Contact Us Make a payment Check In

Autism Awareness

What is Autism Awareness Month?

In 1970, the Autism Society launched an ongoing nationwide effort to promote autism awareness and assure that all affected by autism are able to achieve the highest quality of life possible.  In 1972, the Autism Society launched the first annual National Autistic Children’s week, which evolved into Autism Acceptance Month (AAM). This April, Carolina Therapy Connection continues our efforts to spread awareness, promote acceptance, and ignite change alongside so many others across the nation.

How can I participate in doing my part?

The prevalence of Autism in the United States has risen from 1 in 125 children in 2010 to 1 in 59 in 2020. Recognizing this continued increase, the goal is to further increase awareness and global understanding about autism using support, kindness and compassion. Here are just a few ways you can participate this April:

  • Be informed – This doesn’t just mean looking up what the definition is on google or the signs/symptoms, but also learning how to interact with a person with Autism, and how to help them feel included, confident, safe and happy. Today it is becoming much more common to encounter someone with Autism and with doing the research, there would be a lot less struggle to even just say “hello.” You can view our resources page to learn more about Autism Spectrum Disorder and ways to become more educated about the diagnosis.  It is so important for the public to gain information directly from those with Autism.  Show empathy, learn their perspective and respect their voice!
  • Show your support – Use hashtags #CelebrateDifferences, #KindnessCounts, #Lightitupblue, and #WorldAutismMonth on social media. On April 2nd, 2021, wear blue to show your support. Autism Awareness month is all about making a month of kindness, towards others and yourself. We all get wrapped into the busy lives we live and forget to stop and say something kind to a coworker, friend, family member, or even a stranger. This is especially the month to be kind to those who are just a little bit different, but so special.
  • Get involved – A great way to get involved is joining in some type of program with the special needs population. These programs are all over Eastern NC and can also be found on our local resources page. Some of these programs include Special Needs sports teams, day programs for children or adults with Autism, runs or walks that may fund Autism research, and so many more. Get out and volunteer!

Autism Awareness From an Autistic Perspective

The Carolina Therapy Connection staff recently had the opportunity to hear an amazing presentation from Fiona Holler, a high school junior at John Paul II Catholic High School in Greenville, NC. Fiona explained in great detail what it has personally been like for her growing up with Autism. We look forward to looking with her more in the near future with setting up Autism support groups for kiddos and their families! Fiona is an enormous asset to the Autism community within and around Pitt County.

Here are a few points Fiona made during her presentation:

  • Neurodivergent vs Neurotypical: Neurodivergent people are those who have a differing mental or neurological function from what is considered typical (neurotypical people).
  • Sensory isn’t just a term for neurodivergent people. We all have sensory needs and we all take in sensory information through our bodies differently.
  • What is sensory pleasing to one autistic person may be completely different from another autistic person. Examples can include different lighting, specific noises, physical sensations, tastes and smells. Another really important aspect of sensory needs is that they can change. Sensory preferences are not always permanent and change more than people think! A lot of people with Autism often get frustrated when trying to communicate our sensory needs, which can often lead to things like stimming, or burnout.
  • Stimming refers to how neurodivergent individuals release and express their emotions. The misconception of stimming is that it is always a sign of stress or aggression. The truth is that stimming is used to describe a certain mechanism used to release a range of emotions, whether it be excited, sad, angry, happy, anxious, etc.
  • Masking refers to when people with Autism push down our stims and coping mechanisms in order to “blend in” with the neurotypical world. Masking doesn’t just refer to pushing down sensory pleasures, it can mean completely changing or disguising yourself as what society believes is “normal.”
  • Burnout refers to extreme tiredness and fatigue caused by masking, extreme sensory sensations, and/or the presence of extreme emotions (with and without masking).
  • Often times, a symptom of Autism is “special interests.” These are sometimes associated as a negative symptom. The term is called “special interest” because we as autistics tend to excessively fixate on a specific topic, usually much more than neurotypical people – special interests are good! Even though sometimes we need direct social cues, this doesn’t mean that sharing a special interest is wrong- it’s a matter of when it is and isn’t appropriate to share. Like stimming, these special interests often get frowned upon for how autistic people present them and or which age group the topic is meant for. This is very harmful to people with autism and can give us the wrong idea. Fiona explained that she grew up thinking she wasn’t allowed to express a special interest or stim without being labeled as incompetent.
  • A final thought: “Being autistic is very hard at times because whether we know or don’t know our diagnosis, it is easy to feel as if we don’t belong in this world of neurotypical people. We are trained to mask and hide our autism a lot of the times rather than to accept and love ourselves for who we are. I find myself knowing how to mask better than how to help myself. This is a very dangerous thing to teach our young autistic children. A lot of things about how autistic people regulate and how/what they think goes unsaid, which is why it is so important that we encourage the open conversation and genuine acceptance of autism. It’s okay to have questions about our diagnosis, just ask us kindly and we will answer the best we can. We’re people too.”

