TheraTree Pediatric Therapy - TheraTree Blog #ParentingTheraTree Pediatric Therapy - TheraTree Blog #Parentinghttps://www.theratreepeds.com/blogs/tag/parentingWed, 12 Nov 2025 18:51:25 -0800http://zoho.com/sites/<![CDATA[KY Medicaid Annual Renewals]]>https://www.theratreepeds.com/blogs/post/medicaidThe Kentucky Department for Medicaid Services (DMS) is resuming annual Medicaid renewals which may effect your child's coverage. This blog has important information to help prevent patients from losing Medicaid coverage.]]>

Avoid Loss Of Medicaid Coverage

The Kentucky Department for Medicaid Services (DMS) is resuming annual Medicaid renewals which may effect your child's coverage. During the COVID-19 Public Health Emergency, DMS  stopped all annual renewals to facilitate Medicaid beneficiaries keeping their coverage during the Emergency. Because the Public Health Emergency was ended at the federal level, annual renewals have resumed. This blog has important information to help prevent patients from losing Medicaid coverage.


Critical Bottom Lines: 

  1. Medicaid must have your current and up to date information to avoid loss of coverage. If your contact information has changed or is incorrectly listed, you may miss your notification of renewal.  Verify and update your mailing address, phone number, email and other contact information as soon as possible by visiting kynect.ky.gov​​ or calling 855-459-6328.
  2. If your child's benefits are managed by an MCO your child may have a change of coverage during their review whether passive or actively renewed. Currently, MCO's are holding KY Medicaid accountable for coverage during the review period. Therefore if a healthcare service is provided during this review and the provider is unaware of your review, your service may be denied due to no prior authorization. Medicaid has yet to provide a mainstreamed solution for coverage during the renewal process. 

Different Renewal Requests and Actions

Passive Renewals: Members who have up-to-date and verifiable information in the system can be passively renewed. This means that Medicaid has all information necessary to make an automatic renewal determination within their records to ensure they remain eligible. These individuals will receive a Notice of Eligibility and will not need to act. The Notice of Eligibility notifies a member that their coverage has been continued. 


Action Required for Renewals: Members that are missing specific pieces of information will receive a Request for Information (RFI). A RFI requests additional information to support Medicaid in accurately determining a member’s eligibility. Members who receive a RFI must respond to the RFI prior to their renewal due date to ensure their renewal can be accurately and timely processed.


Additional Action Required for Renewals: Members in which Kentucky Medicaid requires more information from the member because they cannot be passively renewed by the system will receive a prepopulated Renewal Packet. A Renewal Packet requests additional information from the member to be updated within kynect. This information must be submitted prior to their renewal due date to ensure their renewal can be accurately and timely processed and coverage can continue.

Different Renewal Requests and Actions

Members renewal and redetermination date, timelines, and status information is available on  kynect in your benefits page.

  • April 2023: Initial notices of renewals sent to individuals enrolled in Medicaid. 
  • May 2023: Renewal process has restarted. 
    • 90 days prior to member’s end date, members will receive an email and SMS communication from the state that their renewal is upcoming.
    • 50-60 days prior to member’s end date:
      • The state will attempt to automatically renew a member’s benefits.
      • In cases where Medicaid cannot automatically renew benefits, 50-60 days prior to member’s end date notices will be sent out. This means that members will receive notices within the first 2 weeks of a month before the month of their end date.
      • If there has been no response from a member by the 15th of the month of their end date, members will receive follow up outreach to request response and information.
    • End Date of Coverage: 
      • It is important for members to provide all requested information before their renewal date to avoid discontinuation of coverage.
      • Coverage will end for members who are determined to be no longer eligible on their posted renewal date. 
      • Members who do not respond to requests for information or submit their renewal packet information may also be determined ineligible based on lack of information. 
  • April 2024: All initial renewals will be complete and additional annual renewals will continue to occur.


Download Instructions for Viewing Your Renewal Date

Important Communication

The most important action is to  update your contact information in kynect (https://kynect.ky.gov/). Submit multiple ways to be contacted by Medicaid within their kynect profile (e.g., home address, email address, phone number). 


