Oftentimes parents ask me, “Why would my child need OT in a clinic setting, if they receive OT as part of their IEP?”. This is such a great question! Occupational therapy is such a wide-reaching profession, that it sometimes seems like all settings are the same. In actuality, there is a big difference in the scope of practice depending on the setting. Let’s break down the difference below!
Sessions typically occur in a specialized clinic setting with swings, slides, climbing equipment, and games. Parents are invited into the sessions to learn ways to work on skills outside of the session. The frequency and duration of sessions are based on recommendations from the therapist at the start of intervention, but can be adjusted to a child’s schedule as needed. Therapists can also perform occasional classroom observations to support the child if needed. Typical frequency/duration is 30-60 minutes per week of direct services (i.e. one therapist working with one child for that length of time).
Skills Addressed:
Dressing: putting on and taking off clothes, tolerating clothing textures, fastening buttons and zippers, tying shoelaces
Hygiene Routines: Toileting, teeth brushing, showering and bathing, hand washing, flossing, hair washing, etc.
Feeding: using a spoon, using a fork, using a knife, tolerating food textures, trying new foods
Play Skills: Cooperative playing with others, frustration tolerance, following group instructions, playing in a variety of settings (i.e. sand, grass, play structures, etc.)
Fine Motor Skills: Handwriting, pre-writing shapes, scissor skills, coloring, opening food packages, pencil grasp, etc.
Sensory Processing: Being able to handle all aspects of a child’s daily routine (all the tasks- and more- listed above) without becoming overwhelmed or upset. Being able to sit and attend to daily tasks without needing to get up and move, and being able to tolerate change in routines.
What a Session Looks Like?
At Valued Voices, our sessions are designed to meet the needs of the child and their family. Parents are invited to participate in the sessions, but if this is not possible, a detailed report is provided after each session. The activities are all child-friendly, encourage movement, and are adaptable to your child. They take place in both the clinic gym, and the fine motor room, and can include obstacle courses, fort building, swings, board games, crafts, and more!
Funding:
Typically outpatient services are funded by medical insurance or private pay.
School-based occupational therapy:
Place:
Sessions can occur in your child’s classroom or in an occupational therapy office. Sessions can also take place in a group format or individual format (one therapist to one child). Therapists are a part of the IEP or 504 team, and are mandated to fulfill the service requirements outlined in the IEP/504 plan. The frequency and duration of services remains the same until the next meeting with the team. The duration/frequency typically ranges from consultation (i.e. the therapist meets only with your child’s academic team and no direct service is provided), to 15-60 minutes per week. This can vary, though, depending on the child’s needs.
Skills Addressed:
Fine Motor Skills: Handwriting, pre-writing shapes, scissor skills, coloring, opening food packages, pencil grasp, etc.
Access to the academic curriculum: This basically means making sure your child can participate in the school day to a functional degree. This may include adapted seating, accommodations for breaks and regulation strategies, or extra time for test taking. School based occupational therapists can suggest tailored accommodations to make the school day functional for your child.
What a Session Looks Like?
The therapist arrives at your child’s classroom and will conduct the session during the school day. The sessions focus mainly on the goals included in the IEP/504 plan. Activities include specific games, movement activities, writing tasks, typing, and crafts geared towards boosting skills in a fun way.
Funding:
School based occupational therapy services are financed through the state, and are free for students in public schools if they qualify.
Ultimately, both school based and clinic based occupational therapists are dedicated to adapting your child’s environment to their skills, while fostering growth and independence. Oftentimes, children receive both types of services to make progress in both the school setting and the home/community settings. If your child is in need of support, it’s important to determine where they are having trouble (i.e. school only, or school, home, community) and where the challenges arise (i.e. daily routines, during the school day, outings with family, etc.) to best determine which type of occupational therapy to pursue. If clinic based occupational therapy seems to meet the needs of your child, reach out to us for a complimentary consultation!
Sholeh Shahinfar is the Founder of Valued Voices, a licensed Speech Language Pathologist, Child Communication Specialist and Certified Oral Motor Therapist. She is passionate about uplifting children’s voices in the world and inspiring self-expression. In her free time, Sholeh embraces a vegan lifestyle, loves going to the ocean, exploring nature with her pup Kobe, practicing yoga, traveling, and spending time with her loved ones.
KAELYN GREEN
Kaelyn Green is a licensed occupational therapist at Valued Voices. She is certified by the University of Southern California in Sensory Integration and is an advocate for addressing underlying sensory functioning in order to improve occupational performance. She is passionate about meeting children and families where they are at and seeks to tailor interventions to the unique needs of her clients. When she is not working, you will find Kaelyn taking care of her two goldendoodles, working in her garden, or taking trips to the Central Coast.
What are the stages of gestalt language development?
If you are curious to learn more about the six stages of gestalt language development, please click the button below.
Understanding language processing in children is a complex and multi-faceted experience that starts developing in early childhood. It involves not just the understanding of words and grammar but also the perception of sound, vision, and social cues. One aspect of language processing that is gaining attention among researchers, educators, and therapists is Gestalt Language Processing (GLP), also referred to as the Natural Language Acquisition (NLA) framework. GLP refers to how children perceive and organize language based on patterns and relationships, rather than isolated words or phrases. Gestalt language processing has emerged as a crucial component of language development in autistic children, yet it remains lesser-known among the general public.
This blog post aims to familiarize parents and educators of autistic children with the intricacies of gestalt language processing. We will explore the definition of gestalt language processing, the unique opportunities it presents, effective strategies that can be employed to support children, and inspiring case studies that highlight the potential for growth and development as we support and empower our gestalt language processors!
Gestalt theory or Gestalt psychology, first introduced in the early 20th century, refers to the concept of holistic perception, which means that our mind tends to perceive objects or patterns as a whole, rather than as a collection of individual parts. In language processing, Gestalt theory suggests that children perceive the meaning of a sentence or a phrase based on its structure, coherence, and context, rather than just the sum of its words. For instance, if a child hears the sentence “The cat chased the mouse,” they may understand the meaning of the whole sentence, rather than just the individual words. Gestalt language processing is, therefore, a natural way of understanding language, as it matches the way our brain processes information.
Gestalt Language Processing in Autism
Most autistic children are likely gestalt language processors, however, both neurotypical and neurodivergent children can develop language in this way. There are six stages of gestalt language development, and although some may require support across all stages, some children may not. Just like analytic language processors, gestalt language processors can also be delayed in their language development.
Researchers have found that gestalt language processing is crucial for multiple aspects of early language development in autistic children. Firstly, it helps children to infer the meaning of new words based on the context they are used in. For example, if a child hears the sentence “She brushed her teeth with a brush,” they may guess that a “brush” could mean a toothbrush, rather than a hairbrush because it makes more sense in the context. Secondly, gestalt language processing helps children to identify the subject and object of a sentence correctly and understand how they relate to each other. This skill is especially important for comprehension and expression of complex sentences. Finally, Gestalt language processing supports children’s ability to form mental models of events or stories, which enhances a child’s narrative skills and creativity.
Research suggests that gestalt and configural processing may be areas of strength for some autistic children, providing a unique window into their cognitive and learning potential, if harnessed effectively. Understanding and addressing gestalt language processing is therefore key to empowering autistic children.
Ways to Identify a Gestalt Language Processor
Long scripts:
Repeating long scripts that they may have heard from TV shows, videos, movies, books, songs, communicative partners, etc… after a delay. It’s a chunk of language that is said in the same way each time. These can be said in or out of context.