 

Tummy Time Tips

What is Tummy Time and why is it important?

Tummy Time is one of baby’s first exercises—and the most important! It is any period of the day where the child is placed on his or her stomach to play. It is a crucial exercise for baby’s motor, visual, and sensory development. Practicing tummy time helps babies develop the muscles necessary to lift their heads and, eventually, to sit up, crawl and walk. Tummy time is not an activity for sleep! Your baby should always be awake and supervised when lying on their tummy.

Tummy time is important because it:

  • Helps prevent flat spots on the back of your baby’s head
  • Makes your baby’s head, neck and shoulder muscles stronger so they can start to sit up, crawl, and walk
  • Improves your baby’s motor skills (using muscles to move and complete an action)
  • Alleviates gas and gastrointestinal pain
  • Helps master head control
  • Exposes your baby to different sensory environments
  • Engages and promotes bonding between you and your baby

When should Tummy Time start and how long does it last?

The American Academy of Pediatrics recommends parents start tummy time early. In fact, babies born at full term with no health issues can start tummy time as soon as their first day home from the hospital. As a new born, your baby can benefit from 2-3 tummy time sessions every day, lasting around 3-5 minutes each. As they get older and become more able to tolerate tummy time, your baby should gradually practice more each day. When your baby is 3-4 months old, aim to achieve at least an hour total per day. You should continue doing this with them until they are at least 7-9 months old when they begin crawling. At this age, they will be getting the developmental benefits of tummy time while moving, and it is not as essential to have them do it, however, it is still beneficial to have your baby lying on their stomach during play.

Why doesn’t my baby like Tummy Time?

Some babies may not like the tummy time position at first, particularly when they have not yet developed the muscles to lift their head and neck. Eventually, your baby should enjoy lying on their tummy and begin to enjoy play in this position.

Tips for making tummy time more enjoyable:

  • Place yourself or a toy in reach for him or her to play with.
  • Lie on your bellies together, side-by-side or face-to-face, on a comfy surface.
  • Put your baby tummy-down on your chest while you do your sit-ups. Add some funny faces and silly noises with each rep.
  • Change locations, giving your baby a different view to look at each session.
  • Entertain your baby with colorful toys that make noises and have lights while lying on their tummy.
  • Use a pillow or folded towel under your baby’s arms to slightly elevate them when lying on their tummy.

Tummy Time Abilities

At 2 weeks your baby:

  • Using tummy-to-tummy with you, tummy down carrying positions, and lap soothing positions
  • Working towards lying on the floor on their tummy
  • May become irritated when placed on their tummy, especially on the floor

After 1 month, your baby:

  • Should attempt turn their head while lying on their stomach
  • Attempting to lift head up, even if they are unsuccessful

At 2 months, your baby:

  • Spending at least 1-2 minutes lying on their stomach without becoming upset
  • Doing most exercises on the floor
  • Tilting their head to one side (Note: ensure they are tilting their head to both sides and watch for early signs of Torticollis)

At 3 months, your baby:

  • Is beginning to put some weight in their arms, with elbows behind their shoulders
  • Gaining more head control for longer periods of time
  • Spending a total of 1 hour total each day lying on their stomach
  • Visually tracks toys and objects in front of them

At 4 months, your baby:

  • Lifting their head to a 90 degree angle and keeping it centered
  • Pushing up on their arms to bring chest off the floor
  • Lifting head and moving neck simultaneously to visually track you and toys in front of them

At 5 months, your baby:

  • Beginning to push up on hands with straight elbows
  • Starting to reach for toys placed nearby and moving/scooting forward

At 6+ months, your baby:

  • Initiates lying on tummy on their own during play
  • Reaching and grabbing toys
  • Pivoting in a circle while on their stomach
  • Rolling from their tummy to their back and vice versa
  • Prefers being on their stomach to allow for easier play, movement, and exploring

How can Carolina Therapy Connection help?

We often have parents ask us about tummy time, so our amazing physical therapist, Emily Tower, is here to help! Watch this video to learn more about how you can engage your child in tummy time. 

