Fine Motor Skills Activity Course
Gross Motor Skills Activity Course
Visual Skills Activity Course
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Brought To You By Harkla
This podcast is brought to you by Harkla. Our mission at Harkla is to help those with special needs live happy and healthy lives. We accomplish this through high-quality sensory products & child development courses.
Podcast listeners get 10% off their first order at Harkla with the discount code "sensory". Head to Harkla.co/sensory to start shopping now.
Links
All Things Sensory Podcast Instagram
Harkla YouTube Channel
Harkla Website - Shop Sensory Products!
Harkla Instagram
Episode 74 The Beauty of Building Rapport
Episode 95 Burnout Part 2: Therapist Edition
Fine Motor Skills Activity Course
Gross Motor Skills Activity Course
Visual Skills Activity Course
Looking for more in-depth help? Sign up for 2-on-1 Mentoring With Us!!
We’d love to answer your questions on the podcast! Fill out this form -> https://harkla.typeform.com/to/ItWxQNP3
Be sure to check out the show notes on our blog at Harkla.Co/Podcast.
Brought To You By Harkla
This podcast is brought to you by Harkla. Our mission at Harkla is to help those with special needs live happy and healthy lives. We accomplish this through high-quality sensory products & child development courses.
Podcast listeners get 10% off their first order at Harkla with the discount code "sensory". Head to Harkla.co/sensory to start shopping now.
Links
All Things Sensory Podcast Instagram
Harkla YouTube Channel
Harkla Website - Shop Sensory Products!
Harkla Instagram
Episode 74 The Beauty of Building Rapport
Episode 95 Burnout Part 2: Therapist Edition
If you're just a therapist for the paycheck, you're in it for the wrong reasons.
Jessica:That's a good point.
Rachel:I hate to break it to you. I'm Rachel.
Jessica:And I'm Jessica. And this is All Things Sensory by Harkla.
Rachel:We are both certified occupational therapy assistants and together with Harkla, we are on a mission to empower parents, therapists and educators to help raise confident and strong children of all abilities.
Jessica:On this podcast, we chat about all things sensory, diving into special needs, occupational therapy, parenting, self care, overall health and wellness, and so much more.
Rachel:We're here to provide raw, honest and fun strategies, ideas and information for parents, therapists and educators as well as other professionals to implement into daily life.
Jessica:Thank you so much for joining us.
Rachel:Welcome back, everyone. We are so happy to have you here listening to the All Things sensory Podcast. I'm Rachel.
Jessica:And I'm Jessica. If you didn't already know we were, it's helpful to have the voice to the name.
Rachel:Sure. That's in case you don't know if you're a newbie here. Well, that's fair.
Jessica:Okay. Today, we're gonna talk about treatment planning. We recently put a Q&A box up in our stories on Instagram, we are at all things sensory podcast, and we asked therapists what is the hardest part of treatment planning, we receive some really great answers. And we are going to share those answers with you today. And we're going to brainstorm some ideas. We're going off the cuff here, we do not have an outline for our answers or our ideas, so that you're going to get to witness us like, live in the moment brainstorming.
Rachel:If you aren't sure what treatment planning is, it's basically, as occupational therapy assistants, we treat clients either in the clinic, in their home, in school. And we have to put together a plan of activities and functional tasks to help the child work towards their goal, or their goals, while we are working with them. And so a big part of being an OT or a COTA is treatment planning. And if you are a parent listening or teacher listening, this episode could be really informational to learn what it's like as a therapist, and what therapists kind of go through and what barriers we see. So like Jessica mentioned, normally, we have like kind of an outline that we run through that we put together just to kind of keep us on track. But today we we don't we're just going to answer these questions and be in the moment.
Jessica:The first one, the first challenge with treatment planning, is keeping it play based and child centered while still achieving goals. I think this is a good one, because it can be challenging to have a goal of say, the child brushing their teeth, tolerating tooth brushing, and how do you take that goal and make it play based and child centered and motivating, but still make progress.