Example: “If you give a mouse a cookie!” Child may say this every time they want a snack or they are hungry. This comes from their favorite book, “If You Give a Mouse a Cookie”.
RICH INTONATION:
Gestalt language processors have been called “intonation babies”. Often, GLP’s are attracted to high intonation and emotion of utterances. Sometimes, when a child uses rich intonation, it may be difficult to understand what they are trying to say, but that is where our detective work comes in! Often, the intonation gives a clue into the source of their utterance. For example, it might sound like a line from their favorite song, book or movie.
Example: “Clean up, clean up, everybody, everywhere.” Child says this with the same intonation pattern and emotion that their teacher/parent uses every time a transition is coming. The child is often using this gestalt to communicate that they want to do something different.
UNINTELLIGIBLE & LONG STRINGS OF LANGUAGE:
This is frequently mislabeled as “jargon” because you are unable to understand what the child is saying. However, if we tap into that inner detective, you can hear that these long strings of unintelligible language are gestalts coming from a source (ex: TV shows, movies, videos, song, books, etc.). These longer utterances are often unintelligible because the child has a harder time hearing the word as a unit, so it sounds like it is all blended together into one string, to someone who is unfamiliar to their gestalts and gestalt language processing.
Example: “…busgoroundnround.” The child is saying “…Bus go round and round” (from their favorite song, “Wheels on the Bus”), although it may be difficult to understand this string of language.
SINGLE WORDS:
Child is able to label or name items and may respond with single words to prompts and/or questions, but these single words are “stuck.” These children are often the most difficult to recognize as gestalt language processors. When the child is stuck using single words gestalts, they have difficulty combining single words with other words in order to expand their utterance length.
Example: “ball” Child says this every time they see a ball or any round object (ex: an orange is also called “ball”). This single word now has a much larger meaning and now is used to label every round object. It is difficult for the child to build upon this single word (ex: “white ball”, “big ball”, etc.)
What are the stages of gestalt language development?
If you are curious to learn more about the six stages of gestalt language development, please click the button below.
There are several ways parents, educators, and therapists can support gestalt language processing in young children. Firstly, it is essential to expose children to rich linguistic input that contains diverse sentence structures, vocabulary, and contextual cues. Reading books, telling stories, and using multisensory teaching methods are effective ways to achieve this. Secondly, providing opportunities for children to engage in interactive and cooperative language-rich activities such as child-led play, role-play, dialogues, and games can enhance their social language skills and gestalt perception. Thirdly, giving feedback and modeling language that highlights relationships and patterns, such as using conjunctions, prepositions, and connectors, can strengthen children’s gestalt language processing.
Supporting gestalt language processing in autistic children requires a multi-faceted approach, involving parents, educators, and speech therapists. Here are some strategies and interventions that have shown promise:
Speech & Language Therapy and Language Interventions
Speech & language therapy can be particularly effective in targeting gestalt language processing difficulties. Making sure your speech language pathologist (SLP) is trained in Gestalt language processing is very important when supporting your child.
Parent and Professional Tips
Child-Led & Directed: Allow the child to lead. Go with the flow of their direction and engage in the things they are interested in. Play with what the child wants to play with and model language naturally during play.
Real-life Contexts: Model language skills in the context of everyday activities that the child enjoys and can relate to.
Model Appropriate Language Use: Model and teach language in various social contexts. Make sure this feels natural. If it doesn’t, hold off and try again another time. Modeling language during play should always feel natural.
Don’t Eliminate Gestalts. The child’s gestalts (scripts) are a way of communication. Gestalt language processing is natural language development, which makes the child’s gestalts meaningful. Acknowledging the child’s gestalts empowers them that their communication is meaningful and valid. Building rapport and trust as communicative partners is so important when supporting children’s development.
Acknowledge Scripts & Validate them as Communication. Whether you know the meaning yet or not, you can and should always be validating the child. You can repeat the script back, smile, nod your head, etc.. to let the child know their communication was heard and is valid.
Become a Detective: Do the work and try to figure out what the child’s gestalt (script) means. Even if you think you know what it means, model what you think your child is trying to say. Keep trying until you get it right, and trust me you will, because you will get that “a-ha” magical moment from your child, where they will show you that you got it! Most gestalts aren’t going to be literal, so ask your questions to dig deeper into the meaning of what the child really means. Some important questions to consider: What sources is the child exposed to frequently? Which source is this gestalt coming from? Is the script used at certain times of day or around certain situations? What is my child’s body language like? (there are so many more questions that arise when we dig deeper)
Do NOT Ask Questions: Asking questions frequently can become frustrating for the child, and for you too! Most GLP’s begin answering questions when they begin self-generating language, which is around stages 3 and on. So instead, try commenting, narrating and pausing. When we do this, we are giving our child a mitigable model that they can use in the future!
Create a Supportive & Knowledge Team: If you are a parent, find a team who understands, acknowledges and accepts your child’s language development in order to better support you and your child. SLPs will be able to identify if your child is a gestalt language processor, as well as help identify the stages they may be in and ways to support your child through the stages as they move to self-generated language.
Case Studies and Success Stories
Real-life examples and success stories can provide hope and inspiration for families and educators of children with autism. By sharing these narratives, we aim to showcase the impact that understanding and addressing gestalt language processing can have on a child’s overall development.
Below is a story about one of our shining stars that has blossomed using their unique strengths and their learning style to empower their voice:
“Since starting with Valued Voices, I have seen truly remarkable growth in her ability to communicate meaningfully. When we first started, she mostly communicated in memorized phrases from her favorite movies, tv shows, and books. She could not answer simple questions. Now, she communicates wants and needs clearly, answers questions, and is starting to hold conversations. Identifying her as a gestalt language processor has also helped me to better understand the way her brain works and as a result, enables me to communicate with her more effectively. Working with your team has truly been life changing for my daughter and our little family. You all understand her and have helped me to understand her as well.”
The Transformative Power of Consistent Support
By understanding how children perceive and organize language based on patterns and relationships, parents, educators, and therapists can enhance their language skills, social communication, and overall learning. Consistent and structured support at home and at school can make an extraordinary difference.
At Valued Voices, we believe the biggest success comes when we focus on a child’s strength and work as a team to empower their voice and their independence. We not only provide services, one-on-one in our center, but we provide group classes, sessions in the community and sessions in your kiddo’s school to support you and your family in all environments. We also understand that as parents, you are your child’s greatest teacher and need attention, so we offer support groups for parents and parent coaching classes.
By providing diverse and engaging linguistic input, interactive opportunities, and feedback that emphasizes context and acknowledges unique strengths, children can develop their language in a natural and meaningful way.
Bringing it all Together
Gestalt language processing is a fascinating and important aspect of early language development that deserves more attention and support. By delving into the realm of gestalt language processing in autistic children, and appreciating the beauty and complexity of language, we have uncovered a critical aspect of their language development that warrants attention and understanding. As parents and educators, it is essential to recognize and appreciate the strengths and challenges that gestalt language processing presents. Embracing these differences and guiding our little ones, can unlock a child’s deepest potential and empower them to raise their voice.
We hope this blog post has shed light on the topic of gestalt language processing as a natural way of developing language in children, and provided valuable insights for those supporting these exceptional humans. Encouraging an open dialogue and the exchange of experiences within this community can further advance our collective knowledge and approach to language processing, especially in autistic children. The journey of language development is as unique as the children themselves, and by fostering an environment of understanding, patience, and tailored support, we set the stage for growth and success.
