Ms. Sue 
(Occupational Therapist)

Occupational Therapy (O.T.) – often is geared to address fine motor coordination, visual-motor skills and self-help skills. In addition, occupational therapy addresses sensory integrative functioning. This refers to the child's ability to perceive and organize sensory information like movement, hearing and touch. Children with sensory integrative deficits may display difficulties - including problems with attention, motor coordination, activity level, language development, behavior and learning.

Physical Therapy (P.T.) - often involves treating children with muscle and bone disorders or limitations that compromise movement.   Enhanced motor coordination and improved functional balance are frequent outcomes of therapy. Common conditions requiring physical therapy involve problems or delays with gross motor skills, muscle tone and mobility. Training with crutches, braces or a wheelchair may be indicated. Balance or coordination difficulties may also be addressed. 

Ms. Denise 
(Physical Therapist)

Ms. Rachel 
(Speech Therapist)

Speech and Language Therapy  - often develops communication skills for children who demonstrate difficulty in communicating. Often ideas and words exist only in the child's mind, as they are unable to share them articulately with others. Speech and language therapy allows for improved communication skills at home, at school and at play. Beaumont's experienced staff has extensive skills in oral motor control, dysphasia, language expression, and cognition.

U of M Play Project  -often is intensive early intervention (generally 15-25 hours of one-on-one intervention per week), which is significantly improving IQ, language and social interaction by engaging young children 2-5 years of age before they reach school age, during the critical period of language development.  One of the most effective new techniques is to interact with the child through play activities. Based on the pioneering work of Stanley Greenspan, M.D., a nationally recognized child psychiatrist, researcher and author, this play approach known as "Floortime" offers a developmental, individualized and relationship (DIR) oriented model designed to engage even the most isolated children. It helps them to increase socialization, improve language skills and decrease repetitive behaviors. In one of Dr. Greenspan's studies, 200 children were treated with intensive, one-on-one play-based therapy and 58 percent-showed dramatic improvements. Building on Dr. Greenspan's success, the University of Michigan has created the PLAY Project (Play and Language for Autistic Youngsters).

Ms. Tiffany
(PLAY Consultant)