Services

Occupational Therapists at CSLL use a variety of therapeutic approaches to address a child's functional needs. The therapist will plan and implement relevant sensory-motor intervention strategies and developmentally appropriate activities to create an environment or structure that regulates your child's sensory system through your child's primary "occupation", that of play.  

This is derived from a comprehensive holistic assessment process, which is offered in areas including fine and gross motor skills, cognitive function, visual perception, self-care and sensory processing skills.  CSLL OT’s have extensive training in determining challenging therapeutic activities which address comprehensive development and function of the child in his/her home, school and community.  OT services are provided on a continuum to meet a child's changing needs. Training and materials for home programming are also provided when appropriate. 

OT’s at the Center for Speech, Language and Learning, Inc. have up-to-date training and experience with standardized testing. We believe a complete and thorough assessment drives intervention. 

The following assessment methods are employed:

• Parent, Teacher, and Child Interview
• Home and School observation (if necessary)
• SCERTS
• Standardized Tests
• Vision Screening (acuity, convergence/divergence, saccades, smooth pursuits)
• MNRI Primitive Reflex Testing

Occupational Therapy services focus on enhancing 

participation in and performance of:

• Executive Function Skills (Attention, Organizational, time management, flexibility Skills, etc.) 
• Sensory Processing Skills (Feeding, sensitivities, etc.) 
• Hand Function/Fine Motor Skills
• Motor Planning Skills
• Gross motor coordination
• Core and postural stability 
• Visual Perceptual Skills
• Activities of Daily Living (Feeding, Dressing)
• Instrumental Activities of Daily Living (play, cooking, household tasks, school tasks, etc.)
• Social Skills
• Needed Assistive Technology Devices and Supports

(depends on assessments outcome)

• Handwriting Without Tears 
• Integrated Listening System
• Masgutova Neurosensorimotor Reflex Integration (MNRI)
• Me Moves
• Social Thinking Curriculum by Michelle Garcia Winner
• Sensory Gym
• Individualized Sensory Diets
• Therapeutic exercises

 Center for Speech, Language, and Learning, Inc.,
Speech Language Pathologists have up-to-date training and experience diagnosing communication disorders.  Parents typically want to know what the child’s symptoms mean and what will help their child develop and grow their ability to communicate.  Speech-Language therapy at Center for Speech, Language, and Learning, Inc. occurs through regular appointments and close family collaboration. The SLP, the child, and the child’s family are continually developing an intervention that is interesting, motivating, and enlightening for each individual's communication goals.  Children who work with us on a long-term basis receive regular updated plans of care as well as a detailed comprehensive evaluation yearly demonstrating growth and recommended next course of action.  At parental request, we attend IEP meetings and medical appointments, and collaborate with other significant individuals in the child’s life.  

Assessment drives intervention. We complete holistic speech and language assessment to understand each child fully in the environments where he/she lives and learns. Using skilled observation of the child’s communication techniques and comparison with data of other same age and background children, we diagnose the following communication disorders:

• Expressive Language, including grammar, vocabulary, language organization, late talkers, and nonverbal individuals
• Receptive Language, including listening and understanding 
• Written Language, including spelling, punctuation, and organization
• Phonological Awareness, a language-based cause of Dyslexia
• Social Communication, with or without a diagnosis on the Autism spectrum or Asperger’s
• Phonology, including intelligibility, articulation and speech sound accuracy
• Fluency Disorder, including stuttering and cluttering
• Reading Disorder, including decoding, encoding, and grammatical study of words
• Any of the above communication disorders in children who have a bilingual or multilingual background.

The following assessment methods may be employed 

to complement this goal:

• Parent, Teacher and Child Interview
• SCERTS
• I-LAUGH
• SPELL-II
• Dynamic Assessment 
• Home and School Observation
• Language and Speech Sample Analysis
• Standardized Tests
• Augmentative and Alternative Communication (AAC) Devices to support the child in using visual symbols to communicate.