All communications will come from the state Cabinet for Family and Health Services (CHFS) and the Department for Medicaid Services. Check your communication preferences on kynect. 

  • Postal Communication: If you have opted in for paper communications, this will come via postal mail. 
  • Digital Communication: If a member is opted in for digital communications, the notice will be shown in their message center and an email and/or SMS will be sent. 
    • Opt in to receive email and SMS messages on your kynect account as well as with your health plan to ensure you receive all information in the most efficient manner. 
    • Other providers or representatives from your health plan may reach out about your upcoming renewal, but any request for information (RFI) or Medicaid renewal packet will only come from the state.
    • Please note that the state is exempt from the Telephone Consumer Protection Act when communicating with members about their benefits.


Ways to get Information:

  • Kentucky PHE website: https://medicaidunwinding.ky.gov
    •  If there are specific questions about the Medicaid renewal process, Medicaid members can access information sheets and guides here.
  • Monthly Stakeholder Meetings: 
    • Every third Thursday at 11:00 EST. 
    • ​You can register for the June 15, 2023 session through this registration link​​.
    • If you have any questions for DMS that you would like for us to speak to during the upcoming monthly meeting, please submit those questions through this survey. 

How to Renew

Information can be submitted in various means. Members will receive a notice that only requests the information necessary, based on their specific situation, to make a determination. The types of documents needed will be clearly communicated to the member.



1. Complete and Return Forms:

  • Fill in all requested information
  • Return by fax to 502-573-2005 or 502-573-2007
  • Return by mail to P.O. Box 2104, Frankfurt, KY 40602



2. Self-Service Portal:



3. Connecting with kynect or DCBS:

  • Kynect
    • Hours: Mon-Fri 8:00 am to 4:30 pm ET
    • Call  (1-855-459-6328) 
    • Find and visit a kynector or agent office HERE. 
  • DCBS
    • Hours: Mon-Fri 8:00 am to 4:30 pm ET and Saturdays from 9:00 am to 12:00 pm ET
    • Call (1-855-306-8959) 
    • Find  and visit a DCBS office HERE.
Download kynect benefits FAQ

Income Verification: If verification of income is requested, Documents are required for proof of income and will need to upload any of the following:

  • Wage stubs
  • Written statement from or a collateral contact to the employee
  • Previous year tax return
  • Award letters for things such as Retirement, Survivors, and Disability Insurance (RSDI) or Unemployment Insurance Benefits (UIB)
  • The state’s various data sources such as eligibility advisor or state wage data for the previous quarter
  • Personal records for those who are self-employed 
  • “No income” status can be verified through client attestation, through collateral contact to a non-household member, a signed written statement from a non-household member, or Form PAFS-702, Proof of No Income.

Social Security Disability Insurance

The Medicaid renewal process will impact members who currently have Medicaid and are on SSDI. Medicaid will attempt to determine individuals on SSDI Medicaid eligible in another category. If Medicaid is unable to make this determination, the member will be determined ineligible and will receive a termination notice (will no longer receive Medicaid benefits).

MCOs

MCO partners will conduct outreach to members who have received a redetermination package or a request for information from the state. MCOs will help members understand what actions they must take and connect them to navigators or kynectors to provide additional support or guidance, as appropriate. MCOs will outreach to individuals administratively terminated for up to 90 days after their end date to encourage they submit information. 


A member submitting required information and determined eligible within the 90 days will have coverage retroactively reinstated to their end date. MCOs will also outreach to members who have been determined to no longer be eligible for Medicaid to support them in identifying alternative health care coverage options such as a Qualified Health Plan on kynect.

Waiver Participants 

Appendix K  Waiver flexibilities will extend 6-months beyond the end of the PHE May 11, 2023  extending waiver flexibilities to November 11, 2023. This extension is to allow 1915(c) HCBS waivers return to normal operation. Appendix K cannot remain in place beyond its approval end date. To make Appendix K updates permanent, changes would need to be incorporated into the current waiver applications and submitted to CMS for approval. Additionally, waiver-related Kentucky Administrative Regulations must be updated and approved.

