor skills involve large muscle groups and whole-body movements, while fine motor skills involve precise movements of the hands and fingers. Children with special needs often struggle with both gross and fine motor skills, affecting their ability to perform tasks such as grasping objects, dressing, writing, and self-care activities. Physical therapy interventions aim to enhance both gross and fine motor skills, promoting independence and functional abilities. 5. Range of Motion and Flexibility: Certain conditions, such as cerebral palsy, can lead to limitations in joint range of motion and flexibility. Physical therapists employ various techniques, including stretching exercises and passive range of motion exercises, to improve joint mobility, prevent contractures, and enhance overall flexibility. By addressing these limitations, physical therapy facilitates improved movement patterns and reduces the risk of secondary musculoskeletal complications. 6. Posture and Alignment: Maintaining proper posture and alignment is essential for optimal physical functioning and overall well-being. Children with special needs often struggle with postural control, leading to challenges in sitting, standing, and maintaining an upright position. Physical therapists work on improving posture and alignment through exercises, positioning strategies, and postural training, promoting functional independence and preventing postural deformities. 7. Pain Management: Children with special needs may experience pain or discomfort due to factors such as muscle imbalances, joint abnormalities, or postural issues. Physical therapy interventions can help manage pain through techniques like therapeutic exercises, manual therapy, modalities, and ergonomic recommendations. By addressing pain and discomfort, physical therapy contributes to improved comfort and overall quality of life. 8. Enhancing Participation and Independence: The primary goal of physical therapy for children with special needs is to enhance their participation in activities and promote independence in daily life. By addressing physical limitations, improving motor skills, and promoting functional abilities, physical therapy empowers children to engage in age-appropriate activities, play, and social interactions, fostering their overall development and well-being. ### *What Inclusive Physical Therapy Looks Like* ***If you’re child is diagnosed with a condition where physical therapy is recommended, it’s important to make sure that the clinic is equipped to provide the best care possible. Here are a few things to look out for to find the perfect physical therapist that fits your child’s need:*** 1. Individualized Assessment: Each child with special needs is unique, and it is essential to conduct a comprehensive assessment to understand their specific abilities, limitations, and goals. Assessments should include a thorough evaluation of their physical strengths, weaknesses, sensory processing, and cognitive abilities. This information will guide the development of personalized therapy plans. 2. Collaboration with Families: Collaborating with families is crucial in providing inclusive care. Parents and caregivers possess valuable insights into their child’s abilities, preferences, and challenges. Involve them in goal-setting, treatment planning, and therapy sessions. Encourage open communication to ensure a holistic approach and consistent progress. 3. Sensory Integration: Children with special needs often face sensory processing difficulties. Physical therapists can incorporate sensory integration techniques into therapy sessions to help these children regulate and process sensory information effectively. Creating a sensory-friendly environment, incorporating tactile activities, and using tools like therapy balls and weighted blankets can promote engagement and progress. 4. Visual Supports: Visual supports, such as visual schedules, timers, and social stories, can help children with special needs understand and follow instructions during therapy sessions. Visual aids provide a clear structure, reduce anxiety, and enhance their understanding of tasks, facilitating their active participation. 5. Adaptive Equipment and Assistive Technology: Children with special needs may benefit from using adaptive equipment and assistive technology to maximize their participation and progress. Examples include wheelchairs, walkers, orthotics, and communication devices. Physical therapists should have knowledge of available resources and collaborate with relevant professionals to ensure appropriate recommendations. 6. Task Modification and Progression: Physical therapists should adapt therapy tasks to suit each child’s abilities and gradually increase the challenge level. By breaking down complex movements into simpler steps and gradually integrating more complex movements, therapists can promote skill development and confidence in children with special needs. 7. Play-Based Approaches: Incorporating play into therapy sessions can increase motivation and engagement for children with special needs. Utilize games, toys, and creative activities that align with therapeutic goals. Play-based approaches not only make therapy sessions enjoyable but also enhance physical, cognitive, and social-emotional development. 8. Positive Reinforcement and Encouragement: Providing positive reinforcement and encouragement during therapy sessions can boost a child’s confidence and motivation. Recognize and celebrate small achievements, fostering a positive therapeutic relationship built on trust and support. 9. Collaborative Approach: Collaboration with other professionals involved in a child’s care, such as occupational therapists, speech-language pathologists, and educators, is essential for a holistic approach. Coordinate efforts and share goals, progress, and strategies to ensure consistency and reinforce therapeutic outcomes. 10. Ongoing Professional Development: The field of physical therapy is constantly evolving, and staying updated with current research and best practices is essential for providing inclusive care. Physical therapists should pursue ongoing professional development opportunities, attend relevant workshops, conferences, and engage in peer collaboration to enhance their knowledge and skills. ### *Keypoint Summary* - Physical therapy is beneficial for children with special needs to enhance their physical abilities, mobility, and overall well-being. - Different conditions such as autism, Down syndrome, cerebral palsy, spina bifida, muscular dystrophy, and sensory processing disorders can benefit from physical therapy. - Physical therapy addresses motor skill development, muscle strength and tone, balance and coordination, gross and fine motor skills, range of motion and flexibility, posture and alignment, pain management, and enhancing participation and independence. - Inclusive physical therapy involves individualized assessments, collaboration with families, sensory integration techniques, visual supports, adaptive equipment and assistive technology, task modification and progression, play-based approaches, positive reinforcement and encouragement, a collaborative approach with other professionals, and ongoing professional development for therapists. **Categories:** Physical Therapy **Tags:** For Parents --- ### [Balance as a Part of Child Development](https://ejtherapy.com/balance-as-a-part-of-child-development/) **Published:** November 2, 2023 **Author:** Vicky Moroz **Content:** # Balance as a Part of Child Development - [ November 2 ](https://ejtherapy.com/2023/11/02/) ![Man and child walk along a fallen log in a park, holding hands; a red ball sits on the grass nearby.](https://ejtherapy.com/wp-content/uploads/2026/05/pexels-anete-lusina-5240425-scaled.webp "pexels-anete-lusina-5240425 - EJ Therapy - EJ Therapy") Did you know that balance is integral to your child’s development? It is the foundation for all motor skills. Balance is the ability to maintain a body position. It allows your child to sit at a table, lets them participate in sports and activities, and helps prevent injury. It is considered a foundational motor skill because all motor skills require some aspect of balance. It is a building block that allows other motor skills to develop. For some children, balance develops naturally; other children need more practice to get their muscles and systems working correctly. Whatever the case may be, balance activities are great to incorporate into your child’s play! ### Types of Balance There are two main types of balance: static and dynamic. Both types of balance are essential for motor function. Static balance is the ability to maintain body control while standing still. For example, standing on one leg. Dynamic balance is the ability to maintain body control while moving. ### Balance Activities Balance activities don’t have to be complicated! There are many ways to incorporate fun activities that work your child’s balance without them noticing. Of course, depending on your child’s age, not all of these activities will be developmentally appropriate. However, many of these activities can be adapted to suit your child. Involve movements such as: - Somersaults - Cartwheels - Jumps - Standing on one foot. - Skipping - Squats - Running Activities: - Build an obstacle course - This can be done in the house or outside. Use your creativity and include as many balance activities as you can! - Play hopscotch - Hopscotch is a fun way to practice jumping from one foot to another. - Walk the plank - Draw a line with chalk, mark a line with tape, or find lines (like in the pavement) and have your child walk along it. - For a more advanced version, pretend a log in the park or your backyard is a plank and have your child walk across it and jump to the ground. - Ride a bike - Start by providing a child with a play bike, move to training wheels, and then teach your child how to ride a bike without training wheels. - Play Simon Says or Freeze Tag - Simon Says is great to play with a smaller group, while freeze tag is an excellent activity for a larger group of players. Both are great for children’s parties! - Go to the playground or indoor play center. - Playgrounds are built to develop your child’s balance and motor skills. They have balance beams, stairs, slides, swings, obstacles, and so much more. They are also free. - If you want to treat your child, take them to an indoor play center, such as one with trampolines, inflatables, ball pits, etc. This could even be a McDonald’s play place. ### Trouble with Balance If you see that your child has trouble with balance and may fall a lot, seek help from your pediatrician. Many aspects can affect balance, and some are not developmental. This is why it is crucial to see a specialist. The activities listed here only aid in strengthening balance skills but will not replace therapy. **Categories:** Physical Therapy **Tags:** For Parents --- ### [Obstacle Crossing as an Indicator of Dynamic Balance in Children with CP](https://ejtherapy.com/obstacle-crossing-as-an-indicator-of-dynamic-balance-in-children-with-cp/) **Published:** November 4, 2023 **Author:** Vicky Moroz **Content:** # Obstacle Crossing as an Indicator of Dynamic Balance in Children with CP - [ November 4 ](https://ejtherapy.com/2023/11/04/) ![Young child wearing a purple helmet rides a small blue balance bike on a paved path with dense bushes behind them.](https://ejtherapy.com/wp-content/uploads/2026/06/pexels-tatiana-syrikova-3932881-scaled.webp "pexels-tatiana-syrikova-3932881 - EJ Therapy - EJ Therapy") Obstacle crossing is a part of daily life. A child may be walking and has to step over a stick or manipulate around objects, like desks or toys. This requires dynamic balance. Obstacle crossing requires trunk control and stability in the lower limbs to maintain a center of mass. Children with CP are often tested over level ground with minimal obstructions, which does not allow for the most accurate results in terms of dynamic balance. A child with CP who can move around freely may have relatively good static balance or decent dynamic balance around minimal obstacles. Still, when their dynamic balance is tested over a relatively significant obstacle, this is a better indicator of what areas an intervention needs to address. It also establishes if the child has a high risk of falling. ### Study A 2016 study titled “Obstacle Crossing During Gait in Children With Cerebral Palsy: Cross-Sectional Study With Kinematic Analysis of Dynamic Balance and Trunk Control” aimed to evaluate and compare trunk and lower limb control as well as kinematics in children with CP (Malone et al.) The study concluded that interventions should address trunk control and stability in the lower limbs for dynamic balance. When crossing over the obstacle, a child must have ankle and trunk stability and strength to maintain their balance. Impaired movement of the lower limbs leads to compensation by the overexaggerating movement of the trunk to stabilize balance. This is not the most effective strategy for maintaining the center of mass, but it is often utilized by children with CP. A child with CP approaches the obstacle at a lower speed, shows excessive movements of the limbs and trunk, has a high foot clearance, and tries to gain momentum by swinging their limb. In addition, the muscles in the lower limbs are slower to activate as a symptom of CP. All of this significantly affects a child’s ability to effectively cross obstacles. ### Conclusion · When evaluating a child with CP who is ambulant, observing their trunk control and lower limb stability while crossing over and manipulating around obstacles is recommended in addition to typical evaluation strategies. · Interventions for improving balance in children with CP should target the control, stability, and strength of the trunk and lower limbs. **Categories:** Physical Therapy, PT Research **Tags:** For Therapists --- ### [Art for Children with Autism: Help Build Your Child’s Creativity](https://ejtherapy.com/art-for-children-with-autism-help-build-your-childs-creativity/) **Published:** November 9, 2023 **Author:** Vicky Moroz **Content:** # Art for Children with Autism: Help Build Your Child’s Creativity - [ November 9 ](https://ejtherapy.com/2023/11/09/) ![Child's arm sits over a tray of blue-yellow marbled paint while a paint palette and brush sit nearby, capturing a painting activity.](https://ejtherapy.com/wp-content/uploads/2026/05/pexels-D¾DDµN_N_-N_D¾D½D¶D°D½D¸D½D°-10398577.webp "pexels-олеÑ_Ñ_-Ñ_онжанина-10398577 - EJ Therapy - EJ Therapy") We all know that art is a beneficial pastime for children, but did you know it can be especially valuable for children with Autism? Art allows children to express themselves through different formats, focusing on drawing, learning an instrument, or acting. Art and creativity are not only a way for your child to play, but it allows for crucial cognitive growth opportunities and provides many benefits. Keep reading to learn more about art’s benefits and some art activity ideas! ### Benefits of Art **Art allows children to be creative.** Imagination and creative thinking are crucial foundations for children to think outside the box, aid in cognitive and linguistic development, and help to build independence. **Art serves as a method of communication.** It is a form of self-expression and a way for children with ASD to communicate, whether that is directly or indirectly. It may be difficult for a child to express their feelings effectively, but it may be easier to do this by acting out a play scene, playing happy music, or drawing their emotions. **Art provides crucial sensory input.** Art allows for the inclusion of many different materials, which help a child experience other sensory stimuli. Art such as drawing or painting opens up a lot of mediums, such as crayons, markers, watercolors, acrylic paint, pastels, and more. You can even incorporate different tools, such as painting with fingers, brushes, sponges, etc. This also applies to the categories of music and theater. **Art allows for positive behaviors to grow.** Engaging in different art forms can help stimulate learning processes and help with emotional regulation. It can help calm a child down and show them positive methods of relieving stress, anger, overstimulation, and more. **Art initiates social learning.** Art can help with modeling behaviors, social skills, turn-taking, attention, and more. Art forms like theater can model social cues and show appropriate behaviors. This can also be done through coloring a social story or watching a music video. **Art improves motor skills.** Art can help build both fine and gross motor skills. Painting or drawing targets fine motor skills, such as grasp, hand-eye coordination, hand strength, finger dexterity, and more. While acting and music can help engage gross motor skills such as balance, coordination, and other large body movements. ### Art Activity Ideas Your child is probably already engaging in creative play. Art benefits your child whether they participate in a group session or alone. - Color or free draw. - To mix it up, try different coloring books and different tools for drawing or painting. There are so many fantastic products out there. If you are afraid your child will make a mess, water paint only activates on special coloring sheets. - Act out a scene from the family’s favorite movie. - Listen to music or put on a sing-along. - You can also bring out bowls and spoons from the kitchen and have your child pretend to be playing the drums. - Play with toys. - If your child has trouble getting started, play with them and create a storyline for them to follow. This will help spark their imagination. We know that these are pretty simple activity ideas, but it’s essential to incorporate some of these simple activities into your child’s daily routine. If you’d like to mix things up, try signing up your child for a play group or child theater. Some groups are specifically created for children with Autism and other diagnoses, like ADHD. If you’d like to try different crafts with your child and their friends, check out this [42 Sensory Crafts for Kids with Autism, SPD, and ADHD](https://www.specialmomadvocate.com/sensory-crafts/) list. **Categories:** Occupational Therapy **Tags:** For Parents --- ### [What is Hippotherapy?](https://ejtherapy.com/what-is-hippotherapy/) **Published:** November 16, 2023 **Author:** Vicky Moroz **Content:** # What is Hippotherapy? - [ November 16 ](https://ejtherapy.com/2023/11/16/) ![Person kneeling beside a white and brown pony, gently resting their head against the pony's, in a rustic outdoor pen with a wooden fence.](https://ejtherapy.com/wp-content/uploads/2026/05/pexels-filip-kuran-6199402-scaled.webp "pexels-filip-kuran-6199402 - EJ Therapy - EJ Therapy") Believe it or not, hippotherapy has nothing to do with hippos! It is actually a strategy used by occupational, physical, and speech therapists where treatment involves the aid of horseback riding. More specifically, the AHA (American Hippotherapy Association) defines hippotherapy as occurring when “occupational therapy, physical therapy, and speech-language pathology professionals use evidence-based practice and clinical reasoning in the purposeful manipulation of equine movement as a therapy tool to engage sensory, neuromotor and cognitive systems to promote functional outcomes.”\[1\] It is a strategy or tool to incorporate within traditional PT, OT, or speech treatment and is not considered a type of therapy in itself. It is beneficial for both children and adults, and can be used in cases of Down Syndrome, Autism Spectrum Disorder, Cerebral Palsy, Spina Bifida, developmental delays, and more. Hippotherapy involves cooperation from the therapist, horse handlers, and even volunteers. It is even possible to cotreat during hippotherapy. Regardless of how hippotherapy is conducted, it will not be just the therapist and child; it will be an operation calling for teamwork. ## How Hippotherapy Works Hippotherapy works in conjunction to occupational, physical, and speech therapy. From a physical therapy perspective, the horse’s movements are manipulated by the handler. Since a horse’s movements are similar to those of humans, a child will begin to feel how to walk and move through space. The handler also manipulates the horse to elicit a balance reaction from the child. The pelvis will move similarly to how a pelvis moves when walking. This three-dimensional movement (forward and backward, side to side, and rotational movement), begins to teach the child’s body how to function while walking by building balance, strength, visual-motor integration, and muscle coordination.\[2\] Although hippotherapy is widely known for helping with balance and coordination, it can also be helpful for occupational therapy goals such as visual-motor and sensory integration. The movement of the horse and the sensory input from the environment allows for this. While all this is happening, a speech therapist can work on speech-related goals. Hippotherapy is also more than just sitting on a horse. A back pad is often utilized instead of a saddle to enhance the feeling of the horse’s movement. A child can lie on their back or chest, sit sideways, forwards, or backward, or the child can even kneel on the horse. ## Therapeutic Riding vs. Hippotherapy The AHA makes a distinction between therapeutic riding and hippotherapy. They do not acknowledge the terms “equine therapy” or “horse therapy” since hippotherapy is a strategy used within the realms of OT, PT, and Speech therapy. However, there are a lot of places that do use these terms when describing their services. This does not mean that they provide Hippotherapy, although they may be a facility that can handle the requirements of hippotherapy and are willing to work with a therapist. The best way to find a facility that offers hippotherapy is to talk to your child’s therapist. **Categories:** Physical Therapy **Tags:** For Parents --- ### [Hippotherapy as part of Physical Therapy Treatment](https://ejtherapy.com/hippotherapy-as-part-of-physical-therapy-treatment/) **Published:** November 18, 2023 **Author:** Vicky Moroz **Content:** # Hippotherapy as part of Physical Therapy Treatment - [ November 18 ](https://ejtherapy.com/2023/11/18/) ![People and horses in an open field at sunset, with children and adults interacting near the horses by the treeline.](https://ejtherapy.com/wp-content/uploads/2026/06/pexels-gA¼lizar-A_ener-5776039.webp "pexels-gülizar-Å_ener-5776039 - EJ Therapy - EJ Therapy") As stated by the AHA (American Hippotherapy Association), Hippotherapy occurs when “occupational therapy, physical therapy, and speech-language pathology professionals use evidence-based practice and clinical reasoning in the purposeful manipulation of equine movement as a therapy tool to engage sensory, neuromotor and cognitive systems to promote functional outcomes.”\[1\] It is a strategy or tool to incorporate within traditional PT, OT, or Speech treatment; it is not a standalone treatment. It is beneficial to both pediatric and adult patients. In pediatric patients, hippotherapy can be used to help treat traumatic brain injuries, incomplete spinal cord injuries, cerebral palsy, autism spectrum disorder, stroke, spina bifida, down syndrome, developmental delays, muscular dystrophy, and more.\[2\] Hippotherapy involves cooperation from the therapist, horse handlers, and even volunteers. It is even possible to cotreat during hippotherapy. Regardless of how hippotherapy is conducted, it will not be just the therapist and child; it will be an operation calling for teamwork. ### How Hippotherapy Works as Part of Treatment According to the AHA\[3\] : “The average horse walks at a rate of approximately 100 steps per minute. Just 5 minutes on a walking horse represents 500 neuro-motor inputs to the patient. In a typical therapy session, 15 to 25 minutes of equine movement may be incorporated by the treating therapist—which represents 1500 to 2500 neuromotor inputs to the patient.” The horse’s movements are manipulated by the handler. Since a horse’s movements are similar to those of humans, a child will begin to feel how to walk and move through space. The handler also manipulates the horse to elicit a balance reaction from the child. The pelvis will move in a similar manner to how a pelvis moves when walking. This three-dimensional movement (forward and backward, side to side, and rotational movement), begins to teach the child’s body how to function while walking by building balance, strength, visual-motor integration, and muscle coordination.\[4\] Hippotherapy is more than just sitting on a horse. A back pad is often utilized instead of a saddle to enhance the feeling of the horse’s movement. A child can lie on their back or chest, sit sideways, forwards, or backward, or the child can even kneel on the horse. ### Therapeutic Riding vs. Hippotherapy The AHA makes a distinction between therapeutic riding and hippotherapy. They do not acknowledge the terms “equine therapy” or “horse therapy” since hippotherapy is a strategy used within the realms of OT, PT, and Speech therapy. However, there are a lot of places that do use these terms when describing their services. This does not mean that they provide Hippotherapy, although they may be a facility that can handle the requirements of hippotherapy and are willing to work with a therapist. In this case, it is the therapists responsibility to reach out to the facility and inquire whether they would be willing to assist with hippotherapy instruction. ### Training and Programs in Ohio To be able to provide hippotherapy, a therapist has to be certified by the American Hippotherapy Certification Board by obtaining a certificate that they are AHCB Hippotherapy Certified, or are a HPCS Hippotherapy Clinical Specialist. For more information on this, visit The[ AHA curriculum overview](https://www.americanhippotherapyassociation.org/curriculum-overview-registration). The following links are to facilities in Ohio that offer Hippotherapy or have facilities that are equipped for hippotherapy: [Pegasus Farm](https://www.pegasusfarm.org/) [Chasing Hope Equestrian Center](http://chasinghopeequestriancenter.org/) [Therapeutic Riding Institue](https://www.triohio.org/) **Categories:** Physical Therapy, PT Research **Tags:** For Therapists --- ### [What If My Child Has Trouble with Articulation?](https://ejtherapy.com/what-if-my-child-has-trouble-with-articulation/) **Published:** November 23, 2023 **Author:** Vicky Moroz **Content:** # What If My Child Has Trouble with Articulation? - [ November 23 ](https://ejtherapy.com/2023/11/23/) ![Two people with large afros sit on a bench beside lush greenery, sharing a moment; the child looks up at the adult.](https://ejtherapy.com/wp-content/uploads/2026/06/pexels-barbara-olsen-7880777-scaled.webp "pexels-barbara-olsen-7880777 - EJ Therapy - EJ Therapy") Articulation is defined as “the ability to physically move the tongue, lips, teeth, and jaw to produce sequences of speech sounds, which make up words and sentences.”1 Articulation is an integral part of speech as it allows us to create clear, understandable sounds that form words, which then make up speech. It will enable us to communicate. ### Signs of Articulation Problems If your child has trouble with articulation, you may notice signs such as: · Is difficult to understand. · Has trouble with specific sounds or linking sounds together. · Leaves off sounds from words. · Adds sounds to words. · Distorts sounds, such as pronouncing “s” like “th.” · Becomes frustrated when trying to communicate with others. ### Causes of Articulation Problems Many things can cause your child to struggle with articulation. It could be caused by developmental delays, hearing impairments, physical problems (low muscle tone or cleft palate), neurological issues, disorders such as childhood apraxia of speech, and more. Many components need to come together for proper speech, and often the cause of an articulation disorder is unknown. However, depending on the severity of the problem, adequate intervention can significantly improve your child’s articulation. ### What Should I do if my child has trouble with articulation? The most important thing to do if your child struggles with articulation is to see a specialist. If you are unsure, talk to your pediatrician, and if they see fit, they will give a referral for a speech therapy evaluation. A Speech Language Pathologist (SLP) can evaluate your child’s condition, identify what conditions contribute to your child’s trouble with articulation, and rule out those that are not. They will then be able to create the proper intervention that addresses your child’s speech difficulties. **Categories:** Speech Therapy **Tags:** For Parents --- ### [Phonology and Phonological Disorders](https://ejtherapy.com/phonology-and-phonological-disorders/) **Published:** November 30, 2023 **Author:** Vicky Moroz **Content:** # Phonology and Phonological Disorders - [ November 30 ](https://ejtherapy.com/2023/11/30/) ![Child running through a grassy park, wearing a dark hoodie, beige shorts, and blue sneakers, near a tree.](https://ejtherapy.com/wp-content/uploads/2026/06/pexels-brett-sayles-1073088.webp "pexels-brett-sayles-1073088 - EJ Therapy - EJ Therapy") Speech therapy deals with speech sound disorders, an umbrella term for many speech issues, including phonological and articulation disorders. We’ve already discussed the importance of articulation, but what is the difference between articulation and phonology? Keep reading to find out! ### Phonology Phonology is the “study of the speech sound (i.e., phoneme system of language, including the rules for combining and using phonemes.”1 Phonemes are the smallest units of sounds, or the letters in the alphabet. Each letter produces its own sound, and together these sounds make up words. Each language has its own phonological rules and patterns. Most of us don’t pay attention to it, but we constantly follow a language system. ### Articulation vs. Phonology? While phonology deals with the combination of different speech sounds, articulation is defined as “the ability to physically move the tongue, lips, teeth, and jaw to produce sequences of speech sounds, which make up words and