If you have any questions about tummy time or your child’s development, contact Carolina Therapy Connection!

  • Our email is info@carolinatherapyconnection
  • Our phone number is 252-341-9944
  • We will be happy to do a FREE screening!
Tummy Time Tips

Sensory Sensitivities: What Can I Do?

What is Sensory Processing Disorder?

Sensory processing disorder occurs when a child (or adult) experiences more than one significant sensory sensitivity that interferes with everyday life. One’s body must first register the arrival of new sensory stimuli in order to process and respond to it. Some kids have poor registration, meaning they have difficulty recognizing and attending to new sensory stimuli; other kids might have high registration, meaning they feel constantly bombarded by stimuli, even those that are insignificant to a typical person in their environment. Your child might also display sensory seeking or sensory avoidant behaviors in response to their differences in processing. It is important to remember that symptoms and behaviors may be inconsistent, with varying triggers, intensity, and frequency.

Sensory Avoidant Children

The many types of sensory stimuli typically elicit a calming or arousing response. When faced with an extremely arousing, alarming type of stimuli, our body’s fight or flight system can be activated. This leads to behaviors including, but not limited to, running away, yelling or crying, physical aggression, or self-injurious behaviors. Kids who experience sensitivities to certain types of stimuli typically exhibit avoidance behaviors towards the sources of this stimuli. It is possible to desensitize children’s experiences with certain sensory stimuli; however, this process should be designed and monitored by a licensed Occupational Therapist.

Sensory avoidant behaviors might include:

  • Difficulty with washing or brushing hair
  • Difficulty with tolerating hair cuts
  • Difficulty with brushing teeth
  • Difficulty with trimming nails
  • Upset by unexpected touch
  • Difficulty adjusting or tolerating being in a loud, crowded environment
  • Prefers solo play
  • Prefers stationary activities – avoids running, climbing, jumping, etc.
  • Gagging or other extreme response to certain food smells or textures

What is Sensory Integration?

Sensory integration refers to how your body recognizes, processes, and responds to information received by our sensory systems on an individual and combined level. This includes our traditional 5 senses, sight, touch, taste, smell, and hearing; however, we also have proprioceptive and vestibular sensory systems.

SENSORY SYSTEMS:

  • Proprioception is our ability to sense the location, positioning, and movements of our body and its limbs. It allows us to navigate a crowded area without bumping into people and furniture in our path.
  • Vestibular sensation is housed in our inner ears and uses gravity to sense spatial orientation and movement. This system is responsible for maintaining balance during movement. If you or child is a victim of motion sickness, you have the vestibular system to blame!
  • Touch, or tactile sensation, comes from receptors in our skin found all over the body. Tactile sensation includes sensations of pain, temperature, pressure, and textures.
  • Taste 
  • Smell
  • Sight
  • Hearing

Understanding Sensory Overload & What You Can Do

Maintain a positive mindset: 

  • Move at your child’s pace. Never force a sensory experience on them. This will lead to broken trust – Remember that your child is experiencing these stimuli as an attack to their state of wellbeing and you are there to support and encourage them.
  • Start slow – simply tolerating being near aversive sensory stimuli is something to celebrate!
  • Give your child aspects of the situation to control by using conditional choices
    • “Would you like to brush your teeth first or take a bath first?”
    • “Would you like to try the peas or the carrots today?”
    • “Would you like to use the green or the blue finger paint?”
  • Desensitizing your child and creating new habits takes time! Progress can seem slow, but don’t get discouraged.

Activity ideas: 

  • Messy play – mud, dirt, water, food play, finger paints, shaving cream, bath bubbles, etc.
  • Noise cancelling headphones or ear plugs
  • Window shades or adjustable lights
  • Include your child in meal preparation process – encourage them to help whether with their hands or using cooking utensils to interact with the many food textures and smells
  • Food play – This is crucial when trying to expand your child’s diet. Encourage your child to interact with new foods in the most basic manner; the SOS Feeding Approach, used commonly by Occupational Therapists, encourages the following progression with new foods: See –> Touch –> Kiss –> Lick –> Taste –> Chew & Swallow. It is important to allow your child to move at their own pace and allow them to clean off hands or spit out food at any point along the continuum.
  • Sensory toys – Check out Ark Therapeutic, a leading manufacturer of innovative therapy tools and special needs products! They have great sensory toys, chews and fidgets that can help your child deal with sensory overload.
  • Finger painting – also try bathtub paint to reduce mess and give child control over cleaning off their hands
  • Listening to music

Check out this video of our AMAZING Occupational Therapist, Kelly, helping a child overcome a sensory fear.