Sholeh Shahinfar is the Founder of Valued Voices, a licensed Speech Language Pathologist, Child Communication Specialist and Certified Oral Motor Therapist. She is passionate about uplifting children’s voices in the world and inspiring self-expression. In her free time, Sholeh embraces a vegan lifestyle, loves going to the ocean, exploring nature with her pup Kobe, practicing yoga, traveling, and spending time with her loved ones.
GENNA HENDERSON
Genna has been with Valued Voices since 2019, she joined the family after graduating with her bachelor’s degree in sociology and a minor in communication sciences and disorders from Pacific University in Oregon. Genna has always been passionate about helping give opportunities to others and believes all children have a joyous light inside them that deserves to be shown to the world. She knows that giving people the chance to express themselves allows them to reach new heights internally and in their communities.
In honor of Women’s History Month: I am Sharing 20 of My Fav Children’s Books About Strong Powerful Women Across the Globe
Reading to your children is a way for them to learn about the world and a way to empower them to dream of a future they can build. Find out more about the benefits of reading to your little one here.
In honor of Women’s History Month, I am sharing 20 books our team is reading with their kiddo’s about just a few, strong, incredible and influential women around the world. You can find books for your blooming babies to your budding teenagers. We hope you and your little one find joy, empowerment and inspiration as you connect with one another through these powerful books!
This book showcases the excellence and impact of Black women throughout history, their actions and beliefs contributing to making the world a better place for generations of girls and women to come.
This is an inspiring book telling the story of Swedish teenager and Nobel Peace Prize nominee, Greta Thunberg, highlighting her work to raise awareness about the global climate crisis.
This book is for everyone who has dreamt big, but was tried to keep small. Empower your little ones to raise their voices and make their dreams come true.
This picture book will inspire your little learner to find magic all around them. Malala Yousafzai, the youngest recipient of the Nobel Peace Prize, tells her story and journey to make the world a more peaceful place.
Through the story of Florence Mills, little one’s will learn how Florence not only used her voice to sing and entertain a global crowd, but to create awareness for equal rights.
This book tells the story of Dr. Temple Grandin, who was diagnosed with Autism at a young age. This book will inspire little ones to use their unique skills to become influential stars in the world.
Discover how 40 influential Latina women have shaped our world today. From Supreme Court Justice to singers to NASA engineer, this book encourages your children to follow their dreams!
In this book of poems, illustrated by 13 extraordinary women, your child will be introduced to 14 revolutionary young women that have revolutionized our world and for generations to come.
This fun counting board book is perfect for your little one to be inspired by 20 amazing women who dared to be different and continue to shine in our world today!
Empower your child to tap into their strength, no matter what. Practice using mindful affirmation to support and encourage them to reach their highest potential.
In this engaging and interactive book, your child will be guided through the process of naming their emotions and tapping into the sensations within their body. Allow your children to turn inwards and connect to their feelings.
Sholeh Shahinfar is the Founder of Valued Voices, a licensed Speech Language Pathologist, Child Communication Specialist and Certified Oral Motor Therapist. She is passionate about uplifting children’s voices in the world and inspiring self-expression. In her free time, Sholeh embraces a vegan lifestyle, loves going to the ocean, exploring nature with her pup Kobe, practicing yoga, traveling, and spending time with her loved ones.
GENNA HENDERSON
Genna has been with Valued Voices since 2019, she joined the family after graduating with her bachelor’s degree in sociology and a minor in communication sciences and disorders from Pacific University in Oregon. Genna has always been passionate about helping give opportunities to others and believes all children have a joyous light inside them that deserves to be shown to the world. She knows that giving people the chance to express themselves allows them to reach new heights internally and in their communities.
As parents, educators, or therapists, we all share one common goal – we want the children in our care to grow, thrive, and reach their full potential. The first few years of a child’s life are marked with several critical stages of development that lay the foundation for the rest of their life. As children go through their developmental journey, they acquire skills that are essential for success in later stages of life. From speech and language to motor skills and sensory processing, early childhood development is a time when we can nurture growth and provide children with the support they need to become confident and empowered little leaders. In this blog, I will break down for you some important areas of your kiddo’s development:
Language is the primary means of communication, and speech and language skills are crucial for social and cognitive development. To help children develop speech and language, parents and caregivers can engage in activities like reading aloud, singing songs, and my all time favorite, PLAY. Play is a simple way to encourage language development all while connecting with your kiddo. Early language skills pave the way for success in reading, writing, comprehension, and social-emotional skills later in life.
Fine Motor Skills:
Fine motor refers to the ability to make precise movements with hands and fingers. In early childhood, fine motor skills are needed for activities like self-feeding, tying shoelaces, getting dressed, and drawing. To develop fine motor skills, children can practice using scissors, play dough, building blocks, or stringing beads. Parents can also provide opportunities for finger painting, drawing, coloring, and other art activities. These activities can help children develop the hand-eye coordination and dexterity they need for everyday tasks.
Gross Motor Skills:
Gross motor refers to the ability to move and control large muscle groups in the body, such as running, jumping, climbing, and throwing. To encourage gross motor development, parents can provide plenty of space for children to play and run around. Outdoor activities like playing catch, hopping, or skipping, can also help to develop gross motor skills. Additionally, swimming, dance, or yoga are great activities that strengthen muscles and improve balance and coordination.
Sensory Processing:
Sensory processing is the way the nervous system receives and interprets sensory information from the environment. Children who have difficulty processing sensory information may struggle with things like loud noises, bright lights, or certain textures. Parents and caregivers can create a sensory-rich environment that includes a variety of textures, sounds, and colors. For example, sand, water, or mud play can help children develop their sense of touch, while playing with musical instruments can stimulate their sense of hearing. By providing a sensory-rich environment, children can learn to regulate their responses to different sensory stimuli.
Feeding Skills:
Feeding skills are crucial for a child’s growth and development. Infants need to develop the ability to suck, swallow, and breathe in coordination when feeding. As children grow older, they learn to self-feed, use utensils, and drink from a cup. To encourage healthy feeding habits, parents can expose children to different textures, flavors, and food types. Modeling healthy eating habits and providing a variety of healthy foods can also help children develop healthy eating habits that will last a lifetime.
Early childhood development is a time when parents and caregivers can provide the support and guidance children need to reach their full potential. By nurturing growth in areas like speech and language, fine and gross motor skills, sensory processing, and feeding skills, we can help children develop the skills they need to succeed in later stages of life. Encouraging parent-child interaction, providing opportunities for exploration and discovery, and creating a safe and nurturing environment are vital for healthy development. By working together, we can help our children thrive and fulfill their potential.
To find out more ways we can support you and your little one on this journey, reach out to us today for a complimentary consultation.
Sholeh Shahinfar is the Founder of Valued Voices, a licensed Speech Language Pathologist, Child Communication Specialist and Certified Oral Motor Therapist. She is passionate about uplifting children’s voices in the world and inspiring self-expression. In her free time, Sholeh embraces a vegan lifestyle, loves going to the ocean, exploring nature with her pup Kobe, practicing yoga, traveling, and spending time with her loved ones.
GENNA HENDERSON
Genna has been with Valued Voices since 2019, she joined the family after graduating with her bachelor’s degree in sociology and a minor in communication sciences and disorders from Pacific University in Oregon. Genna has always been passionate about helping give opportunities to others and believes all children have a joyous light inside them that deserves to be shown to the world. She knows that giving people the chance to express themselves allows them to reach new heights internally and in their communities.
Positive reinforcement is a powerful tool in both neurotypical and neurodiverse child development, encouraging desired behaviors and promoting self-confidence.
Not all children respond to stimuli in the same way; recognizing and adapting to individual differences is crucial in nurturing a neurodiverse child.