sentences.”2 Trouble with articulation refers to trouble with producing certain sounds, while trouble with phonology refers to trouble organizing the sounds, mainly when certain sounds are grouped together. A person who struggles with a phonological disorder may be able to pronounce the sound individually but struggles when that sound is placed in between or with other sounds. ### Phonological Disorders Phonological issues can have many causes, which are grouped into the categories of organic or functional. Organic problems are caused by known problems, such as deafness, while functional speech sound disorders do not have a known cause. While developing, children usually go through something called a phonological process. It is difficult for children to pronounce different combinations of sounds at a young age, so they will substitute or omit certain sounds, such as some consonant combinations. This is normal and only becomes concerning if they continue doing this past the age of 3-4. Persisting problems become categorized as phonological disorders. It causes the child to be difficult to understand and usually will not go away without treatment. Listed below are common phonological processes that are seen and the age at which they should be eliminated. ![Table of phonological processes with three columns: Process, Description, and Approx. age of elimination; lists Backing, Fronting, Stopping, Final consonant deletion, Weak syllable deletion, and Gliding with brief explanations and ages.](https://ejtherapy.com/wp-content/uploads/2026/06/PhonologicalProcesseliminationchart-1024x1024.webp "Phonological+Process+elimination+chart - EJ Therapy") \[The above chart was adapted from numerous sources, including our speech therapists’ knowledge. [Please see The SLP’s Guide to Speech Sound Disorders: Articulation & Phonological Development](https://blog.slpnow.com/the-slps-guide-to-speech-sound-disorders-articulation-phonological-development/), [Phonological Processes by Little Bee Speech](https://littlebeespeech.com/resources/pdf/phonological_processes.pdf), and the [Phonological Processes chart from Play Works Chicago](https://playworkschicago.com/wp-content/uploads/2016/06/Phonological-process-Chart.pdf) for our inspiration\] If you are concerned that your child has a phonological disorder, seek the help of a speech-language pathologist to help evaluate what may be causing your child’s phonological problem. If the SLP deems it appropriate, they will create a treatment plan to help address any phonological issues your child may experience. **Categories:** Speech Therapy **Tags:** For Parents --- ### [What is Feeding Therapy?](https://ejtherapy.com/what-is-feeding-therapy/) **Published:** December 7, 2023 **Author:** Vicky Moroz **Content:** # What is Feeding Therapy? - [ December 7 ](https://ejtherapy.com/2023/12/07/) ![Boy in a yellow hoodie biting bread at a table, with a blue-green drink in a glass nearby.](https://ejtherapy.com/wp-content/uploads/2026/05/pexels-anna-shvets-3905792-scaled.webp "pexels-anna-shvets-3905792 - EJ Therapy - EJ Therapy") Feeding therapy is a type of intervention to help children who are struggling eaters. Feeding therapy is often directed by a team of an occupational therapist and a speech therapist who have undergone the specific training. It addresses the sensory and oral motor parts of eating that may affect how a child consumes food. For example, if a child is having issues with chewing or swallowing, this is an oral motor issue and would be addressed by a speech language pathologists. However, if there is a sensory-based concern, such as the smell or texture of food, the sensory-based aspect would be addressed by an occupational therapist. An OT may also address the motor components of self-feeding. ### Does my child need feeding therapy? Most children have some foods that they refuse to eat, but when do a child’s eating behaviors become an issue? When your child is not getting the nutrients they need, are underweight, or their diet is very restricted is when their eating habits become problematic. Most children are “picky” about some foods, and that’s okay! A lot of children will grow out of it. Of course, this doesn’t mean you should stop encouraging them to eat their fruits and vegetables or whatever they are against eating. It is when a child’s diet is so limited that they cannot get the right nutrients that is cause for concern. Also, if a child is not underweight, this does not mean they wouldn’t qualify for feeding therapy. If a child’s diet is solely chicken nuggets and cheese puffs, they probably are getting caloric content, but they aren’t getting the required vitamins and minerals their body needs to function and grow. Signs your child may need feeding therapy: · Limited diet · Is underweight · Coughing or gagging when trying new or non-approved foods · Sensitive to texture · Trouble swallowing or chewing · Throws up frequently after meals The list above is by no means exhaustive. If you feel your child is struggling with feeding, you should contact your pediatrician. ### Tips to help your child eat new foods Introducing new foods can be difficult. Not everybody is up for trying new things, especially a child that is struggling with feeding. **Remain calm.** It’s easy to get frustrated when your child won’t eat the food you worked hard to prepare or won’t eat anything at all. However, if a child senses your frustrations, they likely won’t be encouraged to eat. Set expectations, but remember to try to stay undisturbed. Don’t give into tantrums, but also don’t punish the child for being unable to eat a new food right away. This will put them off from eating new things even more. **Establish routines.** A set routine for meal times will help set expectations. Pick a time when everybody will sit down together and is expected to eat. This way, your child anticipates meal times and understands that this is a time for eating, not watching TV or playing. **Encourage the child to interact with the food**. If your child is extremely sensitive to the sensory parts of eating (texture, the way it looks, the way a food smells), it’s a good first step to have them interact with the foods. This can be through just touching the food, playing with it, smelling the food, or even helping to prepare it. These interactions might not seem like a big deal, but they are becoming more familiar with sensory stimuli. If the texture is upsetting to them, getting them to play with that food is a huge first step. They are beginning to become desensitized to it. **Eat new foods with your child.** Some children like to mirror their parents, peers, or adults. If they have a representation of what they are supposed to do, they will be more encouraged to try the food. Even if that is putting the food up to their mouths, this is a great first step. When you are introducing a new food, try it first. Show them how much you enjoy it. **Don’t overwhelm your child.** If you are introducing new food to your child, make sure it is one new food at a time. If they have a lot of different things to try, they may become overwhelmed and overstimulated. Also, if you are going to a party or having a big holiday dinner, it might be a good idea to pack some approved foods for your child. A big gathering may be too much pressure to try new foods. Mealtimes should have a relaxing atmosphere so that your child is more open to eating the new food. **Use books as a way of introducing new food to your child.** Books are a great way to increase comfort and establish expectations. By introducing characters in similar situations, your child may be more open to There are even some books that talk about the texture and appearance of foods. This can help increase exposure to new foods. It will also incorporate repetition of phrases that help a child get used to the idea of eating something that they may be uncomfortable with. For some great book ideas, check out this list of the[ 12 Best Picky Eater Books for Children](https://onmykidsplate.com/picky-eater-books-children/) For more tips on feeding, check out our earlier post: [Helping Support Positive Eating Behaviors in Children](https://www.ejtherapy.com/blog/positive-eating?rq=feeding). **Categories:** Occupational Therapy **Tags:** For Parents --- ### [Sensory Processing Around the Holidays](https://ejtherapy.com/sensory-processing-around-the-holidays/) **Published:** December 12, 2023 **Author:** Vicky Moroz **Content:** # Sensory Processing Around the Holidays - [ December 12 ](https://ejtherapy.com/2023/12/12/) ![Reindeer with string lights and gifts sits beside a green mug filled with marshmallows and a gingerbread man; Santa stands nearby.](https://ejtherapy.com/wp-content/uploads/2026/05/sensoryprocessing.webp "sensory+processing - EJ Therapy - EJ Therapy") Christmas is a time of joy, family, friends, presents, beautiful lights, decorations, crafts, holiday gatherings, and more! However, this season can be challenging if your child struggles with sensory processing. Taking time to prepare for an accommodate these sensory issues can make the holidays for enjoyable for both you and your child. Keep reading to discover how to help your child have the best Christmas! ### Sensory Processing Recap If you’re not familiar with sensory processing, feel free to check out our earlier posts: [Sensory Regulation Explained](https://www.ejtherapy.com/blog/sensory-regulation) [Occupational Therapy for Sensory Integration](https://www.ejtherapy.com/blog/sensory-integration) In short, sensory processing (also called sensory regulation or sensory integration) is the process of being able to take in and react to the different sensations or stimuli we experience. Everybody processes sensory input differently, which is why some children may also need help to enjoy the holidays. ### Suggestions for a sensory-friendly Christmas ***1. Plan.*** The best way to have a sensory-friendly Christmas is to plan. Children with sensory processing challenges may not do well in loud, bright environments where they’re around many people and have to try non-preferred foods. Be aware of your child’s triggers, and don’t force them into uncomfortable situations. To prepare for an event: - Use social stories or pictures to show your child what to expect at a family event. You can also read a Holiday book to show your child what Christmas Eve or Christmas Day looks like and what behaviors are appropriate. - Educate your guests, hosts, family, friends, etc. by letting them know if something will trigger your child, such as too much physical contact or bright lights, and tips on how to respond if your child becomes dyregulated. - Create a “break corner” for your child to have a safe place to go if they are feeling overwhelmed or just need a little time away from the party. This can be as simple as putting a blanket over a table and placing some calming toys inside their “tent” (ex. sensory fidget toys, headphones, stuffed animal, paper and crayons, etc.) ![Holiday-themed illustration: clipboard with a checklist inside a decorative wreath, plus a Christmas tree and Santa's sleigh with reindeer in the scene.](https://ejtherapy.com/wp-content/uploads/2026/05/plan.webp "plan - EJ Therapy - EJ Therapy") ![Decorative Christmas border with hanging gold ornaments, stars, gifts, and a tree against a black background.](https://ejtherapy.com/wp-content/uploads/2026/05/decoratewithcare.webp "decorate+with+care - EJ Therapy - EJ Therapy") ***2. Decorate with care. Smells, sounds, lights.*** Who says you can’t decorate your house for Christmas? You may need to introduce your child to decorations slowly. Many new things popping up at once may be overwhelming and will overstimulate your child. To help prevent this, introduce your child to decorations slowly. Try to get your child to help with decorating. Also, be aware of the number of lights, sounds, and smells you introduce. Scented candles, fresh pine needles, flashing lights, and interactive decorations are fun, but they may be too much for your child. Be aware of anything that might trigger your child. Consider attending a sensory friendly event. May communities offer sensory friendly concerts, zoo visiting hours, and visits with Santa. ***3. Make sure your child’s coping tools are available to them.*** The odds are that you have a plan for when your child becomes over or under-stimulated. Make sure that those tools are available to them. If your child has a sensory diet or routine to help keep them regulated, try to stick to that as much as possible. Remember to take a break during the party or event. If your child needs extra movement, take them outside to run around, even if it’s just for a little bit. Bring a weighted vest or weighted blanket if your child needs deep pressure. Take them out in the car for a little bit to calm down. If your child has trouble understanding their body needs, remember to ask them regularly if they need anything, such as to use the restroom. At EJ Therapy we use many strategies to help children with sensory processing concerns, such as the Zones of Regulation to help keep children aware of their feelings and to help control emotions. The Zones of Regulation is a great tool to help your child express their feelings appropriately and create a toolbox for when overwhelmed. Ask your OT for more information. ![Two kids play with a sandbox and toys while a person holds a colorful game controller; small tree shapes decorate the background.](https://ejtherapy.com/wp-content/uploads/2026/05/copingtoolsavailable.webp "coping+tools+available - EJ Therapy - EJ Therapy") ![Festive dining scene with string lights above a plate showing a heart, plus a roasted turkey leg on a purple plate and a full roasted chicken with garnish on another plate.](https://ejtherapy.com/wp-content/uploads/2026/05/prepareformeals.webp "prepare+for+meals - EJ Therapy - EJ Therapy") ***4. Prepare for meals.*** Children with sensory processing challenges often struggle with meals. As a result, their diet is limited, and Christmas dinner is not a great time to experiment with trying new things unless your child wants to. If you know your child will only eat certain foods, bring a separate meal for them. ***5. Presents. Wish list*** Presents are so much fun, and waking up on Christmas morning to run to check what’s underneath the Christmas trees is one of the most exciting parts of the holiday, at least for children. Although, if your child gets a present that they don’t like or are not up for surprises, this may pose another challenge. To prepare for this, have your child create a Christmas wish list. Then, let any other family members or friends know what gifts would trigger your child, such as shoes that aren’t Velcro or a toy that makes loud noises. ![Smiling cat in a Santa hat sits beside a green Christmas tree with wrapped gifts and red ribbons.](https://ejtherapy.com/wp-content/uploads/2026/05/presents.webp "presents - EJ Therapy - EJ Therapy") ![Woman helps a child reaching for ABC blocks while a colorful tower of boxes sits nearby with fruit on top (apple and bananas).](https://ejtherapy.com/wp-content/uploads/2026/05/talktoOT.webp "talk+to+OT - EJ Therapy - EJ Therapy") ***6. Talk to your child’s OT to problem-solve.*** Your child’s occupational therapist is there to help. If you aren’t sure how to prepare for the holiday, ask your child’s OT to help. They aid you in preparing a toolkit to traverse the holidays happily! **Categories:** Occupational Therapy, Physical Therapy, Speech Therapy **Tags:** For Parents --- ### [Christmas Gift Guide](https://ejtherapy.com/christmas-gift-guide/) **Published:** December 12, 2023 **Author:** Vicky Moroz **Content:** # Christmas Gift Guide - [ December 12 ](https://ejtherapy.com/2023/12/12/) ![Decorative Christmas presents on a dark wooden table with red and white ribbons, pine branches, berries, and dried orange slices.](https://ejtherapy.com/wp-content/uploads/2025/12/pexels-george-dolgikh-1303085.webp "pexels-george-dolgikh-1303085 - EJ Therapy - EJ Therapy") Happy Holidays! This Christmas Gift Guide was created by Jeannine A with input from Morgan V, SLP. Both of these wonderful therapists are Speech Language Pathologists at EJ Therapy. --- Christmas is around the corner and gift buying for your little ones can be tricky. This can be especially true when: 1). you’re like me and have a lot of toys already or 2). you want new ideas that can help promote development and language skills. Instead of asking yourself “What do I get my kid” this year, let me help you! I put together a list of my favorite toys as a speech language pathologist that can promote language with your help of course. On the list I put together, you will notice a theme of hardly any electronic toys! This is important. Children need social interactions with others and not with their toys to build their language skills. Being present and playing with these toys with your child is super important. The few toys I have listed that have batteries I either noted to take or leave them out of the toy or they are a toy I feel is worth having it in. This list is geared towards children 1 year old to 3 years old. We have created several posts on our blog on how to use toys to help with language development. These toys are great for that and many of them are used in our clinics by our SLPs. Feel free to check out some of these posts to learn more about helping your child with language development: [Communication Temptations](https://www.ejtherapy.com/blog/communication-temptations) [Verbal Routines](https://www.ejtherapy.com/blog/how-to-build-vocabulary-in-children) [Recasting](https://www.ejtherapy.com/blog/recasting) [Interactive Book Reading](https://www.ejtherapy.com/blog/interactive-book-reading) *Disclosure: Some of the links below are affiliate links. This means that, at zero cost to you, EJ Therapy will earn an affiliate commission if you click through the link and finalize a purchase.* ### Gift Guide 1). Playdoh and playdoh accessories ![Orange toy cement mixer and Play-Doh tubs on a textured floor with a blurred Christmas tree in the background, suggesting a holiday play scene.](https://ejtherapy.com/wp-content/uploads/2026/05/playdoh-1-300x300.webp "play+doh - EJ Therapy") Play doh is an all-around great tool for both OT and speech. We use play doh to promote creativity, improve fine motor skills, build finger and hand strength, work on manipulation, and build hand-eye coordination. Have your child roll the dough into snakes and then practice cutting with scissors by snipping up the snakes. Make letters and shapes out of the play dough for even more practice. For utilizing communication temptations, you can use play doh to help your child request what color they’d like or the tool they need. Play doh is also great for incorporating words like “squish” and “roll.” You can even get different playsets to help introduce vocabulary or help with labeling. For example, you can get a construction or cooking playset to help teach your child new words. Getting a set with a theme they are interested in will help encourage your child to interact more. --- 2). Bubbles!!! Kids love everything bubbles ![Two toy bubble blowers—one blue dolphin and one pink bubble gun—sit on a gray countertop with a Christmas tree blurred in the background.](https://ejtherapy.com/wp-content/uploads/2026/05/bubbles-300x300.webp "bubbles - EJ Therapy") We love to use bubbles in therapy! Bubble guns or bubble machines are a great gift idea for children. Bubbles are another great toy to use while practicing communication temptations (if you’re not sure what that is, check out our earlier post). They also can be used to teach directions by directing the flow of the bubbles up or down. With words like “pop” or “bubble,” you are targeting the important “P” and “B” sounds. --- 3). Barn with animals ![Toy farm playset with a red-and-white barn, small animals, and fence on a speckled surface. In background, a tree with lights.](https://ejtherapy.com/wp-content/uploads/2026/05/barn-300x300.webp "barn - EJ Therapy") Another favorite often used by our speech therapists is a toy barn set. If your child likes to play more with toy animals rather than toy people, this is a great tool to use for language development. Again, you can use this for things such as teaching prepositions, directions, and environmental sounds. The barn and barn animals are used for labeling vocabulary and you have a whole collection of different animal sounds to introduce, such as woof for a dog, oink oink for a pig, baa baa for a sheep, and so on. When your child is in the early stages of language learning, it is easier for them to imitate simple sounds or words they hear often through repetition. This type of learning can be elicited through playing with toys such as this barn playset. When kids are able to communicate through gestures and can imitate actions such as a cow eating grass, for example, they are ready to begin imitating simple sounds. This is why play sets like this are an excellent toy for a child to have because of how they encourage this type of learning. --- 4). Anything little people ![Colorful kids' toy setup on a wooden table: a yellow school bus, green track with figures, and a yellow climbing slide under string lights.](https://ejtherapy.com/wp-content/uploads/2026/05/littlepeople-300x300.webp "little+people - EJ Therapy") Little People toys and playsets are a favorite at the clinics and schools. Not only are these toys a bunch of fun for the kids (great for engaging their imagination), they are also great for teaching: -how to follow directions -prepositions -environmental sounds -exclamatory words If you have a Little People play house, you can teach your child how to follow directions using prepositions by saying phrases such as, “put the chair in the living room” or ask something silly like, “does the table go on top of the house?” These toys are also great for environmental sounds (i.e., beep beep) or exclamatory words (yay, oh no). You can also practice verbal routines with them. Use phrases like, “ready, set, go” or sing wheels on the bus when using a toy bus that comes with a playset. --- 5). Cars ![Colorful plastic marble roller coaster toy set with a small blue car on an orange ramp under a decorated Christmas tree.](https://ejtherapy.com/wp-content/uploads/2026/05/cars-300x300.webp "cars - EJ Therapy") Cars and trains are especially loved by the boys. If your child is really interested in cars or trains, utilize this to help with their language development! Cars and trains are good for teaching: -environmental sounds such as “beep beep,” “vroom,” or “choo choo.” -simple CV(consonant-vowel) words like “go,” or “key.” -how to follow directions. Tell your child to take the car or train under the bridge or around the table. You can incorporate a lot more great elements by getting a race or train track as well! --- 6). Bath toys --- 7). Any of the Poke-a-dot books ![Colorful Christmas scene with wrapped gifts, a red plaid blanket, and two Poke-A-Dot kids' activity books on a carpet.](https://ejtherapy.com/wp-content/uploads/2026/05/poke-a-dot-1-300x300.webp "poke-a-dot - EJ Therapy") Poke-a-dot books are great children’s books that have interactive elements. You know how satisfying it is to pop bubble wrap? Well these books have dots that you can press, making a “click” or “pop” noise. These books help your child learn because they encourage multi-sensory learning. The child can follow along and pop the dots, or you can have them describe the pictures before they’re allowed to pop the dots. The poke-a-dot books are a wonderful tool to teach themed vocabulary and identification. For example, in a farm-themed poke-a-dot book, you can ask a child to identify the pig or sheep. You can ask what sound each farm animal makes. The more prompts you give your child, the more opportunities they have to interact with you and learn new sounds and words. This isn’t only applicable to farm-themed books. If you have a dinosaur book, encourage your child to identify the purple dinosaur or make a “roar” sound. Other things you can request your child to imitate is to introduce words like “poke” or “pop.” Press the dot and say one of these words and have your child imitate you. Another thing you can do if you have trouble getting your child to interact is to request for them to turn the page. You also don’t have to necessarily buy the poke-a-dot book brand to get great interactive elements in books. Feel free to look up sensory books and see what strikes your fancy! --- 8). Cause and effect toys ![Colorful kids' marble run toy with multiple tracks and a red base on a carpeted floor, next to a pink piggy bank and scattered plastic coins/ caps.](https://ejtherapy.com/wp-content/uploads/2026/05/causeandeffect-300x300.webp "cause+and+effect - EJ Therapy") As the name implies, cause-and-effect toys are used to help kids figure out how their actions affect their environment. It is important for both language and motor skills! These toys usually have a lot of interactive components that work on things such as hand grasp, hand-eye coordination, and more. These toys also can be used to improve language development greatly. They are great to use with communication temptations (we have a post about this on our blog!), a method of tempting your child to communicate with you. In this case, they may ask for help if they don’t understand or can’t manipulate the toy to do what they want. For the piggy bank and ball drop, you could hold the coins or balls and have your child request them. They are also great for learning words like “in” or “out,” teaching directions, and working on articulation (simple words formed by a consonant followed by a vowel, such as you, me, up, etc.). --- 9). Pretend food ![Toy kitchen set and plastic groceries on the carpet under a lit Christmas tree.](https://ejtherapy.com/wp-content/uploads/2026/05/pretendfood-300x300.webp "pretend+food - EJ Therapy") Pretend food can be a great tool for language development, imaginary play, and fine motor play. The pretend food comes in really fun play sets that are very interactive! They make food you can cut that uses Velcro to stick back together and playsets that incorporate lots of different utensils. Toys like this are great for: -teaching words like “eat” or “cut” -Modeling vocabulary -requesting -following directions -labeling vocabulary With these toys, you can use similar activities we’ve talked about in earlier posts (communication temptations, themed vocabulary, earning rewards). With the list above, you can request your child to give you the apple, or to cut the apple in half and give you a half. You can tell them to put the lettuce in the salad bowl. You can ask your child what food something is. If your child is playing, go along with what they’re doing and fine openings to interact with them. Pretend food is just another tool to help engage your child --- 10). Building toys ![Colorful toy blocks with numbers and animal faces stacked on a black bench in front of a white pillow with red plaid mitten shapes.](https://ejtherapy.com/wp-content/uploads/2026/05/buildingtoys-300x300.webp "building+toys - EJ Therapy") The stacking blocks in our picture are more for very young children, but the types of stacking blocks can differ widely, so you can easily get a set that is more age appropriate for your child. There are magnetic blocks, soft stacking blocks, wooden blogs, sensory blocks, and so much more. Stacking blocks can be used for exclamatory sounds (crash, boom), prepositions (up, down), and labeling colors. A great activity to do is to get blocks with words or pictures on them, or you can tape words, phrases, or images on the blocks and have your child identify them. To help prompt your child, ask questions like “what is this animal,” or, “can you show me your favorite color?” You can get really creative with these! --- 11). Toys to climb on/step on- can help promote motor and language skills ![Colorful children’s play area with foam cushions, a red toy chair with yellow dots, a gray block, and a green foam wedge on a blue zigzag rug.](https://ejtherapy.com/wp-content/uploads/2026/05/toystoclimbon-300x300.webp "toys+to+climb+on - EJ Therapy") Our Picks: --- 12). Critter Clinic ![Colorful children's toy vet clinic with six doors (purple, blue, green, yellow, orange, red) and keys on a carpeted floor.](https://ejtherapy.com/wp-content/uploads/2026/05/critterclinic-1-300x300.webp "critter+clinic - EJ Therapy") You can also find the [critter clinic at target](https://www.target.com/p/b-toys-toy-vet-kit-for-kids-critter-clinic/-/A-76155786) for a cheaper price. The critter clinic is a really fun and cute toy that is good for both OT and speech! It’s really great for challenging the kids and really sparking their curiosity. Since there are doors AND keys, this is a wonderful toy to use with communication temptations. You want to tempt your child to ask you for help opening the doors. This is great for teaching words such as open, shut, put in, take out, etc. You can change the theme of what you put into the critter clinic. It can be farm animals, pets, toy foods, cars, or really anything you’d like. Since there are so many manipulative elements to this toy, it is also great for fine motor skills. Your child is working on pincer grasp, hand-eye coordination, turning keys, manipulating small objects, and more. --- 13). Hedbandz or Apples to Apples Jr. ![Box of Hedbanz: The Quick Question Game for 2–6 players, red with three kids and cards on the table.](https://ejtherapy.com/wp-content/uploads/2026/05/headband-300x300.webp "headband - EJ Therapy") Hedbanz or Apples to Apples Jr. are both fantastic games for older kids. Hedbanz is marketed towards children 8 and up, while Apples to Apples Jr. is marketed towards children 9 and up. These games encourage communication and are a great activity for families or friends to do all together. Your child may not even realize they are working at improving their vocabulary because they are having so much fun! Games like this target areas such as: -vocabulary -synonyms and antonyms -social skills and turn taking -descriptions -comprehension -categories Although these are games and are fun, they are actually helping to improve your child’s language skills. They introduce new concepts