All waiver participants will go through a redetermination during the 12 months. For detailed information, please see the 1915(c) HCBS COVID-19 and Appendix K FAQ. There is an outreach plan to support waiver members through the PHE unwinding period. Kentucky is actively preparing for the future of our waiver programs to ensure we continue to support waiver participants as well as possible. 

Ineligibility & Disqualifications

If a member is determined to no longer be eligible for Medicaid, they will receive a discontinuance notice that fully explains the reason for no longer being eligible. The discontinuance notice will also indicate the options to appeal the decision. 


All members have a right to appeal if they do not agree with the decision. Members who have been determined ineligible have 90 days from their Medicaid renewal due date to submit all requested information and be determined eligible for Medicaid coverage. Their coverage will be reinstated back to their end date automatically. If a member submits the requested information and application within 90 days from their Medicaid renewal date and is determined to be eligible, they will have their Medicaid reinstated back to their end date automatically. If a renewal is pending for state action at the time of the member’s renewal date, the member’s coverage will be extended until a determination is made. If no longer eligible, the member’s coverage will end on the first day of the following month.

]]>Sat, 03 Jun 2023 11:31:27 -0500<![CDATA[The 4 Functions of Behavior]]>https://www.theratreepeds.com/blogs/post/the-4-functions-of-behaviorImagine this: You are grocery shopping and, in the aisle, next to you, you hear a child arguing with their parents. They won’t stay seated, and they a ]]>

by Lauren Haire, RBT

Imagine this: You are grocery shopping and, in the aisle, next to you, you hear a child arguing with their parents. They won’t stay seated, and they are yelling. It is very common to watch a child “act out” in public with their parents. You sometimes think, “can they just tell them to stop and be quiet?” It is not always as simple as that. 

As a parent and professional that works with children, it’s important for you to understand the 4 functions that drive behaviors that you see in children. Children with Autism can often struggle to communicate and engage in problem behavior to get their point across. 

ABC's of Behavior

Behavior can be broken down into 3 parts to determine the function: 

  • The antecedent is what happened prior to the behavior of concern.
  • The behavior is the behavior of concern.
  • The consequence is what happened after the behavior was demonstrated. 
Example: Lauren saw the toy on the counter and began to cry. Her mom gives her the toy. 

The antecedent is that Lauren saw the toy, the behavior is when she began to cry, and the consequence was her mom giving her the toy. The function here is that Lauren was looking for access to a tangible (to get something.) Her mom gave her the toy which extinguished her crying behavior. 

4 Functions: SEAT

A child's behavior is always functional - they're behaving a certain way for a reason. There are four main functions/reasons for a child's behavior. The easiest way to remember the functions of behavior is with this simple acronym. SEAT. Sensory, Escape, Attention, and Tangibles. 

Sensory

The sensory function provides stimulation from the world to the brain. Sensory information can be in the form of touch, sound, visual, smell, taste, movement, or pressure. 

When does it happen? Children seek out this sensory information because their body can’t get enough of it to use functionally OR they’re overriding a different sensation. In many children with Autism, this shows up as stimming. It can occur at any time, especially when anxious or excited. 

How can I help? Redirect to more appropriate behavior that offers similar sensation. If you notice any behaviors that indicate a sensory deficit, you may benefit from receiving a free screening from one of our occupational therapists to address sensory needs. Occupational Therapy can address deficits related to sensory modulation (I.e. sensory over responsiveness or under responsiveness), sensory discrimination(i.e. attention), and sensory based motor(i.e. motor planning, balance, and postural adjustments.)

Example, a child may exhibit signs of overexcitement. You can relieve that need to release energy by allowing the child to go for a walk or riding a bike. 

Escape

The function of escape removes undesired activities, interactions, or situations. The child is getting out or away from the situation, environment, or task. 

When does it happen? It can occur when the tasks are understimulating, too easy, too hard, boring, or just completely undesired. 

How can I help? Provide a “first, then” prompt, offer choices, or alter the length of task. 

Example: “First clean up, then you may go watch tv.”

Attention

The function of attention provides access or awareness to/from people or interactions. It’s important to consider what kinds of attention the child likes and how much and when they’re currently getting attention.