Consistency in positive reinforcement helps in establishing routine and predictability, essential elements for children with neurodivergent conditions.
The use of specific praise, rather than generic, can effectively reinforce a child’s behavior; it makes them feel acknowledged and valued for their actions.
Incorporating positive reinforcement strategies in daily routines and activities creates an encouraging and supportive environment for neurodiverse children.
As parents, educators, or professionals, we all try to create a nurturing and caring environment for our children. However, we often forget that children have diverse learning needs that require additional attention and care. This is where neurodiversity-affirming practices come into play. These practices help children feel safe, accepted, and valued, enabling them to build self-esteem, cultivate positive relationships and succeed in their lives. In this blog post, we’ll discuss the importance of neuro-affirming practices with kids and how these practices can be implemented in our daily lives.
Creating a safe, accepting, and inclusive environment is the foundation of neurodiversity-affirming practices. It’s crucial to provide children with a nurturing space where they feel confident expressing themselves and their unique abilities. We need to ensure that the environment is flexible, adaptable, and accepting of children’s varying physical, sensory, cognitive, and emotional needs. For instance, if a child has a sensory processing disorder, creating a quiet area for them to take a break can help them regulate their sensory input and maintain focus.
At Valued Voices, we provide therapeutic programs such as speech therapy and occupational therapy that are respectful of neurodivergence, such as autistic differences and sensory processing differences. Learn more about how we support autistic children with neurodiversity-affirming care.
Encouraging Positive Reinforcement and Feedback
Positive reinforcement and feedback are key components of a neurodiversity-affirming practice. Instead of rewarding autistic children for achieving goals or getting things right, we must also focus on their efforts and progress. Praising children for their efforts and giving specific feedback can help them build self-esteem and a growth mindset. For example, praising a child for their efforts, such as “I’m proud of you for working really hard,” can help them feel appreciated and motivated to try harder.
By encouraging progress and effort, we can help neurodiverse children increase their confidence in their abilities. Research shows that positive reinforcement is an effective tool for helping autistic children learn new skills and behaviors. Positive reinforcement can also be beneficial in helping neurodiverse students engage in the classroom, as it provides them with a sense of purpose and belonging.
Nurturing Unique Skills and Talents
By adapting the classroom environment to accommodate individual learning styles, we can nurture the unique skills and talents of neurodiverse students. Allowing different approaches to learning can help foster creativity in autistic children, as they are more likely to think outside the box. We should also be aware of how different communication methods can support neurodiverse children. For example, visual aids such as schedules and pictures can help autistic children better understand information and support them in transitions and/or activities within the classroom.
By recognizing the diverse needs of neurodiverse students, we can create learning opportunities that are truly meaningful to them. Providing educational resources tailored to their strengths, interests, and goals can help children build confidence in their capabilities. At Valued Voices, we provide individualized assessment and therapy for children that are tailored to their specific needs and goals. Find out more about how our personalized approach can help your child succeed.
Understanding and Celebrating Diversity
Children come from varied backgrounds, cultures, and abilities. It’s crucial to celebrate this diversity and help children understand and appreciate their differences and those of others. Neurodiversity-affirming practices can help create a safe and understanding environment while promoting inclusion and respect. Making sure that different cultural events and holidays are acknowledged, as well as neurological differences, allows all children to feel seen, valued and appreciated.
It’s also important to consider the language we use when discussing neurodiversity. Using terms such as “neurotypical” instead of “disorder” can help promote acceptance and understanding of individuals with neurological differences. By having open conversations about neurodiversity, we can cultivate an environment that respects and celebrates all forms of difference.
At Valued Voices, we believe that neurodiversity should be celebrated and embraced! We provide assessments to help identify strengths and challenges in children with neurological differences, as well as therapy programs tailored to their specific needs. Get in touch to find out more about our speech therapy services for autism.
Providing Opportunities for Sensory Play
Sensory play is a crucial part of child development, allowing children to explore their surroundings using all their senses. It’s essential to provide opportunities for multi-sensory play, such as sand, water, or slime. Sensory play not only helps children strengthen their gross and fine motor skills, but it can also be used to cultivate social-emotional development, sensory regulation, and communication skills.
At Valued Voices, we understand the importance of sensory play for neurodiverse children. That’s why we offer a range of services designed to help autistic children develop their skills and abilities through fun, engaging activities. Find out more about howour services can benefit your child.
Creating Collaborative Learning Opportunities
Collaborative learning opportunities enable children to work together, share their strengths, and collaborate toward a shared goal. These opportunities can help children build relationships, learn from each other, and see the value in different perspectives. It’s essential to provide opportunities for collaborative learning as it promotes safe learning communities where children can support each other without fear.
By providing the right support and resources, neurodiverse children can reach their fullest potential.
Practicing Self-Advocacy
Teaching children to recognize and express their needs is essential to cultivating a sense of autonomy and independence. Self advocacy skills can also help them form meaningful relationships with their peers and adults as they learn how to effectively communicate in different contexts.
By helping neurodiverse children build the skills and confidence to advocate for themselves, we can equip them with the tools they need to navigate the world around them.
Celebrating Strengths & Letting Our Children Lead
Let’s shift our focus away from milestones, instead let’s ask questions about a child’s interests, strengths, play preferences and family goals. We owe it to our kiddos to learn about their unique learning styles and play preferences, and how we can support them by modifying environments to help them succeed. Let our kiddos guide the way, no matter the age, play paves the way for success. As play skills evolve, so do language skills. By providing support to our kiddos, we build trust and a relationship with them by acknowledging and celebrating their strengths and efforts, rather than putting the burden on them to change.
Conclusion: Embracing Neurodiversity in Every Child’s Journey
Neurodiversity-affirming practices are crucial for promoting children’s neurodiversity whilst fostering an inclusive, supportive, and nurturing environment. By creating a safe and accepting atmosphere, providing sensory play, opportunities for collaboration, understanding diversity, and offering positive reinforcement, and feedback, children can develop confidence, social skills, emotional regulation, and cognitive growth. Above all, sensitive listening to each child’s unique needs and taking individualized approaches to teaching and providing care for children can help foster inclusivity, empowerment, and success.
With the right support in place, neurodiverse children can thrive and reach their full potential. At Valued Voices, we provide assessments to identify strengths and challenges in neurodiverse children, as well as therapy programs tailored to their specific needs. Get in touch with us today to find out more about our services and how we can help your child.
Sholeh Shahinfar is the Founder of Valued Voices, a licensed Speech Language Pathologist, Child Communication Specialist and Certified Oral Motor Therapist. She is passionate about uplifting children’s voices in the world and inspiring self-expression. In her free time, Sholeh embraces a vegan lifestyle, loves going to the ocean, exploring nature with her pup Kobe, practicing yoga, traveling, and spending time with her loved ones.
GENNA HENDERSON
Genna has been with Valued Voices since 2019, she joined the family after graduating with her bachelor’s degree in sociology and a minor in communication sciences and disorders from Pacific University in Oregon. Genna has always been passionate about helping give opportunities to others and believes all children have a joyous light inside them that deserves to be shown to the world. She knows that giving people the chance to express themselves allows them to reach new heights internally and in their communities.
Understanding Neurodiversity: Gaining a comprehensive understanding of neurodiversity, its scope, and its implications for children’s learning and development.
Neurodiversity-Affirming Practices: Discovering evidence-based, neurodiversity-affirming practices that nurture the strengths of autistic children and support their unique learning needs.
Inclusion Strategies:Exploring various strategies to create an inclusive environment that celebrates neurodiversity and encourages participation from all children.