How can Carolina Therapy Connection Help?

At Carolina Therapy Connection, we offer Sensory Integration Therapy and play-based treatment intervention that is specifically designed to stimulate and challenge all of the senses. Sensory Integration involves specific sensory activities (swinging, bouncing, brushing, and more) that are intended to help your child regulate his or her response to incoming sensory input. The outcome of these activities may be better focus and attention, improved behavior, and even lowered anxiety. Our therapists may work on  lowering a patient’s negative reactions to touch, help them become better aware of their body in space, and work on their ability to manage their bodies more appropriately (run and jump when it’s time to run and jump, sit and focus when it’s time to sit and focus, etc.). Various techniques include swinging, deep pressure therapy, which may include squeezing, rolling, etc., jumping on a trampoline, or gross motor play such as wall climbing, balance beam, etc.

Carolina Therapy Connection now has the largest and most state-of-the-art sensory gym in all of Eastern North Carolina!  Check out our 360° view of our sensory gym HERE. Our sensory gym is fully equipped with a zip-line, monkey bars, slides, scooter board ramps, ball pit, trampolines, rock climbing wall, and an expansive set of swings to offer a wide-variety of sensory experiences for each child.

If you have any questions or would like to schedule a screening for your child, call our clinic at (252) 341-9944 to learn more about what you can do and how we can help!

 

 

Sensory Sensitivities

Carolina Therapy Connection Expands to New Bern

Carolina Therapy Connection Strives to Meet the Demand in Eastern NC

For over 10 years, Carolina Therapy Connection has embodied a vision of being the regional leader of skilled professionals providing diverse, collaborative services for children and their families. After growing from about 25 families in the first year of the practice, to over 1600 active patients today, we continue to improve the quality of life of children in Eastern North Carolina and provide support and education to parents and families.

Over the past year, our greatest challenge has been tirelessly working to meet the demands and needs of the pediatric population within our community. After becoming the first Certified Autism Center™ in Eastern N.C., it was clear that our next priority was to expand to New Bern! This realization led us to opening a new location in New Bern, North Carolina! Despite the challenges of COVID-19, our amazing team has gone above and beyond the call of duty to provide an exceptional new clinic and prepare for the needs within and around Craven County.

About Our New Bern Clinic

Our New Bern building is 2500 square foot, accommodating for 6 huge offices for our therapists and administrative staff, and a state-of-the-art sensory gym. Our New Bern team consists of Occupational Therapists, Physical Therapists, Speech-Language Pathologists, and Educational Specialists. Currently, our team specializes in Augmentative and Alternative Communication (AAC), TorticollisInteractive MetronomeAutism Spectrum Disorder (ASD)Feeding TherapySensory Processing Disorder and many others! Having an open mind to drive innovation, we believe all our clinics should be an educational resource to provide the community with direct access to the latest research and developments in pediatric habilitative and rehabilitative services.

Through demonstrated excellence in clinical, school, and home-based practice, our therapists provide screening, assessment, consultation, and treatment in the following areas at our New Bern location:

  • Sensory Integration
  • Interactive Metronome ®
  • Therapeutic Listening®
  • Handwriting Without Tears®
  • SOS Feeding Therapy ®
  • Beckman Oral Motor Approach®
  • School-Related Skills
  • Gross and Fine Motor Development
  • Early Intervention Services
  • Feeding and Oral Motor Development
  • Balance and Coordination Skills
  • Age-Appropriate Daily Living Skills/ Self-Help Skills
  • Handwriting Skills
  • Adaptive Equipment Purchasing and Modification
  • Articulation and Language Development
  • Augmentative Communication
  • Adaptive Equipment Purchasing and Modification
  • Wheelchair Assessments
  • Evaluations for Orthotic Devices and Equipment (AFO’s, Helmet, etc.)

Expanding Our Community Outreach Program

Our New Bern administrative staff and therapists have been working hard to reach out to the community to get as much viable information as possible. As we continue developing our community outreach plan for 2021, we are constantly updating our website resources page for in and around Craven County. We are also working hard to ensure that the pediatric offices, daycares and schools are aware of the services we provide.  Over the past few months, we have sent out a community survey to better understand how we can partner with with local organizations in making a way for greater resilience within our community. Amidst the struggle of COVID-19, we have also been able to reach out to multiple locations around New Bern by email, phone call, and also by delivering goodie baskets! We are so excited to be working with all these great organizations and can’t wait to see where the future takes us!

