At our first meeting, I evaluate your child in a setting created to assess and support his or her highest level of function. I observe your child’s strengths as well as vulnerabilities to determine the primary problem and to understand how they manage frustration and success. We always want to move from your child’s strengths to support their vulnerabilities. Parents are present and active during the entire session, ensuring observations are consistent their experiences outside the office.
A meeting is held at no additional charge with primary caregivers on the same day or evening or the next day to discuss findings and establish plan. Notes from the session are typically shared.
Children between the ages of 0-5 years old work most easily within the context of his or her parents/primary caregivers. Treatment begins with the primary caregiver and the child, however I also coach babysitters, nannies and grandparents, aunts/uncles. This is an opportunity to deepen you and your child’s relationship for more complex play and learning. You will develop strategies that you can incorporate into your home environment.
Typically, notes are provided at the end of each session to review and reflect upon at home.
ONLINE VIDEO COACHING
SCHOOL OBSERVATION/TEACHER CONSULTATION & TRAINING
TRAINING FOR THERAPISTS/CLINICIANS/ MEDICAL DOCTORS
A: The trajectory of development has shifted in our modern society. Children are in structured situations at a younger age and for more hours than in previous time. Technology has also had its effects on relationships, language, and thinking. There are less opportunities for movement within a given day. These changes are critical and compromise appropriate progression in development. Parent coaching is a method for you to become informed and more mindful of specific strategies that you can use with your children to support their development.
A: Intervention, regardless of format, can take anywhere from a single consultation to several years of twice weekly sessions. I like to reassess progress within six weeks of initiating intervention. At this point, we should all know that the intervention is effective, and you are comfortable with the treatment plan. We also make revisions that are necessary based upon what we have learned together. We might see progress but the child will likely regress if therapy is stopped at that time. It takes longer for new skills to become part of the child’s everyday behavioral repertoire.
When parents participate in our intervention, it is reassuring to see progress. Intervention can feel unnatural at first. When intervention produces progress for your child, you will develop trust in our therapeutic relationship and your own judgement.
A: When addressing affect regulation, we look at: frequency, duration, and intensity. This is discussed in our parent meetings. Often, the first place that we will see improvement especially with preschoolers is in the school setting. When we see improvement in the clinical setting, then we know that this improvement is generalizable. Behavior is a solution to a problem. Therefore, since we are working on the underlying problems, we will likely see the behavior diminish. However, the underlying problems take time as it is a developmental process that evolves.