Parent-Teacher Collaboration: Emphasizing the importance of collaboration between parents and educators in supporting neurodiverse children.
Resources and Support: Learning about the resources and support systems available for neurodiverse children and their families.
Every human possesses a unique set of abilities, making us all vital and intricate threads in the tapestry of life’s beautiful journey. Many exhibit innate differences in their thought processes and behaviors, some falling within the realm of neurodiversity. However, our education and socialization systems predominantly cater to neurotypicality, adhering to a standard of thinking deemed “socially acceptable.” Consequently, countless children experience feelings of anxiety, isolation, and lack of support. To tackle these challenges head-on, we must embrace neurological differences and implement practices that affirm and uplift these children, ensuring they feel acknowledged, listened to, and valued.
Neurodiversity is the diversity of thought processes, behavior, and patterns that naturally occur in the human brain. ADHD, Autism, dyslexia, and Tourette’s syndrome are some examples of neurodivergent conditions. These conditions have been stigmatized in our society, leading to a lack of support for children who have them. However, it’s important to recognize that neurodiversity is a natural part of human variation and has its strengths and potential.
How Can We Promote Neurodiversity?
Understanding neurodiversity is the first step. The next critical step is promoting neurodiversity. This involves creating an inclusive environment that celebrates individual differences, implementing effective educational strategies designed for neurodiverse children, and continuously advocating for neurodiversity acceptance in all aspects of life.
The Importance of Neurodiversity-Affirming Practices
Neurodiversity-affirming practices are those that recognize neurodiversity and create a welcoming environment for children who have neurodivergent conditions. These practices aim to empower, value, and support the child’s unique strengths. By embracing these practices, we can create a society where neurodivergent children have equal opportunities and can reach their full potential. Some examples of neurodiversity-affirming practices include Universal Design for Learning (UDL), strength-based assessments, and sensory-friendly environments.
Three Types of Neurodiversity-Affirming Practices
Universal Design for Learning
Universal Design for Learning (UDL) is an educational framework that offers flexibility in how students learn, how they demonstrate their understanding, and how they are assessed. UDL considers individual differences in learners and provides options for engagement, representation, and expression. For instance, a neurodivergent child may benefit from visual aids, prefer verbal instructions, or require a slower pace of learning. By providing options in the learning process, UDL recognizes the uniqueness of each child.
Strength-Based Assessments
Traditional assessments focus on identifying weaknesses and deficiencies in children. However, a strength-based approach focuses on recognizing the child’s individual talents, interests, and abilities. This approach aims to help children build self-esteem and motivation by focusing on their strengths and potential. It also informs the development of educational and therapeutic plans that support the child’s interests and talents.
Sensory-Friendly Environments
Many neurodivergent children experience sensory processing issues, meaning they have different reactions to different sensory stimuli. A sensory-friendly environment takes into consideration these differences and accommodates the child’s sensory needs. For instance, a sensory-friendly environment may include an area where children can retreat if they feel overwhelmed, natural lighting, and materials that cater to different learning styles.
Conclusion: Embracing Neurodiversity in Our Society
Neurodiversity-affirming practices are essential for creating an inclusive and supportive society for all children. By understanding the unique strengths of neurodivergent children and adopting a strength-based approach, we can empower them to reach their full potential. By integrating neurodivergent and neurodiversity-affirming practices into our thought processes, behaviors and actions, we can create a world where every child has a voice; and where all children are celebrated, seen, and valued. By embracing neurodiversity, we can create a brighter future for all children.
Looking for support with implementing neurodiversity-affirming practices with your child?
If you’re the parent of a child on the autism spectrum disorder, we can help. Our neurodiversity affirming therapy is part of our full-service speech therapy services, which help children with autism develop self awareness, self advocacy, and self esteem.
Our treatment is designed to not only treat your little one’s Autism but to also support your whole family. If you’re the type of parent that wants to be involved in the creation of developmental opportunities at home, we’re here to provide you with the information, skills and tools to do so. Neurodiversity affirming care works best when you’re empowered to continue support at home long after your session is over.
Learn more and get started with speech therapy for autism, and explore our blog for more support on embracing the neurodiversity movement. Together we can create a more caring and inclusive world for autistic children to thrive.
Sholeh Shahinfar is the Founder of Valued Voices, a licensed Speech Language Pathologist, Child Communication Specialist and Certified Oral Motor Therapist. She is passionate about uplifting children’s voices in the world and inspiring self-expression. In her free time, Sholeh embraces a vegan lifestyle, loves going to the ocean, exploring nature with her pup Kobe, practicing yoga, traveling, and spending time with her loved ones.
GENNA HENDERSON
Genna has been with Valued Voices since 2019, she joined the family after graduating with her bachelor’s degree in sociology and a minor in communication sciences and disorders from Pacific University in Oregon. Genna has always been passionate about helping give opportunities to others and believes all children have a joyous light inside them that deserves to be shown to the world. She knows that giving people the chance to express themselves allows them to reach new heights internally and in their communities.
“I’ve Been Told my Child is a Gestalt Language Processor! What do I do now?”
In my therapy office, Gestalt Language Processing (GLP) is a hot topic among parents who have a child diagnosed with Autism. Finding information about GLP is few and far between, and for most parents, this is an entirely new concept. It is estimated that around 85% of Autistic people are gestalt language processors, and if this is the case, then why are we not affirming this style of communication? I see and recognize the frustration in the parents when they say “Why have other providers not done this with my child before?” The truth is, this is not a common topic that is taught in graduate school. That’s why as Speech Language Pathologists (SLP), we must seek out further training and research to gain knowledge on different styles of learning, including gestalt language processing.
We usually think of language acquisition as learning a word, combining that word with another to make a word combination, combining words to make a sentence, and then we have full conversations. This is called Analytical Language Processing, where language is learned in small independent units. We then build on those single units to build phrases and sentences. This approach is one of the most widely used approaches in speech and language therapy when working on language acquisition. This is not what gestalt language processing is, quite literally it is the opposite!
Gestalt Language Processing (GLP) is a valid form of communication where language is acquired through meaningful chunks or delayed echolalia. Delayed echolalia happens when someone uses messages heard in the past and repeats those messages. These messages may have been learned minutes, days, weeks, and months ago. In our field, there has been a common misconception that these chunks or scripts do not hold meaning, but they do!
These meaningful chunks can range from a single word to a whole script from a TV that your child loves. Rather than the word “fish” having its literal meaning, a GLP child might use the word “fish” to hold the meaning of ocean, pool, or even water. Rather than labeling “ocean” you might notice that they are using “fish” instead, to them, fish holds the same meaning as ocean. Likewise, your child comes up to you and says “We’re going to the beach” which holds the meaning of “I want to go swimming.” The phrase “we’re going to the beach” could have been acquired from a TV show they love. When a child uses a script with intention, we should honor, affirm, and accept it!
How do I know my child is a Gestalt Language Processor?
There are a few things that can help an SLP determine if a child is a gestalt language processor. One of the most common indicators is the use of echolalia. We talked a little about delayed echolalia above when a phrase is stored and used later. There is another form of echolalia that we listen for, this is called immediate echolalia, this is where the child repeats exactly what someone says immediately following it being heard. These two can be one of the biggest indicators of a Gestalt language processor. Although it is a huge indicator, children who are not gestalt language processors can also use echolalia, but with a reduced frequency.
