CBS Therapy

Now more than ever, children with special needs benefit from effective collaboration by their interdisciplinary providers. On a given IEP team, a child may have special education, speech-language pathology, occupational therapy , physical therapy, applied behavior analysis, and more. In many cases, several of these practitioners may see the child only one time per week. So, what about the rest of the time when the specialists are not in? It is our responsibility to collaborate to provide the child with as much carryover as possible. Schedule designated times for collaboration: It is not uncommon for teachers and therapists to have an impromptu quick chat in the hallway.  While this gives professionals a moment to touch base, it simply does not offer the time, needed preparation, or quality of a pre-planned meeting.  Periodically-scheduled verbal meetings are the evidenced-based standard (Huang et al., 2011). Have an agenda: Be sure to recommend a brief agenda for your aforem...

  Anxiety disorders occur on a spectrum and can impact children in a variety of ways. Some children may deal with low levels of apprehension, while other children develop severe and intense anxiety. While students with anxiety will benefit from the following recommendations, consider implementing them in larger groups such as classrooms or group therapy. In these groups, they practice  telespeech therapy  and occupational therapy. This promotes an inclusive environment from which all learners can benefit. Use structure:  Incorporate daily and weekly routines to help children learn what to expect. Post schedules in a visible area. This is especially important for older children who have rotating or complex schedules. If there are any upcoming changes in routines (such as a substitute or a fire drill), give children advance notice whenever possible. Provide a ‘just right’ challenge:  Allow students to learn and grow while building their self-confidence. Grade your...