Welcome to Connect.the.dOTs.Indy

It's not JUST about the milestones! Our priority is to help the 0-3 year old population gain the skills they need to explore/participate in play and ALSO to help the child feel safe and connected to their caregiver, feel comfortable and confident with their movement patterns, and feel good about easing into challenges. Tessa uses a DIR Floortime approach to meet each child where they are at. This approach puts an emphasis on child led, play based activities that help the child to progress towards goals. Our goal is to make it SO fun, the kids don't even know they're working! 

Each of our systems takes in and interprets sensory information differently. Those with overresponsive sensory systems tend to avoid stimuli or become overwhelmed easily in the presence of noise, crowds, rapid movement, messes, noxious smells etc. Those with under responsive systems seek more movement, they may be unphased by a messy face/hands and loud noises. They'll climb, jump, run, spin, fidget, hum, chew as a way to regulate. It is common to have mixed preferences (ex. to be avoidant towards strong flavors/smells but crave movement). At Connect.the.dOTs, we aim to help children and their families understand the unique sensory systems they're working with. We'll work together to problem solve and create a plan to achieve a calm, alert state so our children are ready to learn and engage with their family and peers. 

In recent studies, a strong correlation between retained primitive reflexes and the diagnoses of dyslexia and ADHD has been identified. Primitive reflexes are the automated movement patterns housed in the lower levels of the brain that serve a protective purpose in the infant stages. During typical development, these reflexes are integrated as higher level brain functions develop. However, in some cases (more often than we realize), there is a neurobiological area of underdevelopment, and these reflexes may need some extra, more intentional help to integrate. Children and adults with retained primitive reflexes have difficulty rotating their bodies, crossing midline, dissociating the upper body from the lower body and the left from the right. Functionally, retained reflexes may affect a child's ability to dress themselves, write in the correct direction, sit still in the classroom etc. Tessa is undergoing additional training to receive a Primitive Reflex Integration Certification. She has also has experience with and implements ideas from The Brain Gym® Program. At Connect.the.dOTs, we realize that this is only "one dot", but an important one to connect. 

Our executive functions are housed in the frontal lobe of the brain and develop at a different pace for each individual. Executive functions are responsible for working memory, impulse control, emotional regulation and cognitive flexibility. For some kids, following the directions to "put your shoes on and get in the car" is FAR more difficult than for others. These kids may also have a difficult time keeping track of schoolwork and schedules. They may struggle socially and become frustrated with themselves and others easily. One can quickly see how these areas of underdevelopment could cause a problem in adulthood. The good news is that the brain is neuroplastic. With strategies for support and repetition, we are able to increase a child's level of success with organizational strategies, time management strategies and by strengthening the working memory.

These long, fancy terms give us a name for the way we process visual information and respond with our motor cortex to complete simple, everyday tasks, such as handwriting and using scissors. We count on visual feedback to tell us if we're forming our letters, cutting on the line, copying a block design or tying shoes correctly etc. However, sometimes our brain needs extra practice to learn how to process visual information correctly. For instance, a child who has difficulty sifting through a word search to find target words, may also have difficulty finding a specific item in a messy junk drawer. This is an example of poor "figure ground perception", which measures our ability to filter visual information in order to pick out an item from a busy background. There are several types of visual perceptual skills and some play a role in success with writing on a line or lining up a math problem correctly. If you sense that your child has more difficulty than most with puzzles or copying simple shapes, Connect.the.dOTs can help! 

Whether you've identified a cause or not- if you feel that your child is not performing play and school activities at an age-appropriate level due to weakness and/or lack of coordination- let's catch them up to speed! Contact Connect.the.dOTs to get a baseline on your child's functional motor skills. 

These are the skills that EVERYONE would benefit from. The skills for handling times of frustration, struggles with transitions, coping with sensory differences or just everyday stress. Some kids have difficulty learning these skills from their own parents (not due to lack of trying). Do you try to help your child to calm down and "breathe" but they refuse? Sometimes they need a fresh set of strategies, and it helps to hear it from someone else. After the child is bought into the idea of mindfulness, there will be lots of opportunities for them to "teach" and practice their new skills with you- because we're all on the same team! Let's teach your child about controlling their own systems and find ways to help them regulate through play, self-awareness and calming exercises.