Another common thing parents report is “My child has been in speech therapy for a while. They have a lot of single words but don’t seem to put them together. They mostly require a word-for-word model to produce phrases.” When a GLP is approached with an analytical language processing style, they might get stuck using single words. Like the example above, the word “fish” can hold multiple meanings, the same as the word “want” so adding these two words together might be difficult given they hold two separate and complex meanings. This leads to another indicator, that traditional speech therapy approaches seem to not be working.
Scripts can take the form of a single word, short phrase, sentence, or even long story length- scripts. These stories can be intelligible, you understand every word being said and can tell where the script came from. It can also sound like strings of unintelligible jargon, or babbling, that is rich in intonation. Within this jargon, if you listen closely, sometime words will be made clear or you might begin to make out words within the script! This can sound like “unintelligible….balloons….unintelligible.” The script being used might be longer, however, your child might make one word clear for you to understand that they are communicating.
These are all forms of valid communication, let’s honor them! Even though the language being used might sound restricted or the content doesn’t fit the context, your child is still communicating with you and that should always be acknowledged. Your kiddo’s scripts might hold a different meaning than they were originally intended and that’s okay, we must validate and honor any communicative intent!
How does this change therapy?
When a child is found to be a gestalt language processor, the clinicians’ therapy approach should change! Switching from an analytical approach to a gestalt language approach is affirming to children who use scripts to communicate. The therapist will change to a Naturalistic Language Acquisition (NLA) approach to therapy. The NLA framework breaks down gestalt language processing into four main stages. These phases guide the GLP to self-generated grammar by breaking down gestalts into single words, then building it back up again. The goal of this approach is for the child to begin understanding that words hold individual meanings.
Stage 1 – Echolalia
Stuck single words, use of rich intonation with jargon, or use of whole gestalts to communicate meaning. These gestalts can be long, you might hear them as lines from movies, TV shows, or conversations they have heard.
“We’re going to the beach”
“It’s time to go”
“Let’s get it”
“That’s right goof”
Stage 2 – Mitigation
This is when your child begins to mix and match gestalt from the first stage, parts are taken from the original gestalt and mixed with others to create a new message. These gestalts can also be shortened.
“We’re going to” + “go”
“It’s time to go” + “to the beach”
“Let’s get” + “goof”
“That’s right”
Stage 3 – Single word or two-word combinations
In this stage you will notice single words again, these are different than the stuck single words from stage one. These are freed from other gestalts. They may also begin to use two-word combinations that usually take the form of noun + noun, adjective + noun, noun + adjective, etc. In this stage, we are not worried about grammar.
Beach, goof, right, time
“Right goof” “beach time”
Stage 4 – Self-Generated Grammar
The words that have been freed in stage three can begin to be put together to form self-generated phrases or sentences. Within this stage it is okay to not have perfect grammar, that will be targeted within the later stages of the NLA framework.
“We gonna go beach”
“Time let’s go”
“Goofy goed beach”
This framework help guides the clinician through their therapy process, further empowering children to use their voices while affirming their interests. This style of therapy is completely child-led and it looks like play. When you honor all styles and meet your kiddo in their strengths, you notice huge shifts. Kids are more engaged, happy, and free to be themselves. All the more reason to accommodate, honor, and celebrate your child’s communication style!
What’s next?
Gestalt language processing is not considered a disorder, it is just considered a style of processing and learning language. Although it is commonly a learning style of autistic people, your child can be a gestalt language processor without having autism. It’s important to use the strengths of children to empower their voices. When forcing them to learn in a style that is not their strength we tend to stifle their ability to communicate. This is very true when a gestalt language processor does not receive therapy that plays to their strength.
It is incredibly important for all members of your child’s service team (i.e. occupational therapists, physical therapists, teachers, paras, ABA therapists, family members, etc.) to also be on board with shaping their therapy style around this communication approach. When it is not carried over across all therapies and settings, it can be counteractive. Providing therapy through a gestalt language processing approach is maximizing your kiddo’s learning style and empowering them. If one therapist is not on board it may cause more confusion for your kiddo, when it comes to expressing yourself, this is not something we want! Team collaboration is incredibly important when seeking out a therapist to work with your GLP, discuss with your SLP ways to collaborate with your child’s other service providers.
If your child is autistic or you suspect your child is a GLP, seek out a therapist trained in Gestalt Language Processing or find one knowledgeable of it. At Valued Voices we have two NLA-certified therapists and all other clinicians, including our occupational therapists, are trained to work with gestalt language processors!
ASHA Practice Portal – Clinical Topics: Echolalia and Its Role in Gestalt Language Development
Blanc, M. 2012. Natural Language Acquisition on the Autism Spectrum: The journey from Echolalia to Self-Generated Language. Madison, WI: Communication Development Center Inc.
Meaningful speech – echolalia education – gestalt language processing. Meaningful Speech Echolalia Education – Gestalt Language Processing. (n.d.). https://www.meaningfulspeech.com/home
SHOLEH SHAHINFAR
M.A. CCC-SLP, RYT
Sholeh Shahinfar is the Founder of Valued Voices, a licensed Speech Language Pathologist, Child Communication Specialist and Certified Oral Motor Therapist. She is passionate about uplifting children’s voices in the world and inspiring self-expression. In her free time, Sholeh embraces a vegan lifestyle, loves going to the ocean, exploring nature with her pup Kobe, practicing yoga, traveling, and spending time with her loved ones.
BAYLEE BROWN
M.A. CCC-SLP
Baylee has always found a passion for helping others. As a Speech Language Pathologist, she uses this passion to empower clients to find and develop effective ways to communicate. Baylee has a Master of Arts in Speech Language Pathology from Wichita State University in Kansas. There she gained clinical experience in a variety of areas, ranging from disorders of written expression, autism spectrum disorders, articulation disorders, language disorders, developmental delay, to early intervention and identification. In her spare time, she enjoys going to Zumba, yoga, hanging out with her friends, and trying new restaurants. Baylee is new to California and excited to explore a new place, when you see her give her suggestions on places to eat and things to do in the area!
When your child is first referred for speech therapy by their pediatrician or teacher, or if you just have that parental instinct that your child is delayed in their speech and language development, perhaps one of the first questions that comes up for you is “now what?” As a parent, you want to make sure you are taking all the right steps to support your little one and you shouldn’t feel alone in this process.
Choosing the right Speech Language Pathologist (or SLP) is often the most important decision you will make, as this is the person that is going to support you and guide you in empowering your kiddo’s expression. In this article, we will discuss some of the most important factors that you should consider when making this very important decision for your child and your family. At the end of the day, you should feel comfortable, confident and connected with your speech therapist as you embark on this journey together!
What exactly are you looking for?
Speech Language Pathologists are licensed by the state and most often our national board: The American Speech Language Hearing Association (ASHA). There are a few different types of speech therapists: SLPs, SLP’s in their Clinical Fellowship (CF) experience, and Speech Language Pathology Assistants (SLPAs). SLP’s have completed their master’s degree and required supervised clinical experience, SLP-CF’s have a graduate degree and are in their supervised clinical fellowship, and SLPA’s have completed an undergraduate degree and are licensed under a speech language pathologist.
Speech therapy covers a wide range areas, including speech disorders, language disorders, social communication disorders, cognitive communication disorders, traumatic brain injury, stroke, as well as oral motor, feeding and swallowing disorders. There are many wonderful speech therapists out there and it is important that you find one that is experienced in your kiddo’s area of need. For example, some therapists specialize in early intervention, others in adult language disorders, and some in speech sound production.
When on your search, make sure you ask the therapists their credentials, clinical competence, speciality area(s), and experience and find the person that aligns with what you are looking for and most importantly, your values.
Where do you find a speech therapist?