while challenging your child to provide descriptions and utilize new or rarely used vocabulary words. Games like this also allow extra family time, making them an even more fun Christmas gift! --- 14). Poppers ![Plastic cow figurine with a bright green tennis-ball nose and pink collar stands on a carpet, with Christmas gift boxes in the blurred background.](https://ejtherapy.com/wp-content/uploads/2026/05/poppers-1-300x300.webp "poppers - EJ Therapy") The cow popper is a clinic favorite among the kids. You squeeze the cow to launch a foam ball out of its mouth. This is excellent for working on hand grasp. You also have the pincer grasp and in-hand manipulation when arranging the balls. It’s even great for gross motor work, as the child has to retrieve the ball. --- 15). Fine Motor Games ![Colorful Apple Picking game for kids, with a wooden tree, apples, and scoops on a carpet beside the game box labeled 'Apple Picking.'](https://ejtherapy.com/wp-content/uploads/2026/05/applepicking-1-300x300.webp "apple+picking - EJ Therapy") [The apple picking game shown in the picture is not found on amazon but is linked here](https://www.hungrycutters.com/product-page/apple-picking-toy). It is great for scissor skills, although this game focuses on much more than just that. The apple tree can be propped up or laid flat on a surface. There are scissor scoops and bird tweezers where a child can pick apples from the tree or off the ground. There are little worms at the base of the apple tree that a child can pick up with the bird tweezers, or work on placing the worms back into the holes. The baskets are for the different colored apples where your child can separate the apples by color. There is so much more to this game, so feel free to check it out! The maker of the toy is a brand called Hungry Cutters. They have a bunch of great toys that target fine motor skills. --- 16). Pop the Pig ![Plastic pig chef toy sitting on gravel with a spatula, wearing a white chef hat and red bow tie, beside a blue 'Pop! the Pig' box and scattered numbered discs.](https://ejtherapy.com/wp-content/uploads/2026/05/popthepig-300x300.webp "pop+the+pig - EJ Therapy") Pop the Pig is a game created by Goliath Games. It incorporates colors, turn-taking, numbers, and counting. The object of the game is to pop the pig’s belt by feeding it hamburgers. Each hamburger is a different color and has a number on the bottom. The number indicates how many times the pig must chew its hamburger. This game is not only fun and creative, but it can also be utilized in language learning. This can be made into a goal-oriented game where the child must go through repeated trials to earn a burger. For example, the object of the game might be to have the child say “pop.” If the child repeats it, they earn a hamburger and can feed it to the pig. You can also do this with numbers or colors. If your child is younger, you do not have to incorporate rolling the die. This game is great for working on articulation as well as final consonants like those in the words “pop,” “pig,” and “eat.” --- ### About the Authors This guide was created by Jeannine A, SLP. Jeannine has over 6 years of experience. She specializes in articulation, language, early intervention, and feeding therapy. ![Portrait of a smiling woman with wavy blonde hair, wearing a light patterned sleeveless top against a gray studio background.](https://ejtherapy.com/wp-content/uploads/2026/05/Abel-2.webp "Abel-2 - EJ Therapy - EJ Therapy") ![Portrait of a smiling woman with long dark hair in a black-and-white striped sleeveless top against a neutral gray background.](https://ejtherapy.com/wp-content/uploads/2026/05/VanMeter.webp "Morgan V - EJ Therapy - EJ Therapy") Benefits of each toy were provided by Morgan V, SLP Morgan has over 3 years of experience. **Categories:** Occupational Therapy, Physical Therapy, Speech Therapy **Tags:** For Parents --- ### [Snowman Craft](https://ejtherapy.com/snowman-craft/) **Published:** December 16, 2023 **Author:** Vicky Moroz **Content:** # Snowman Craft - [ December 16 ](https://ejtherapy.com/2023/12/16/) ![Cartoon snowman with a pink top hat and striped scarf, surrounded by fairy lights and holiday ornaments.](https://ejtherapy.com/wp-content/uploads/2025/12/IMG_3392-scaled.webp "IMG_3392 - EJ Therapy - EJ Therapy") What better way to prep for the holidays than by sitting down and doing a craft together as a family? This craft is not only adorable, it also targets some key fine motor skills! Enjoy this fun winter or Christmas craft with your family this weekend. *This craft was inspired by the* [*Santa Craft Template*](https://www.teacherspayteachers.com/Product/Santa-Craft-Template-Santa-Claus-Cut-and-Paste-Craft-for-Christmas-5072643) *by Teacher’s Breathing Space. Go check them out for the Santa craft and other great crafts to do with your kids or use in therapy!* ![Cartoon snowman with a tall pink top hat and striped pink-green scarf, surrounded by string lights on a festive gray backdrop.](https://ejtherapy.com/wp-content/uploads/2026/05/IMG_3393-300x300.webp "IMG_3393 - EJ Therapy") **Benefits** This is an activity that involves coloring, cutting, and pasting. All of these may seem simple, but they are extremely beneficial for your child! Here is a breakdown of the benefits of each action: **Coloring:** -important for the development of hand strength -helps develop grasp -coloring in circular motions helps to improve intrinsic muscle use VS whole-hand coloring -Use bold lines or wikki sticks to help with boundary awareness **Cutting:** -Print images on cardstock to help improve paper stability -works on bilateral hand use -Make sure your child is cutting in the correct direction for their handedness -LEFT hand starts on the left side and cuts in a clockwise direction -RIGHT hand starts on the right side and cuts in a counterclockwise direction **Glue:** -glue sticks are good for providing proprioception when pushing through the stick to apply glue; the colored glue sticks are nice to help kids see where the glue is going and how much they have applied -Don’t be afraid to use regular glue, as this helps a child to improve hand strength and fine motor control, learning to squeeze and guide their hand along at the same time. -You can place small dots where you want the child to place glue to help them not overuse it -Providing a completed craft for child to imitate will help w/ independence when assembling the pieces, allowing them to work on visual perceptual skills, sequencing, and direction following **Rolling:** -Using a pencil to roll paper to curl it works on precision fine motor skills – using thumb and index fingers to pinch the paper, holding and rolling the pencils at the same time (bilateral skills) **Writing:** -Have your child practice writing their name on the back or a short sentence about the task -Provide lines for boundary awareness and sizing --- **Print Out** Please [click here for the snowman craft pdf](https://www.ejtherapy.com/s/snowman-craft.pdf) You can also print the image on cardstock to help improve paper stability. --- **Directions** 1. Print out the [snowman craft pdf](https://www.ejtherapy.com/s/snowman-craft.pdf) 2. Have your child color the carrot, scarf, and hat. 3. Cut out all the pieces. Don’t worry about cutting out all of the individual buttons of the mouth; cut around all of them together. If you have a younger child, feel free to precut all the pieces for them. 4. Glue everything together. First, glue the hat and scarf on to make enough room for the face. 5. Cut along the dotted lines on the scarf. Roll each piece around a crayon or pencil to curve the paper. 6. Admire the masterpiece! **Contributions** Thank you Bambi, COTA/L for helping with this craft and explaining the benefits! ![Smiling woman with long wavy brown hair and glasses, wearing a black top and light mint cardigan in a professional headshot](https://ejtherapy.com/wp-content/uploads/2026/05/Romar-1.webp "Romar (1) - EJ Therapy") **Categories:** Occupational Therapy, OT Research, Physical Therapy, PT Research, Speech Therapy, ST Research **Tags:** For Parents, For Therapists --- ### [Why Every Child Needs Early Vision Screening](https://ejtherapy.com/why-every-child-needs-early-vision-screening/) **Published:** March 9, 2024 **Author:** Vicky Moroz **Content:** # Why Every Child Needs Early Vision Screening - [ March 9 ](https://ejtherapy.com/2024/03/09/) ![Close-up of a young boy's brown eyes, looking slightly upward, with soft lighting and long lashes.](https://ejtherapy.com/wp-content/uploads/2026/06/download-1-1.webp "download 1 - EJ Therapy - EJ Therapy") Vision plays a critical role in your child’s comfort and performance. We use our sight daily for numerous things, and if your child is struggling with their vision, it may cause more complicated issues down the line. Unfortunately, basic visual screening tests done by a pediatrician can miss a lot of common vision problems. Early intervention and awareness is one of the best tools to combat any problems that can be caused by vision issues. ### Importance Vision problems can have huge effects on daily tasks. These vision problems can start early in your child’s life, making it critical for vision to be assessed much sooner than when, for example, they are in school and can’t read the chalkboard. Of course, there are some more complicated vision problems than not being able to see clearly up close or far away. In these cases, other aspects of life can be affected, such as balance and coordination. Through early screenings and intervention, “we can treat many common conditions and avoid unnecessary testing and treatment.”\[1\] An eye exam by a qualified eye doctor, such as an optometrist or ophthalmologist, is much more comprehensive than reading an eye chart. Although this is a useful screener at a pediatrician’s office, it only tests for basic vision issues such as nearsightedness and farsightedness. A comprehensive vision exam is going to be taking into account a child’s health and family history, visual acuity, depth perception, color perception, intraocular pressure, visual field, focus, spatial awareness, visual processing, and much more. All of these aspects need to be tested in order to ensure that there aren’t any problems with your child’s sight. Unfortunately, pediatricians don’t have access to all the tools necessary to perform these tests, making it critical for early vision exams to be done by an eye doctor. Another key factor of an eye exam is the inspection of the eye movements. Your eyes have a critical function in balance and other things. Some common movements that an eye doctor is going to exam are: · **Fixations** allow the eye to fixate or focus on one object or point. · **Pursuits** help with the smooth tracking of moving objects, and play a role in maintain balance. · **Saccades** are a key movement relevant to reading, and allow you to move your eyes rather than moving your entire head. · **Vergence** helps with focusing. Vergence movements are convergence (the eyes moving in closer together) and divergence (the eyes moving apart). Failure in vergence movements can cause double vision, strain, and blurry vision. These are only some of the eye movements that a comprehensive eye exam is going to look at. All of these movements are a key component of how your child views the world around them and play a role in their daily tasks of living. ### How vision plays a role in therapy One of the most important roles of occupational therapy is to assess any and all factors that are affecting your child’s performance in completing daily tasks. Vision is tied to a lot of motor functions, as a lot of movements require hand-eye or eye-foot coordination. In other words, your child’s brain has to coordinate visual cues with movements. This can be for catching or throwing a ball, or even for more everyday tasks like handwriting or getting dressed. Additionally, studies have shown that “when basic visual skills do not function optimally, it may have implications not only for reading ability, but for overall academic functioning as well.”\[2\] Since visual skills play such a huge part, even simple visual deficiencies can cause problems in many different areas of your child’s life. Again, some visual problems may be more complex than simply not being able to see the chalkboard. Fortunately, early intervention allows for a lot of problems to be caught and corrected early on. If your child’s occupational therapists notices any problems that are tied to vision, they may recommend for you take them for a comprehensive eye exam. ### Vision Therapy If your child has any problems with their vision, an eye doctor may recommend vision therapy. Vision therapy for the eyes and brain “is a highly effective non-surgical treatment for many visual problems such as lazy eye, crossed eyes, double vision, convergence insufficiency, focusing problems, and some reading disabilities.”\[3\] Vision therapy is not meant to strengthen the eye muscles and typically involves a range of different equipment such as prisms, specialized computer programs, and therapeutic lenses. It improves functions such as visual processing, binocular functions, visual perception, comfort, and efficiency. Therapy typically takes places in the doctor’s office. ### [InfantSEE](https://www.infantsee.org/?sso=y) program The InfantSEE program is dedicated to educating about visual wellness, as well as making eye care accessible to all families with infants between the ages of 6 to 12 months, regardless of income. The American Optometric Association “recommends scheduling an infant’s first eye exam around six months of age, immediately after the eye undergoes rapid and profound changes and is therefore most vulnerable to interference with healthy development.”\[4\] This public health program is managed by Optometry Cares-The American Optometric Association Foundation and provides the opportunity for early vision screening. For older children, most insurance plans and federal programs provide the necessary coverage for annual eye exams as well as treatment. **Categories:** Occupational Therapy --- ## Pages ### [Home](https://ejtherapy.com/) **Published:** April 16, 2026 **Author:** Chris **Content:** # Helping You Be Yourself, By Yourself [ Wooster ](/wooster/) [ Canal Fulton ](/canal-fulton/) ### Speech Therapy Helps children and adults improve communication, speech clarity, and language skills for everyday life. [ Learn More ](/speech-therapy/) ### Occupational Therapy Supports individuals in building the skills they need to complete daily tasks with confidence and independence. [ Learn More ](/occupational-therapy/) ### Physical Therapy Focuses on improving strength, movement, and mobility to reduce pain and restore function. [ Learn More ](/physical-therapy/) ### Audiology Provides hearing evaluations and solutions to help patients better hear and connect with the world around them. [ Learn More ](/audiology/) ## Pediatric Therapy Services EJ Therapy provides therapy services for children in the Wayne, Ashland, Holmes, Stark County area. Therapy is individualized and can be provided in one-on-one or small group settings. Our therapists are experts in their fields, have specialized training and years of experience to provide each child with the best practice methods in all therapy disciplines. ## Our Clinics EJ Therapy has two pediatric clinics, one in Wooster and one in Canal Fulton. Both clinics offer Occupational, Speech, and Physical Therapy to children. Check out your location to learn more and make an appointment. [ ## Wooster Clinic ](/wooster/) [ ## Canal Fulton Clinic ](/canal-fulton/) [ ](https://ejtherapy.com/why-every-child-needs-early-vision-screening/)- [ March 9 ](https://ejtherapy.com/2024/03/09/) - [Occupational Therapy](https://ejtherapy.com/category/occupational-therapy/) ## [Why Every Child Needs Early Vision Screening](https://ejtherapy.com/why-every-child-needs-early-vision-screening/) [ ](https://ejtherapy.com/snowman-craft/)- [ December 16 ](https://ejtherapy.com/2023/12/16/) - [Occupational Therapy](https://ejtherapy.com/category/occupational-therapy/), [OT Research](https://ejtherapy.com/category/ot-research/), [Physical Therapy](https://ejtherapy.com/category/physical-therapy/), [PT Research](https://ejtherapy.com/category/pt-research/), [Speech Therapy](https://ejtherapy.com/category/speech-therapy/), [ST Research](https://ejtherapy.com/category/st-research/) ## [Snowman Craft](https://ejtherapy.com/snowman-craft/) [ ](https://ejtherapy.com/christmas-gift-guide/)- [ December 12 ](https://ejtherapy.com/2023/12/12/) - [Occupational Therapy](https://ejtherapy.com/category/occupational-therapy/), [Physical Therapy](https://ejtherapy.com/category/physical-therapy/), [Speech Therapy](https://ejtherapy.com/category/speech-therapy/) ## [Christmas Gift Guide](https://ejtherapy.com/christmas-gift-guide/) [ ](https://ejtherapy.com/sensory-processing-around-the-holidays/)- [ December 12 ](https://ejtherapy.com/2023/12/12/) - [Occupational Therapy](https://ejtherapy.com/category/occupational-therapy/), [Physical Therapy](https://ejtherapy.com/category/physical-therapy/), [Speech Therapy](https://ejtherapy.com/category/speech-therapy/) ## [Sensory Processing Around the Holidays](https://ejtherapy.com/sensory-processing-around-the-holidays/) [ ](https://ejtherapy.com/what-is-feeding-therapy/)- [ December 7 ](https://ejtherapy.com/2023/12/07/) - [Occupational Therapy](https://ejtherapy.com/category/occupational-therapy/) ## [What is Feeding Therapy?](https://ejtherapy.com/what-is-feeding-therapy/) [ ](https://ejtherapy.com/phonology-and-phonological-disorders/)- [ November 30 ](https://ejtherapy.com/2023/11/30/) - [Speech Therapy](https://ejtherapy.com/category/speech-therapy/) ## [Phonology and Phonological Disorders](https://ejtherapy.com/phonology-and-phonological-disorders/) [ ](https://ejtherapy.com/what-if-my-child-has-trouble-with-articulation/)- [ November 23 ](https://ejtherapy.com/2023/11/23/) - [Speech Therapy](https://ejtherapy.com/category/speech-therapy/) ## [What If My Child Has Trouble with Articulation?](https://ejtherapy.com/what-if-my-child-has-trouble-with-articulation/) [ ](https://ejtherapy.com/hippotherapy-as-part-of-physical-therapy-treatment/)- [ November 18 ](https://ejtherapy.com/2023/11/18/) - [Physical Therapy](https://ejtherapy.com/category/physical-therapy/), [PT Research](https://ejtherapy.com/category/pt-research/) ## [Hippotherapy as part of Physical Therapy Treatment](https://ejtherapy.com/hippotherapy-as-part-of-physical-therapy-treatment/) [ ](https://ejtherapy.com/what-is-hippotherapy/)- [ November 16 ](https://ejtherapy.com/2023/11/16/) - [Physical Therapy](https://ejtherapy.com/category/physical-therapy/) ## [What is Hippotherapy?](https://ejtherapy.com/what-is-hippotherapy/) [ ](https://ejtherapy.com/art-for-children-with-autism-help-build-your-childs-creativity/)- [ November 9 ](https://ejtherapy.com/2023/11/09/) - [Occupational Therapy](https://ejtherapy.com/category/occupational-therapy/) ## [Art for Children with Autism: Help Build Your Child’s Creativity](https://ejtherapy.com/art-for-children-with-autism-help-build-your-childs-creativity/) [ ](https://ejtherapy.com/obstacle-crossing-as-an-indicator-of-dynamic-balance-in-children-with-cp/)- [ November 4 ](https://ejtherapy.com/2023/11/04/) - [Physical Therapy](https://ejtherapy.com/category/physical-therapy/), [PT Research](https://ejtherapy.com/category/pt-research/) ## [Obstacle Crossing as an Indicator of Dynamic Balance in Children with CP](https://ejtherapy.com/obstacle-crossing-as-an-indicator-of-dynamic-balance-in-children-with-cp/) [ ](https://ejtherapy.com/balance-as-a-part-of-child-development/)- [ November 2 ](https://ejtherapy.com/2023/11/02/) - [Physical Therapy](https://ejtherapy.com/category/physical-therapy/) ## [Balance as a Part of Child Development](https://ejtherapy.com/balance-as-a-part-of-child-development/) [ ](https://ejtherapy.com/creating-pathways-to-success-the-impact-of-physical-therapy-on-children-with-special-needs/)- [ November 2 ](https://ejtherapy.com/2023/11/02/) - [Physical Therapy](https://ejtherapy.com/category/physical-therapy/) ## [Creating Pathways to Success: The Impact of Physical Therapy on Children with Special Needs](https://ejtherapy.com/creating-pathways-to-success-the-impact-of-physical-therapy-on-children-with-special-needs/) [ ](https://ejtherapy.com/home-activities-that-benefit-your-childs-fine-motor-development/)- [ October 26 ](https://ejtherapy.com/2023/10/26/) - [Occupational Therapy](https://ejtherapy.com/category/occupational-therapy/) ## [Home Activities That Benefit Your Child’s Fine Motor Development](https://ejtherapy.com/home-activities-that-benefit-your-childs-fine-motor-development/) [ ](https://ejtherapy.com/what-are-the-important-gesture-milestones-for-your-child/)- [ October 19 ](https://ejtherapy.com/2023/10/19/) - [Speech Therapy](https://ejtherapy.com/category/speech-therapy/) ## [What are the Important Gesture Milestones for Your Child?](https://ejtherapy.com/what-are-the-important-gesture-milestones-for-your-child/) [ ](https://ejtherapy.com/walker-type-recommendations-for-children-with-cerebral-palsy/)- [ October 14 ](https://ejtherapy.com/2023/10/14/) - [Physical Therapy](https://ejtherapy.com/category/physical-therapy/), [PT Research](https://ejtherapy.com/category/pt-research/) ## [Walker Type Recommendations for Children with Cerebral Palsy](https://ejtherapy.com/walker-type-recommendations-for-children-with-cerebral-palsy/) [ ](https://ejtherapy.com/how-to-make-puffy-paint/)- [ October 14 ](https://ejtherapy.com/2023/10/14/) - [Occupational Therapy](https://ejtherapy.com/category/occupational-therapy/) ## [How to Make Puffy Paint](https://ejtherapy.com/how-to-make-puffy-paint/) [ ](https://ejtherapy.com/different-types-of-walkers-and-why-we-use-them/)- [ October 11 ](https://ejtherapy.com/2023/10/11/) - [Physical Therapy](https://ejtherapy.com/category/physical-therapy/) ## [Different Types of Walkers and Why We Use Them](https://ejtherapy.com/different-types-of-walkers-and-why-we-use-them/) [ ](https://ejtherapy.com/what-does-occupational-therapy-have-to-do-with-handwriting/)- [ October 5 ](https://ejtherapy.com/2023/10/05/) - [Occupational Therapy](https://ejtherapy.com/category/occupational-therapy/) ## [What Does Occupational Therapy Have to Do with Handwriting?](https://ejtherapy.com/what-does-occupational-therapy-have-to-do-with-handwriting/) [ ](https://ejtherapy.com/sensory-play-and-sensory-bins/)- [ October 3 ](https://ejtherapy.com/2023/10/03/) - [Occupational Therapy](https://ejtherapy.com/category/occupational-therapy/), [Physical Therapy](https://ejtherapy.com/category/physical-therapy/), [Speech Therapy](https://ejtherapy.com/category/speech-therapy/) ## [Sensory Play and Sensory Bins](https://ejtherapy.com/sensory-play-and-sensory-bins/) [ ](https://ejtherapy.com/joint-attention-how-it-plays-a-role-in-your-childs-language-development/)- [ September 28 ](https://ejtherapy.com/2023/09/28/) - [Speech Therapy](https://ejtherapy.com/category/speech-therapy/) ## [Joint Attention: How it Plays a Role in Your Child’s Language Development](https://ejtherapy.com/joint-attention-how-it-plays-a-role-in-your-childs-language-development/) [ ](https://ejtherapy.com/sensory-regulation-explained/)- [ September 23 ](https://ejtherapy.com/2023/09/23/) - [Occupational Therapy](https://ejtherapy.com/category/occupational-therapy/), [Physical Therapy](https://ejtherapy.com/category/physical-therapy/), [Speech Therapy](https://ejtherapy.com/category/speech-therapy/) ## [Sensory Regulation Explained](https://ejtherapy.com/sensory-regulation-explained/) [ ](https://ejtherapy.com/flat-foot-and-orthotics-treatment/)- [ September 16 ](https://ejtherapy.com/2023/09/16/) - [Physical Therapy](https://ejtherapy.com/category/physical-therapy/), [PT Research](https://ejtherapy.com/category/pt-research/) ## [Flat Foot and Orthotics Treatment](https://ejtherapy.com/flat-foot-and-orthotics-treatment/) [ ](https://ejtherapy.com/what-you-need-to-know-about-orthotics-for-your-child/)- [ September 14 ](https://ejtherapy.com/2023/09/14/) - [Physical Therapy](https://ejtherapy.com/category/physical-therapy/) ## [What You Need to Know About Orthotics for Your Child](https://ejtherapy.com/what-you-need-to-know-about-orthotics-for-your-child/) [ ](https://ejtherapy.com/occupational-therapy-for-sensory-integration/)- [ September 7 ](https://ejtherapy.com/2023/09/07/) - [Occupational Therapy](https://ejtherapy.com/category/occupational-therapy/) ## [Occupational Therapy for Sensory Integration](https://ejtherapy.com/occupational-therapy-for-sensory-integration/) [ ](https://ejtherapy.com/the-power-of-play-incorporating-play-based-interventions-in-pediatric-physical-therapy/)- [ July 26 ](https://ejtherapy.com/2023/07/26/) - [Physical Therapy](https://ejtherapy.com/category/physical-therapy/) ## [The Power of Play: Incorporating Play-Based Interventions in Pediatric Physical Therapy](https://ejtherapy.com/the-power-of-play-incorporating-play-based-interventions-in-pediatric-physical-therapy/) [ ](https://ejtherapy.com/what-is-assistive-technology-and-how-can-you-use-it/)- [ July 20 ](https://ejtherapy.com/2023/07/20/) - [Occupational Therapy](https://ejtherapy.com/category/occupational-therapy/) ## [What is Assistive Technology and How Can You Use It?](https://ejtherapy.com/what-is-assistive-technology-and-how-can-you-use-it/) [ ](https://ejtherapy.com/supporting-progress-how-physical-therapy-enhances-motor-skills-in-children-with-down-syndrome/)- [ July 19 ](https://ejtherapy.com/2023/07/19/) - [Physical Therapy](https://ejtherapy.com/category/physical-therapy/) ## [Supporting Progress: How Physical Therapy Enhances Motor Skills in Children with Down Syndrome](https://ejtherapy.com/supporting-progress-how-physical-therapy-enhances-motor-skills-in-children-with-down-syndrome/) [ ](https://ejtherapy.com/treatment-of-idiopathic-toe-walking-in-children/)- [ July 15 ](https://ejtherapy.com/2023/07/15/) - [Physical Therapy](https://ejtherapy.com/category/physical-therapy/), [PT Research](https://ejtherapy.com/category/pt-research/) ## [Treatment of Idiopathic Toe Walking in Children](https://ejtherapy.com/treatment-of-idiopathic-toe-walking-in-children/) [ ](https://ejtherapy.com/take-speech-outside/)- [ July 14 ](https://ejtherapy.com/2023/07/14/) - [Speech Therapy](https://ejtherapy.com/category/speech-therapy/) ## [Take Speech Outside!](https://ejtherapy.com/take-speech-outside/) [ ](https://ejtherapy.com/toe-walking-in-children-when-should-you-be-concerned/)- [ July 13 ](https://ejtherapy.com/2023/07/13/) - [Physical Therapy](https://ejtherapy.com/category/physical-therapy/) ## [Toe Walking in Children: When Should You Be Concerned?](https://ejtherapy.com/toe-walking-in-children-when-should-you-be-concerned/) [ ](https://ejtherapy.com/a-physical-therapists-role-in-treating-autism/)- [ July 8 ](https://ejtherapy.com/2023/07/08/) - [Physical Therapy](https://ejtherapy.com/category/physical-therapy/), [PT Research](https://ejtherapy.com/category/pt-research/) ## [A Physical Therapist’s Role in Treating Autism](https://ejtherapy.com/a-physical-therapists-role-in-treating-autism/) [ ](https://ejtherapy.com/autism-and-physical-therapy/)- [ July 6 ](https://ejtherapy.com/2023/07/06/) - [Physical Therapy](https://ejtherapy.com/category/physical-therapy/) ## [Autism and Physical Therapy](https://ejtherapy.com/autism-and-physical-therapy/) [ ](https://ejtherapy.com/enhancing-child-development-through-occupational-therapy-activities-for-children-and-pre-teens-with-down-syndrome/)- [ June 30 ](https://ejtherapy.com/2023/06/30/) - [Occupational Therapy](https://ejtherapy.com/category/occupational-therapy/), [OT Research](https://ejtherapy.com/category/ot-research/) ## [Enhancing Child Development Through Occupational Therapy Activities for Children and Pre-Teens with Down Syndrome](https://ejtherapy.com/enhancing-child-development-through-occupational-therapy-activities-for-children-and-pre-teens-with-down-syndrome/) [ ](https://ejtherapy.com/what-is-executive-functioning/)- [ June 29 ](https://ejtherapy.com/2023/06/29/) - [Occupational Therapy](https://ejtherapy.com/category/occupational-therapy/) ## [What is Executive Functioning?](https://ejtherapy.com/what-is-executive-functioning/) [ ](https://ejtherapy.com/empowering-children-with-down-syndrome-through-occupational-therapy/)- [ June 28 ](https://ejtherapy.com/2023/06/28/) - [Occupational Therapy](https://ejtherapy.com/category/occupational-therapy/) ## [Empowering Children with Down Syndrome through Occupational Therapy](https://ejtherapy.com/empowering-children-with-down-syndrome-through-occupational-therapy/) [ ](https://ejtherapy.com/pragmatic-language-deficits-and-autism/)- [ June 22 ](https://ejtherapy.com/2023/06/22/) - [Speech Therapy](https://ejtherapy.com/category/speech-therapy/) ## [Pragmatic Language Deficits and Autism](https://ejtherapy.com/pragmatic-language-deficits-and-autism/) [ ](https://ejtherapy.com/promoting-child-independence-nurturing-vital-life-skills/)- [ June 21 ](https://ejtherapy.com/2023/06/21/) - [Occupational Therapy](https://ejtherapy.com/category/occupational-therapy/) ## [Promoting Child Independence: Nurturing Vital Life Skills](https://ejtherapy.com/promoting-child-independence-nurturing-vital-life-skills/) [ ](https://ejtherapy.com/most-effective-treatments-for-apraxia/)- [ June 17 ](https://ejtherapy.com/2023/06/17/) - [Physical Therapy](https://ejtherapy.com/category/physical-therapy/), [PT Research](https://ejtherapy.com/category/pt-research/), [Speech Therapy](https://ejtherapy.com/category/speech-therapy/), [ST Research](https://ejtherapy.com/category/st-research/) ## [Most Effective Treatments for Apraxia](https://ejtherapy.com/most-effective-treatments-for-apraxia/) [ ](https://ejtherapy.com/enhancing-communication-skills-in-children-with-autism-insights-from-a-joint-attention-based-occupational-therapy-intervention/)- [ June 16 ](https://ejtherapy.com/2023/06/16/) - [Occupational Therapy](https://ejtherapy.com/category/occupational-therapy/), [OT Research](https://ejtherapy.com/category/ot-research/) ## [Enhancing Communication Skills in Children with Autism: Insights from a Joint Attention-Based Occupational Therapy