TheraTree Pediatric Therapy - TheraTree Blog #sensoryTheraTree Pediatric Therapy - TheraTree Blog #sensoryhttps://www.theratreepeds.com/blogs/tag/sensoryWed, 12 Nov 2025 18:55:49 -0800http://zoho.com/sites/<![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[5 Signs Your Child May Benefit from ABA Therapy]]>https://www.theratreepeds.com/blogs/post/5-Signs-Your-Child-May-Benefit-from-ABA-TherapyApplied Behavioral Analysis (ABA) is a therapy based on the science of understanding and improving learning and behavior. It helps us to understand how behavior works, how behavior is affected by the environment, and how learning takes place.]]>

5 Signs Your Child May Benefit from ABA Therapy

By Lauren Haire, RBT

Applied Behavioral Analysis (ABA) is a therapy based on the science of understanding and improving learning and behavior. It helps us to understand how behavior works, how behavior is affected by the environment, and how learning takes place. 


Below are some of the signs that your child may benefit from ABA Therapy: 

  1. Autism Spectrum Disorder 

If your child has been diagnosed with Autism, we are here to help your child acquire skills or decrease those behaviors of concern. ABA Therapy can break down skills to smaller, discrete tasks to help a child learn. 

  1. Delay of Social Skills

Through ABA Therapy, your child will be able to increase their social skills and build meaningful relationships. If your child has difficulties making eye contact, taking turns with peers, or identifying their coping strategies, it could be a sign they could benefit from receiving ABA services to help increase those skills. 

  1. Delay of Receptive/Expressive Language

If your child has difficulties with “out of the box” thinking, ABA Therapy can be used to spark creativity. It can help a child to follow those simple to multi step instructions, comprehend who/what/where/why questions based on stories or pictures, or even increase imitation skills. 

  1. Delay of Communication/Speech

You may have noticed that your child is delayed in their communication skills. ABA can help increase their ability to express their wants and needs. While using motivating operations and positive reinforcement, ABA will teach the child to mand, or request, as well as engage in conversation. 

  1. Problem Behavior 

The four functions of behavior include sensory, escape, attention, and tangibles. These functions help Behavior Analysts to create a proper treatment plan based on the behavior function presented. While there are many examples of problem behavior, if your child exhibits tantrums, self-injury, non-compliance, or eating nonedible items, ABA may be able to decrease these behaviors by using replacement behavior that can serve as the same function. 

Difficulties and Diagnoses ABA Therapy Can Help With Include:

  • Aggression
  • Self Injury
  • Noncompliance
  • Tantrums and Outbursts
  • Decreased attention
  • Poor social skills
  • Poor Memory
  • Challenges with academics
  • Depression
  • Autism Spectrum Disorder (ASD)
  • Attention Deficit Hyperactivity Disorder (ADHD)
  • Obsessive-compulsive disorder (OCD)
  • Fears and phobias
  • Anxiety
  • Traumatic brain injury 

Techniques Used in ABA Therapy:

  • Positive Reinforcement
  • Prompts
  • Task Analysis
  • Generalization
  • Picture Exchange Communication
  • Errorless Teaching
  • Social Skills Training
  • Discrete Trial Training (DTT)
  • Natural Environment Training (NET)

If you have any questions or concerns about your child, please reach out to us at TheraTree. We provide free screenings! You can reach us by phone/text at 270-688-8449 or email at newpatients@theratreepeds.com.

Together we grow minds, bodies, and spirits! 


Get Started Now
]]>Tue, 09 Nov 2021 17:41:52 -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[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<![CDATA[Valentines Day]]>https://www.theratreepeds.com/blogs/post/Valentines-Day

By Nick Grant


Valentines Day is filled with parties, hugs, and good food. These can be out of routine and cause disruption in your child's world. Here's how you can help your child prepare for Valentine’s Day.

School Parties
  1. Ask your child’s teacher ahead of time of when the party is going to be, so you can prepare your child for schedule changes.
  2. Ask your child’s teacher for the list of names of their classmates ahead of time so your child can pick out and prepare valentines they think the class will like.
  3. Ask if you can volunteer during the party to promote your child feeling more safe around others when they know you are there.
  4. Provide headphones for school parties so if your child thinks it is to loud they can use them.
  5. Tell your child’s teacher about your child’s favorite food. Offer to bring it so there will be something your child will enjoy at the party.
Date Night & Babysitters
  1. Book your babysitter far in advance so you know you have someone your child will be comfortable with.
  2. Make a list of the nighttime routine so the babysitter knows and keeps your child on track. Share this with your child so they can help with the routine.
  3. Have your child’s favorite dinner so you don’t have to worry about if they will eat dinner or not.
  4. Lay out their favorite PJ’s that way it will make bed time more fun.
  5. Let the babysitter know some of your child’s challenges and ways to calm them. That way they will know how to handle them better.
Social Stories
  1. Use social stories to prepare your child for Valentine’s Day.
  2. Pick social stories that will help your child will have trouble with like schedule changes, party noise etc.
  3. read a little bit each night before bed that way your child is not overwhelmed with a lot of information at one time.
  4. Here are some social stories to use with your child:
    1. What is Valentines Day.
    2.  What to expect during the day. 
    3.  What it means to fall in love.
    4. Finding love with appropriate behaviors.
    5. Valentines Day at school.
Other tips
  1. If you celebrate at home, keep it simple. Considering not inviting a lot of people over so your child does not get overwhelmed with a big crowd.
  2. Use making valentines as an opportunity to work on handwriting.
  3. Use a name/signature stamp for your child to sign their name on the valentines day if they're unable to write.
  4. Have your child make just a few valentines each night so they will not get overwhelmed with a whole class worth of valentine.
  5. If your child receives a food gift make, review what they bring home to make sure they can eat it.
  6. Discuss your concerns with your Occupational Therapist or Speech Language Pathologist. Not receiving services? Contact us at newpatients@theratreepeds.com or 270-688-8449 to schedule an evaluation.