Pediatricians or doctor referrals: Your pediatrician will often have a list of places to local SLP’s to refer you for speech and language therapy.
Schools: Your little one’s school may have resources for outside providers that can support you kiddo’s speech and language development.
Insurance company: If you have insurance, contact them to get your benefits and ask for a list of in-network providers.
Online: Online searches for local SLP’s near you is often a great resource to help you narrow down providers in your area.
Facebook/Parenting Groups: Get on parenting groups on social media and ask if anybody knows of any speech pathologists that can support your kiddo’s communication skills.
Word of Mouth: This is one of my favorites! If you know another family that receives speech and/or language therapy , ask them about their experience.
No matter the source of referral, do your research. Call around and even better yet, ask to come in and get a tour. At Valued Voices, we always book a consultation and love for that to be in person so the family can come in, see our space and meet our wonderful team!
Where do you want your child to receive therapy?
There are two main settings in which your child can receive speech therapy: in school or in a private practice setting. Speech therapy in schools is a great service to support your kiddo in their academic setting. Due to the number of children needing speech therapy in school, most speech therapists see kiddos in group sessions, with other children.
If you are looking for supplemental care or want to provide your kiddo with more individualized care, outside what your school can offer, you can consider going the private practice route. There are several advantages to pursuing private therapy, including:
your child will receive individualized attention and support
your therapist will tailor activities to your child’s strengths and goals
as the parent, you have the ability to sit in on sessions and develop a strong connection with your child’s therapist
you get progress updates every session
you get to pick the therapist that you feel is the best fit for your kiddo and your family
What modality of therapy works best for your child and your family?
SLP’s can provide services in their clinic, in schools, and in home, both virtually via teletherapy or in person. Why does this matter when choosing a therapist? Whichever route you decide to go, it is important that you find a therapist who is experienced and proficient in the manner in which they deliver therapy. Just like in person sessions, online sessions require a therapist to be skilled at keeping your kiddo engaged.
How much does private therapy cost?
Private clinics generally are more of an investment, however, if you have insurance, there is a chance your benefits can reduce these costs. At Valued Voices, we do the work for you! We will call your insurance and let you know your in or out of network benefits, we even submit all the claims for you too!
What does a speech therapy session look like?
Prior to beginning services, your SLP will screen and/or evaluate your child in order to determine their strengths and areas that they need additional support. Once goals are created, your therapist will set up therapy sessions to address your kiddo’s goals. Sessions will look different for each child but it is always important that you and your therapist are aligned on goals and progress. Read more on what speech therapy looks like by clicking here.
6 Signs You Have the Perfect SLP for Your Child & Your Family
They teach YOU how to teach your child
You, your child and your SLP are together in sessions
You feel supported and guided by your therapist
You trust your therapist
You always get homework
Your child is making progress
As I mentioned earlier, finding the right speech language therapist to fit into your family is a very important decision and one that you have to feel very comfortable with. At Valued Voices, we make sure that not only are we supporting your child, but that we are supporting you too! From our administrative staff to our therapists, we all become a family!
Sholeh Shahinfar is the founder of Valued Voices, and a licensed Speech Language Pathologist, Child Communication Specialist and Certified Oral Motor Therapist. She is passionate about uplifting children’s voices in the world and inspiring self-expression. In her free time, she loves going to the ocean, exploring nature with her pup Kobe, and spending time with her family and friends!
Handwriting is one of the most common areas parents ask me about in my practice. It is such a necessary occupation for classroom tasks, general fine motor development, and visual perception/motor tasks. Pencil grasp development is central to legibly completing handwriting tasks and there are so many factors impacting pencil grip development and fine motor control that it can be tricky to determine when grasp patterns are ineffective and when/how to intervene.
What is a Pencil Grasp and Why is it Important?
Simply put, a pencil grasp is the way in which one holds onto a writing utensil. While I could go on and explain the technicalities of finger placement in relation to the writing tool, and how the hyperextension of different joints impacts the success of the grasp, it really is not relevant in this context. In general, an effective grasp pattern is one that does not cause fatigue quickly when writing or drawing, and that does not impact the legibility or accuracy of the work. Pencil grasp can have a large impact on the legibility of handwriting, which is a relatively large occupation for kids. Therefore, remediation of dysfunctional grasp patterns is important to academic success.
Pencil Grasp Development and Dysfunctional Pencil Grasps
As a child grows, they gain more control over coloring and writing tools, which lead to development of a mature grasp. Typically a child’s pencil grip moves from fisted (or using the entire hand to retain grasp of the tool) to digital pronate (or holding on to the top of the pencil and pointing the index finger down towards the writing tip) to a four finger or quadrupod grasp. A quadrupod grasp is where the thumb and index finger are in opposition around the pencil tip, the middle finger supports the index, and the pencil rests on the ring finger. A three finger or dynamic tripod grasp is where the thumb and index fingers are controlling the pencil movement, with the back of the pencil rest on the middle finger. Basically, it’s expected that the child holds the pencil with an “adult grasp” around age 5. There is a lot of variation in pencil grasps, and really pencil grips are dysfunctional when the child is using an immature grasp pattern or when they are using too much force or pressure when completing work.
Factors Impacting a Child’s Pencil Grip
Surprisingly, many different body systems need to work appropriately and efficiently to support a functional pencil grasp. The common areas impacting pencil grip are detailed below, however it’s by no means comprehensive. Occupational therapists work to determine if the pencil grip is dysfunctional, if intervention is warranted, and what specific areas are impacting functional grip development. Occupational therapists in both the school system and in outpatient clinics can work on fine motor skills and help your child develop an appropriate grasp.
Core Strength and Postural Control:
As an OT, they teach you “proximal stability leads to distal mobility”. In other words, you need to have strength and control in your core, shoulder and arm muscles to allow for your finger and wrist muscles to do their jobs. If you think about it, you won’t be able to write or draw anything well if you can’t sit upright in your desk, or are having to use whole arm movements to complete that drawing. If you don’t believe me, I highly encourage you to try signing your name or completing a more precise drawing activity while keeping your wrist and elbow stable, and only moving your shoulder and arm. It’s tricky, I promise. Core strength and functional strength in your shoulder and arm muscles allow for development of tool use and fine motor coordination. When remediating pencil grip, this is usually where I start.
Proprioceptive and Tactile Processing:
Proprioceptive processing and tactile processing are exceedingly important to efficient pencil grasp development. Proprioception is our body’s way of determining body awareness and body position. The receptors are located in all of our muscles and joints and are activated by stretching and contracting our muscles or applying force or resistance to our joints. This system helps other types of input integrate in the central nervous system due to the anatomical orientation of the nervous system tract. It is responsible for safety awareness, gradation of force and pressure, tool use, gross motor and fine motor coordination, and self-regulation. The tactile system is our body’s way of receiving, decoding, and reacting to touch. This system can process light touch, deep pressure (tight hugs, weighted blankets) vibration, and temperature. The main receptors are in our skin, with the highest concentration of receptors located around our mouths and fingers. Now you may be thinking that these don’t sound relevant to handwriting and hand muscles, but trust me on this. Hand muscles require the same communication from our nervous system as all other body systems do. When proprioception or tactile processing is not efficient or is unreliable, maintaining an effective grasp pattern is challenging to say the least. It can be hard to “feel” the writing tool in your hand, resulting in needing more surface contact in order to feel in control of that writing utensil. This may look like a closed web space (or the area between the thumb and index fingers is small) rather than the ideal open web space. Therefore, you may often see a fisted grasp or a variation of a four finger grasp when children who present with sensory processing differences are writing. It is not always a matter of strength, it’s maybe a matter of subcortical processing and sensory integration.