Pictures of Our New Bern Clinic

 Expands to New Bern Expands to New Bern Expands to New Bern Expands to New BernNew Bern Clinic

 

 

CTC Clinic New Bern North Carolina

Augmentative and Alternative Communication (AAC)

What is AAC?

AAC stands for augmentative and alternative communication. So, what exactly does this mean? In short, it is any type of communication that replaces or aides natural/verbal speech. Most often people think of AAC as a big fancy communication device with voice output, but it is so much more than that! We all use forms of augmentative and alternative communication everyday including gestures, body language, or facial expressions. On top of that, it can also include (but is not limited to) sign language, pictures, writing (even with simple pen and paper), pointing to letters or pictures on a picture board, or communication devices.

How do we use AAC at Carolina Therapy Connection?

Here at Carolina Therapy Connection, our kiddos and their SLPs (speech-language pathologists) use a wide variety of AAC daily. This includes sign language, picture symbols and picture symbol books, and communication devices. After we evaluate your child’s speech-language skills, including comprehension of language, we can help find a system that will fit your child’s communication needs. We are very excited for some of our kiddos (and their families!) who have gone through the therapy and funding process to get their own communication devices! Here’s a look at some of our happy kiddos below!

AAC Device

Common Misunderstandings

As a speech-language pathologist, most often the first question I hear from parents is “Will using augmentative and alternative communication impact my child’s ability to produce verbal speech?” This is a very common misconception with AAC. Actually, research shows that AAC can have positive effects on speech-language development when the therapist in using it in a multimodal approach (using both alternative communication systems and working on verbal speech at the same time).

Another misconception is that a child may be too young for AAC. Again, research debunks this misconception. Instead, the research shows that early implementation of AAC can aid in the development of natural speech and language skills.

As a parent or guardian, if you are interested in seeing this research on one or both of these topics, one of our SLPs will be happy to get that information to you!

At Carolina Therapy Connection, learn more about AAC and how it can help your child from our awesome speech therapists! Please call us at (252) 341-9944 to set up an evaluation. 

—Written by: Laurel Wilsen, MS, CCC-SLP, CAS

AAC Device

Carolina Therapy Connection Becomes First Certified Autism Center™ in Eastern NC

Carolina Therapy Connection in Greenville is now the first Certified Autism Center™ (CAC) in Eastern NC!

Carolina Therapy Connection is now the first Certified Autism Center™ (CAC) in Eastern North Carolina. The CAC designation is granted by the International Board of Credentialing and Continuing Education Standards (IBCCES). This certification requires staff to complete autism-specific training and professional certification. Carolina Therapy Connection is one of only two therapy clinics in NC with the Certified Autism Center designation. The Carolina Therapy Connection listing for becoming a Certified Autism Center can be found here.

Carolina Therapy Connection is a pediatric private practice serving children birth through adolescence all over Eastern North Carolina since 2010.  Their team consists of occupational therapists, physical therapists, speech language pathologists, and educational specialists. This collaborative approach among an extensive team of specialists can help children develop the foundational sensory skills necessary to improve learning and development.

“We are so excited for Carolina Therapy Connection to become an IBCCES Certified Autism Center! Our entire team of therapists, educational specialists and office support staff are all passionate about providing exceptional services to children and families throughout Eastern North Carolina,” said Cindy Taylor, MS, OTR/L, owner and occupational therapist. “We continuously strive to learn and develop a better understanding of the challenges that our children and families face to implement more effective strategies and deliver greater outcomes.  We are so thankful that the advanced autism training and certification allows for us to carry out our mission of ‘informing families, enriching lives, changing futures’ with greater perspective and resources for our families and community.”

What is Autism Spectrum Disorder (ASD)?

Autism Spectrum Disorder (ASD) is a lifelong developmental disability that usually appears during the first three years of life.  Individuals with ASD exhibit challenges of varying severity in the areas of social interaction, communication, and repetitive/restricted behaviors.  Many individuals with ASD have different ways of learning, focusing, and reacting to everyday events.  Recent studies estimate one of every 58 children born in North Carolina will be affected by ASD.

Families and individuals with ASD often face severe challenges in navigating the complex world of this disability and in accessing adequate services.  Caregivers express their concerns about finding providers that understand the needs of this unique population and are prepared to advocate for their child using a comprehensive team approach.

