A large segment of our caseload is children and adults with Autism Spectrum Disorders. Because individuals with ASD are diverse and complex, we employ a team-based approach to our services.

Our team operates from a processing-based perspective. Essentially, this means that we work to understand the differences in how individuals with Autism Spectrum Disorder process information, how their brains work differently.  When we understand the underlying issues related to sensory processing, auditory and language processing, emotional processing, and motor planning, we can teach/treat/consult most effectively. Our treatment approach includes:

• Establishing a calm, regulated sensory system as a foundation for all other learning.  Stressed systems cannot learn, so an under-aroused or over-aroused individual is not in his/her optimal state for learning.
• Developing attention span to complete activities with other people and independently, then expanding to strengthen other executive function skills.
• Supporting individuals to work through anxiety and learn new skills.
• Pairing movement and motor planning therapy with speech and language work to build those neural connections
• Improving the efficiency of language organization and retrieval
• Collaborating with experts in other fields, such as IBI consultants, teachers, parents, psychologists and other individuals.

We work with families in the stages before and during the process of receiving a diagnosis, to help them understand the new terminology they are faced with and what it can mean for their child. And we continue to support those families through the preschool and school-age years and teen and young adulthood years.

This diverse group of people consists largely of school-aged children who come to us due to needs in an array of areas:

• Difficulty attending and focusing
• Difficulty listening and following instructions
• Difficulty learning to read or reading for meaning
• Poor handwriting
• Difficulty copying from the board or taking notes
• Difficulty expressing themselves orally or in writing
• Academic difficulties even though they know the material
• Social problems with teachers and peers
• Frustration with school and learning

When learning disabilities are suspected, we often help with the assessment process by administering a variety of tests and collaborating closely with educators and psychologists. Many times we assist in writing recommendations for computer equipment at school. We also provide therapy to remediate weaker areas and to learn compensatory strategies.

We are pleased to have an excellent working relationship with our local Down Syndrome Association and coordinate group programs throughout the year for clients with Down Syndrome of varying ages. In addition, we regularly provide assessments, therapy and consultation for individuals and their families. This genetic condition results in unique learning challenges and we strive to provide services that will best serve individuals for long-term success.

• Gross motor skills related to low muscle tone, hyper-mobile joints and greater incidence of weight control concerns
• Fine motor delays
• Language delays and oral-motor weakness tied to facial differences
• Targeting areas of strength and making activities fun and functional to increase motivation
• Tying literacy and numeracy to meaningful daily activities
• Incorporating music and social