]]>Mon, 03 Feb 2020 14:53:41 -0600<![CDATA[Halloween Tips & Tricks for Kids with Challenges]]>https://www.theratreepeds.com/blogs/post/Halloween-Tips-Tricks-for-Kids-with-ChallengesFall brings sweater weather, changing leaves, pumpkins, and holidays like Halloween. Although trick or treating is not a mandatory childhood experienc ]]>

Fall brings sweater weather, changing leaves, pumpkins, and holidays like Halloween. Although trick or treating is not a mandatory childhood experience, many families would like to share this experience with their child and enjoy memories created as a family. Children with anxiety, autism, and/or other challenges may find it difficult to participate in this event. 

Autism 

Children with autism may present with a variety of challenges with sensory processing, social skills, attention, communication challenges, and/or motor delays. 

Although anxiety and autism are focused on in this article, these tips may be used for so many other children with or without challenges. 

Preparation

Read books: 

  • The language and visual aspects of reading together can be a powerful tool. 
  • Create a personalized social story or download one outlining your events of the evening. This is a good opportunity to establish rules. 
  • Here are a few classic stories about Halloween to introduce the idea of Halloween to your child:

Conversations:

  • Simply talking with your child about Halloween can alleviate some uncertainty. 
  • Ask them questions about why they are fearful. 
  • Watch videos of children trick or treating. 
  • Avoid painting a picture of "good" or "bad". Just state the facts. 
    • "Children will wear costumes"
    • "We will visit grandma's house"
    • "There will be games at the Halloween party" 
  • Reassure your child they are safe.
  • Set any rules or guidelines they must follow ahead of time. 

Costumes:
  • Masks:
    • Children may have aversions to the sensation of wearing something on their face. 
    • Having them responsibly play with make-up could decrease some sensitivity on their face.
    • When other people wear masks, it blocks their facial expressions and this might be disorienting to children. 
    • Have them play with a pleasant looking mask in front of a mirror.
  • Consider the fabric of the costume. Will it be comfortable? Warm? Regular clothing can be transformed into a costume. 
  • Have the child make their own costume for their dolls and dress them up. Aluminum foil, old socks, and paper can be used. 
  • Have your child wear sneakers that light up or a glow stick if they are an eloper. 

Practice:
  • Try on costumes a few days in advanced.
  • Arrange to practice visiting a neighbor of friend's house. 
  • Walk the route around the neighborhood they'll be trick or treating the weekend before. 

Candy & Allergies:
  • Make a candy plan with your child ahead of time of what they can do with the candy when they get home. Can they dump it all out and eat immediately? Are they allow a certain quantity that night and save the rest?
  • Look for houses with a teal pumpkin on their porch, these houses offer non-food treats. Plan your route around them ahead time. 
  • Look for events that are allergy friendly.
  • Drop off a package of allergy approved treats to our neighbors ahead of time. 
  • Set up a candy exchange at home. 
    • Exchange non-approved candy for allergy approved candy from home. 
    • Can they swap with a sibling? 
    • Exchange candy for money. 1 Candy = 10 cents
    • Prepare them ahead of time that this is the plan! 

Offer Alternatives:
  • Despite the preparation and planning, Halloween parties or trick or treating may not be something your child will enjoy. It doesn't mean it will always be this way
  • Coloring Halloween coloring pages.
  • Watching a Halloween or their favorite movie.  
  • Pumpkin carving. View Safety Tips.

Halloween Day

Consider what you already know about your child and recognize if you are supporting them or limiting them with you actions and words. 

  • Go early, before it gets dark. 
  • Go with friends who can help your child remember the rules and model behavior. 
  • Help them identify their own feelings and signs of stress.
      • "When we have to go, you might feel mad or disappointed. That is ok to feel this way. It is not ok to run away or stay longer because you feel this way"
      • "I see you're trying to hide. You seem scared. Let's talk about it."
  • Teach your child to request breaks when they are feeling stressed.
  • Plan for breaks.
  • Set limits and inform your child of limits beforehand.
      • "We will go to 3 houses"
      • "We will stay for 30 minutes"
  • Have a space in mind if they need a calm down area. Plan it out ahead of time. 

    • ]]>    Wed, 24 Oct 2018 09:57:06 -0500