Intervention](https://ejtherapy.com/enhancing-communication-skills-in-children-with-autism-insights-from-a-joint-attention-based-occupational-therapy-intervention/) [ Our Blog ](/blog/) ![](https://ejtherapy.com/wp-content/uploads/2026/05/ddfc33b319dacc333b3d42ef86fcd270f0d2bd31.webp "ddfc33b319dacc333b3d42ef86fcd270f0d2bd31 - EJ Therapy - EJ Therapy") ## About Us ## Every child deserves the chance to reach their full potential EJ Therapy strives to provide opportunities for children to experience success, increase self-confidence, and learn functional skills through active environmental exploration. In addition, we desire to assist parents and school personnel in gaining an increased understanding of their child’s strengths and needs. [ About Us ](/about-us/) [ Our Therapists ](/our-therapists) [ Join the EJ Team ](/careers) ## Success Stories “Everyone you meet is so kind and they are so willing to help any way they can. I would give them 10 stars! My children LOVE EJ Therapy.” — Tori Clark “I can’t say enough good things about EJ Therapy. My non verbal 5 year old son was diagnosed with moderate to severe autism at 3 years old. Not only did he not talk but couldn’t eat solid food. Every where we looked had waiting lists to get him the therapy he needs and EJ got him in within a few weeks. They have so many therapists and the 3 that he has seen have all been so patient with him. He’s now eating more solid food and able to chew hard textures he wouldn’t even try before. He has had so much breakthrough in just the 1 year’s time he’s been going there. Thank you from the bottom of my heart!” — Matthew Metcalf “We love EJ therapy! My son has gained confidence and communication skills and becomes more verbal by the appointment. We love their flexibility in our schedule and both therapists we have seen so far are extremely well educated!” — Alexis Gorglesmith ## Take the First Step Toward Better Care Not sure where to start? That’s okay. Reach out today, and our team will walk you through your options and help you find the right care for you. [ Contact Us ](/contact/) --- ### [Our Therapists](https://ejtherapy.com/our-therapists/) **Published:** May 5, 2026 **Author:** Rishvanth Sabbani **Content:** # Our Therapists ## A Team You Can Trust With over 60 licensed therapists on staff, our team brings the experience, care, and personal attention your child needs. We work together to create a plan that supports real progress every step of the way. [ Contact Us ](/contact/) [ Join the Team ](/careers/) ## [Occupational Therapists](#occup-thera) ## [Speech Therapists](#spee-thera) ## [Physical Therapists](#phy-thera) ## [Audiologists](#audio) ## [TVI](#tvi) ## [Registered Nurses](#rns) ## [Social Workers](#social-worker) ## Co-Founders ![](https://ejtherapy.com/wp-content/uploads/2026/05/Eunice-Herman.webp "Eunice Herman - EJ Therapy - EJ Therapy") ## Eunice Herman, OTR ![](https://ejtherapy.com/wp-content/uploads/2026/05/Janine-Bair.webp "Janine Bair - EJ Therapy - EJ Therapy") ## Janine Bair, OTA ## Occupational Therapists ![](https://ejtherapy.com/wp-content/uploads/2026/05/Audet-e1777999436805.webp "Audet - EJ Therapy - EJ Therapy")### Callie A, OTR ![](https://ejtherapy.com/wp-content/uploads/2026/05/Baab.webp "Baab - EJ Therapy - EJ Therapy")### Nichole B, COTA ![](https://ejtherapy.com/wp-content/uploads/2026/05/Beam.webp "Beam - EJ Therapy - EJ Therapy")### Emily B, COTA ![](https://ejtherapy.com/wp-content/uploads/2026/05/MadelineBohan.webp "Madeline+Bohan - EJ Therapy - EJ Therapy")### Madeline B, OTA ![](https://ejtherapy.com/wp-content/uploads/2026/05/Tara-b.webp "Tara b - EJ Therapy - EJ Therapy")### Tara B, COTA ![Smiling young woman with shoulder-length, wavy brown hair. Wearing a white shirt, pink, striped blazer, and a necklace against a neutral cream background.](https://ejtherapy.com/wp-content/uploads/2026/08/Brandi-B.webp "Brandi B - EJ Therapy - EJ Therapy") Brandi B, OTA ![](https://ejtherapy.com/wp-content/uploads/2026/05/Cline.webp "Cline - EJ Therapy - EJ Therapy")### Cindy C, COTA ![](https://ejtherapy.com/wp-content/uploads/2026/05/RileighCC.webp "Rileigh+C+C - EJ Therapy - EJ Therapy")### Rileigh C, COTA ![](https://ejtherapy.com/wp-content/uploads/2026/05/MelanieGerber.webp "Melanie+Gerber - EJ Therapy - EJ Therapy")### Melanie R, OTA ![](https://ejtherapy.com/wp-content/uploads/2026/05/Haag.webp "Haag - EJ Therapy - EJ Therapy")### Melinda H, OTR ![Image of a smiling young woman with long, brown hair wearing a white T-Shirt, against a green background](https://ejtherapy.com/wp-content/uploads/2026/08/Ellie-Hauger.webp "Ellie H - EJ Therapy - EJ Therapy") Ellie H, OTA ![](https://ejtherapy.com/wp-content/uploads/2026/05/Johnson.webp "Johnson - EJ Therapy - EJ Therapy")### Nikki J, OTR ![](https://ejtherapy.com/wp-content/uploads/2026/05/Lovejoy.webp "Lovejoy - EJ Therapy - EJ Therapy")### Vicki L, COTA ![](https://ejtherapy.com/wp-content/uploads/2026/05/McLain.webp "McLain - EJ Therapy - EJ Therapy")### Theresia M, OT ![](https://ejtherapy.com/wp-content/uploads/2026/05/McMillen.webp "McMillen - EJ Therapy - EJ Therapy")### Tina M, COTA ![Young, smiling woman wearing a blue t-shirt with long, wavy, blonde hair. Pictured against a greenish gray background.](https://ejtherapy.com/wp-content/uploads/2026/09/Kailey-Miller.webp "Kailey M - EJ Therapy - EJ Therapy") Kailey M, OTA ![Middle-aged woman who is smiling. She has blonde hair that goes past her shoulders and is wearing a black shirt with light pink and white flowers. Set against a light grey background.](https://ejtherapy.com/wp-content/uploads/2026/08/Lori-Mowery.webp "Lori M - EJ Therapy - EJ Therapy") Lori M, COTA/L ![](https://ejtherapy.com/wp-content/uploads/2026/05/Nussbaum.webp "Nussbaum - EJ Therapy - EJ Therapy")### Brittany N, COTA ![](https://ejtherapy.com/wp-content/uploads/2026/05/Pollock.webp "Pollock - EJ Therapy - EJ Therapy")### Megan P, OTR ![](https://ejtherapy.com/wp-content/uploads/2026/05/Romar.webp "Romar - EJ Therapy - EJ Therapy")### Bambi R, COTA ![](https://ejtherapy.com/wp-content/uploads/2026/05/HannahR.webp "Hannah+R - EJ Therapy - EJ Therapy")### Hannah R, OT ![](https://ejtherapy.com/wp-content/uploads/2026/05/RebekahG821headshot.webp "Rebekah+G+821+headshot - EJ Therapy - EJ Therapy")### Rebekah S, OTA ![](https://ejtherapy.com/wp-content/uploads/2026/05/Snider.webp "Snider - EJ Therapy - EJ Therapy")### Melinda S, OTR ![](https://ejtherapy.com/wp-content/uploads/2026/05/1.webp "1 - EJ Therapy - EJ Therapy")### Charlie S, COTA ![](https://ejtherapy.com/wp-content/uploads/2026/05/MoniqueSHeadshot2024.webp "Monique+S+Headshot+2024 - EJ Therapy - EJ Therapy")### Monique S, COTA/L ![](https://ejtherapy.com/wp-content/uploads/2026/05/ATomassetti.webp "A+Tomassetti - EJ Therapy - EJ Therapy")### Ashley T, COTA ![](https://ejtherapy.com/wp-content/uploads/2026/05/Thompson.webp "Thompson - EJ Therapy - EJ Therapy")### Mindy T, COTA ![](https://ejtherapy.com/wp-content/uploads/2026/05/KristinWhite.webp "Kristin+White - EJ Therapy - EJ Therapy")### Kristin W, OTR ![](https://ejtherapy.com/wp-content/uploads/2026/05/BristenNheadshot.webp "Bristen+N+headshot - EJ Therapy - EJ Therapy")### Bristen W, COTA ## Not pictured: Seth W, OTR ## Speech Therapists ![](https://ejtherapy.com/wp-content/uploads/2026/05/Abel.webp "Abel - EJ Therapy - EJ Therapy")### Jeannine A, SLP ![](https://ejtherapy.com/wp-content/uploads/2026/05/Kaitlin-C.webp "Kaitlin C - EJ Therapy - EJ Therapy")### Kaitlin C, SLP ![Young, smiling woman with an updo. Wearing a plaid/gingham shirt against a green background](https://ejtherapy.com/wp-content/uploads/2026/08/Courtney-Duncan.webp "Courtney D, SLP - EJ Therapy - EJ Therapy") Courtney D, SLP ![](https://ejtherapy.com/wp-content/uploads/2026/05/Katie-H.webp "Katie H - EJ Therapy - EJ Therapy")### Katie H, SLP ![](https://ejtherapy.com/wp-content/uploads/2026/05/Cara-H.webp "Cara H - EJ Therapy - EJ Therapy")### Cara H, SLP ![](https://ejtherapy.com/wp-content/uploads/2026/05/Julie-H.webp "Julie H - EJ Therapy - EJ Therapy")### Julie H, SLP ![](https://ejtherapy.com/wp-content/uploads/2026/05/LaurieHHeadshot.webp "Laurie+H+Headshot - EJ Therapy - EJ Therapy")### Laurie H, SLP ![](https://ejtherapy.com/wp-content/uploads/2026/05/Michelle-S-SLP.webp "Michelle S, SLP - EJ Therapy - EJ Therapy")### Michelle S, SLP ![](https://ejtherapy.com/wp-content/uploads/2026/05/Morgan-V.webp "Morgan V - EJ Therapy - EJ Therapy")### Morgan V, SLP ![](https://ejtherapy.com/wp-content/uploads/2026/05/Yocum.webp "Yocum - EJ Therapy - EJ Therapy")### Ruth Ann Y, SLP ## Not pictured: Olivia F, SLP; Madison M, SLP ## Physical Therapists ![](https://ejtherapy.com/wp-content/uploads/2026/05/Froese.webp "Froese - EJ Therapy - EJ Therapy")### Brianne F, DPT ![](https://ejtherapy.com/wp-content/uploads/2026/05/Mullet.webp "Mullet - EJ Therapy - EJ Therapy")### Sheila M, PT ![](https://ejtherapy.com/wp-content/uploads/2026/05/Courtney-N.webp "Courtney N - EJ Therapy - EJ Therapy")### Courtney N, PT ![](https://ejtherapy.com/wp-content/uploads/2026/05/R.RicheyHeadshot.webp "R.Richey+Headshot - EJ Therapy - EJ Therapy")### Rachel R, PTA ![](https://ejtherapy.com/wp-content/uploads/2026/05/Ashley-S.webp "Ashley S - EJ Therapy - EJ Therapy")### Ashley S, PTA ![](https://ejtherapy.com/wp-content/uploads/2026/05/SteinerPam.webp "Steiner+Pam - EJ Therapy - EJ Therapy")### Pam S, PTA ![](https://ejtherapy.com/wp-content/uploads/2026/05/KaitlynSvopa.webp "Kaitlyn+Svopa - EJ Therapy - EJ Therapy")### Kaitlyn S, DPT ![Middle-aged, smiling woman with bangs and bob. Wearing a white blouse with blue stripes against a green background.](https://ejtherapy.com/wp-content/uploads/2026/08/Carol-Wolfe.webp "Carol W, PT - EJ Therapy - EJ Therapy") Carol W, PT ## Audiologists ![](https://ejtherapy.com/wp-content/uploads/2026/05/Bricker.webp "Bricker - EJ Therapy - EJ Therapy")### Christine B, MA, CCC-A ![Smiling woman with shoulder-length, gray hair wearing a dark green shirt with a necklace, against a yellowish-cream background.](https://ejtherapy.com/wp-content/uploads/2026/08/Cynthia-Saltzer.webp "Cynthia S - EJ Therapy - EJ Therapy") Cynthia S, Aud ## TVI ![](https://ejtherapy.com/wp-content/uploads/2026/05/Abbie-R.webp "Abbie R - EJ Therapy - EJ Therapy")### Abbie R, TVI ## Registered Nurses ![](https://ejtherapy.com/wp-content/uploads/2026/05/NicoleSHeadshot.webp "Nicole+S+Headshot - EJ Therapy - EJ Therapy")### Nicole C, MA-C ![Smiling woman with wavy brown hair, wearing a black blouse, teardrop earrings, and a pendant necklace.](https://ejtherapy.com/wp-content/uploads/2026/08/Ashli-Keller.webp "Ashli Keller - EJ Therapy - EJ Therapy") Ashli K, RN ![](https://ejtherapy.com/wp-content/uploads/2026/05/Tiffany-S.webp "Tiffany S - EJ Therapy - EJ Therapy")### Tiffany S, RN ## Not pictured: Jennifer G, RN; Jenny C, RN; Makenna B, RN. ## Social Workers ![Smiling woman with dark hair and a nose ring, wearing a lavender top, standing against a concrete wall.](https://ejtherapy.com/wp-content/uploads/2026/07/Alexus-B-Headshot.webp "Alexus B Headshot - EJ Therapy - EJ Therapy")### Alexus B, LSW ![](https://ejtherapy.com/wp-content/uploads/2026/05/EmilyDheadshot.webp "Emily+D++headshot - EJ Therapy - EJ Therapy")### Emily G, LSW ## Office Staff ![](https://ejtherapy.com/wp-content/uploads/2026/05/Detweiler.webp "Detweiler - EJ Therapy - EJ Therapy")### Brenda D ![](https://ejtherapy.com/wp-content/uploads/2026/05/HollyDHeadshot.webp "Holly+D+Headshot - EJ Therapy - EJ Therapy")### Holly D ![](https://ejtherapy.com/wp-content/uploads/2026/05/Mary-Y.webp "Mary Y - EJ Therapy - EJ Therapy")### Mary Y ![Middle-aged man with short hair and a beard, smiling with a dotted, blue shirt against a cream background.](https://ejtherapy.com/wp-content/uploads/2026/08/Lowell-Schrock.webp "Lowell S - EJ Therapy - EJ Therapy") Lowell S ## Not pictured: Marie H, Vicky M, Jessica S ## Careers at EJ Therapy Are you ready to make a difference? Join the EJ Therapy team by applying for one of our current job openings [ Open Positions ](/careers/) --- ### [Employee Portal](https://ejtherapy.com/employee-portal/) **Published:** July 8, 2026 **Author:** Rishvanth Sabbani **Content:** Employee PortalThis content is password-protected. Please verify with a password to unlock the content. ![](http://ejtherapy.com/wp-content/plugins/content-protector/assets/public/ps-loader.svg) Enter your password Show Password Submit --- ### [Wooster](https://ejtherapy.com/wooster/) **Published:** May 5, 2026 **Author:** Rishvanth Sabbani **Content:** # Wooster Clinic ![](https://ejtherapy.com/wp-content/uploads/2026/05/1ca29c771f0b8f43a91c973d625f7325bf4dc4a0-1.webp "1ca29c771f0b8f43a91c973d625f7325bf4dc4a0 (1) - EJ Therapy - EJ Therapy") ## Wooster, Ohio ## Your Trusted Pediatric Therapy Center in Wooster - 2714 Akron Road, Wooster, OH 44691 - info@ejtherapy.com - Phone: 330-262-4449 - Fax: 330-262-4449 We are your expert provider of pediatric occupational therapy, physical therapy, speech therapy, feeding therapy, and audiology for children in Wooster, Wayne County, and nearby communities. Our expert clinic staff, friendly atmosphere, big gym, quiet setting, and ample rooms provide the perfect setting to meet your child where they are. Our specialized therapists take a best practice approach to address each child’s unique needs in areas of neurological delays, developmental needs, autism, food school, and more. Our therapists help children with communication delays, sensory needs, fine motor skills, gross motor development, feeding concerns, coordination, mobility, strength, school readiness, and daily routines. At our Wooster pediatric therapy clinic, we focus on individualized therapy goals and provide parent information and education to help you understand your child and his or her unique needs. Give us a call, and we will be happy to help you with your questions and address the needs of your child. ## Helpful Patient Links [ Request Appointment ](/appointment-location/) [ New Patient Information ](/new-patient-information) [ Insurance & Payment Options ](/insurance-payment-options/) [ HIPAA Policies ](/hipaa-policies/) ### Speech Therapy Helps children and adults improve communication, speech clarity, and language skills for everyday life. [ Learn More ](/speech-therapy/) ### Occupational Therapy Supports individuals in building the skills they need to complete daily tasks with confidence and independence. [ Learn More ](/occupational-therapy/) ### Physical Therapy Focuses on improving strength, movement, and mobility to reduce pain and restore function. [ Learn More ](/physical-therapy/) ### Audiology Provides hearing evaluations and solutions to help patients better hear and connect with the world around them. [ Learn More ](/audiology/) ## Our Facility ![Woman helps a young boy balance on colorful foam stepping stones in a therapy gym.](https://ejtherapy.com/wp-content/uploads/2026/08/Wooster1.webp "Wooster1 - EJ Therapy - EJ Therapy") ![Waiting room of a therapy clinic with teal walls, black chairs, a brochure table, and the 'CEJ Therapy' logo on the wall to the right.](https://ejtherapy.com/wp-content/uploads/2026/08/lobby.webp "lobby - EJ Therapy - EJ Therapy") ![Office lobby scene with wooden-framed glass French doors, green walls, and chair seating beyond.](https://ejtherapy.com/wp-content/uploads/2026/08/Wooster2.webp "Wooster2 - EJ Therapy - EJ Therapy") ![A small yellow-walled study corner with a long wooden table and two short chairs, a poster on the left reads 'In a world where you can be anything, be kind.' and supplies on a desk below it.](https://ejtherapy.com/wp-content/uploads/2026/08/Yellow-Room.webp "Yellow Room - EJ Therapy - EJ Therapy") ![Indoor kids' play/therapy gym with suspended hammocks, swings, and padded mats; colorful foam flooring and exercise balls nearby.](https://ejtherapy.com/wp-content/uploads/2026/08/Big-Gym-2.webp "Big Gym 2 - EJ Therapy - EJ Therapy") ![Mint-green study nook with a desk and chair on the left, a motivational sign on the wall, and two posters on the right wall.](https://ejtherapy.com/wp-content/uploads/2026/08/Green-Room.webp "Green Room - EJ Therapy - EJ Therapy") ![Two students with laptops sit at a cluttered desk in a classroom lab while a person observes through a glass window into a separate room behind them.](https://ejtherapy.com/wp-content/uploads/2026/08/Wooster4.webp "Wooster4 - EJ Therapy - EJ Therapy") ![Bright office hallway with mint walls, a white cabinet, and framed pictures along the right wall.](https://ejtherapy.com/wp-content/uploads/2026/08/Therapy-Hallway.webp "Therapy Hallway - EJ Therapy - EJ Therapy") ## Finding Our Wooster Clinic: Our clinic is located off of Akron Road, just north of Portage Road in Wooster. The building is visible from the road, and families can park near the clinic entrance when they arrive. ![Single-story brick office building with a paved parking lot and a few trees under a clear blue sky.",](https://ejtherapy.com/wp-content/uploads/2026/08/Wooster-7-768x307.webp "Wooster 7 - EJ Therapy - EJ Therapy") ![Exterior view of a brick clinic with large glass double doors and a handicap parking sign nearby.](https://ejtherapy.com/wp-content/uploads/2026/08/Wooster-5-768x307.webp "Wooster 5 - EJ Therapy - EJ Therapy") ## Business Hours - Sunday: Closed - Monday: 8:30AM - 6:00PM - Tuesday: 8:30AM - 6:00PM - Wednesday: 8:30AM - 6:00PM - Thursday: 8:30AM - 6:00PM - Friday: By Appointment Only - Saturday: Closed --- ### [Canal Fulton](https://ejtherapy.com/canal-fulton/) **Published:** May 5, 2026 **Author:** Rishvanth Sabbani **Content:** # Canal Fulton ![](https://ejtherapy.com/wp-content/uploads/2026/05/20f3eadbb3f53585c932f9a35378cf22d4d5e6be.webp "20f3eadbb3f53585c932f9a35378cf22d4d5e6be - EJ Therapy - EJ Therapy") ## Canal Fulton, Ohio ## Your Trusted Pediatric Therapy Center in Canal Fulton - 10862 Portage Street, Canal Fulton, OH 44614 - info@ejtherapy.com - Phone: 330-408-7575 - Fax: 330-408-7575 Our Canal Fulton clinic provides pediatric occupational therapy, physical therapy, and speech therapy services for children in the Canal Fulton, Akron, Canton, and surrounding areas. Upon entering, you will be warmly greeted by our office staff and assisted with preparation for evaluation or therapy. Our waiting room is fun, engaging, and child friendly with lots of fun toys and books to keep your little one occupied while you wait. Our clinic also includes therapy gyms where children can build skills through movement and play. Our pediatric therapists support children with speech and language delays, developmental delays, neurological diagnoses, behavioral needs, Autism, sensory processing challenges, fine motor delays, gross motor development, coordination, strength, mobility, and daily living skills. We strive to understand your child’s unique needs. Give us a call, and we will be happy to get to know you and your child. ## Helpful Patient Links [ Request Appointment ](/appointment-location/) [ New Patient Information ](/new-patient-information) [ Insurance & Payment Options ](/insurance-payment-options/) [ HIPAA Policies ](/hipaa-policies/) ### Speech Therapy Helps children and adults improve communication, speech clarity, and language skills for everyday life. [ Learn More ](/speech-therapy/) ### Occupational Therapy Supports individuals in building the skills they need to complete daily tasks with confidence and independence. [ Learn More ](/occupational-therapy/) ### Physical Therapy Focuses on improving strength, movement, and mobility to reduce pain and restore function. [ Learn More ](/physical-therapy/) ## Our Facility ![Indoor pediatric therapy gym with colorful mats, swings, rings, and large hoop wall rack for sensory play and obstacle activities.](https://ejtherapy.com/wp-content/uploads/2026/08/Big-Gym-1.webp "Big Gym 1 - EJ Therapy - EJ Therapy") ![Indoor playroom with blue padded mats, a small trampoline, and a ball pit against a pale wall.](https://ejtherapy.com/wp-content/uploads/2026/08/Big-Gym-Zip-line.webp "Big Gym Zip line - EJ Therapy - EJ Therapy") ![](https://ejtherapy.com/wp-content/uploads/2026/05/Rectangle-60-2.webp "Rectangle 60 (2) - EJ Therapy - EJ Therapy") ![](https://ejtherapy.com/wp-content/uploads/2026/05/Rectangle-61-2.webp "Rectangle 61 (2) - EJ Therapy - EJ Therapy") ![](https://ejtherapy.com/wp-content/uploads/2026/05/Rectangle-58-3.webp "Rectangle 58 (3) - EJ Therapy - EJ Therapy") ![](https://ejtherapy.com/wp-content/uploads/2026/05/Rectangle-59-3.webp "Rectangle 59 (3) - EJ Therapy - EJ Therapy") ![Small office corner with a desk, chair, and filing cabinet; a light gray table with two blue child-sized chairs against a pale yellow wall, and a colorful flower painting above.](https://ejtherapy.com/wp-content/uploads/2026/08/Speech-Room.webp "Speech Room - EJ Therapy - EJ Therapy") ![](https://ejtherapy.com/wp-content/uploads/2026/05/Rectangle-61-3.webp "Rectangle 61 (3) - EJ Therapy - EJ Therapy") ## Finding Our Canal Fulton Clinic: Located off of Portage Road, our entrance can be found by turning into the parking lot and following it to the left side of the building. We are the last door towards the end of the building. ![Single-story strip mall with blue doors along a long storefront, a gravel parking lot, and green grass on a sunny day.](https://ejtherapy.com/wp-content/uploads/2026/08/Entrance-768x307.webp "Entrance - EJ Therapy - EJ Therapy") ![Front porch of a house with a bright blue door, white wicker seating, and a wall sign that appears to say 'Pet Therapy'.](https://ejtherapy.com/wp-content/uploads/2026/08/Front-close-1-768x307.jpg "Front close 1 - EJ Therapy - EJ Therapy") ## Business Hours - Sunday: Closed - Monday: 10:00AM - 6:00PM - Tuesday: 10:00AM - 6:00PM - Wednesday: 10:00AM - 6:00PM - Thursday: 10:00AM - 6:00PM - Friday: Closed - Saturday: Closed --- ### [Appointment Location](https://ejtherapy.com/appointment-location/) **Published:** May 5, 2026 **Author:** Rishvanth Sabbani **Content:** ![Green logo featuring a child silhouette with arms raised inside an open crescent moon shape.](https://ejtherapy.com/wp-content/uploads/2026/05/cropped-logo.webp "cropped-logo.png - EJ Therapy - EJ Therapy") # Please Choose a Service Then select the clinic where you’d like to book your appointment. Complete the form below to request an evaluation for your child at our Wooster or Canal Fulton clinic. After we receive your request, a member of our team will contact you to further discuss your child’s needs, confirm the appropriate service and location, review insurance or payment information, and schedule the evaluation. Speech Therapy Occupational Therapy Physical Therapy Audiology ## Please Choose a Location [ ## Wooster Clinic ](/wooster-intake-form/) [ ## Canal Fulton Clinic ](/canal-fulton-intake-form/) ## Please Choose a Location [ ## Wooster Clinic ](/wooster-intake-form/) [ ## Canal Fulton Clinic ](/canal-fulton-intake-form/) ## Please Choose a Location [ ## Wooster Clinic ](/wooster-intake-form/) [ ## Canal Fulton Clinic ](/canal-fulton-intake-form/) ## Please Choose a Location [ ## Wooster Clinic ](/wooster-intake-form/) Speech Therapy Occupational Therapy Physical Therapy Audiology ## Wooster Clinic ## Canal Fulton Clinic ## Wooster Clinic ## Canal Fulton Clinic ## Wooster Clinic ## Canal Fulton Clinic ## Wooster Clinic ## Wooster Form Select Service Speech Therapy Occupational Therapy Physical Therapy Audiology Send Have Questions ? Please Call [ 330-262-4449 ](tel:330-262-4449) ## Canal Fulton Form Select Service Speech Therapy Occupational Therapy Physical Therapy Send Have Questions ? Please Call [ 330-408-7575 ](tel:330-408-7575) ## Does Your Child Need a Referral? Referral requirements vary based on the requested service and your insurance plan. Our office will help you determine what is needed when we contact you. Already asked to obtain a referral? [ Download Referral Form ](https://ejtherapy.com/wp-content/uploads/2026/05/referral-form-updated-012025.pdf) --- ### [New Patient Information](https://ejtherapy.com/new-patient-information/) **Published:** May 20, 2026 **Author:** Kyle Wright **Content:** # New Patient Information Welcome to EJ Therapy! Starting your care journey with us is a simple, seamless process designed with your comfort in mind. Start by requesting an appointment online or by phone. Our office will contact you to discuss your child’s needs, confirm the appropriate service, and schedule the evaluation. [ Request Appointment ](/appointment-location) ## Helpful Resources Need a physician referral? Some services or insurance plans may require a referral from your child’s healthcare provider. Our office will let you know if one is needed after reviewing your appointment request. [ Download Referral Form ](https://ejtherapy.com/wp-content/uploads/2026/05/referral-form-updated-012025.pdf) [ Insurance & Payment Options ](/insurance-payment-options) ## New Patient Intake Paperwork ## Already Scheduled? Complete the intake paperwork only AFTER your child’s evaluation has been scheduled. Before your first visit you will be required to fill out the New Patient Intake Forms. You may complete the form digitally or a copy will be availalbe at the front desk at your first visit. [CLICK HERE](https://ejtherapy.com/wp-content/uploads/2026/06/EJ_Therapy_New_Patient_Intake_Forms_Fillable.pdf) to Download Once you have downloaded the form, type in your information. Then choose your location below, and upload the completed form. You do not need to print this out, this is a fillable form. Wooster Canal Fulton ## Wooster Form Upload New Patient Information Form Send ## Canal Fulton Form Upload New Patient Information Form Send --- ### [Careers](https://ejtherapy.com/careers/) **Published:** May 5, 2026 **Author:** Rishvanth Sabbani **Content:** # Careers ![](https://ejtherapy.com/wp-content/uploads/2026/05/1ca29c771f0b8f43a91c973d625f7325bf4dc4a0-1.webp "1ca29c771f0b8f43a91c973d625f7325bf4dc4a0 (1) - EJ Therapy - EJ Therapy") ## Career Opportunities ## Are You Ready to Make a Difference? ## Join a Pediatric Therapy Team That Supports You **Current Open Positions:** - [ Pediatric Speech Therapist (SLP) ](https://ejtherapy.com/careers-speech-language-pathologist/) - [ Pediatric Occupational Therapist (OTR) ](/careers-pediatric-occupational-therapist) [ Send Resume ](mailto:info@ejtherapy.com) ## JOIN OUR TEAM OF PEDIATRIC OCCUPATIONAL, PHYSICAL, AND SPEECH THERAPISTS. At EJ Therapy, we provide pediatric occupational therapy, physical therapy, speech therapy, educational audiology, and school-based services to children across Wayne, Holmes, Ashland, Richland, Stark, and surrounding counties. Our team serves children, families, schools, and communities. If you are looking for a meaningful pediatric therapy career, EJ offers opportunities to work with children in school-based and clinic-based settings. We hire compassionate occupational therapists, physical therapists, speech-language pathologists, licensed social workers, and other school-based professionals who want to make a positive impact in the lives of children. At EJ, you are not working alone. You will be part of a collaborative pediatric therapy team that values individualized care, evidence-based practice, continuing education, mentorship, and whole-child support. Whether you are interested in pediatric occupational therapy jobs, pediatric physical therapy jobs, pediatric speech therapy jobs, or school-based therapy opportunities, EJ provides a supportive environment where you can grow professionally while doing work that matters. As a smaller, relationship-driven organization, EJ is often able to adapt as life circumstances change. We value the strengths, interests, and long-term goals of our team members and strive to create opportunities that align with each person’s professional path. As you grow in your career, we want to grow with you and support you along the way. [ Learn More About Our Mission ](/mission/) “EJ has been an amazing company to work with for many reasons. The owners truly care about their employees and will go out of their way to help in any way that they can. The amount of support I get from EJ and the other therapists have truly helped me become the therapist that I am today. I absolutely love working for this company and glad I made the switch!” ## Jeannine A, SLP “Working for EJ Therapy for over 2 years, I’ve come to truly appreciate the personal interest taken in me, as a therapist, and the encouragement to dream big for my patients. The professional and personal development opportunities are like none I’ve ever experienced. I love working in such a positive environment!” ## Michelle S, SLP ## The 4 Pillars of Our Culture ## Compassion Provide care, compassion, communication, and education to children, families, and the community ## Individualized Care Consider the whole child. We understand that not every child fits into a mold or is defined by a diagnosis. We work to provide care that fits the child. ## Collaboration You are not alone, our team works together. Our therapist support one another to provide a positive attitude about the work and the impact on children. ## Make an Impact Communicate hope and work alongside parents and the community, whether that’s at school or private settings. ## Benefits That Work For You We know our team works hard to support children, families, and schools. EJ is committed to providing resources, benefits, and professional support that help employees feel equipped, supported, and valued in their roles. ## Supplies EJ provides pediatric and school-based therapists with supplies and materials needed to support therapy protocols and best-practice standards. This may include therapy balls, scooter boards, theraputty, pencil grippers, and other commonly used occupational therapy, physical therapy, and speech therapy materials. ## Continuing Education EJ provides continuing education opporunities to help employees meet licensure requirements and continue building their clinical knowledge and skills. We value ongoing professional development for therapists and school-based professionals serving children in pediatric and educational settings. ## Therapy Student Mentoring EJ offers opportunities for employees to mentor occupational therapy, physical therapy, and speech therapy students. Through established relationships with area colleges and universities, employees may have the opportunity to