When does it happen? It occurs when social attention is desired. 

How can I help? You can provide positive reinforcement or attention before the behavior occurs, so they don’t “need” to do the problematic behavior. 

Example: “Great job picking up. I like that you are following my directions.” 

This statement gives positive reinforcement for picking up and following directions while feeding the potential attention seeking behavior. If we reinforce the negative attention seeking behavior, we could risk making the behavior worse. So, it’s important to reinforce only the positive things your child is doing during a difficult situation. 

Tangibles

The function of access to tangibles provides preferred activities/items. This is what we usually think of as a “reward”. Although rewards don’t always need to be tangible to be considered reinforcing. We can use tangible rewards to help each then fade them. 

When does it happen? It occurs when there is a preferred activity or item desired. 

How can I help? There are several different ways you can approach this.


- You may teach the child to verbalize their wants and needs.

- If your child is nonverbal, teach sign language, use pictures to communicate (ABA uses Picture Exchange Communication), or assistive device like an iPad. 

- Contrive teaching situations at home and this goes along with teaching the child to verbalize wants and needs. 

For instance, let’s say your child loves to listen to songs on their iPad/tablet. As you listen to the song, try to pause and play the song. When the song is paused, verbally prompt the child to say ‘Play it.’ Praise the child heavily: ‘Great saying play it.’ And then immediately play the song. Again, this is just an example of how to use a highly preferred item as a teaching moment. 

You can prompt your child to request based on their needs and level of language skills, then gradually fade the prompt. Remember, reinforcement increases the occurrence of behavior whether it is positive or negative. 


We're Here to Help!

Don’t forget that “SEAT” is your go-to acronym when deciphering your child’s function of behavior. By contriving teaching situations in the natural environment, you can help your child practice communication skills, social skills, and give them the ability to communicate their sensory needs. Take ABC Data to keep track of behavior and present data to your pediatrician and/or your Board Certified Behavior Analyst (BCBA.) Your child may benefit from ABA Therapy or Occupational Therapy to assist in these behaviors!

Behavior can be complex! That’s why professionals have specialized in this science and are devoted to educate and help. If your child engages in challenging behaviors, you don’t have to figure it all out on your own!

We want to help. Call or text us at 270-688-8449 or email newpatients@theratreepeds.com to schedule a free screening or comprehensive evaluation. Let’s decrease your overwhelm and increase your relationship with your child together!

Get Started Now
]]>Thu, 13 Jan 2022 11:34:00 -0600<![CDATA[Anxiety in Children ]]>https://www.theratreepeds.com/blogs/post/anxiety However, some children consistently demonstrate difficulty adapting because of a perception of danger surrounding a task. Particularly if there is un ]]>

By Jessica Hatfield, Ms, OTR/L

Children are constantly learning, growing, and adapting to their environment. Even when we give the most stable and routine environment, things still always and inevitably change. Change is normal and children seek to feel safe and secure.


It is important to note that some worry and stress is normal and even needed for survival. The primary purpose of our ‘fight or flight’ response is to keep us safe. Stress and worry are also useful to our growth because we are challenged to try different things. We want our children to grow and adapt for the ever changing pace of life.

However, some children consistently demonstrate difficulty adapting because of a perception of danger surrounding a task. Particularly if there is uncertainty or there has been a previously negative association. At time several less intense events can build up to cause an overwhelm. Both of these negatively affect their daily living. Pediatric anxiety has grown to be one of the major mental health issues facing children. Anxiety is experienced in the pediatric population at increasing rates. 7.1% of children aged 3-17 years (approximately 4.4 million) have diagnosed anxiety. (Ghandour 2018) 

What is Anxiety?

Anxiety is apprehension about the future. Behaviors will also begin to affect thinking processes. For example an expectation is unrealistic and in turn leads to ruminating or negative thoughts. Anxiety can cause negative mood and physical tension. There are many different types of anxiety including separation anxiety, OCD, perfectionism, social phobias, or generalized anxiety etc. Anxiety is different than fear and panic, although a person can experience these as well. Fear is an immediate alarm to current danger, physical arousal, and avoidance. Panic is fear at an inappropriate time. It’s abrupt, intense, and physically arousing.