What is the International Board of Credentialing and Continuing Education Standards (IBCCES) and what do they do?

For more than 20 years, IBCCES has been the industry leader in cognitive disorder training and certification for education, healthcare, and corporate professionals around the globe. IBCCES provides evidence-based training and certification programs created in conjunction with clinical experts and individuals with autism in order to provide professionals serving individuals with cognitive disorders a better understanding of what these disorders are, industry best practices, and the latest research in these areas.

IBCCES provides a series of certifications that empower professionals to be leaders in their field and improve the outcomes for the individuals they serve. These programs are the only training and certification programs endorsed by the largest grassroots autism organization in the world, The Autism Society of America, and recognized around the world as the leading benchmark for training and certification in the areas of autism and other cognitive disorders.

What was required by IBCCES for Carolina Therapy Connection to become the first Certified Autism Center™ in Eastern North Carolina?

All Certified Autism Centers™ meet the following requirements:

  • Dedicated to serving individuals with autism
  • At least 80% of staff is trained and certified in the field of Autism
  • Maintain compliance with National Healthcare/Education Accreditation standards
  • Committed to ongoing training in autism
  • Complies with HIPAA and ADA requirements

In order to earn the Certified Autism Specialist (CAS) credential, the Carolina Therapy Connection staff was required to complete these rigorous professional standards set forth by the IBCCES. Furthermore, these standards include a minimum of at least two years experience working with individual’s with autism, 14 continuing education hours that directly relate to autism, and a passing grade on the IBCCES autism competency exam. Check out the Carolina Therapy Connection team page, to see the Certified Autism Specialist credentialing for each staff member.

Receiving this type of certification demonstrates to our clients and colleagues a commitment to promoting a higher standard of care to the autism community.  The CTC staff has gained extensive knowledge and understanding in the area of autism and is able to use and apply that knowledge to help create and improve support plans and therapy for those with autism spectrum disorder

 

 

 

IBCCES Certified Autism Center

Eliminate Stress from Virtual Learning!

We Want to Help Your Family Eliminate Stress from Virtual Learning

School has started and the stress associated with remote learning is already overwhelming for many families. In addition to assuming the role of teaching, parents are trying to work their own job and continue to provide for family needs. All of this can create a chaotic home, at a time when we are already struggling with how this pandemic has changed our world. Carolina Therapy Connection is here to help children and their families eliminate stress from virtual learning!

Parents and students want to resume a sense of normalcy. The unknowns cause anxiety and fear for all of us. We need to create more routine, structure and consistency in facing these challenging times. Children need and want boundaries to feel safe and secure. The behaviors and feelings experienced when boundaries become cloudy, inconsistent or even ignored, can significantly reduce the learning and well-being of our students.

Carolina Therapy Connection is Now Providing a Virtual Learning Program

Beginning in September, CTC will be offering a Virtual Learning Support program. Some students may rotate between virtual learning and face-to-face learning every other week, while others may be receiving their education completely online. Students will attend the clinic on a weekly basis depending on their individual needs. Each week will allow for 8 hours of time with our academic coaches. Pricing for services will depend on the frequency of weeks requested. Call our clinic to discuss your child’s school schedule and any other specific needs they may have, so we can find the perfect time for you. 

During this time, students will focus on assignments and skills from their school. Having a schedule that your child can rely on for face-to-face instruction can ensure that they receive a higher-quality education and improve their understanding of concepts they have trouble with. 

CTC academic coaches will:

  • Keep students organized and motivated
  • Build confidence and independence
  • Provide clarity and understanding of assignments
  • Reinforce academic skills
  • Provide structure and consistency
  • Help with motivation to complete all work
  • Provide a learning environment that reduces distractions

The Health and Safety of Your Child and Family is Important to Us

  • When you arrive at the clinic, you can call us and we will come out to greet you at your car.
  • Prior to entering the clinic, your child will have their temperature taken and their hands washed.
  • All desks, computers, tablets, and other equipment will be sanitized between each visit.
  • Throughout your visit, all staff in the building will be wearing masks.
  • Before leaving we will have your child wash their hands one more time!

Now is the time to start the school year off right for your child and family at Carolina Therapy Connection! Start early and call us at 252-341-9944 to set up weekly virtual learning support.

virtual learning support

Tutoring Vs. Virtual Learning Support

The Differences Between Tutoring and Virtual Learning Support

With Covid-19, we are in uncertain waters and these waters are not always smooth sailing. In addition to the responsibilities of day-to-day parenting, roles have shifted.  Parents are expected to teach and manage their child’s learning during days/weeks out of school.  Virtual learning can create new situations in the home. Some of the situations may have a positive impact, while others may create barriers for your child. For these reasons, parents often seek academic support for their child to be successful with the virtual learning model. This is why it is important to understand the difference between Tutoring and Virtual Learning Support. 

