Children’s Therapy Center Frequently Asked Questions

Occupational Therapists facilitate the development of the “small” muscle groups. These small muscles are throughout the body and help children accomplish many tasks like reaching, pointing, grasping, writing, and activities of daily living (dressing, toileting, tooth brushing, etc). These small muscles also control vision and visual perception.

Occupational Therapists also help children with sensory integration (SI). SI is the how the body and brain work together to receive information from various sensory modes (touch, sound, taste, smell, etc.) and then process that information in an effective functional way. CTC’s occupational therapists assess each child’s individual and developmental needs and develop a motor, sensory, visual, or multi-modality play activities to teach children with OT needs.

Physical Therapists facilitate the development of the “big” muscle groups. These big muscles help children do things like holding up their heads, sitting, standing, crawling, walking, and climbing. CTC’s physical therapists assess each child’s individual muscular and developmental needs then develop motor-based play activities that will help teach the child use their big muscles. This may include the use adaptive equipment such as braces, walkers, wheelchairs, etc.

Speech-Language Pathologists (SLP) facilitate the development of speech and language skills. Development of these skills includes the child’s ability to comprehend language and be able to use it effectively to communicate with others. Speech production is the most common mode or communication the SLP’s help develop, focusing on sound and word production. However other modes of communication are also taught when appropriate. These other forms of communication may include sign language, picture communication, or use of augmentative communication (or technology). SLP’s also help facilitate children’s feeding and swallowing skills. CTC’s Speech-Language Pathologists assess each child’s individual and developmental needs to develop a comprehensive play-based plan to address expressive language, receptive language, speech (or augmentive communication), and oral-motor needs.

Each child’s needs are individual. Many children have complex need that may take years of therapy. However, many children only need a push in the right direction and they begin to learn on their own. As much as we would like to be able to tell parents how long therapy will be needed, this is something that can’t be determined through a standard equation.

Absolutely! At CTC parent and caregiver participation is required. A child’s family and community are the most important interventionists in their life. Our therapists teach the family what they can do at home for their children. We realize that we may only see your child for 1-2 hours a week, while you are with them all the time. CTC’s therapists are trained to teach parents how to incorporate “therapeutic” activities into each child’s daily life.

You can contact CTC to make a referral. Other sources for services in the community are your family doctor, your local school district, and in some cases the Alta California Regional Center.

The Children’s Therapy Center’s team of specialists have expertise addressing the therapeutic needs of children ranging in age from infancy to adolescence.

The Children’s Therapy Center believes in professional excellence through education. All therapists continue their education through post-graduate courses in their specific disciplines and are licensed and/or certified by their respective state and national professional organizations.

A child may be discharged from therapy when they achieve their functional potential as related to their therapeutic intervention, or if it is determined that they are no longer benefiting from the service.

Infant development program refers to a group of coordinated services and resources that provide support to a family to enhance their child’s growth and development. This early intervention system address areas of development (health, developmental, social and educational) for young children who have or are at risk for disabilities or developmental delays. Services are planned and provided through a partnership between families and professional working together to address the needs of the child and according to the preferences of each family. Early Intervention providers are individuals who are trained to work with children who have special needs or are at risk for developmental disabilities. They may be therapists (physical, occupational or speech), educators, nurses, psychologists, audiologists, physicians, social workers, nutritionists as well as other providers.?For more information about the Federal Regulations 34 (34 CFR) covering Part C of the Individuals with Disabilities Education Act (IDEA). For early intervention services, children from birth through 2 years, refer to Part 303.

The Early Start Program is California’s system for provision of early intervention services to infants and toddlers (birth to three) with disabilities or developmental delays or who are at risk for developmental disabilities and their families. An Early Intervention system for infants and toddlers with disabilities and their families is provided through your local regional center or local education agency. It is based on California Early Intervention Services Act (Government Code, title 14; 95000) and Individuals with Disabilities Education Act (IDEA). California’s Early Start Program is an interagency system of coordinated services administered by the Department of Developmental Services, Prevention and Children Services Branch in collaboration with the Department of Education; Education Equity, Access and Support Branch; Special Education Division.

If you think your child may need Early Intervention Services, contact your local Regional Center. For additional information regarding services for individuals, refer to Federal Regulations 34 (34 CFR) covering Part B and Part C of the Individuals with Disabilities Education Act (IDEA). For services for children over 3 years of age refer to Part 300 of 34CFR. For early intervention services children from birth through 2 years refer to Part 303

Regional Centers are community-based, local, non-profit agencies which provide services for people with developmental disabilities or for infants and children who are at risk for developmental disabilities.

An Individualized Family Service Plan (IFSP) is a written plan for providing early intervention services to a child (birth to three) and their family who is eligible for services under Part C of the Individuals with Disabilities Education Act (IDEA), Code of Federal Regulations 34 Part 303. Family and professional collaboration and partnerships are key elements to implementation of the IFSP process that focuses on family centered care.