What Causes Anxiety?

A variety factors can contribute to anxiety in children. Children may observe and replicate anxious behaviors of others. Life experiences may also trigger anxious feelings and behaviors. For example loss, serious illness, bullying, or other types of abuse. Genetic factors that effect brain chemistry can cause a child to be more predisposed to developing anxiety. 

What Causes Anxiety?

  • Agitation, jittery, or restlessness
  • Sleep Deprivation or nightmares
  • Easily upset or crying on a regular basis
  • Panic Attacks, heart pounding, palms sweaty, trouble breathing
  • Somatic symptoms of physical pains, e.g. headaches, tummy aches, nausea
  • Repeated behaviors or phrases that are familiar
  • Tantrums, including meltdowns before school about inconsequential issues like socks
  • Clingy to the point it is disruptive
  • Constantly seeking the reassurance from others
  • Tries to get others, particularly adults, to do things for them
  • Asks for assistance for tasks they can complete independently

Children  may say phrases like: 

  • Something terrible will happen. 
  • I don’t have any control over it. 
  • It will be my fault if it happens. 
  • I don’t know what to do!
  • I have to get out of here!
  • I need to know for sure that it’s okay
  • I can’t make any mistakes
  • Always on the lookout for danger and checking to make sure things are safe.
  • Dislike or avoidance of new or difficult tasks
  • Avoidance behaviors or trying to stay home from school
  • High expectations of self
  • Low self-esteem and confidence 
  • Delayed social skill development and difficulty maintaining relationships
  • Decreased motivation for certain tasks

Child might demonstrate a few of these behaviors occasionally and some of these signs may be cause by other factors not related to anxiety. However when negative, anxious behaviors become more common or intense, your child may qualify for an anxiety diagnosis. When experiences these frequently or at extremes, the natural protective responses triggered no longer serve as protective and become debilitating. High levels of anxiety can make it difficult for a child to participate everyday activities including school, play and friendships. When anxiety interferes with your child’s ability to play and learn, it’s time to talk to a professional.

What Causes Anxiety?

For children experiencing anxiety, it is a natural response for parents to want to step in and solve the problem. However this is not the best long term strategy to actually help your child with their anxiety. By removing or allowing your child to avoid, you are unintentionally reinforcing their anxieties and removing opportunities to develop coping skills and resilience. Therefore it is important to give your child the opportunity to work through their fears in order to develop these highly important skills. This is best done by working with professionals. There are several profession who help with anxiety: 

  • Occupational Therapists to apply concrete strategies. 
  • Psychiatrists and nurse practitioners to prescribe medication. 
  • Psychologists, social workers, and counselors to provide emotional support.

How Occupational Therapy Helps

Occupational Therapy (OT) can be thought of as the therapy of taking action! There are many ways we can talk to our children about their worries and fears, but by teaching them concrete strategies we empower children to become independent in their own lives! Occupational therapy providers step in to bridge the gap so children can learn to function and feel how powerful they really are when it comes to their thoughts and abilities. Occupational Therapy intervention addresses anxiety through the followings ways:


Proactive strategies

The purpose of proactive strategies is to prevent the anxiety from occurring. This provides a short term benefit but is not helpful long term as our environment is always changing and adaptability is a survival skill. Some proactive strategies include establishing routines, visual schedules, and adapting the environment (ex sensory-friendly environments, fidget toys, quiet corners etc). 


Teaching, Thinking, and Applying Strategies 

The purpose of these strategies are to increase both interoception and communication strategies so children can manage themselves to identify and prevent anxiety. These provide the most long term benefits in their life. These strategies include interoception, effective education, cognitive restructuring, and communication to adults about what they are experiencing and their wants/needs. 