With personalized tutoring, students are administered an educational assessment to identify their basic academic levels of functioning needed to create an education plan.  Tutors address skills to help students achieve more at various levels of performance. Tutors provide direct instruction with the child and focus on their specific needs. They also utilize specific techniques, strategies, materials and resources to accomplish their academic goals.  Tutors often provide homework support for students functioning on grade level but needing additional instruction to reinforce understanding.  Tutoring is personalized to meet the needs of each student.

Virtual Learning Support is similar to homework support, but actually provides a more generic approach to instruction. 

Classroom teachers will create the assignments, and the academic coaches will focus on:

  • Keeping students organized and motivated
  • Building confidence and independence
  • Providing clarity and understanding of assigned material
  • Reinforcing academic skills
  • Providing structure and consistency
  • Helping with motivation to complete all work

A strong Virtual Learning Support program eliminates much of the stress parents and children experience. Parents can expect their child’s academic coach to:

  • Assume responsibility for assignments to be thoroughly and accurately completed
  • Provide full reports after every session describing what has been accomplished and any concerns noted
  • Communicate with the child’s classroom teacher as needed for clarification and collaboration
tutoring vs virtual learning Support

Best Way to Teach My Child How to Tie Shoes

The Best Way To Teach My Child How to Tie Their Shoes

Teaching your child to tie their shoes can be a long and frustrating task for parents.  Luckily our occupational therapists break it down into easy steps for caregivers to teach their children.  With a little practice and repetition, your child will be tying their shoes in no time!

Check out these tips and tricks from our occupational therapists on simple and easy ways to teach your children

 

What is the best way to teach my child how to tie their shoes? Easy…

*Learning step by step on a shoe placed in front of them (tabletop level)

It is easier for children to learn how to tie their shoes on a tabletop level before learning how to tie it on their own foot.

*Having different colored laces (ex. 1 white lace 1 orange lace)

This way, when explaining step by step, it is visually easier on your child to understand the difference in the laces and see each step visually.

**Practice, Practice, Practice!

It takes time! Do not think it will happen overnight. Continue to practice and they will begin to get the hang of it! Don’t give up!

*Use Backwards Chaining Techniques

Chaining is a technique used in ABA (applied behavior analysis) to teach difficult tasks by breaking them down into smaller parts. Backwards chaining occurs when an Adult does each step of the task and allows the kid to do the very LAST step on their own. Essentially: breaking down the steps of a task and teaching them in reverse order. This gives the child an experience of success and completion with every attempt.

Below are the verbal cues we use for each step based on the way some CTC therapists teach the kiddos how to tie shoes! You can substitute your own steps for alternate methods:

  1. Criss Cross
  2. Orange Under White
  3. Pull Tight
  4. Make a loop
  5. Swoop
  6. Push through
  7. Pull tight

The parent would start by tying the shoe but allowing the child to ‘pull tight’ at the end. Over and over, the parent demonstrates the steps of shoe-tying, slowly, describing the procedure. With time, the parent fades back a step at a time, allowing the child to complete the ending steps instead of having to start with an untied shoe and remember what to do. This will allow the child begin to understand each step of the ‘Tying their own shoes’ process, while visually seeing it multiple times and physically being able to complete the task.

Here is a resource to help!

Shoe tying template

Developing Speech Language Skills at Home

Developing Speech and Language Skills at Home

 

Home with your child more?… Now is a perfect time to work on developing speech and language skills!  Incorporating certain activities into your child’s daily routine is simple, easy and very effective!  Some parents feel as if developing speech and language skills must be a formal process of providing worksheets or setting aside a specific time each day to directly address certain skills. However, there are easy ways that are more successful in developing language and understanding when you engage your child during already established routines (such as mealtime, bedtime, bath time, play, etc.).  No matter the age of your child, these activities can be adapted for all skill levels.  Just remember to have FUN!

1.  Describe what you see

 

  • Verbalize and talk more often and with greater depth, describing what’s going on around you, and wondering out loud.
  • Instead of asking your child a bunch of questions try making comments and describe what you see.

