Treatment

Sensory Integration

Schools in Mecklenburg County, North Carolina do not work on sensory processing skills with students and instead delegate sensory needs treatment to outside private therapies. Cool Beans Therapy Clubhouse (CBTC) knows this is a huge disservice to students, leaving a gap of unmet needs required to be a successful learner. If a student does not have their sensory needs met, they will not be able to fully attend, learn, meet school behavior standards, or even appropriately socialize with peers.

Sensory Integration is one of our specialties at Cool Beans Therapy Clubhouse and we strive to improve awareness and education related to Sensory Processing. The Zones of Regulation ™ and How Does Your Engine Run? ™ are two of the social/emotional programs we use to help children understand their emotions related to sensory processing and learn how to regulate their body. We do not use big, expensive equipment at CBTC because parents generally do not readily have access to such equipment at home. We attempt to use tools and activities you will have at home, or be able to easily access on a daily basis, so treatment can be carried over when you take your child home. It is essential for sensory activities and programs to be continued in the home and school setting to increase success and independence for your child.

Handwriting

At Cool Beans Therapy Clubhouse, we use a multimodal approach to handwriting. While the focus is on improving handwriting, sensory integration and large motor movements are essential for motor memory to increase speed and fluidity of writing. Handwriting Without Tears ™ is one of the fun programs used at CBTC to improve automatic recall and production of letter formation and spacing.

ADHD/Executive Dysfunction

Students with Attention Deficit Hyperactivity Disorder (ADHD) or Executive Dysfunction Disorder often have a lot of difficulty at school and at home. ADHD affects more than just attention and focus. Often people diagnosed with ADHD have difficulty with organization, time management, planning, social skills, initiation or finishing of tasks, impulse control and more. Many of these struggles are seen at school and at home. They may be exhibited in daily chores, self-care, homework, problem solving, and communication skills. At CBTC, we can help you find the right accommodations and methods to improve independence in these areas. We will also help with training for how to approach different problem areas and how to educate others. Improving self-esteem and self-advocacy is key to success and independence when dealing with ADHD.

Environmental Adaptation (Workspace Organization)

A 20-30 minute consultation can be completed via (HIPAA approved) private Telehealth video conference or in home. Therapist will look at workspace area and discuss goals for work area, user’s accessibility needs, and organizational requirements. A written summary and recommendation report will be provided within 24 hours. If requested, therapist can physically assist with adapting the workspace environment.

Visuals / Visual Schedules

Visuals and visual schedule are not just for nonverbal persons. They help with visual memory and organization for transitioning, directions, and sequencing. They provide a more memorable and consistent cue for what is coming. Neurotypical people use visuals all the time and well into adulthood (i.e., to-do lists, phone and watch alarms for reminders, sticky notes, dry-erase calendars, etc.). Picture visuals are one of the simpler ways to provide a reminder and as a person grows and learns what accommodations work for them, they tend to change the picture visual into a written visual or auditory reminder.

A consultation lasting approximately 20 minutes to discuss the following needs related to visuals including a written summary stating requests and instructions for use of visuals.

  • Types of visuals needed
    • Directions and Commands: i.e. quiet voice, calm body, waiting, my turn, etc.
    • Reminders and Signs: i.e. turn off light, 1 pump of soap only, not a choice or area closed, quiet area, work space, “knock first” office sign, etc.
    • Sequences: i.e. bathroom sequence, wash hands sequence, bedtime routine, sports practice sequence, etc.
    • Schedules: i.e. remote learning schedule, morning/evening schedule, chore chart
    • Token boards: i.e. 1st/Then visuals, table rules, or simple task and expected behavior charts to provide positive feedback and incentive reminders to improve success with activities
  • Goals for visuals
  • Uses/portability: i.e., taped to wall for consistent reminders, binder ring attached to lanyard or elastic band for portability and accessibility, folder or binder for schedules, on-the-go behavior token boards for expected behavior reminders on shopping trips, at assemblies, etc.