Reactive Strategies

The purpose of reactive strategies is to help in the moment while a child is experiencing anxiety. This has both short and long term benefits. However the difficulty with teaching reactive strategies is bridging the concept of “what to do” with actually being able to recall and apply them in the moment. Generally these skills take longer to develop because of this. These strategies include Guided Imagery, deep breathing, distraction, quiet time, calm/comfort techniques


Parenting Strategies

As with all Occupational Therapy intervention, parent education is important. Parents have a big influence on how their child with learn and respond by the tone they set. Occupational Therapy Providers teach parents how to be both proactive and reactive with their child. They teach what not to do. Often parents need to utilize calming strategies of their own when interacting with their child who is in a heightened state of arousal. When children are in a heightened state, they may have difficulty understanding complex language. So simplifying the words spoken to them can have a big impact on their reaction. Occupational Therapy Providers also teach parents by example and self reliance. 


What's Next?

If you have any questions or concerns about your child please reach out to an occupational therapist at TheraTree. You can reach us by phone at 270-688-8449 or email at newpatients@theratreepeds.com.

Get Started Now

References:


Ghandour RM, Sherman LJ, Vladutiu CJ, Ali MM, Lynch SE, Bitsko RH, Blumberg SJ. Prevalence and treatment of depression, anxiety, and conduct problems in U.S. children. The Journal of Pediatrics, 2018. Published online before print  October 12, 2018 


Gobrial, E., & Raghavan, R. (2017). Calm child programme: Parental programme for anxiety in children and young people with autism spectrum disorder and intellectual disabilities. Journal of Intellectual Disabilities, 1744629517704536.

]]>Wed, 21 Jul 2021 17:32:20 -0500<![CDATA[Successful Developmental Milestones, Occupational Therapy Can Help! ]]>https://www.theratreepeds.com/blogs/post/developmentalOTChildren develop many important life skills during their first 5 years. If your child is not meeting the milestones expected for his or her age - Don’t wait! The earlier that a child’s developmental delay is identified and supports are put into place, the better the outcome will be for the child.]]>

By: Kaitlin Kralj, MS, OTR/L, ACSM-EP

Children develop many important life skills during the first 5 years of life. These skills are commonly referred to as “developmental milestones.”

   

Skills such as rolling over, smiling for the first time, babbling, waving goodbye, pointing, and taking first steps are examples of just a few of these developmental milestones. 

   

Even though children will develop at their own pace, most kids will reach these developmental milestones at around the same age. When a child is consistently reaching the developmental milestones at the normative age, it can be a good indicator that the child is developing as expected.

Performance Areas: 

Developmental milestones include several performance areas, such as:


Fine Motor Skills

- Small movements that are made with the fingers, wrist, toes, lips, and tongue

- Needed for eating, drawing, dressing self, writing, playing, etc.


Gross Motor Skills

- Moving, controlling, and coordinating our arms and legs with large muscle groups
- Important for sitting, standing, walking, running, balance, etc.


Cognition

- Thinking, learning, reasoning, remembering and problem solving


Social and Emotional Skills

- The ability to relate to others and express emotions
- Important for developing relationships, cooperating with others, and responding to the feelings of others.


Daily Living Activities

- Personal hygiene, eating, dressing, toileting


Communication

- Using body language, gestures, and speech


Common Developmental Milestones: 

3 Months 

  • Raise their head and chest while laying on their stomach
  • Turn their head towards a sound
  • Bring hands to mouth
  • Swipe at dangling objects with hands
  • Begin to imitate sounds or babble

6 Months

  • Roll both ways
  • Use their voice to express pleasure and displeasure
  • Sit with support
  • Respond to others’ emotions and enjoy social games (such as peek-a-boo)

1 Year

  • Pull up to stand on furniture

  • Use simple gestures (shaking head no, waving bye)
  • Poke with index fingeroke with index finger

2 Years

  • Use simple phrases
  • Walk without assistance
  • Point at objects
  • Follow simple instructions
  • Pull toys behind him or her while walking

3 Years

  • Begin sorting by shapes and colors
  • Play make-believe
  • Uses simple phrases
  • Walk up and down stairs
  • Run  
  • Pedal a tricycle

4 Years

  • Follow 3 step commands
  • Draw circles and squares
  • Name some colors
  • Understand counting
  • Share and take turns with others
  • Dress and undress themselves
  • Know opposites (big and small; hot and cold)

The cause of developmental delay is not always known. Some common factors include heredity, pregnancy complications, and premature birth.

