Is my child a “Sensory Kid”?
Sensory kids come in all sizes and may or may not have a current diagnosis. Some common diagnoses are ADHD, Sensory Processing Disorder (SPD), Learning Disorder, Conduct Disorder, Anxiety, Depression, and Autism. Sensory kids are kids who process sensory information differently than others. See “How do I know if challenges in sensory processing are impacting my child?” below.
How is GKP different from other OT programs?
Great Kids Place believes in the importance of the parent-child, child-therapist and parent-therapist relationships. Parents are in integral part of our therapeutic process and are actively involved in all goal setting sessions as well as therapy sessions themselves.
The owner of Great Kids Place, Michele Parkins MS, OTR, works very closely with Dr. Lucy Jane Miller OTR on a weekly basis. She is also a faculty member of the Sensory Processing Disorder Foundation in which she educates therapists on the use of sensory and relationship-based treatment. She is involved in all new assessment and treatment options that are developed at the Sensory Processing Disorder Foundation and STAR Center.
How often is treatment?
Each child and family is unique and the treatment programs are set up to reflect this. We offer sessions once a week up to five times a week depending on the needs of the family.
Do you take insurance?
We are an out-of-network provider for therapy services. After payment is received, we will provide you with an itemized bill that you can submit to your insurance company for reimbursement.
What questions should I ask my insurance carrier?
In order to optimize your coverage, please ask the following questions:
- What is your coverage for occupational therapy?
- What is your deductible? How much of this have you already satisfied?
- What is the percentage of reimbursement you will receive for services performed by an out-of-network provider?
- What occupational therapy diagnostic codes and procedure codes are covered?
- What occupational therapy diagnostic codes, procedure codes and services are excluded from coverage?
- Is there a limit to how many visits will be covered? If so, is this per calendar year or per diagnosis?
- Is there a limit to the number of visits allowed per calendar year or per diagnosis, is that a hard limit, or will additional visits be covered if medical necessity is established?
- Is preauthorization required before coverage is provided? If so, what documentation is required to secure preauthorization (i.e., do they require a physician’s prescription, the completion of a preauthorization form, a letter from the therapist following evaluation, etc.) and where must this documentation be forwarded (i.e., is there a preauthorization department to which this documentation may be faxed to expedite consideration?
How does play help my child?
We are all motivated, engaged and at our optimal level of performance when we engage in what we find meaningful. What is the major meaningful activity of kids….PLAY! As therapists we play with our kids to optimize their engagement and participation to work on skills and capacities that are causing them challenges in daily life. In other words, they think they are playing when we know they are working.
Why is parent involvement so important?
Parents represent the first relationship a child develops. Through this relationship children learn motor skills, communication skills, cognitive skills. They learn what is safe, what is meaningful and important to pay attention to, how to engage with others, how to problem solve and negotiate, how to share ideas and take in the ideas of others and many, many more life lessons.
When the parent-child relationship enters the therapy room new life lessons are learned faster, stronger and in a more meaningful way.
The goal is for parents to gain the knowledge and practice to support their child with sensory motor challenges. Parents learn frameworks to guide them through trouble shooting when a challenging situation arises in daily life. These frameworks empower parents to come up with their own strategies and routines as the needs of their children change. Frameworks support parents for the long term, as opposed to a standard provided list of strategies that need to be changed by the therapist.
As a parent, how often have you said or felt “they will do it with you (the therapist) but they won’t do that with me”? Consistent participation will make sure that your child will “do it with you”.
How do I know if challenges in sensory processing are impacting my child?
Is your child …
- Uncoordinated and seem weaker than others
- Experiencing challenges with focus and attention
- Reading and/or writing at a slower pace than peers
- Have trouble judging force using utensils or markers/crayons/pencils
- Having difficulty in sports – kicking, catching, throwing – or when riding a bike
- Bothered by seams in clothing, socks and generally has a hard time getting dressed
- Resistant to teeth and/or hair brushing
- Refusing finger painting, playing in the sand, or other messy play
- Pulling away when touched by you or others
- Having meltdowns in noisy places – restaurants, movies, classroom
- Overwhelmed in busy environments
- Hesitant to participate on the playground on swings or jungle gyms
- Unaware of being hurt or being dirty
- Slow to respond to his name being called
- “In his own world” most of the time and hard to engage
- In constant motion or constantly touching or mouthing objects or people
- Flipping upside down whenever possible
- Jumping and crashing or bumping into things or people often
- Fidgety, wiggly and restless to the point that it interferes with daily routines
- Having difficulty stopping when you ask him to stop or moving without regard to safety
- Watching spinning or moving objects to the point of missing out on social interactions or being distracted from daily activities
How do I know if challenges in visual spatial development are impacting my child?
Does your child have challenges in…
- Learning/matching colors, alphabet or numbers
- Reading such as identifying site words, remembering what was read to them
- Learning math facts or completing math problems without the use of manipulatives
- Making predictions during science class
- Anticipating a change in an interaction or routine and adapting to it
- Initiating play with peers
- Accepting yours or others ideas in play or in daily activities so they are always the boss in interactions or labeled as “bossy”
- Getting dressed, such as figuring out which way to place a shirt in order to put it on correctly