support Level I and Level II students while also earning continuing education hours. ## Flexibility and Professional Growth EJ understands that life circumstances and professional goals can change over time. As a smaller, relationship-driven organization, we are often able to work with employees to explore opportunities that align with their strengths, interest, availability, and long-term career goals. ## Paid Time Off EJ offers paid time off for eligible employees to use for personal time, illness, or inclement weather closures. PTO eligibility and amounts may vary based on position, schedule, and employment classification. ## 401(k) Plan EJ offers a retirement program for eligible employees. After one year of employment, employees may be eligible to participate in the company’s 401(k) plan. EJ matches dollar for dollar up to 2% of pay, based on plan eligibility. ## Health Insurance EJ offers health insurance options for eligible employees to help support their health and wellbeing. ## Voluntary Benefits EJ also offers voluntary benefit options for eligible employees, such as life insurance, short-term disability, and more. These may include additional coverage options that employees can choose based on their individual or family needs. ## Desired Position Not Listed? If you don’t see the position you’re looking for, or have questions about working with EJ Therapy, please contact us or submit your resume. [ Send Resume ](mailto:info@ejtherapy.com) [ Contact ](/contact/) --- ### [Careers-Pediatric Occupational Therapy Assistant](https://ejtherapy.com/careers-pediatric-occupational-therapy-assistant-cota-ota/) **Published:** July 29, 2026 **Author:** Vicky Moroz **Content:** # Pediatric Occupational Therapy Assistant (OTA/COTA) [ Apply Now ](#cota-application) **Location:** Wooster and Mansfield **Job Type:** Full-Time **About Us:** EJ Therapy Services is your premier pediatric therapy service in the local public school districts and local area clinics! Our team of licensed therapists and assistants is committed to providing the most current, evidence-based therapy in order to help children reach their highest potential for participation in family, community, and school-based activities. **Responsibilities:** In this role, you will have the opportunity to work with a variety of children’s needs in a supportive, team atmosphere, with good collaboration and in-person mentoring. Most importantly, you will have the power to make a difference in the lives of children. You will: - perform occupational therapy treatment tasks - Counseling families on how to address common concerns - working with other therapists to create treatment programs **Qualifications:** - Knowledge of occupational therapy principles - current state licensure or certification **Education:** - successful completion of an associate’s degree from an accredited occupational therapy assistant program **Skills:** - Great verbal and nonverbal communication - critical thinking - detail-oriented - time-management - Ability to work in a team **Experience:** - Any - New grads welcome **Benefits:** - Competitive salary based on experience. - Flexible scheduling options - Health insurance - 401(k) with employer matching - Paid time off - Professional development opportunities Full Time or Part Time Full Time Part Time Either Resume Upload Send --- ### [Careers - Speech Language Pathologist](https://ejtherapy.com/careers-speech-language-pathologist/) **Published:** June 3, 2026 **Author:** Kyle Wright **Content:** # Speech Language Pathologist (SLP) [ Apply Now ](#slp-application) **Location:** Wooster and Canal Fulton, OH area **Job Type:** Full Time or Part-time welcome. These roles are primarily clinic, but some school opportunities exist. **Join Our Team:** If you are passionate about helping children grow, move, and succeed in their everyday environments, we would love to hear from you. EJ Therapy offers a collaborative team environment where therapists can make an impact while continuing to grow professionally. **About EJ Therapy:** EJ Therapy is a pediatric therapy provider serving children and families through both clinic and school-based services. Our team of licensed therapists and therapy assistants is dedicated to providing evidence-based care that helps children reach their highest potential in their daily activities at home, in school, and in their communities. We pride ourselves on maintaing a collaborative and supportive environment where therapists work together, share ideas, and receive mentorship as they grow in their careers. **Responsibilities:** As a Speech-Language Pathologist with EJ Therapy Services, you will work with a diverse pediatric caseload in a collaborative and supportive therapy environment. In this role, you will have the opportunity to make a meaningful impact in the lives of children while working alongside a multidisciplinary team. Responsibilities include: - Evaluating and treating a variety of communication needs including, expressive and receptive language delays, receptive language delays, Apraxia, articulation, phonological disorders, stuttering, and social communication challeneges - supporting children who use augmentative and alternative communication (AAC) systems - Collaborating with occupational therapists, physical therapists, and other professionals - Providing education and guidance to families on strategies to support communication development - Documenting therapy sessions and maintaing accurate clinical records. **Qualifications:** - Valid Ohio Speech-Language Pathologist license or eligiblity to obtain one - Master’s degree in Speech-Language Pathology from an accredited program **Skills:** - Great verbal and nonverbal communication - critical thinking - detail-oriented - time-management - ability to work in a team **Education:** - Master’s Degree in Speech Language Pathology **Experience:** - All experience levels are welcome to apply - New graduate looking for a Clinical Fellowship Placement **Working Hours:** - Monday to Friday - Flexible scheduling **Benefits of working for EJ:** - Competitive salary based on experience. - Flexible scheduling - Health insurance - 401(k) with employer matching - Paid time off - Relocation Assistance - Bonus Full Time or Part-Time Full-Time Part-Time Either Resume Upload Send --- ### [Careers - Pediatric Occupational Therapist](https://ejtherapy.com/careers-pediatric-occupational-therapist/) **Published:** June 3, 2026 **Author:** Kyle Wright **Content:** # Pediatric Occupational Therapist (OTR) [ Apply Now ](#otr-application) **Location:** Wooster and Mansfield **Job Type:** Full-Time or Part-Time **Join Our Team:** If you are passionate about helping children grow, move, and succeed in their everyday environments, we would love to hear from you. EJ Therapy offers a collaborative team environment where therapists can make a difference while continuing to grow professionally. **About Us:** EJ Therapy is a leading provider of pediatric therapy services supporting children in local schools districts. Our team of licensed therapists and therapy assistants works collaboratively with educators, families, and school staff to provide evidence-based therapy that helps children reach their highest potential in academic, social, and daily living activities. We pride ourselves on creating a supportive environment where therapists can grow professionally while making a meaningful difference in the lives of students. . **Responsibilities:** As a school-based occupational therapists with EJ Therapy, you will work with students in educational environments to support their ability to participate successfully in school activities. Responsibilities include: - Conducting assessments and developing individualized treatment plans to address a variety of occupational therapy needs, including fine and gross motor skills, sensory processing, visual perceptual skills, and self-care skills. - Collaborating with other therapists, teachers, and intervention specialists to develop and implement Individualized Education Programs (IEPs). - Providing counseling and education to families on how to address their child’s occupational therapy needs. - Documenting progress and maintaining accurate records. **Qualifications:** - Valid Ohio Occupational Therapy license or eligible to obtain one. - Master’s degree in Occupational Therapy from an accredited program. - Ability to pass a background check and drug screening. **Skills:** - Excellent verbal and written communication skills. - Strong critical thinking and problem-solving skills. - Detail-oriented and highly organized. - Ability to work collaboratively in a team environment. **Education:** Master’s degree in Occupational Therapy **Experience:** Any level of experience welcome, including new graduates. **Working Hours:** School-day schedule with flexible options depending on district needs. **Benefits:** - Competitive salary based on experience. - Flexible scheduling options - Health insurance - 401(k) with employer matching - Paid time off - Relocation assistance - Professional development opportunities Full Time or Part Time Full Time Part Time Either Resume Upload Send --- ### [Careers-Licensed Social Worker](https://ejtherapy.com/careers-licensed-social-worker/) **Published:** July 3, 2026 **Author:** Vicky Moroz **Content:** ## School Social Worker (K-8 | School-Based) [ Apply Now ](#lsw-application) **School Social Worker (K-8 | School-Based)** **Location**: Richland County, OH **Why Join Us?** - K-8 student caseload - School-based setting - Supportive team environment - Collaboration with teachers, administrators, intervention specialists, therapists, and school teams - Competitive, negotiable salary based on experience **Job Type:** Full-Time **About Us:** EJ Therapy Services is your premier pediatric therapy service in the local public school districts! Our team of licensed therapists and assistants is committed to providing the most current, evidence-based therapy in order to help children reach their highest potential for participation in family, community, and school-based activities. **Responsibilities**: As a school social worker, you will have the opportunity to make a positive impact on the lives of students. Your responsibilities will include: - Working with students K-8th graders - Providing individual and group counseling to students to address social, emotional, and behavioral issues. - Conducting social and family assessments to identify students’ needs and developing appropriate intervention plans. - Collaborating with teachers, administrators, and parents to develop and implement Individual Education Programs (IEPs) and interventions that address students’ specific needs. - Connecting students and families with community resources and services to support their overall well-being. - Participating in multidisciplinary team meetings, providing valuable insights and recommendations for supporting students’ overall development. - Advocating for students’ rights and needs within the school and community. **Qualifications**: - Hold a valid license or certification as a licensed social worker in the state of Ohio. - Possess a solid understanding of social work assessment techniques and best practices in providing support to students with diverse needs. **Skills:** - Demonstrate excellent interpersonal and communication skills, with the ability to collaborate effectively with students, parents, and staff members. - Exhibit strong problem-solving and critical-thinking abilities, applying research-based strategies to address students’ academic, social, and emotional challenges. - Maintain a commitment to ongoing professional development and staying current with the latest advancements in the field of school social work. **Education and Experience:** - Bachelor’s or Master’s Degree in Social Work - Experience as a school social worker is preferred but not required. **Work Hours:** This position operates on a Monday to Friday schedule with flexible hours to accommodate students’ needs. **Benefits**: - Competitive salary based on experience. - Flexible scheduling options - Health insurance - 401(k) with employer matching - Paid time off - Relocation assistance - Professional development opportunities Join our dedicated team of professionals and help us create a supportive and nurturing learning environment for our students. Apply today and be part of making a difference in the lives of children. Full Time or Part Time Full Time Part Time Either Resume Upload Send --- ### [Cookie Policy](https://ejtherapy.com/cookie-policy/) **Published:** May 5, 2026 **Author:** Rishvanth Sabbani **Content:** # Cookie Policy Last updated December 12, 2022 This Cookie Policy explains how EJ Therapy Services (“Company,” “we,” “us,” and “our”) uses cookies and similar technologies to recognize you when you visit our website at [http://www.ejtherapy.com](http://www.ejtherapy.com/) (“Website”). It explains what these technologies are and why we use them, as well as your rights to control our use of them. In some cases we may use cookies to collect personal information, or that becomes personal information if we combine it with other information. **What are cookies?** Cookies are small data files that are placed on your computer or mobile device when you visit a website. Cookies are widely used by website owners in order to make their websites work, or to work more efficiently, as well as to provide reporting information. Cookies set by the website owner (in this case, EJ Therapy Services) are called “first-party cookies.” Cookies set by parties other than the website owner are called “third-party cookies.” Third-party cookies enable third-party features or functionality to be provided on or through the website (e.g., advertising, interactive content, and analytics). The parties that set these third-party cookies can recognize your computer both when it visits the website in question and also when it visits certain other websites. **Why do we use cookies?** We use first- and third-party cookies for several reasons. Some cookies are required for technical reasons in order for our Website to operate, and we refer to these as “essential” or “strictly necessary” cookies. Other cookies also enable us to track and target the interests of our users to enhance the experience on our Online Properties. Third parties serve cookies through our Website for advertising, analytics, and other purposes. This is described in more detail below. **How can I control cookies?** You have the right to decide whether to accept or reject cookies. You can exercise your cookie rights by setting your preferences in the Cookie Consent Manager. The Cookie Consent Manager allows you to select which categories of cookies you accept or reject. Essential cookies cannot be rejected as they are strictly necessary to provide you with services. The Cookie Consent Manager can be found in the notification banner and on our website. If you choose to reject cookies, you may still use our website though your access to some functionality and areas of our website may be restricted. You may also set or amend your web browser controls to accept or refuse cookies. The specific types of first- and third-party cookies served through our Website and the purposes they perform are described in the table below (please note that the specific cookies served may vary depending on the specific Online Properties you visit): Analytics and customization cookies: These cookies collect information that is used either in aggregate form to help us understand how our Website is being used or how effective our marketing campaigns are, or to help us customize our Website for you. Name:\_gat#Purpose:Enables Google Analytics regulate the rate of requesting. It is a HTTP cookie type that lasts for a session.Provider:.ejtherapy.comService:Google Analytics [View Service Privacy Policy](https://policies.google.com/technologies/ads) Country:United StatesType:http\_cookieExpires in:1 minute Name:crumbPurpose:The crumb cookie is used in order to recognise a computer when a user visits our website. It also prevents cross-site request forgery.Provider:www.ejtherapy.comService:Showtime Analytics [View Service Privacy Policy](https://showtimeanalytics.com/cookie-policy) Country:United StatesType:server\_cookieExpires in:session Name:\_ga\_#Purpose:Used to distinguish individual users by means of designation of a randomly generated number as client identifier, which allows calculation of visits and sessionsProvider:.ejtherapy.comService:Google analytics [View Service Privacy Policy](https://policies.google.com/technologies/ads) Country:United StatesType:http\_cookieExpires in:1 year 11 months 29 days Name:v3/Purpose:\_\_\_\_\_\_\_\_\_\_Provider:www.ejtherapy.comService:\_\_\_\_\_\_\_\_\_\_ Country:United StatesType:pixel\_trackerExpires in:session Name:#collectPurpose:Sends data such as visitor’s behavior and device to Google Analytics. It is able to keep track of the visitor across marketing channels and devices. It is a pixel tracker type cookie whose activity lasts within the browsing session.Provider:www.ejtherapy.comService:Google Analytics [View Service Privacy Policy](https://policies.google.com/technologies/ads) Country:United StatesType:pixel\_trackerExpires in:session Name:\_gidPurpose:Keeps an entry of unique ID which is then used to come up with statistical data on website usage by visitors. It is a HTTP cookie type and expires after a browsing session.Provider:.ejtherapy.comService:Google Analytics [View Service Privacy Policy](https://policies.google.com/technologies/ads) Country:United StatesType:http\_cookieExpires in:1 day Name:\_gaPurpose:It records a particular ID used to come up with data about website usage by the user. It is a HTTP cookie that expires after 2 years.Provider:.ejtherapy.comService:Google Analytics [View Service Privacy Policy](https://policies.google.com/technologies/ads) Country:United StatesType:http\_cookieExpires in:1 year 11 months 29 days Advertising cookies: These cookies are used to make advertising messages more relevant to you. They perform functions like preventing the same ad from continuously reappearing, ensuring that ads are properly displayed for advertisers, and in some cases selecting advertisements that are based on your interests. Name:\_fbpPurpose:Facebook tracking pixel used to identify visitors for personalized advertising.Provider:.ejtherapy.comService:Facebook [View Service Privacy Policy](https://www.facebook.com/privacy/explanation) Country:United StatesType:http\_cookieExpires in:2 months 29 days Name:tdPurpose:Used to deliver targeted adverts to users based on browsing activity. It is a HTTP cookie.Provider:www.ejtherapy.comService:UnrulyX [View Service Privacy Policy](https://unruly.co/privacy/#privacy-policy) Country:United StatesType:pixel\_trackerExpires in:session Unclassified cookies: These are cookies that have not yet been categorized. We are in the process of classifying these cookies with the help of their providers. Name:\_pin\_unauthPurpose:\_\_\_\_\_\_\_\_\_\_Provider:.ejtherapy.comService:\_\_\_\_\_\_\_\_\_\_ Country:United StatesType:http\_cookieExpires in:11 months 30 days **How can I control cookies on my browser?** As the means by which you can refuse cookies through your web browser controls vary from browser to browser, you should visit your browser’s help menu for more information. The following is information about how to manage cookies on the most popular browsers: - [Chrome](https://support.google.com/chrome/answer/95647#zippy=%2Callow-or-block-cookies) - [Internet Explorer](https://support.microsoft.com/en-us/windows/delete-and-manage-cookies-168dab11-0753-043d-7c16-ede5947fc64d) - [Firefox](https://support.mozilla.org/en-US/kb/enhanced-tracking-protection-firefox-desktop?redirectslug=enable-and-disable-cookies-website-preferences&redirectlocale=en-US) - [Safari](https://support.apple.com/en-ie/guide/safari/sfri11471/mac) - [Edge](https://support.microsoft.com/en-us/windows/microsoft-edge-browsing-data-and-privacy-bb8174ba-9d73-dcf2-9b4a-c582b4e640dd) - [Opera](https://help.opera.com/en/latest/web-preferences/) In addition, most advertising networks offer you a way to opt out of targeted advertising. If you would like to find out more information, please visit: - [Digital Advertising Alliance](http://www.aboutads.info/choices/) - [Digital Advertising Alliance of Canada](https://youradchoices.ca/) - [European Interactive Digital Advertising Alliance](http://www.youronlinechoices.com/) **What about other tracking technologies, like web beacons?** Cookies are not the only way to recognize or track visitors to a website. We may use other, similar technologies from time to time, like web beacons (sometimes called “tracking pixels” or “clear gifs”). These are tiny graphics files that contain a unique identifier that enables us to recognize when someone has visited our Website or opened an email including them. This allows us, for example, to monitor the traffic patterns of users from one page within a website to another, to deliver or communicate with cookies, to understand whether you have come to the website from an online advertisement displayed on a third-party website, to improve site performance, and to measure the success of email marketing campaigns. In many instances, these technologies are reliant on cookies to function properly, and so declining cookies will impair their functioning. **Do you use Flash cookies or Local Shared Objects?** Websites may also use so-called “Flash Cookies” (also known as Local Shared Objects or “LSOs”) to, among other things, collect and store information about your use of our services, fraud prevention, and for other site operations. If you do not want Flash Cookies stored on your computer, you can adjust the settings of your Flash player to block Flash Cookies storage using the tools contained in the [Website Storage Settings Panel](http://www.macromedia.com/support/documentation/en/flashplayer/help/settings_manager07.html). You can also control Flash Cookies by going to the [Global Storage Settings Panel](http://www.macromedia.com/support/documentation/en/flashplayer/help/settings_manager03.html) and following the instructions (which may include instructions that explain, for example, how to delete existing Flash Cookies (referred to “information” on the Macromedia site), how to prevent Flash LSOs from being placed on your computer without your being asked, and (for Flash Player 8 and later) how to block Flash Cookies that are not being delivered by the operator of the page you are on at the time). Please note that setting the Flash Player to restrict or limit acceptance of Flash Cookies may reduce or impede the functionality of some Flash applications, including, potentially, Flash applications used in connection with our services or online content. **Do you serve targeted advertising?** Third parties may serve cookies on your computer or mobile device to serve advertising through our Website. These companies may use information about your visits to this and other websites in order to provide relevant advertisements about goods and services that you may be interested in. They may also employ technology that is used to measure the effectiveness of advertisements. They can accomplish this by using cookies or web beacons to collect information about your visits to this and other sites in order to provide relevant advertisements about goods and services of potential interest to you. The information collected through this process does not enable us or them to identify your name, contact details, or other details that directly identify you unless you choose to provide these. **How often will you update this Cookie Policy?** We may update this Cookie Policy from time to time in order to reflect, for example, changes to the cookies we use or for other operational, legal, or regulatory reasons. Please therefore revisit this Cookie Policy regularly to stay informed about our use of cookies and related technologies. The date at the top of this Cookie Policy indicates when it was last updated. **Where can I get further information?** If you have any questions about our use of cookies or other technologies, please email us at info@ejtherapy.com or by post to: EJ Therapy Services 2714 Akron Road Wooster, OH 44691 United States Phone: (+1)330-262-4449 Fax: (+1)330-262-4449 This cookie policy was created using Termly’s [Cookie Consent Manager](https://termly.io/products/cookie-consent-manager/). --- ### [Careers - School-Based Speech Language Pathologist](https://ejtherapy.com/careers-school-based-speech-language-pathologist/) **Published:** June 3, 2026 **Author:** Kyle Wright **Content:** # School-Based Speech Language Pathologist (SLP) [ Apply Now ](#) **Location:** Wooster and Mansfield, OH **Job Type:** Full-Time or Part-Time **Join Our Team:** If you are passionate about helping children grow, move, and succeed in their everyday environments, we would love to hear from you. EJ Therapy offers a collaborative team environment where therapists can make an impact while continuing to grow professionally. **About EJ Therapy:** EJ Therapy is a pediatric therapy provider serving children and families through both clinic and school-based services. Our team of licensed therapists and therapy assistants is dedicated to providing evidence-based care that helps children reach their highest potential in their daily activities at home, in school, and in their communities. We pride ourselves on maintaing a collaborative and supportive environment where therapists work together, share ideas, and receive mentorship as they grow in their careers. **Responsibilities:** As a School-Based Speech-Language Pathologist with EJ Therapy, you will suport students in developing communication skills that enable them to participate successfully in classroom and school activities. Responsibilities include: - Evaluating and treating a wide variety of communication needs, including expressive and receptive language delays, Apraxia, articulation, phonological disorders, stuttering and social communication challenges - Supporting students who use augmentative and alternative communication (AAC) systems - Developing and implementing individualized treatment plans aligned with student goals - Participating in the development and implementation of Individual Education Programs (IEPs) - Counseling families on how to address any communication delays and disorders - Maintaining accurate documentation and therapy records **Qualifications:** - Valid Ohio Speech Language Pathologist license or eligiblity to obtain one - Knowledge of Speech Pathology principles **Skills:** - Great verbal and nonverbal communication - critical thinking - detail-oriented - time-management - ability to work in a team **Education:** - Master’s degree in Speech-Language Pathology from an accredited program **Experience:** All experience levels are welcome to apply, including new graduates seeking a Clinical Fellowship (CF) placement **Working Hours:** - Monday to Friday - Flexible scheduling based on school district needs **Location:** Wooster and Mansfield, OH **Benefits of working for EJ:** - Competitive salary based on experience. - Flexible scheduling. - Health insurance. - 401(k) with employer matching - Paid time off. - Relocation assistance - Bonus [ Apply Now ](#) [ Contact Us ](/contact) --- ### [Careers - Pediatric Physical Therapist](https://ejtherapy.com/careers-pediatric-physical-therapist/) **Published:** June 3, 2026 **Author:** Kyle Wright **Content:** # Pediatric Physical Therapist [ Apply Now ](#pt-application) School and clinic setting (Full-time or Part-time) **New graduates and experienced therapists are welcome to apply** **Location:** Canal Fulton Clinic and Richland County School Districts-Northeast Ohio **Job Type:** Full-Time or Part-Time **About EJ Therapy:** EJ Therapy is a pediatric therapy provider serving children and families through both clinic and school-based services. Our team of licensed therapists and therapy assistants is dedicated to providing evidence-based care that helps children reach their highest potential in their daily activities at home, in school, and in their communities. We pride ourselves on maintaing a collaborative and supportive environment where therapists work together, share ideas, and receive mentorship as they grow in their careers. **Position Overview:** EJ Therapy is seeking a **Pediatric Physical Therapist** to support children in both educational and outpatient therapy environments. This role offers the opportunity to work with pediatric patients either in a school-based setting at Madison Local Schools, in our Canal Fulton clinic, or through a combination of both depending on therapist preference and scheduling availability. The position may be structured as full-time or part-time, providing flexibility for the right candidate. This position is idea for therapists who enjoy working with children and want the opprotunity to build experience across different pediatric therapy settings while collaborating with a supportive team. **Responsibilities:** As a Physical Therapist with EJ Therapy, you will work with a diverse pediatric caseload in a collaborative environment where mentorship and teamwork are valued. Your role will include: - Evaluating and treating a variety of physical therapy needs, including gross motor skills, strength, endurance, balance, coordination, and mobility. - Developing individualized treatment plans to support each child’s functional goals. - Collaborating with other therapists, parents, and area doctors/professionals - Documenting progress and maintaining accurate records. - Providing education and support to families on how to address their child’s physical therapy needs. - Supporting students within school environments when applicable **Qualifications:** - Valid Ohio Physical Therapist license or eligible to obtain one. - Doctorate in Physical Therapy from an accredited program - Ability to pass a background check and drug screening. **Skills:** - Strong verbal and written communication skills. - Critical thinking and problem-solving abilities - Detail-oriented and highly organized. - Ability to work collaboratively in a team environment. **Education:** Doctorate or master’s degree in Physical Therapy from an accredited program **Experience:** Any level of experience welcome, including new graduates. **Schedule:** Monday to Friday with flexible scheduling options available. **Location:** - Canal Fulton Clinic - Richland County Schools **Benefits:** - Competitive salary based on experience. - Flexible scheduling. - Health insurance. - 401(k) with employer matching - Paid time off. - Tuition reimbursement Full Time or Part Time Full Time Part Time Either Resume Upload Send --- ### [Contact](https://ejtherapy.com/contact/) **Published:** May 5, 2026 **Author:** Rishvanth Sabbani **Content:** # Questions? We’re here to help! Contact EJ Therapy today to learn more about our services of make an appointment. ## Wooster 2714 Akron Road, Wooster, OH 44691 - Email: info@ejtherapy.com - Phone: 330-262-4449 - Fax: 330-262-4449 [ Learn More ](/wooster/) ## Canal Fulton 10862 Portage Street, Canal Fulton, OH 44614 - Email: info@ejtherapy.com - Phone: 330-408-7575 - Fax: 330-408-7575 [ Learn More ](/canal-fulton/) ![](https://ejtherapy.com/wp-content/uploads/2026/05/logo.webp "logo - EJ Therapy - EJ Therapy") ## Careers at EJ Therapy Are you ready to make a difference? Join the EJ Therapy team by applying for one of our current job openings [ Open Positions ](/careers/) --- ### [Blog](https://ejtherapy.com/blog/) **Published:** May 5, 2026 **Author:** Rishvanth Sabbani **Content:** # Blog ## Categories Holiday Tips Occupational Therapy OT Research Physical Therapy PT Research Speech Therapy ST Research All [ ](https://ejtherapy.com/why-every-child-needs-early-vision-screening/)- [ March 9 ](https://ejtherapy.com/2024/03/09/) - [Occupational Therapy](https://ejtherapy.com/category/occupational-therapy/) ## [Why Every Child Needs Early Vision Screening](https://ejtherapy.com/why-every-child-needs-early-vision-screening/) [ ](https://ejtherapy.com/snowman-craft/)- [ December 16 ](https://ejtherapy.com/2023/12/16/) - [Occupational Therapy](https://ejtherapy.com/category/occupational-therapy/), [OT Research](https://ejtherapy.com/category/ot-research/), [Physical Therapy](https://ejtherapy.com/category/physical-therapy/), [PT Research](https://ejtherapy.com/category/pt-research/), [Speech Therapy](https://ejtherapy.com/category/speech-therapy/), [ST Research](https://ejtherapy.com/category/st-research/) ## [Snowman Craft](https://ejtherapy.com/snowman-craft/) [ ](https://ejtherapy.com/christmas-gift-guide/)- [ December 12 ](https://ejtherapy.com/2023/12/12/) - [Occupational Therapy](https://ejtherapy.com/category/occupational-therapy/), [Physical Therapy](https://ejtherapy.com/category/physical-therapy/), [Speech Therapy](https://ejtherapy.com/category/speech-therapy/) ## [Christmas Gift Guide](https://ejtherapy.com/christmas-gift-guide/) [ ](https://ejtherapy.com/sensory-processing-around-the-holidays/)- [ December 12 ](https://ejtherapy.com/2023/12/12/) - [Occupational Therapy](https://ejtherapy.com/category/occupational-therapy/), [Physical Therapy](https://ejtherapy.com/category/physical-therapy/), [Speech Therapy](https://ejtherapy.com/category/speech-therapy/) ## [Sensory Processing Around the Holidays](https://ejtherapy.com/sensory-processing-around-the-holidays/) [ ](https://ejtherapy.com/what-is-feeding-therapy/)- [ December 7 ](https://ejtherapy.com/2023/12/07/) - [Occupational Therapy](https://ejtherapy.com/category/occupational-therapy/) ## [What is Feeding Therapy?](https://ejtherapy.com/what-is-feeding-therapy/) [ ](https://ejtherapy.com/phonology-and-phonological-disorders/)- [ November 30 ](https://ejtherapy.com/2023/11/30/) - [Speech Therapy](https://ejtherapy.com/category/speech-therapy/) ## [Phonology and Phonological Disorders](https://ejtherapy.com/phonology-and-phonological-disorders/) [ ](https://ejtherapy.com/what-if-my-child-has-trouble-with-articulation/)- [ November 23 ](https://ejtherapy.com/2023/11/23/) - [Speech Therapy](https://ejtherapy.com/category/speech-therapy/) ## [What If My Child Has Trouble with Articulation?](https://ejtherapy.com/what-if-my-child-has-trouble-with-articulation/) [ ](https://ejtherapy.com/hippotherapy-as-part-of-physical-therapy-treatment/)- [ November 18 ](https://ejtherapy.com/2023/11/18/) - [Physical Therapy](https://ejtherapy.com/category/physical-therapy/), [PT Research](https://ejtherapy.com/category/pt-research/) ## [Hippotherapy as part of Physical Therapy Treatment](https://ejtherapy.com/hippotherapy-as-part-of-physical-therapy-treatment/) [ ](https://ejtherapy.com/what-is-hippotherapy/)- [ November 16 ](https://ejtherapy.com/2023/11/16/) - [Physical Therapy](https://ejtherapy.com/category/physical-therapy/) ## [What is Hippotherapy?](https://ejtherapy.com/what-is-hippotherapy/) [ ](https://ejtherapy.com/art-for-children-with-autism-help-build-your-childs-creativity/)- [ November 9 ](https://ejtherapy.com/2023/11/09/) - [Occupational Therapy](https://ejtherapy.com/category/occupational-therapy/) ## [Art for Children with Autism: Help Build Your Child’s Creativity](https://ejtherapy.com/art-for-children-with-autism-help-build-your-childs-creativity/) [ ](https://ejtherapy.com/obstacle-crossing-as-an-indicator-of-dynamic-balance-in-children-with-cp/)- [ November 4 ](https://ejtherapy.com/2023/11/04/) - [Physical Therapy](https://ejtherapy.com/category/physical-therapy/), [PT Research](https://ejtherapy.com/category/pt-research/) ## [Obstacle Crossing as an Indicator of Dynamic Balance in Children with CP](https://ejtherapy.com/obstacle-crossing-as-an-indicator-of-dynamic-balance-in-children-with-cp/) [ ](https://ejtherapy.com/balance-as-a-part-of-child-development/)- [ November 2 ](https://ejtherapy.com/2023/11/02/) - [Physical Therapy](https://ejtherapy.com/category/physical-therapy/) ## [Balance as a Part of Child Development](https://ejtherapy.com/balance-as-a-part-of-child-development/) PreviousPage1[Page2](https://ejtherapy.com/blog/2/)[Page3](https://ejtherapy.com/blog/3/)…[Page5](https://ejtherapy.com/blog/5/)[Next](https://ejtherapy.com/blog/2/) --- ### [About Us](https://ejtherapy.com/about-us/) **Published:** May 5, 2026 **Author:** Rishvanth Sabbani **Content:** # Empowering Children to Thrive EJ Therapy strives to provide opportunities for children to experience success, increase self-confidence, and learn functional skills through active environmental exploration. In addition, we desire to assist parents and school personnel in gaining an increased understanding of their child’s strengths and needs. ![](https://ejtherapy.com/wp-content/uploads/2026/05/ad3ac96a274043b1ccf3ed2a311aa27322b4cebb.webp "ad3ac96a274043b1ccf3ed2a311aa27322b4cebb - EJ Therapy - EJ Therapy") ## About EJ Therapy ## Helping children build confidence, master skills, and succeed in everyday life EJ Therapy was established in 1998 between two experienced therapists desiring to provide quality Occupational Therapy services to Wayne County, OH schools. What began with three school districts in December 1998 has grown to more than 25 school districts and over 70 staff. The expansion has also included Physical and Speech Therapy services, Audiology, TVI, Psychology, and Nursing in some of those school districts. In May of 2008, the staff, parents, and community supported EJ Therapy in opening a clinic to provide private therapy. Now EJ Therapy has two pediatric clinics, one in Wooster and one in Canal Fulton. Both clinics offer Occupational, Speech, and Physical Therapy to children. Our clinics are constantly expanding with the services we are able to provide, with a recent expansion into offering feeding therapy. Services are now available in area schools of Wayne, Holmes, Ashland, and Richland counties. Clinic-based services include private, one-on-one treatment sessions, small groups, and summer camps. [ Join The EJ Team ](/careers) **About Us Video** Highlights the pediatric therapy services EJ Therapy provides. ## Our Mission EJ Therapy’s goal is to make a difference in the lives of children. Our vision is to impact children’s lives therapeutically and with compassion so that each child can be the best that they can be. We will travel the journey with parents, families, and communities to bring hope and guidance along the way. [ Learn More ](/mission/) “I can’t say enough good things about EJ Therapy. My non verbal 5 year old son was diagnosed with moderate to severe autism at 3 years old. Not only did he not talk but couldn’t eat solid food. Every where we looked had waiting lists to get him the therapy he needs and EJ got him in within a few weeks. They have so many therapists and the 3 that he has seen have all been so patient with him. He’s now eating more solid food and able to chew hard textures he wouldn’t even try before. He has had so much breakthrough in just the 1 year’s time he’s been going there. Thank you from the bottom of my heart!” — Matthew Metcalf ## Check Out Our Facilities Interested in visiting EJ Therapy at one of our locations? Contact us to set up a time to see what EJ Therapy is all about. [ Wooster ](/wooster/) [ Canal Fulton ](/canal-fulton/) --- ### [Clinics](https://ejtherapy.com/clinics/) **Published:** May 5, 2026 **Author:** Rishvanth Sabbani **Content:** # Our Clinics ## Providing Expert Pediatric Therapy in Northeast Ohio With convenient locations in Wooster and Canal Fulton, EJ Therapy makes it easy for families across Northeast Ohio to access trusted pediatric care—offering speech, occupational, physical therapy, and audiology services all in one place to support your child’s growth every step of the way. For more information, or to make an appointment, please visit the your clinic’s page. [ ## Wooster Clinic ](/wooster/) [ ## Canal Fulton Clinic ](/canal-fulton/) --- ### [Audiology](https://ejtherapy.com/audiology/) **Published:** May 5, 2026 **Author:** Rishvanth Sabbani **Content:** # Audiology ![](https://ejtherapy.com/wp-content/uploads/2026/05/229c3e41fe70fcfbdc89b9d950728f8c5c811394-1-1-scaled-e1777993106878.webp "229c3e41fe70fcfbdc89b9d950728f8c5c811394 (1) - EJ Therapy - EJ Therapy") ## About Audiology ## Helping Your Child Find Their Voice with Speech Therapy Our state licensed and board certified speech-language pathologists are committed to providing evidence-based therapy practice individualized to meet the needs of each child. EJ Therapy’s pediatric SLPs evaluate and treat a wide variety of communication needs including: - Language Development - Receptive and expressive language - Articulation issues - Social communication skills - Apraxia - Phonological disorders - Stuttering and disfluencies - Alternative and augmentative communication (AAC) [ Request Appointment ](/appointment-location/) ## Why Audiology Matters Audiologists are specialists in evaluating and treating people with hearing loss. At EJ Therapy, we believe that audiology is a cornerstone of overall health and well-being. Early screenings, assessments, and interventions can have a profound impact on communication, learning, and quality of life. Services we offer: - Complete audiological evaluation from birth to adulthood - Annual assessment of hearing, including an interpretation of the result to the teacher and/or parent - Application of knowledge and speech perception and speech pathology to the speech problems of deaf and hard of hearing children - Inservice training to help keep teachers abreast of new techniques and new information - Evaluation, application, and selection of the amplifying systems and equipment used in the school - Evaluations for school-aged children who have failed hearing screenings - Comprehensive hearing assessment and recommendations for adults - Auditory training for cochlear implant clients - Online tele therapy with expert monitoring and counseling options ![](https://ejtherapy.com/wp-content/uploads/2026/05/2c6ee7543703aa11905143fad442404ed9aa6d74-e1777993267157.webp "2c6ee7543703aa11905143fad442404ed9aa6d74 - EJ Therapy - EJ Therapy") ## Supporting Individuals of All Ages Our audiologists are trained to work with individuals of all ages. From children to adults, we provide tailored services to address specific needs and improve quality of life. ## NewBorns - Early Intervention - Newborn Hearing Screening - Auditory Brainstem Response (ABR) Testing - Make recommendations ## School-Aged Children - Hearing Evaluations - Counseling and Education ## Adults - Hearing Assessments - Auditory Training ![](https://ejtherapy.com/wp-content/uploads/2026/05/7ee0e65507107b858b656f537ae1f30286e9f735.webp "7ee0e65507107b858b656f537ae1f30286e9f735 - EJ Therapy - EJ Therapy") ## Audiology in Schools Our educational audiologists are a vital part of the support system in schools. They collaborate with teachers and professionals to ensure students have access to the best learning environments. Educational audiologists are audiologists that work within the schools to: - Provide evidence for needed services and technology - Emphasize access skills and supports - Counsel children to promote personal responsibility and self-advocacy - Maintain student performance levels - Collaborate with private sector audiologists - Assist in student transitions - Team with other school professions to work most effectively to facilitate student learning ## Request An Appointment Today To schedule a Audiology appointment please visit the clinic page that is closest to you. [ Wooster ](/appointment-location/) --- ### [Physical Therapy](https://ejtherapy.com/physical-therapy/) **Published:** May 5, 2026 **Author:** Rishvanth Sabbani **Content:** # Physical Therapy ![](https://ejtherapy.com/wp-content/uploads/2026/05/pt-img.webp "pt-img - EJ Therapy - EJ Therapy") ## About Physical Therapy ## Strength, Movement, and Milestones That Matter Our energetic, knowledgeable, and skilled physical therapy staff have experience working with children with special needs, orthopedic concerns, developmental delays, and more. They are committed to providing the most current, evidence-based physical therapy practices to address: - Strength and range of motion - Posture, gait, stair skills, - Balance, coordination - Endurance and ball skills [ Request Appointment ](/appointment-location/) ## Specialized Care for Developmental, Neurological, and Physical Conditions Our physical therapists are specially trained to evaluate and treat children of all ages with developmental conditions, musculoskeletal problems, and neurological conditions including: - Balance disorders - Cerebral Palsy - Gross motor/Developmental delay - Muscle, joint, and bone problems - Genetic syndrome - Abnormal muscle tone - Rheumatology disorders - Autism Spectrum Disorders - Spina Bifida - Stroke - Torticollis/plagiocephaly - Traumatic brain injury - Toe Walking We also offer specialty services including: - Custom foot orthotic recommendations - Yoga - Bike riding clinics - Adaptive equipment training **Treatment sessions are play-based and functional for the child.** ![](https://ejtherapy.com/wp-content/uploads/2026/05/pt-img1.webp "pt-img1 - EJ Therapy - EJ Therapy") ![Child balancing on a foam beam with a caregiver nearby in a bright indoor playroom filled with colorful equipment and soft mats.](https://ejtherapy.com/wp-content/uploads/2026/05/rsw_1280.webp "rs=w_1280 - EJ Therapy - EJ Therapy") ## About Dynamic Movement Intervention (DMI) ## Provoking Movement, Transforming Brains, and Reaching Milestones Our energetic, knowledgeable, and certified DMI practitioners have specialized training in this comprehensive, cutting-edge therapeutic intervention. DMI focuses on rewriting neurological pathways by provoking **automatic motor responses** in children with gross motor delays. Our team is committed to utilizing gravity, progressive challenges, and neuroplasticity to directly address: - Core strength and structural alignment - Postural control and balance - Functional movement transitions (rolling, sitting, crawling, standing) - Gait, weight-bearing, and independent walking skills - Coordination and motor planning ## Request An Appointment Today To schedule a Physical Therapy appointment please visit the clinic page that is closest to you. [ Wooster ](/appointment-location/) [ Canal Fulton ](/appointment-location/) --- ### [Occupational Therapy](https://ejtherapy.com/occupational-therapy/) **Published:** May 5, 2026 **Author:** Rishvanth Sabbani **Content:** # Occupational Therapy ![](https://ejtherapy.com/wp-content/uploads/2026/05/2b2761d260e8774d023717b3f6b1c0bc05c057ba-1.webp "2b2761d260e8774d023717b3f6b1c0bc05c057ba (1) - EJ Therapy - EJ Therapy") ## About Occupational Therapy ## Building Confidences Through Everyday Skills Our staff has extensive experience and knowledge in working with children with all varieties of subtle to significant disabilities. Therapists have been trained in: - Sensory processing disorders - Neurological diagnosis - Fine motor delays - Autism, ADHD, ADD - Many other issues that interfere with your child’s ability to engage in their environment [ Request Appointment ](/appointment-location/) ## Daily Living Skills for Greater Independence Our staff includes therapists certified in Sensory Integration; the gold standard for skills with sensory processing concerns. Therapy will address fine motor and daily living skills such as: - Coloring - Cutting - Writing - Typing - Tying shos - Buttoning - Snapping - Zipping We have occupational therapists who specialize in: - Sensory Integration - Therapeutic Listening - Primitive Reflex Integration - The Astronaut Program - Brain Gym - Early Intervention - Feeding (Wooster Clinic only) ![](https://ejtherapy.com/wp-content/uploads/2026/05/3b0af6a25e4d1ba1f765d7e80f54b1ec48bfd6c2.webp "3b0af6a25e4d1ba1f765d7e80f54b1ec48bfd6c2 - EJ Therapy - EJ Therapy") ## Request An Appointment Today To schedule an Occupational Therapy appointment please visit the clinic page that is closest to you. [ Wooster ](/appointment-location/) [ Canal Fulton ](/appointment-location/) --- ### [Speech Therapy](https://ejtherapy.com/speech-therapy/) **Published:** May 5, 2026 **Author:** Rishvanth Sabbani **Content:** # Speech Therapy ![](https://ejtherapy.com/wp-content/uploads/2026/05/ddfc33b319dacc333b3d42ef86fcd270f0d2bd31-1-1024x743.webp "ddfc33b319dacc333b3d42ef86fcd270f0d2bd31 (1) - EJ Therapy - EJ Therapy") ## About Speech Therapy ## Helping Your Child Find Their Voice with Speech Therapy Our state licensed and board certified speech-language pathologists are committed to providing evidence-based therapy practice individualized to meet the needs of each child. EJ Therapy’s pediatric SLPs evaluate and treat a wide variety of communication needs including: - Language Development - Receptive and expressive language - Articulation issues - Social communication skills - Apraxia - Phonological disorders - Stuttering and disfluencies - Alternative and augmentative communication (AAC) [ Request Appointment ](/appointment-location/) ## Clear Communication Skills for Confidence in Every Conversation Children younger than one year through middle school years can have language deficits addressed, increase understandable communication, and explore augmentative strategies where necessary. Individual and small group settings are available. EJ Therapy also has a certified Wilson Dyslexia Practioner (W.D.P) qualified to administer the Wilson Reading Program. ![](https://ejtherapy.com/wp-content/uploads/2026/05/Screenshot2021-11-22at4.09.23PM357-1.webp "Screenshot+2021-11-22+at+4.09.23+PM[357] 1 - EJ Therapy - EJ Therapy") ![](https://ejtherapy.com/wp-content/uploads/2026/05/Screenshot2021-11-22at4.08.18PM356-1.webp "Screenshot+2021-11-22+at+4.08.18+PM[356] 1 - EJ Therapy - EJ Therapy") ![](https://ejtherapy.com/wp-content/uploads/2026/05/Screenshot2021-11-22at4.09.23PM357-2.webp "Screenshot+2021-11-22+at+4.09.23+PM[357] 2 - EJ Therapy - EJ Therapy") ## Request An Appointment Today To schedule a Speech Therapy appointment please visit the clinic page that is closest to you. [ Wooster ](/appointment-location/) [ Canal Fulton ](/appointment-location/) --- ### [Services](https://ejtherapy.com/services/) **Published:** May 4, 2026 **Author:** Rishvanth Sabbani **Content:** # Services ## Our Services We are constantly expanding to provide the best care possible for each and every child. Explore our therapy options below and see how our team helps them move, communicate, and live with more confidence every day. [ ## Speech Therapy ](/speech-therapy/) [ ## Occupational Therapy ](/occupational-therapy/) [ ## Physical Therapy ](/physical-therapy/) [ ## Audiology ](/audiology/) [ ## Dynamic Movement Intervention ](https://ejtherapy.com/) [ ](https://ejtherapy.com/) ## 2026 Summer Time Theme ## ICE CREAM! To keep therapy fun and engaging throughout the summer, our clinics will also feature seasonal themes and activities. June’s theme is Camping and Critters, with activities inspired by camping, lightning bugs, butterflies, ladybugs, fishing, and outdoor fun! In addition, we will be featuring our ice cream theme all summer long. ## Take the First Step Toward Better Care Not sure where to start? That’s okay. Reach out today, and our team will walk you through your options and help you find the right care for you. [ Contact Us ](/contact/) --- ### [Insurance & Payment Options](https://ejtherapy.com/insurance-payment-options/) **Published:** May 5, 2026 **Author:** Rishvanth Sabbani **Content:** # Insurance & Payment Options EJ Therapy accepts both insurance and private pay. If your insurance is not listed here, feel free to call one of our offices to see if it is accepted. For treatment costs, please call our office. [ 330-262-4449 ](#) ## Insurance We Accept ## In Network ![Buckeye Health Plan logo with a green leaf icon to the left and gray lowercase text 'buckeye health plan'.](https://ejtherapy.com/wp-content/uploads/2026/05/1.jpg "1 - EJ Therapy - EJ Therapy") ![CareSource logo with a purple heart accent above the word 'CareSource'](https://ejtherapy.com/wp-content/uploads/2026/05/2.jpg "2 - EJ Therapy - EJ Therapy") ![AultCare Health Plans logo with a blue triangle icon and the words 'AultCare Health Plans'](https://ejtherapy.com/wp-content/uploads/2026/05/3.webp "3 - EJ Therapy - EJ Therapy") ![Medical Mutual logo with teal circular emblem next to the company name](https://ejtherapy.com/wp-content/uploads/2026/05/4.webp "4 - EJ Therapy - EJ Therapy") ![TRICARE logo with a blue star and red wavy stripes](https://ejtherapy.com/wp-content/uploads/2026/05/5.webp "5 - EJ Therapy - EJ Therapy") ![Anthem logo (blue wordmark with medical symbols)](https://ejtherapy.com/wp-content/uploads/2026/05/6.webp "6 - EJ Therapy - EJ Therapy") ## Insurance we accept but are not in-network with ![Aetna logo with a purple heart-shaped mark to the left of the lowercase 'aetna' text.](https://ejtherapy.com/wp-content/uploads/2026/05/7.webp "7 - EJ Therapy - EJ Therapy") ![Cigna logo: a stylized green tree emblem beside the blue word 'Cigna'.](https://ejtherapy.com/wp-content/uploads/2026/05/8.webp "8 - EJ Therapy - EJ Therapy") ![SummaCare logo: blue text with an orange and blue abstract emblem beside it.](https://ejtherapy.com/wp-content/uploads/2026/05/9.webp "9 - EJ Therapy - EJ Therapy") ## We also accept private pay. ## Not Accepted - AmeriHealth Caritas Ohio (Medicaid) - Humana Healthy Horizons in Ohio (Medicaid) - Molina Healthcare of Ohio (Medicaid) - United Healthcare (ALL Plans- Commercial & Medicaid) --- ### [Coming Soon](https://ejtherapy.com/coming-soon/) **Published:** June 18, 2026 **Author:** Rishvanth Sabbani **Content:** ## Coming Soon --- ### [HIPAA Policies](https://ejtherapy.com/hipaa-policies/) **Published:** May 5, 2026 **Author:** Rishvanth Sabbani **Content:** ## HIPAA Policies We are a HIPAA-compliant clinic. As members of the health care industry, EJ Therapy and its workforce members are committed to ethical, best practices when providing treatment and therapy services. A part of this commitment involves compliance with the privacy and security standards contained in the regulations promulgated under the Health Insurance Portability and Accountability Act of 1996 (“HIPAA”). PHI protection is a key part of EJ Therapy’s stewardship to its clients in the provision of therapy and support services. EJ Therapy’s culture and dedication to excellence have facilitated meaningful client relationships. EJ Therapy’s clients trust EJ Therapy’s employees and volunteers with their personal information, and employees of EJ Therapy have an ethical and legal duty to maintain the privacy of that data. These HIPAA Privacy and Security Policies and Procedures have been adopted to ensure that the information of individuals with respect to whom EJ Therapy maintains PHI is carefully protected and handled in full compliance with the requirements of HIPAA and other federal and state privacy laws. ![](https://ejtherapy.com/wp-content/uploads/2026/05/HIPAA-logo.webp "HIPAA logo - EJ Therapy - EJ Therapy") --- ### [Mission](https://ejtherapy.com/mission/) **Published:** May 5, 2026 **Author:** Rishvanth Sabbani **Content:** ## Our Mission EJ Therapy’s goal is to make a difference in the lives of children. Our vision is to impact children’s lives therapeutically and with compassion so that each child can be the best that they can be. We will travel the journey with parents, families, and communities to bring hope and guidance along the way. ![](https://ejtherapy.com/wp-content/uploads/2026/05/727e8160e466cb33c3c421f71b1daf68f303ba5d.webp "727e8160e466cb33c3c421f71b1daf68f303ba5d - EJ Therapy - EJ Therapy") Our mission is to provide individualized services to meet the unique needs of each child. EJ Therapy delivers a multitude of integrated services in both the private and school setting. We provide specialized services, recognizing the individual needs of the children. For each child, we offer a dedicated, unique approach to fit your child’s personal goals. Throughout the journey, EJ maintains strong communication with parents, community partners, and the educational system regarding needs and continuity of services. EJ prioritizes the well-being of all their family, including both the children and staff. EJ provides educational and developmental growth to our staff and team members. EJ has a team atmosphere that encourages the development and sharing of expertise and communication between disciplines. EJ Therapy provides a holistic view of the child and seeks employees who will become experts in their fields and areas of particular interest. EJ’s company culture allows for growth, development, creativity, and change. Staff is encouraged to think outside the box. We want each staff member to provide individualized therapy services and create a strong bond with the child, the family, and the community. It’s vital that each team member communicates with compassion and engages in a team process to meet individual and community needs. Most importantly, every team member at EJ Therapy Services shares hope with families and considers the whole child through all processes. [ About EJ Therapy ](/about-us/) ![](https://ejtherapy.com/wp-content/uploads/2026/05/82e7495a328ada03554cb7f3c808637aa979adbe.webp "82e7495a328ada03554cb7f3c808637aa979adbe - EJ Therapy - EJ Therapy") --- ### [Evidence Based Articles](https://ejtherapy.com/evidence-based-articles/) **Published:** June 19, 2026 **Author:** Rishvanth Sabbani **Content:** Employee PortalThis content is password-protected. Please verify with a password to unlock the content. ![](http://ejtherapy.com/wp-content/plugins/content-protector/assets/public/ps-loader.svg) Enter your password Show Password Submit --- ### [Terms of Use](https://ejtherapy.com/terms-of-use/) **Published:** May 5, 2026 **Author:** Rishvanth Sabbani **Content:** ## Terms of Use Last updated January 03, 2023 **OVERVIEW** This website is operated by EJ Therapy Services. Throughout the site, the terms “we”, “us” and “our” refer to EJ Therapy Services. EJ Therapy Services offers this website, including all information, tools and Services available from this site to you, the user, conditioned upon your acceptance of all terms, conditions, policies and notices stated here. By visiting our site and/ or purchasing something from us, you engage in our “Service” and agree to be bound by the following terms and conditions (“Terms of Service”, “Terms”), including those additional terms and conditions and policies referenced herein and/or available by hyperlink. These Terms of Service apply to all users of the site, including without limitation users who are browsers, vendors, customers, merchants, and/ or contributors of content. Please read these Terms of Service carefully before accessing or using our website. By accessing or using any part of the site, you agree to be bound by these Terms of Service. If you do not agree to all the terms and conditions of this agreement, then you may not access the website or use any Services. If these Terms of Service are considered an offer, acceptance is expressly limited to these Terms of Service. Any new features or tools which are added to the current store/website shall also be subject to the Terms of Service. You can review the most current version of the Terms of Service at any time on this page. We reserve the right to update, change or replace any part of these Terms of Service by posting updates and/or changes to our website. It is your responsibility to check this page periodically for changes. Your continued use of or access to the website following the posting of any changes constitutes acceptance of those changes. **SECTION 1 – ONLINE TERMS** By agreeing to these Terms of Service, you represent that you are at least the age of majority in your state or province of residence, or that you are the age of majority in your state or province of residence and you have given us your consent to allow any of your minor dependents to use this site. You may not use our products for any illegal or unauthorized purpose nor may you, in the use of the Service, violate any laws in your jurisdiction (including but not limited to copyright laws). You must not transmit any worms or viruses or any code of a destructive nature. A breach or violation of any of the Terms will result in an immediate termination of your Services. **SECTION 2 – GENERAL CONDITIONS** We reserve the right to refuse service to anyone for any reason at any time. You understand that your content (not including credit card information), may be transferred unencrypted and involve (a) transmissions over various networks; and (b) changes to conform and adapt to technical requirements of connecting networks or devices. Credit card information is always encrypted during transfer over networks. You agree not to reproduce, duplicate, copy, sell, resell or exploit any portion of the Service, use of the Service, or access to the Service or any contact on the website through which the service is provided, without express written permission by us. The headings used in this agreement are included for convenience only and will not limit or otherwise affect these Terms. **SECTION 3 – ACCURACY, COMPLETENESS AND TIMELINESS OF INFORMATION** We are not responsible if information made available on this site is not accurate, complete or current. The material on this site is provided for general information only and should not be relied upon or used as the sole basis for making decisions without consulting primary, more accurate, more complete or more timely sources of information. Any reliance on the material on this site is at your own risk. This site may contain certain historical information. Historical information, necessarily, is not current and is provided for your reference only. We reserve the right to modify the contents of this site at any time, but we have no obligation to update any information on our site. You agree that it is your responsibility to monitor changes to our site. **SECTION 4 – MODIFICATIONS TO THE SERVICE AND PRICES** Prices for our products are subject to change without notice. We reserve the right at any time to modify or discontinue the Service (or any part or content thereof) without notice at any time. We shall not be liable to you or to any third-party for any modification, price change, suspension or discontinuance of the Service. **SECTION 5 – PRODUCTS OR SERVICES (if applicable)** Certain products or Services may be available exclusively online through the website. These products or Services may have limited quantities and are subject to return or exchange only according to our Return Policy. We have made every effort to display as accurately as possible the colors and images of our products that appear at the store. We cannot guarantee that your computer monitor’s display of any color will be accurate. We reserve the right, but are not obligated, to limit the sales of our products or Services to any person, geographic region or jurisdiction. We may exercise this right on a case-by-case basis. We reserve the right to limit the quantities of any products or Services that we offer. All descriptions of products or product pricing are subject to change at anytime without notice, at the sole discretion of us. We reserve the right to discontinue any product at any time. Any offer for any product or service made on this site is void where prohibited. We do not warrant that the quality of any products, Services, information, or other material purchased or obtained by you will meet your expectations, or that any errors in the Service will be corrected. **SECTION 6 – ACCURACY OF BILLING AND ACCOUNT INFORMATION** We reserve the right to refuse any order you place with us. We may, in our sole discretion, limit or cancel quantities purchased per person, per household or per order. These restrictions may include orders placed by or under the same customer account, the same credit card, and/or orders that use the same billing and/or shipping address. In the event that we make a change to or cancel an order, we may attempt to notify you by contacting the e-mail and/or billing address/phone number provided at the time the order was made. We reserve the right to limit or prohibit orders that, in our sole judgment, appear to be placed by dealers, resellers or distributors. You agree to provide current, complete and accurate purchase and account information for all purchases made at our store. You agree to promptly update your account and other information, including your email address and credit card numbers and expiration dates, so that we can complete your transactions and contact you as needed. For more detail, please review our Returns Policy. **SECTION 7 – OPTIONAL TOOLS** We may provide you with access to third-party tools over which we neither monitor nor have any control nor input. You acknowledge and agree that we provide access to such tools ”as is” and “as available” without any warranties, representations or conditions of any kind and without any endorsement. We shall have no liability whatsoever arising from or relating to your use of optional third-party tools. Any use by you of the optional tools offered through the site is entirely at your own risk and discretion and you should ensure that you are familiar with and approve of the terms on which tools are provided by the relevant third-party provider(s). We may also, in the future, offer new Services and/or features through the website (including, the release of new tools and resources). Such new features and/or Services shall also be subject to these Terms of Service. **SECTION 8 – THIRD-PARTY LINKS** Certain content, products and Services available via our Service may include materials from third-parties. Third-party links on this site may direct you to third-party websites that are not affiliated with us. We are not responsible for examining or evaluating the content or accuracy and we do not warrant and will not have any liability or responsibility for any third-party materials or websites, or for any other materials, products, or Services of third-parties. We are not liable for any harm or damages related to the purchase or use of goods, Services, resources, content, or any other transactions made in connection with any third-party websites. Please review carefully the third-party’s policies and practices and make sure you understand them before you engage in any transaction. Complaints, claims, concerns, or questions regarding third-party products should be directed to the third-party. **SECTION 9 – USER COMMENTS, FEEDBACK AND OTHER SUBMISSIONS** If, at our request, you send certain specific submissions (for example contest entries) or without a request from us you send creative ideas, suggestions, proposals, plans, or other materials, whether online, by email, by postal mail, or otherwise (collectively, ‘comments’), you agree that we may, at any time, without restriction, edit, copy, publish, distribute, translate and otherwise use in any medium any comments that you forward to us. We are and shall be under no obligation (1) to maintain any comments in confidence; (2) to pay compensation for any comments; or (3) to respond to any comments. We may, but have no obligation to, monitor, edit or remove content that we determine in our sole discretion to be unlawful, offensive, threatening, libelous, defamatory, pornographic, obscene or otherwise objectionable or violates any party’s intellectual property or these Terms of Service. You agree that your comments will not violate any right of any third-party, including copyright, trademark, privacy, personality or other personal or proprietary right. You further agree that your comments will not contain libelous or otherwise unlawful, abusive or obscene material, or contain any computer virus or other malware that could in any way affect the operation of the Service or any related website. You may not use a false e-mail address, pretend to be someone other than yourself, or otherwise mislead us or third-parties as to the origin of any comments. You are solely responsible for any comments you make and their accuracy. We take no responsibility and assume no liability for any comments posted by you or any third-party. **SECTION 10 – PERSONAL INFORMATION** Your submission of personal information through the store is governed by our Privacy Policy. [To view our Privacy Policy, please see this link.](https://www.ejtherapy.com/privacy-policy) **SECTION 11 – ERRORS, INACCURACIES AND OMISSIONS** Occasionally there may be information on our site or in the Service that contains typographical errors, inaccuracies or omissions that may relate to product descriptions, pricing, promotions, offers, product shipping charges, transit times and availability. We reserve the right to correct any errors, inaccuracies or omissions, and to change or update information or cancel orders if any information in the Service or on any related website is inaccurate at any time without prior notice (including after you have submitted your order). We undertake no obligation to update, amend or clarify information in the Service or on any related website, including without limitation, pricing information, except as required by law. No specified update or refresh date applied in the Service or on any related website, should be taken to indicate that all information in the Service or on any related website has been modified or updated. **SECTION 12 – PROHIBITED USES** In addition to other prohibitions as set forth in the Terms of Service, you are prohibited from using the site or its content: (a) for any unlawful purpose; (b) to solicit others to perform or participate in any unlawful acts; (c) to violate any international, federal, provincial or state regulations, rules, laws, or local ordinances; (d) to infringe upon or violate our intellectual property rights or the intellectual property rights of others; (e) to harass, abuse, insult, harm, defame, slander, disparage, intimidate, or discriminate based on gender, sexual orientation, religion, ethnicity, race, age, national origin, or disability; (f) to submit false or misleading information; (g) to upload or transmit viruses or any other type of malicious code that will or may be used in any way that will affect the functionality or operation of the Service or of any related website, other websites, or the Internet; (h) to collect or track the personal information of others; (i) to spam, phish, pharm, pretext, spider, crawl, or scrape; (j) for any obscene or immoral purpose; or (k) to interfere with or circumvent the security features of the Service or any related website, other websites, or the Internet. We reserve the right to terminate your use of the Service or any related website for violating any of the prohibited uses. **SECTION 13 – DISCLAIMER OF WARRANTIES; LIMITATION OF LIABILITY** We do not guarantee, represent or warrant that your use of our service will be uninterrupted, timely, secure or error-free. We do not warrant that the results that may be obtained from the use of the service will be accurate or reliable. You agree that from time to time we may remove the service for indefinite periods of time or cancel the service at any time, without notice to you. You expressly agree that your use of, or inability to use, the service is at your sole risk. The service and all products and Services delivered to you through the service are (except as expressly stated by us) provided ‘as is’ and ‘as available’ for your use, without any representation, warranties or conditions of any kind, either express or implied, including all implied warranties or conditions of merchantability, merchantable quality, fitness for a particular purpose, durability, title, and non-infringement. In no case shall EJ Therapy Services, our directors, officers, employees, affiliates, agents, contractors, interns, suppliers, service providers or licensors be liable for any injury, loss, claim, or any direct, indirect, incidental, punitive, special, or consequential damages of any kind, including, without limitation lost profits, lost revenue, lost savings, loss of data, replacement costs, or any similar damages, whether based in contract, tort (including negligence), strict liability or otherwise, arising from your use of any of the service or any products procured using the service, or for any other claim related in any way to your use of the service or any product, including, but not limited to, any errors or omissions in any content, or any loss or damage of any kind incurred as a result of the use of the service or any content (or product) posted, transmitted, or otherwise made available via the service, even if advised of their possibility. Because some states or jurisdictions do not allow the exclusion or the limitation of liability for consequential or incidental damages, in such states or jurisdictions, our liability shall be limited to the maximum extent permitted by law. **SECTION 14 – INDEMNIFICATION** You agree to indemnify, defend and hold harmless EJ Therapy Services and our parent, subsidiaries, affiliates, partners, officers, directors, agents, contractors, licensors, service providers, subcontractors, suppliers, interns and employees, harmless from any claim or demand, including reasonable attorneys’ fees, made by any third-party due to or arising out of your breach of these Terms of Service or the documents they incorporate by reference, or your violation of any law or the rights of a third-party. **SECTION 15 – SEVERABILITY** In the event that any provision of these Terms of Service is determined to be unlawful, void or unenforceable, such provision shall nonetheless be enforceable to the fullest extent permitted by applicable law, and the unenforceable portion shall be deemed to be severed from these Terms of Service, such determination shall not affect the validity and enforceability of any other remaining provisions. **SECTION 16 – TERMINATION** The obligations and liabilities of the parties incurred prior to the termination date shall survive the termination of this agreement for all purposes. These Terms of Service are effective unless and until terminated by either you or us. You may terminate these Terms of Service at any time by notifying us that you no longer wish to use our Services, or when you cease using our site. If in our sole judgment you fail, or we suspect that you have failed, to comply with any term or provision of these Terms of Service, we also may terminate this agreement at any time without notice and you will remain liable for all amounts due up to and including the date of termination; and/or accordingly may deny you access to our Services (or any part thereof). **SECTION 17 – ENTIRE AGREEMENT** The failure of us to exercise or enforce any right or provision of these Terms of Service shall not constitute a waiver of such right or provision. These Terms of Service and any policies or operating rules posted by us on this site or in respect to The Service constitutes the entire agreement and understanding between you and us and govern your use of the Service, superseding any prior or contemporaneous agreements, communications and proposals, whether oral or written, between you and us (including, but not limited to, any prior versions of the Terms of Service). Any ambiguities in the interpretation of these Terms of Service shall not be construed against the drafting party. **SECTION 18 – GOVERNING LAW** These Terms of Service and any separate agreements whereby we provide you Services shall be governed by and construed in accordance with the laws of United States. **SECTION 19 – CHANGES TO TERMS OF SERVICE** You can review the most current version of the Terms of Service at any time at this page. We reserve the right, at our sole discretion, to update, change or replace any part of these Terms of Service by posting updates and changes to our website. It is your responsibility to check our website periodically for changes. Your continued use of or access to our website or the Service following the posting of any changes to these Terms of Service constitutes acceptance of those changes. **SECTION 20 – CONTACT INFORMATION** Questions about the Terms of Service should be sent to us at info@ejtherapy.com. Our contact information is posted below: EJ Therapy Services info@ejtherapy.com 2714 Akron RD, Wooster, OH, 44691 330-262-4449 --- ### [Privacy Policy](https://ejtherapy.com/privacy-policy/) **Published:** May 5, 2026 **Author:** Rishvanth Sabbani **Content:** ## Privacy Policy Last updated January 03, 2023 This privacy notice for EJ Therapy Services (“Company,” “we,” “us,” or “our”), describes how and why we might collect, store, use, and/or share (“process”) your information when you use our services (“Services”), such as when you: - Visit our website at [https://www.ejtherapy.com](https://www.ejtherapy.com/), or any website of ours that links to this privacy notice - Engage with us in other related ways, including any sales, marketing, or events Questions or concerns? Reading this privacy notice will help you understand your privacy rights and choices. If you do not agree with our policies and practices, please do not use our Services. If you still have any questions or concerns, please contact us at info@ejtherapy.com. SUMMARY OF KEY POINTS This summary provides key points from our privacy notice, but you can find out more details about any of these topics by clicking the link following each key point or by using our table of contents below to find the section you are looking for. You can also click [here](https://www.ejtherapy.com/privacy-policy#toc) to go directly to our table of contents. What personal information do we process? When you visit, use, or navigate our Services, we may process personal information depending on how you interact with EJ Therapy Services and the Services, the choices you make, and the products and features you use. Click [here](https://www.ejtherapy.com/privacy-policy#personalinfo) to learn more. Do we process any sensitive personal information? We may process sensitive personal information when necessary with your consent or as otherwise permitted by applicable law. Click [here](https://www.ejtherapy.com/privacy-policy#sensitiveinfo) to learn more. Do we receive any information from third parties? We do not receive any information from third parties. How do we process your information? We process your information to provide, improve, and administer our Services, communicate with you, for security and fraud prevention, and to comply with law. We may also process your information for other purposes with your consent. We process your information only when we have a valid legal reason to do so. Click [here](https://www.ejtherapy.com/privacy-policy#infouse) to learn more. In what situations and with which types of parties do we share personal information? We may share information in specific situations and with specific categories of third parties. Click [here](https://www.ejtherapy.com/privacy-policy#whoshare) to learn more. How do we keep your information safe? We have organizational and technical processes and procedures in place to protect your personal information. However, no electronic transmission over the internet or information storage technology can be guaranteed to be 100% secure, so we cannot promise or guarantee that hackers, cybercriminals, or other unauthorized third parties will not be able to defeat our security and improperly collect, access, steal, or modify your information. Click [here](https://www.ejtherapy.com/privacy-policy#infosafe) to learn more. What are your rights? Depending on where you are located geographically, the applicable privacy law may mean you have certain rights regarding your personal information. Click [here](https://www.ejtherapy.com/privacy-policy#privacyrights) to learn more. How do you exercise your rights? The easiest way to exercise your rights is by filling out our data subject request form available [here](https://app.termly.io/notify/c01c4381-a2e9-4c3d-88ba-16b9bcac1ec5), or by contacting us. We will consider and act upon any request in accordance with applicable data protection laws. Want to learn more about what EJ Therapy Services does with any information we collect? Click [here](https://www.ejtherapy.com/privacy-policy#toc) to review the notice in full. TABLE OF CONTENTS [1. WHAT INFORMATION DO WE COLLECT?](https://www.ejtherapy.com/privacy-policy#infocollect) [2. HOW DO WE PROCESS YOUR INFORMATION?](https://www.ejtherapy.com/privacy-policy#infouse) [3. WHAT LEGAL BASES DO WE RELY ON TO PROCESS YOUR PERSONAL INFORMATION?](https://www.ejtherapy.com/privacy-policy#legalbases) [4. WHEN AND WITH WHOM DO WE SHARE YOUR PERSONAL INFORMATION?](https://www.ejtherapy.com/privacy-policy#whoshare) [5. DO WE USE COOKIES AND OTHER TRACKING TECHNOLOGIES?](https://www.ejtherapy.com/privacy-policy#cookies) [6. HOW LONG DO WE KEEP YOUR INFORMATION?](https://www.ejtherapy.com/privacy-policy#inforetain) [7. HOW DO WE KEEP YOUR INFORMATION SAFE?](https://www.ejtherapy.com/privacy-policy#infosafe) [8. DO WE COLLECT INFORMATION FROM MINORS?](https://www.ejtherapy.com/privacy-policy#infominors) [9. WHAT ARE YOUR PRIVACY RIGHTS?](https://www.ejtherapy.com/privacy-policy#privacyrights) [10. CONTROLS FOR DO-NOT-TRACK FEATURES](https://www.ejtherapy.com/privacy-policy#DNT) [11. DO CALIFORNIA RESIDENTS HAVE SPECIFIC PRIVACY RIGHTS?](https://www.ejtherapy.com/privacy-policy#caresidents) [12. DO WE MAKE UPDATES TO THIS NOTICE?](https://www.ejtherapy.com/privacy-policy#policyupdates) [13. HOW CAN YOU CONTACT US ABOUT THIS NOTICE?](https://www.ejtherapy.com/privacy-policy#contact) [14. HOW CAN YOU REVIEW, UPDATE, OR DELETE THE DATA WE COLLECT FROM YOU?](https://www.ejtherapy.com/privacy-policy#request) **1. WHAT INFORMATION DO WE COLLECT?** Personal information you disclose to us In Short: We collect personal information that you provide to us. We collect personal information that you voluntarily provide to us when you express an interest in obtaining information about us or our products and Services, when you participate in activities on the Services, or otherwise when you contact us. Personal Information Provided by You. The personal information that we collect depends on the context of your interactions with us and the Services, the choices you make, and the products and features you use. The personal information we collect may include the following: - names - phone numbers - email addresses - mailing addresses - contact preferences - contact or authentication data - billing addresses - debit/credit card numbers - medical information - insurance information Sensitive Information. When necessary, with your consent or as otherwise permitted by applicable law, we process the following categories of sensitive information: - health data Payment Data. We may collect data necessary to process your payment if you make purchases, such as your payment instrument number, and the security code associated with your payment instrument. All payment data is stored by EJ Therapy Services. You may find their privacy notice link(s) here: \_\_\_\_\_\_\_\_\_\_. All personal information that you provide to us must be true, complete, and accurate, and you must notify us of any changes to such personal information. Information automatically collected In Short: Some information — such as your Internet Protocol (IP) address and/or browser and device characteristics — is collected automatically when you visit our Services. We automatically collect certain information when you visit, use, or navigate the Services. This information does not reveal your specific identity (like your name or contact information) but may include device and usage information, such as your IP address, browser and device characteristics, operating system, language preferences, referring URLs, device name, country, location, information about how and when you use our Services, and other technical information. This information is primarily needed to maintain the security and operation of our Services, and for our internal analytics and reporting purposes. Like many businesses, we also collect information through cookies and similar technologies. You can find out more about this in our Cookie Notice: . The information we collect includes: - Log and Usage Data. Log and usage data is service-related, diagnostic, usage, and performance information our servers automatically collect when you access or use our Services and which we record in log files. Depending on how you interact with us, this log data may include your IP address, device information, browser type, and settings and information about your activity in the Services (such as the date/time stamps associated with your usage, pages and files viewed, searches, and other actions you take such as which features you use), device event information (such as system activity, error reports (sometimes called “crash dumps”), and hardware settings). - Device Data. We collect device data such as information about your computer, phone, tablet, or other device you use to access the Services. Depending on the device used, this device data may include information such as your IP address (or proxy server), device and application identification numbers, location, browser type, hardware model, Internet service provider and/or mobile carrier, operating system, and system configuration information. - Location Data. We collect location data such as information about your device’s location, which can be either precise or imprecise. How much information we collect depends on the type and settings of the device you use to access the Services. For example, we may use GPS and other technologies to collect geolocation data that tells us your current location (based on your IP address). You can opt out of allowing us to collect this information either by refusing access to the information or by disabling your Location setting on your device. However, if you choose to opt out, you may not be able to use certain aspects of the Services. **2. HOW DO WE PROCESS YOUR INFORMATION?** In Short: We process your information to provide, improve, and administer our Services, communicate with you, for security and fraud prevention, and to comply with law. We may also process your information for other purposes with your consent. We process your personal information for a variety of reasons, depending on how you interact with our Services, including: - To deliver and facilitate delivery of services to the user. We may process your information to provide you with the requested service. - To request feedback. We may process your information when necessary to request feedback and to contact you about your use of our Services. - To send you marketing and promotional communications. We may process the personal information you send to us for our marketing purposes, if this is in accordance with your marketing preferences. You can opt out of our marketing emails at any time. For more information, see “[WHAT ARE YOUR PRIVACY RIGHTS?](https://www.ejtherapy.com/privacy-policy#privacyrights)” below). - To deliver targeted advertising to you. We may process your information to develop and display personalized content and advertising tailored to your interests, location, and more. For more information see our Cookie Notice: . - To identify usage trends. We may process information about how you use our Services to better understand how they are being used so we can improve them. - To determine the effectiveness of our marketing and promotional campaigns. We may process your information to better understand how to provide marketing and promotional campaigns that are most relevant to you. - To save or protect an individual’s vital interest. We may process your information when necessary to save or protect an individual’s vital interest, such as to prevent harm. **3. WHAT LEGAL BASES DO WE RELY ON TO PROCESS YOUR INFORMATION?** In Short: We only process your personal information when we believe it is necessary and we have a valid legal reason (i.e., legal basis) to do so under applicable law, like with your consent, to comply with laws, to provide you with services to enter into or fulfill our contractual obligations, to protect your rights, or to fulfill our legitimate business interests. If you are located in the EU or UK, this section applies to you. The General Data Protection Regulation (GDPR) and UK GDPR require us to explain the valid legal bases we rely on in order to process your personal information. As such, we may rely on the following legal bases to process your personal information: - Consent. We may process your information if you have given us permission (i.e., consent) to use your personal information for a specific purpose. You can withdraw your consent at any time. Click [here](https://www.ejtherapy.com/privacy-policy#withdrawconsent) to learn more. - Performance of a Contract. We may process your personal information when we believe it is necessary to fulfill our contractual obligations to you, including providing our Services or at your request prior to entering into a contract with you. - Legitimate Interests. We may process your information when we believe it is reasonably necessary to achieve our legitimate business interests and those interests do not outweigh your interests and fundamental rights and freedoms. For example, we may process your personal information for some of the purposes described in order to: - Send users information about special offers and discounts on our products and services - Develop and display personalized and relevant advertising content for our users - Analyze how our Services are used so we can improve them to engage and retain users - Support our marketing activities - Understand how our users use our products and services so we can improve user experience - Legal Obligations. We may process your information where we believe it is necessary for compliance with our legal obligations, such as to cooperate with a law enforcement body or regulatory agency, exercise or defend our legal rights, or disclose your information as evidence in litigation in which we are involved. - Vital Interests. We may process your information where we believe it is necessary to protect your vital interests or the vital interests of a third party, such as situations involving potential threats to the safety of any person. If you are located in Canada, this section applies to you. We may process your information if you have given us specific permission (i.e., express consent) to use your personal information for a specific purpose, or in situations where your permission can be inferred (i.e., implied consent). You can withdraw your consent at any time. Click [here](https://www.ejtherapy.com/privacy-policy#withdrawconsent) to learn more. In some exceptional cases, we may be legally permitted under applicable law to process your information without your consent, including, for example: - If collection is clearly in the interests of an individual and consent cannot be obtained in a timely way - For investigations and fraud detection and prevention - For business transactions provided certain conditions are met - If it is contained in a witness statement and the collection is necessary to assess, process, or settle an insurance claim - For identifying injured, ill, or deceased persons and communicating with next of kin - If we have reasonable grounds to believe an individual has been, is, or may be victim of financial abuse - If it is reasonable to expect collection and use with consent would compromise the availability or the accuracy of the information and the collection is reasonable for purposes related to investigating a breach of an agreement or a contravention of the laws of Canada or a province - If disclosure is required to comply with a subpoena, warrant, court order, or rules of the court relating to the production of records - If it was produced by an individual in the course of their employment, business, or profession and the collection is consistent with the purposes for which the information was produced - If the collection is solely for journalistic, artistic, or literary purposes - If the information is publicly available and is specified by the regulations **4. WHEN AND WITH WHOM DO WE SHARE YOUR PERSONAL INFORMATION?