 

Signs and symptoms of developmental delay will often vary. While signs can sometimes be recognized in infancy, there are also instances where the delay is not noticeable until the child is in school.


Reaching milestones earlier than expected means that a child may be advanced in comparison to peers of the same age. When a child is not reaching milestones during the expected time frame, or if they are reaching milestones later than their peers, their development may be termed as ‘“delayed.”  A developmental delay is more than being “a little behind” their peers. Children that are facing challenges with reaching developmental milestones may require extra support to help them reach their full potential.

Occupational Therapy Can Help

Occupational therapy practitioners work with children of all ages throughout the rehabilitative process. After collaborating with caregivers to identify the child’s needs and any potential barriers that may be impacting functional performance, the intervention process begins. Occupational therapy practitioners possess the skill and knowledge required to provide skilled intervention, parent education, and make equipment recommendations as needed to help your child’s development. Occupational therapists have skilled training in helping your child develop motor skills, self-help skills, problem solving skills, social interactions skills, and play skills.  


An occupational therapy practitioner will teach skills and/or strategies to help children and their families in all aspects of their daily lives. This process may include adaptations of activities, materials, and even environmental conditions so that children are able to participate in a variety of settings (including schools, homes, sporting events, community programs, etc).

Get Started Now

Fine Motor Skills

  • Manipulating toys and puzzles
  • Grasping a pencil
  • Coloring, drawing, tracing, prewriting strokes
  • Handwriting, letter/number formation
  • Cutting with scissors
  • Using silverware at an age-appropriate time
  • Using zippers, buttons, and shoelaces

Gross Motor Skills

  • Coordinating both sides of the body
  • Understanding the concept of right and left
  • Navigating up and down stairs
  • Upper extremity strength
  • Balance
  • Milestones such as rolling, sitting unsupported, crawling, pulling to stand, etc.
  • Using appropriate force
  • Throwing/Catching
  • Core strength
  • Crossing midline play activities and school related taskss

Visual Processing 

  • Recognizing letters, numbers, or shapes
  • Copying shapes or letters
  • Visual tracking
  • Stacking blocks
  • Copying from the board or another paper
  • Completing puzzles
  • Concept of right and left
  • Putting things in appropriate sized containers

Sensory Processing

  • Designing and implementing a sensory diet to decrease things such as toe walking, constantly jumping or crashing,
  • Responsiveness to certain sensations
  • Responsiveness to touch, sound, and movement
  • Calming self when upset
  • Therapeutic listening
  • Copying with change
  • Gravitational insecurities
  • Body awareness

Social Interaction

  • Interacting and engaging with family members and peers
  • Adapting to new environments
  • Coping skills
  • Following instructions
  • Social appropriateness
  • Conversation skills
  • Recognizing emotions
  • Impulse control

Executive Functioning

  • Organization
  • Attention
  • Flexible thinking
  • Problem solving
  • Time management

Play Skills

  • Sharing and turn taking
  • Imaginative play
  • Sustained attention
  • Exploring toys appropriately

Self Care Skills

  • Toileting
  • Bathing
  • Self-Feeding
  • Dressing
  • Tying shoes
  • Brushing teeth
  • Brushing hair

Early identification of developmental delay is key! 


It is important to remember that all children are different, and each child will develop these skill sets at their own pace. However, as a parent, you know your child best! If your child is not meeting the milestones expected for his or her age - Don’t wait! The earlier that a child’s developmental delay is identified and supports are put into place, the better the outcome will be for the child.

 

 If you are concerned about your child’s development, speak with your physician and check out our developmental screening tool here: 

Click Here: Developmental Screening Tool
]]>Tue, 09 Feb 2021 15:59:10 -0600<![CDATA[Tips for Supporting Children and Teens during this Holiday Season]]>https://www.theratreepeds.com/blogs/post/Holiday-2020Links from article:  Check out CDC guidance to make holiday gather ings safer. Understanding & Coping with Reactions in a Pandemic ]]>

Links from article: 

]]>Thu, 10 Dec 2020 12:56:22 -0600