 

  • Say: “We’re dumping sand into this big, green bucket.”
  • Instead of saying: “Are you pouring sand?”

 

  • Say: “Wow! That’s a big, blue circle!”
  • Instead of saying: “What color is that circle?”

 

2.  Describe the activity

  • “Your car is so fast! My car is slow. My car can beep the horn and go under the bridge. Let’s have a race with our cars.”

 

  • Your child will learn many words and concepts/ideas when you describe your shared experiences.

 

  • For younger kids, pointing is an important part of communicating. You can model pointing anywhere. It’s helpful to pair the pointing with a verbal label.
  • “Look! A big dog!”
  • “Police car! It’s so loud! Wee-ooh-wee-ooh!”

 

2.  Give choices

 

  • Giving choices empowers children but also allows you to maintain control of the tasks.

 

  • “You can wear your boots or your sneakers. Which pair of shoes would you like to wear?”

 

  • “Would you like some strawberries or blueberries?”

 

  • “We can go outside and play on your bike or play with chalk?”

 

3.  Talk about, describe and compare objects

 

  • Watermelons are so much bigger than oranges! Watermelons are heavy and round. We have to peel this orange before we can eat it.

 

  • Give the child a banana unpeeled. Wait and look at your child expectantly. “Oh, you want me to peel it? You say, ‘peel banana.’ I’m peeling the banana!”

 

4.  Self-Talk

 

  • Talk your inner monologue out loud.

 

  • Let your child hear your process. This will help them to develop logic, reasoning, problem solving and more advanced language skills.

 

  • “I wonder how we will get all of these bags of groceries from the car into our house. They are too heavy to carry all at once. Let’s get a wagon.”

 

5.  Make connections from the books you read together to compare what is going on in your own life

 

  • Talk about similarities and differences when you can.

 

6.  Parallel-Talk

 

  • Become a play-by-play announcer

 

  • Talk about what your child is doing in the moment:
  • “You’re building a tall tall tower!”
  • “You’re mixing blue and red paint. Hey, that looks like purple! Red and blue mixed together make purple!”

 

  • When engaging in parallel-talk, you can interpret your child’s actions:
  • “You’re pointing to the bookshelf. I see the truck up there! Do you want the truck? Tell me, ‘truck.’ You say, ‘truck.’ ‘truck.’”

 

7.  Repetition, repetition, repetition is the way to learn and hold on to new words.

 

  • For example, if your child is working on his/her use of the word “is,” then incorporate that into their play and during daily routines:
  • “Let’s introduce our babies to one another. Here is Rosie. Rosie is a girl. Casper is a boy. Here is Rascal.  Rascal is a dog.“

 

  • Cue your child to finish your sentence. Repeat it several times… repetition is key!

 

8.  Imitation

 

  • All children learn by imitating! Imitation is an important part of teaching and learning. For many children, mutual imitation (i.e., going back and forth imitating each other’s sounds, facial expressions, movements) is the most significant form of sustained social-interaction that they can achieve. When you imitate your child, for example, following his/her lead with a toy they are playing with, you are demonstrating focused attention on your child. By reflecting his/her actions, you can experience a wow moment of connectedness and fun! The next time your child picks up a musical toy and bangs on it, join in and imitate his/her sounds and rhythms. Remember to pause and wait for your child to continue.

 

  • For many parents, letting go of your own control and allowing your child to lead can be a new and difficult concept. But don’t forget — practice makes perfect! You do not need to be the director of your child at every moment, especially during play. Take a step back and see what your child can show you. When you imitate your child, you are showing them that “I’m doing what you’re doing” and this sets the stage for him/her to then imitate you.

 

9.  Have FUN!

 

  • Don’t forget to be playful and imaginative with your kids.  Kids love it when adults act silly and make mistakes. So how about next time you head out of the house with your child, leave your shoes behind and walk a few steps out the door…
  • “Oh silly me, I walked out of the house without my shoes!”

 

  • See if they even notice! If they don’t, try this again another day and see if you can prompt them to pay attention to your mistake. By mixing up a routine, you’re allowing your child to notice and make a comment. Give your child a fork with ice cream, wait, while looking at your child to see if and how they respond to this scenario?
  • “OH my goodness, I gave you a fork instead of a spoon. Oops, silly me!  It is hard to eat ice cream with a fork isn’t it?”

 

Don’t forget… It is NEVER too early to find out if your child could benefit from speech and language services.  The earlier the better!  We encourage you to contact us with any questions or concerns you may have.  We are here for you and your family!

speech and language skills