** In Short: We may share information in specific situations described in this section and/or with the following categories of third parties. Vendors, Consultants, and Other Third-Party Service Providers. We may share your data with third-party vendors, service providers, contractors, or agents (“third parties”) who perform services for us or on our behalf and require access to such information to do that work. We have contracts in place with our third parties, which are designed to help safeguard your personal information. This means that they cannot do anything with your personal information unless we have instructed them to do it. They will also not share your personal information with any organization apart from us. They also commit to protect the data they hold on our behalf and to retain it for the period we instruct. The categories of third parties we may share personal information with are as follows: - Affiliate Marketing Programs - Ad Networks - Data Analytics Services - Data Storage Service Providers - Testing Tools - Social Networks - Sales & Marketing Tools - Website Hosting Service Providers - Performance Monitoring Tools We also may need to share your personal information in the following situations: - Business Transfers. We may share or transfer your information in connection with, or during negotiations of, any merger, sale of company assets, financing, or acquisition of all or a portion of our business to another company. - When we use Google Maps Platform APIs. We may share your information with certain Google Maps Platform APIs (e.g., Google Maps API, Places API). To find out more about Google’s Privacy Policy, please refer to this [link](https://policies.google.com/privacy). - Affiliates. We may share your information with our affiliates, in which case we will require those affiliates to honor this privacy notice. Affiliates include our parent company and any subsidiaries, joint venture partners, or other companies that we control or that are under common control with us. - Business Partners. We may share your information with our business partners to offer you certain products, services, or promotions. **5. DO WE USE COOKIES AND OTHER TRACKING TECHNOLOGIES?** In Short: We may use cookies and other tracking technologies to collect and store your information. We may use cookies and similar tracking technologies (like web beacons and pixels) to access or store information. Specific information about how we use such technologies and how you can refuse certain cookies is set out in our Cookie Notice: . **6. HOW LONG DO WE KEEP YOUR INFORMATION?** In Short: We keep your information for as long as necessary to fulfill the purposes outlined in this privacy notice unless otherwise required by law. We will only keep your personal information for as long as it is necessary for the purposes set out in this privacy notice, unless a longer retention period is required or permitted by law (such as tax, accounting, or other legal requirements). No purpose in this notice will require us keeping your personal information for longer than 6 years in some cases. When we have no ongoing legitimate business need to process your personal information, we will either delete or anonymize such information, or, if this is not possible (for example, because your personal information has been stored in backup archives), then we will securely store your personal information and isolate it from any further processing until deletion is possible. **7. HOW DO WE KEEP YOUR INFORMATION SAFE?** In Short: We aim to protect your personal information through a system of organizational and technical security measures. We have implemented appropriate and reasonable technical and organizational security measures designed to protect the security of any personal information we process. However, despite our safeguards and efforts to secure your information, no electronic transmission over the Internet or information storage technology can be guaranteed to be 100% secure, so we cannot promise or guarantee that hackers, cybercriminals, or other unauthorized third parties will not be able to defeat our security and improperly collect, access, steal, or modify your information. Although we will do our best to protect your personal information, transmission of personal information to and from our Services is at your own risk. You should only access the Services within a secure environment. **8. DO WE COLLECT INFORMATION FROM MINORS?** In Short: We do not knowingly collect data from or market to children under 18 years of age. We do not knowingly solicit data from or market to children under 18 years of age. By using the Services, you represent that you are at least 18 or that you are the parent or guardian of such a minor and consent to such minor dependent’s use of the Services. If we learn that personal information from users less than 18 years of age has been collected, we will deactivate the account and take reasonable measures to promptly delete such data from our records. If you become aware of any data we may have collected from children under age 18, please contact us at info@ejtherapy.com. **9. WHAT ARE YOUR PRIVACY RIGHTS?** In Short: In some regions, such as the European Economic Area (EEA), United Kingdom (UK), and Canada, you have rights that allow you greater access to and control over your personal information. You may review, change, or terminate your account at any time. In some regions (like the EEA, UK, and Canada), you have certain rights under applicable data protection laws. These may include the right (i) to request access and obtain a copy of your personal information, (ii) to request rectification or erasure; (iii) to restrict the processing of your personal information; and (iv) if applicable, to data portability. In certain circumstances, you may also have the right to object to the processing of your personal information. You can make such a request by contacting us by using the contact details provided in the section “[HOW CAN YOU CONTACT US ABOUT THIS NOTICE?](https://www.ejtherapy.com/privacy-policy#contact)” below. We will consider and act upon any request in accordance with applicable data protection laws. If you are located in the EEA or UK and you believe we are unlawfully processing your personal information, you also have the right to complain to your local data protection supervisory authority. You can find their contact details here: [https://ec.europa.eu/justice/data-protection/bodies/authorities/index\_en.htm](https://ec.europa.eu/justice/data-protection/bodies/authorities/index_en.htm). If you are located in Switzerland, the contact details for the data protection authorities are available here: . Withdrawing your consent: If we are relying on your consent to process your personal information, which may be express and/or implied consent depending on the applicable law, you have the right to withdraw your consent at any time. You can withdraw your consent at any time by contacting us by using the contact details provided in the section “[HOW CAN YOU CONTACT US ABOUT THIS NOTICE?](https://www.ejtherapy.com/privacy-policy#contact)” below. However, please note that this will not affect the lawfulness of the processing before its withdrawal nor, when applicable law allows, will it affect the processing of your personal information conducted in reliance on lawful processing grounds other than consent. Cookies and similar technologies: Most Web browsers are set to accept cookies by default. If you prefer, you can usually choose to set your browser to remove cookies and to reject cookies. If you choose to remove cookies or reject cookies, this could affect certain features or services of our Services. To opt out of interest-based advertising by advertisers on our Services visit . For further information, please see our Cookie Notice: . If you have questions or comments about your privacy rights, you may email us at info@ejtherapy.com. **10. CONTROLS FOR DO-NOT-TRACK FEATURES** Most web browsers and some mobile operating systems and mobile applications include a Do-Not-Track (“DNT”) feature or setting you can activate to signal your privacy preference not to have data about your online browsing activities monitored and collected. At this stage no uniform technology standard for recognizing and implementing DNT signals has been finalized. As such, we do not currently respond to DNT browser signals or any other mechanism that automatically communicates your choice not to be tracked online. If a standard for online tracking is adopted that we must follow in the future, we will inform you about that practice in a revised version of this privacy notice. **11. DO CALIFORNIA RESIDENTS HAVE SPECIFIC PRIVACY RIGHTS?** In Short: Yes, if you are a resident of California, you are granted specific rights regarding access to your personal information. California Civil Code Section 1798.83, also known as the “Shine The Light” law, permits our users who are California residents to request and obtain from us, once a year and free of charge, information about categories of personal information (if any) we disclosed to third parties for direct marketing purposes and the names and addresses of all third parties with which we shared personal information in the immediately preceding calendar year. If you are a California resident and would like to make such a request, please submit your request in writing to us using the contact information provided below. If you are under 18 years of age, reside in California, and have a registered account with Services, you have the right to request removal of unwanted data that you publicly post on the Services. To request removal of such data, please contact us using the contact information provided below and include the email address associated with your account and a statement that you reside in California. We will make sure the data is not publicly displayed on the Services, but please be aware that the data may not be completely or comprehensively removed from all our systems (e.g., backups, etc.). CCPA Privacy Notice The California Code of Regulations defines a “resident” as: (1) every individual who is in the State of California for other than a temporary or transitory purpose and (2) every individual who is domiciled in the State of California who is outside the State of California for a temporary or transitory purpose All other individuals are defined as “non-residents.” If this definition of “resident” applies to you, we must adhere to certain rights and obligations regarding your personal information. What categories of personal information do we collect? We have collected the following categories of personal information in the past twelve (12) months: CategoryExamplesCollected **A. Identifiers Contact details, such as real name, alias, postal address, telephone or mobile contact number, unique personal identifier, online identifier, Internet Protocol address, email address, and account name** YES **B. Personal information categories listed in the California Customer Records statute Name, contact information, education, employment, employment history, and financial information** YES **C. Protected classification characteristics under California or federal law Gender and date of birth** YES **D. Commercial information Transaction information, purchase history, financial details, and payment information** NO **E. Biometric information Fingerprints and voiceprints** NO **F. Internet or other similar network activity Browsing history, search history, online behavior, interest data, and interactions with our and other websites, applications, systems, and advertisements** YES **G. Geolocation data Device location** NO **H. Audio, electronic, visual, thermal, olfactory, or similar information Images and audio, video or call recordings created in connection with our business activities** NO **I. Professional or employment-related information Business contact details in order to provide you our Services at a business level or job title, work history, and professional qualifications if you apply for a job with us** NO **J. Education Information Student records and directory information** NO **K. Inferences drawn from other personal information Inferences drawn from any of the collected personal information listed above to create a profile or summary about, for example, an individual’s preferences and characteristics** NO **L. Sensitive Personal InformationDebit or credit card numbers** YES We will use and retain the collected personal information as needed to provide the Services or for: - Category A – As long as the user has an account with us - Category B – As long as the user has an account with us - Category C – As long as the user has an account with us - Category F – As long as the user has an account with us - Category L – As long as the user has an account with us Category L information may be used, or disclosed to a service provider or contractor, for additional, specified purposes. You have the right to limit the use or disclosure of your sensitive personal information. We may also collect other personal information outside of these categories through instances where you interact with us in person, online, or by phone or mail in the context of: - Receiving help through our customer support channels; - Participation in customer surveys or contests; and - Facilitation in the delivery of our Services and to respond to your inquiries. How do we use and share your personal information? EJ Therapy Services collects and shares your personal information through: - Targeting cookies/Marketing cookies - Social media cookies - Beacons/Pixels/Tags - Click redirects: Amazon affiliate link. - Social media plugins: Instagram, LinkedIn, Facebook, Pinterest and Google +/Business. We use social media features, such as a “Like” button, and widgets, such as a “Share” button, in our Services. Such features may process your Internet Protocol (IP) address and track which page you are visiting on our website. We may place a cookie to enable the feature to work correctly. If you are logged in on a certain social media platform and you interact with a widget or button belonging to that social media platform, this information may be recorded to your profile of such social media platform. To avoid this, you should log out from that social media platform before accessing or using the Services. Social media features and widgets may be hosted by a third party or hosted directly on our Services. Your interactions with these features are governed by the privacy notices of the companies that provide them. By clicking on one of these buttons, you agree to the use of this plugin and consequently the transfer of personal information to the corresponding social media service. We have no control over the essence and extent of these transmitted data or their additional processing. More information about our data collection and sharing practices can be found in this privacy notice and our Cookie Notice: . You can opt out from the selling or sharing of your personal information by disabling cookies in Cookie Preference Settings and clicking on the Do Not Sell or Share My Personal Information link on our homepage. You may contact us by email at info@ejtherapy.com, or by referring to the contact details at the bottom of this document. If you are using an authorized agent to exercise your right to opt out we may deny a request if the authorized agent does not submit proof that they have been validly authorized to act on your behalf. Will your information be shared with anyone else? We may disclose your personal information with our service providers pursuant to a written contract between us and each service provider. Each service provider is a for-profit entity that processes the information on our behalf, following the same strict privacy protection obligations mandated by the CCPA. We may use your personal information for our own business purposes, such as for undertaking internal research for technological development and demonstration. This is not considered to be “selling” of your personal information. EJ Therapy Services has disclosed the following categories of personal information to third parties for a business or commercial purpose in the preceding twelve (12) months: - Category A. Identifiers, such as contact details like your real name, alias, postal address, telephone or mobile contact number, unique personal identifier, online identifier, Internet Protocol address, email address, and account name. - Category C. Characteristics of protected classifications under California or federal law, such as gender or date of birth. - Category F. Internet or other electronic network activity information, such as browsing history, search history, online behavior, interest data, and interactions with our and other websites, applications, systems, and advertisements. The categories of third parties to whom we disclosed personal information for a business or commercial purpose can be found under “[WHEN AND WITH WHOM DO WE SHARE YOUR PERSONAL INFORMATION?](https://www.ejtherapy.com/privacy-policy#whoshare)“. EJ Therapy Services has sold or shared the following categories of personal information to third parties in the preceding twelve (12) months: The categories of third parties to whom we sold personal information are: - Ad Networks - Affiliate Marketing Programs - Social Networks The categories of third parties to whom we shared personal information with are: - Ad Networks - Affiliate Marketing Programs - Data Analytics Services - Social Networks Your rights with respect to your personal data Right to request deletion of the data — Request to delete You can ask for the deletion of your personal information. If you ask us to delete your personal information, we will respect your request and delete your personal information, subject to certain exceptions provided by law, such as (but not limited to) the exercise by another consumer of his or her right to free speech, our compliance requirements resulting from a legal obligation, or any processing that may be required to protect against illegal activities. Right to be informed — Request to know Depending on the circumstances, you have a right to know: - whether we collect and use your personal information; - the categories of personal information that we collect; - the purposes for which the collected personal information is used; - whether we sell or share personal information to third parties; - the categories of personal information that we sold, shared, or disclosed for a business purpose; - the categories of third parties to whom the personal information was sold, shared, or disclosed for a business purpose; - the business or commercial purpose for collecting, selling, or sharing personal information; and - the specific pieces of personal information we collected about you. In accordance with applicable law, we are not obligated to provide or delete consumer information that is de-identified in response to a consumer request or to re-identify individual data to verify a consumer request. Right to Non-Discrimination for the Exercise of a Consumer’s Privacy Rights We will not discriminate against you if you exercise your privacy rights. Right to Limit Use and Disclosure of Sensitive Personal Information If the business collects any of the following: - social security information, drivers’ licenses, state ID cards, passport numbers - account login information - credit card numbers, financial account information, or credentials allowing access to such accounts - precise geolocation - racial or ethnic origin, religious or philosophical beliefs, union membership - the contents of email and text, unless the business is the intended recipient of the communication - genetic data, biometric data, and health data - data concerning sexual orientation and sex life you have the right to direct that business to limit its use of your sensitive personal information to that use which is necessary to perform the Services. Once a business receives your request, they are no longer allowed to use or disclose your sensitive personal information for any other purpose unless you provide consent for the use or disclosure of sensitive personal information for additional purposes. Please note that sensitive personal information that is collected or processed without the purpose of inferring characteristics about a consumer is not covered by this right, as well as the publicly available information. To exercise your right to limit use and disclosure of sensitive personal information, please email info@ejtherapy.com or submit a request form by clicking [here](https://app.termly.io/notify/c01c4381-a2e9-4c3d-88ba-16b9bcac1ec5). Verification process Upon receiving your request, we will need to verify your identity to determine you are the same person about whom we have the information in our system. These verification efforts require us to ask you to provide information so that we can match it with information you have previously provided us. For instance, depending on the type of request you submit, we may ask you to provide certain information so that we can match the information you provide with the information we already have on file, or we may contact you through a communication method (e.g., phone or email) that you have previously provided to us. We may also use other verification methods as the circumstances dictate. We will only use personal information provided in your request to verify your identity or authority to make the request. To the extent possible, we will avoid requesting additional information from you for the purposes of verification. However, if we cannot verify your identity from the information already maintained by us, we may request that you provide additional information for the purposes of verifying your identity and for security or fraud-prevention purposes. We will delete such additionally provided information as soon as we finish verifying you. Other privacy rights - You may object to the processing of your personal information. - You may request correction of your personal data if it is incorrect or no longer relevant, or ask to restrict the processing of the information. - You can designate an authorized agent to make a request under the CCPA on your behalf. We may deny a request from an authorized agent that does not submit proof that they have been validly authorized to act on your behalf in accordance with the CCPA. To exercise these rights, you can contact us by email at info@ejtherapy.com, or by referring to the contact details at the bottom of this document. If you have a complaint about how we handle your data, we would like to hear from you. **12. DO WE MAKE UPDATES TO THIS NOTICE?** In Short: Yes, we will update this notice as necessary to stay compliant with relevant laws. We may update this privacy notice from time to time. The updated version will be indicated by an updated “Revised” date and the updated version will be effective as soon as it is accessible. If we make material changes to this privacy notice, we may notify you either by prominently posting a notice of such changes or by directly sending you a notification. We encourage you to review this privacy notice frequently to be informed of how we are protecting your information. **13. HOW CAN YOU CONTACT US ABOUT THIS NOTICE?** If you have questions or comments about this notice, you may email us at info@ejtherapy.com or by post to: EJ Therapy Services 2714 Akron Road Wooster, OH 44691 United States **14. HOW CAN YOU REVIEW, UPDATE, OR DELETE THE DATA WE COLLECT FROM YOU?** Based on the applicable laws of your country, you may have the right to request access to the personal information we collect from you, change that information, or delete it. To request to review, update, or delete your personal information, please submit a request form by clicking [here](https://app.termly.io/notify/c01c4381-a2e9-4c3d-88ba-16b9bcac1ec5). This privacy policy was created using Termly’s [Privacy Policy Generator](https://termly.io/products/privacy-policy-generator/). --- ### [Disclaimer](https://ejtherapy.com/disclaimer/) **Published:** May 5, 2026 **Author:** Rishvanth Sabbani **Content:** ## Disclaimer Last updated December 12, 2022 **WEBSITE DISCLAIMER** The information provided by EJ Therapy Services (“we,” “us,” or “our”) on [http://www.ejtherapy.com](http://www.ejtherapy.com/) (the “Site”) is for general informational purposes only. All information on the Site is provided in good faith, however we make no representation or warranty of any kind, express or implied, regarding the accuracy, adequacy, validity, reliability, availability, or completeness of any information on the Site. UNDER NO CIRCUMSTANCE SHALL WE HAVE ANY LIABILITY TO YOU FOR ANY LOSS OR DAMAGE OF ANY KIND INCURRED AS A RESULT OF THE USE OF THE SITE OR RELIANCE ON ANY INFORMATION PROVIDED ON THE SITE. YOUR USE OF THE SITE AND YOUR RELIANCE ON ANY INFORMATION ON THE SITE IS SOLELY AT YOUR OWN RISK. **EXTERNAL LINKS DISCLAIMER** The Site may contain (or you may be sent through the Site) links to other websites or content belonging to or originating from third parties or links to websites and features in banners or other advertising. Such external links are not investigated, monitored, or checked for accuracy, adequacy, validity, reliability, availability, or completeness by us. WE DO NOT WARRANT, ENDORSE, GUARANTEE, OR ASSUME RESPONSIBILITY FOR THE ACCURACY OR RELIABILITY OF ANY INFORMATION OFFERED BY THIRD-PARTY WEBSITES LINKED THROUGH THE SITE OR ANY WEBSITE OR FEATURE LINKED IN ANY BANNER OR OTHER ADVERTISING. WE WILL NOT BE A PARTY TO OR IN ANY WAY BE RESPONSIBLE FOR MONITORING ANY TRANSACTION BETWEEN YOU AND THIRD-PARTY PROVIDERS OF PRODUCTS OR SERVICES. **PROFESSIONAL DISCLAIMER** The Site cannot and does not contain medical/health advice. The medical/health information is provided for general informational and educational purposes only and is not a substitute for professional advice. Accordingly, before taking any actions based upon such information, we encourage you to consult with the appropriate professionals. We do not provide any kind of medical/health advice. THE USE OR RELIANCE OF ANY INFORMATION CONTAINED ON THE SITE IS SOLELY AT YOUR OWN RISK. **AFFILIATES DISCLAIMER** The Site may contain links to affiliate websites, and we receive an affiliate commission for any purchases made by you on the affiliate website using such links. We are a participant in the Amazon Services LLC Associates Program, an affiliate advertising program designed to provide a means for us to earn advertising fees by linking to Amazon.com and affiliated websites. **TESTIMONIALS DISCLAIMER** The Site may contain testimonials by users of our products and/or services. These testimonials reflect the real-life experiences and opinions of such users. However, the experiences are personal to those particular users, and may not necessarily be representative of all users of our products and/or services. We do not claim, and you should not assume, that all users will have the same experiences. YOUR INDIVIDUAL RESULTS MAY VARY. The testimonials on the Site are submitted in various forms such as text, audio and/or video, and are reviewed by us before being posted. They appear on the Site verbatim as given by the users, except for the correction of grammar or typing errors. Some testimonials may have been shortened for the sake of brevity where the full testimonial contained extraneous information not relevant to the general public. The views and opinions contained in the testimonials belong solely to the individual user and do not reflect our views and opinions. We are not affiliated with users who provide testimonials, and users are not paid or otherwise compensated for their testimonials. The testimonials on the Site are not intended, nor should they be construed, as claims that our products and/or services can be used to diagnose, treat, mitigate, cure, prevent, or otherwise be used for any disease or medical condition. No testimonials have been clinically proven or evaluated. This disclaimer was created using Termly’s [Disclaimer Generator](https://termly.io/products/disclaimer-generator/). --- ## Categories ### [Occupational Therapy](https://ejtherapy.com/category/occupational-therapy/) --- ### [Physical Therapy](https://ejtherapy.com/category/physical-therapy/) --- ### [Speech Therapy](https://ejtherapy.com/category/speech-therapy/) --- ### [Holiday Tips](https://ejtherapy.com/category/holiday-tips/) --- ### [OT Research](https://ejtherapy.com/category/ot-research/) --- ### [PT Research](https://ejtherapy.com/category/pt-research/) --- ### [ST Research](https://ejtherapy.com/category/st-research/) --- ## Tags ### [For Parents](https://ejtherapy.com/tag/for-parents/) --- ### [For Therapists](https://ejtherapy.com/tag/for-therapists/) --- ### [Snippets of Therapy](https://ejtherapy.com/tag/snippets-of-therapy/) ---