Fine Motor Strength:
Oftentimes children have limited strength, low muscle tone or limited dexterity in the small muscles of the hands, impacting their ability to maintain an appropriate grasp on a coloring tool. This is typical of children who can write one or two sentences with a dynamic tripod grip, then fatigue and switch to a less functional grasp pattern. Generally speaking, a closed fist grasp or digital pronate grasp require less strength and coordination than a tripod grasp does.
When is Pencil Grip a Problem?
Everyone uses a different type of grasp. Whether you use a thumb wrap, three fingers, four fingers, or some combination of grasp types. Pencil grasp development is important but its also important to recognize that different does not always mean wrong. Occupational therapy may be warranted when the grasp development is impacting function. If your child’s hand is getting tired quickly, or if their grasp is impacting the legibility of their handwriting, then remediation may be needed.
Tips for Adjusting Pencil Grasp at Home
While there are many different strategies for adjusting pencil grasp, here are a few of my favorites:
Pencil Grips
There are just about a million different pencil grips you can find which say they are the best for promoting a dynamic tripod grasp. I wish I could point you to a surefire brand or type that works for all kids regardless, but unfortunately that isn’t the case. Your child will likely need to try out quite a few different grips to determine which one fits their little fingers the best. Whether it’s a triangle grip, a “puppy dog” grip, or a crossover grip, see which is most comfortable for your child’s little hands and which is promoting appropriate thumb, index finger, and third finger placement.
Hiding “Treasure”
This may be one of my absolute favorite tricks. When a child is holding a crayon or pencil with a less than functional grasp, I ask them to “hide” pom poms or other small objects against their palm with their fourth finger and pinky. This will force the fingers to move into a. tripod grasp as only the thumb, index fingers and middle fingers are available to hold the pencil. Try keeping this small object in the hand for as long as tolerated, and work up to longer periods. If your child has smaller hands, use smaller objects. Remember, your child’s hands are working hard to maintain the grasp, and they may fatigue. It is okay to take breaks while the muscles build strength and develop.
Fine Motor Games
Just like other muscles in our bodies, our fine motor muscles need to develop with different stretches, exercises, and activities. In occupational therapy we often play different “warm up” games before moving to handwriting activities. This helps to wake up those muscles before we ask them to hold a pencil correctly. Your child can work on these muscles by using resistive putty to find treasures like beads or gems, placing coins into a piggy bank using their thumb and index finger to pick up the pieces, playing Mancala or opening and closing a tennis ball monster to feed him pom poms. Any activity that requires coordination of fingers and hands is likely helping develop those pencil-grasp muscles.
In summary…
Just like the rest of our body, our children develop hand strength and coordination over time. Exercising is key to developing an appropriate pencil grip. If you have concerns about the way your child is holding their pencil or crayon, it is always best to consult a trained occupational therapist. Whether or not occupational therapy is needed, the therapist can help develop specific activities your child can use to improve their pencil grip.
Kaelyn Green is a licensed occupational therapist at Valued Voices. She is certified by the University of Southern California in Sensory Integration and is an advocate for addressing underlying sensory functioning in order to improve occupational performance. She is passionate about meeting children and families where they are at and seeks to tailor interventions to the unique needs of her clients. When she is not working, you will find Kaelyn taking care of her two goldendoodles, working in her garden, or taking trips to the Central Coast.
As an occupational therapist, the number one question I get from parents, caregivers, and even other professionals is “What is occupational therapy?”. The name really doesn’t provide a lot of information on what OT intervention looks like, or how it benefits a pediatric population. Occupational therapists are trained healthcare professionals who help individuals who experience traumatic injuries, illness, or developmental delays increase independence and confidence in order to participate in everyday tasks. Occupational therapists have a master’s degree or a doctoral degree and can have additional certifications in sensory integration. While OT’s can work with adults too, pediatric occupational therapists work to develop fine motor skills, gross motor skills, school skills, and other types of skill sets in order to support participation.
What is a Childhood Occupation?
Occupational therapy addresses anything and all things you need to do during your everyday life. Consider how your morning went. You probably woke up, got dressed, brushed your teeth and hair, made breakfast, packed a lunch, etc, etc, etc. These activities are all considered occupations because they occupy your time during the day. In order to complete these tasks efficiently, you need accuratefine motor skills, gross motor skills, visual perceptual skills, sensory processing skills, balance, bilateral coordination, executive functioning, and more. Occupational therapists work on developing skills in order to improve independence with day to day tasks. For children, occupational therapists develop treatment plans which focus on improving sensory integration, developing gross motor skills, bilateral coordination, executive functioning, problem solving, and fine motor skills needed to meet developmental milestones, achieve independence with everyday activities, and improve their ability to play and develop peer relationships.
What are Fine and Gross Motor Skills?
Gross motor skills include any motor action that uses large muscles of our body. If you are. using your arms, legs, core, or any combination of those major muscle groups, you are likely completing a gross motor task. Examples of these skills include, skipping, jumping jacks, riding a bike.
Fine motor skills usually involve only the small muscles of the hands. Fine motor skills can include but are not limited to handwriting, scissor skills, using a spoon, fork, or knife, coloring, buttoning, fastening a zipper, shoe tying, stringing beads, etc.
What are Sensory Processing Disorders?
Sensory processing is the general term for how our body takes in information from the environment (sensory input) through our receptor organs (like our noses, eyes, mouth, skin, etc.), decodes that information, and then uses it to inform our motor reactions. We all process sensory information differently, and there is not a “correct” way to respond to different environmental input. That being said, when sensory processing issues impact function, well being, or independence with daily living, intervention may be warranted. Sensory processing disorders are the general description for difficulty tolerating, responding to, or registering certain types of sensory input from the environment, impacting day to day activities.
Emotional Regulation and Occupational Therapy
Oftentimes, when sensory processing or motor coordination are challenging, children can have difficulty regulating their emotions, tolerating frustration, filtering extraneous sensory input, and feeling confident and secure in their bodies. This can negatively impact social skills, school performance, and can cause strain for families. Seemingly minor disagreements or interactions can result in large emotional reactions, aggression, and big feelings. Occupational therapy works to help individuals develop a toolbox of coping strategies, communicate their feelings, and take steps to reduce the frequency of tantrums and frustration to promote positive interactions with daily activities.
Does my child need occupational therapy?
If your child is struggling to participate in everyday routines and activities (like brushing teeth, brushing hair, getting dressed, self-feeding, organizing materials, fastening zippers, fastening buttons, tying shoelaces, etc.) or is having difficulties focusing, completing multi-step tasks, or completing school activities, they may benefit from intervention.
Overall…
Occupational therapists work on developing skills in order to improve independence with day to day tasks. Childhood occupational therapy works to support those day to day skills for children ages 0-23. These areas usually involve dressing, self-care, self-feeding, fine motor, and gross motor skills. If you have concerns about your child’s development, behavioral problems, or suspect sensory processing problems, consult with your pediatrician or a pediatric occupational therapist to determine if services are needed. You know your child best, and if you have concerns, it is always best to reach out!
Kaelyn Green is a licensed occupational therapist at Valued Voices. She is certified by the University of Southern California in Sensory Integration and is an advocate for addressing underlying sensory functioning in order to improve occupational performance. She is passionate about meeting children and families where they are at and seeks to tailor interventions to the unique needs of her clients. When she is not working, you will find Kaelyn taking care of her two goldendoodles, working in her garden, or taking trips to the Central Coast.