Rachel:When you think about an activity analysis, you have to go through what skills are required in order to well use"brush the teeth". And that's the example you threw out there. You have to have mid range control, unforced modulation and tactile modulation and oral motor awareness and sequencing and perseverance. I mean, there's a lot that goes into it. So you can take one of those areas that you've analyzed, that the child maybe struggles with, maybe they struggle with force modulation, and mid range control. So being able to like hold their joints in the middle of their body without stabilizing against anything and using the proper amount of force. So they're not pushing too hard. And you could play a game like Jenga, or suspend and when you're documenting, you can talk about how it is working on the force modulation required for brushing their teeth. And then once they show that they have improved force modulation and mid range control, they're not knocking over the tower immediately, then you can kind of grate up and move towards brushing their teeth.
Jessica:That was my first thought. My first thought too, is figure out what the child likes, what games do they like? What are they interested in, and incorporate that into your treatment session and these activities that maybe aren't super fun for the kiddo. So for example, if you have a client who needs to be able to brush their teeth independently because they're, you know, like seven years old, but they won't even tolerate it. And the seven year old really loves Minecraft. Throw that out because Logan loves Minecraft so much, so the seven year old really loves Minecraft. So how can you incorporate Minecraft into the toothbrushing activity? Can they have a Minecraft toothbrush? Can they get toothpaste that has pictures of Minecraft on the tube of toothpaste? Can you find a visual timer that is Minecraft based, can you, you know, just think outside the box and figure out how to incorporate those really motivating preferred things into the child's treatment session. And also make sure you have good rapport with the child. I think we have an episode on building rapport because that is huge for making progress. If the child doesn't trust you, or doesn't like you, the chances of you making progress...
Rachel:I'm just saying that's 100% accurate, though.
Jessica:And we both Rachel and I have worked with children in the clinic who they were hard kids in the sense of, they just had their own personality. And sometimes it didn't mesh with our personalities, and it was hard to build rapport with them. So you have to figure out a way to build rapport, build trust, and make it fun.
Rachel:So the next challenge was the lack of time. And I 100% can understand this. I also think it varies depending on the setting. But really, regardless of where you are, time is always difficult whether you have like productivity standards that you have to stick with, whether you see 10 clients back to back, with hardly a lunch break, whether you only see a child for 20 minutes by the time they've gone to the bathroom and taking their shoes off. So the lack of time is really a big challenge. And it definitely makes our job difficult.
Jessica:I think I've experienced the challenge of having so many clients back to back that I was rushed for time. And what I had to do was I actually had to drop a kid off my caseload so that I wasn't so back to back with my treatment sessions. And I actually could make time for planning and cleanup and all of that. So if you have so many clients back to back, that you just don't have time to even think or use the bathroom. See if you can rearrange your schedule, so that you know you're not dropping kids completely off the schedule and not giving them services but so that you can create a little bit of time and space for yourself, you'll be a better therapist for it. I think that's my first thought.
Rachel:Okay, so just because like, just, you know, lower your caseload no big deal. Let's say that you can't, sometimes you can't, what are you going to do? What I would do in those instances, I would try to plan for each kiddo, let's say you have four or five kiddos in the morning before your lunch. And you can I would just like write down on a little sticky note, what you have planned for Johnny, what you have planned for Philip and Susie and Karen and then just write those were very old school names that I'm sorry, throw out your ideas, write down a specific goal that you want to focus on as well. And that way you at least have it written down. You can you know set up one obstacle course that could potentially work for older kiddos and for younger kiddos as well. So you can have like a balance beam activity sensory been incorporated into a little obstacle course. Or you could have a suspended obstacle course for some of your older kiddos and just try to write down what goals you want to focus on and what game or what activity you want to focus on as well. When you take the time to just mentally treatment plan. I think it sets you up for success rather than actually trying to like physically set up everything for all of your kiddos prior so I think I think focusing on mental treatment planning here versus physical treatment planning. Does that make sense? I think so in my head. I I know what I'm trying to say because like that's what I did. So
Jessica:I think going along with that. Less is more keep it simple. You don't need 10 different activities set up for each client. You need one thing for the one or two things for the client and just focus on knows and really focus on getting good at those specific activities you're doing that day. Some kiddos do require more, of course, but not all of them do. So keeping it more simple can give you a little more time as well.
Rachel:Honestly, the time that you spend treatment planning, and you have this great setup, you have all these things prepared, those are the days that your kids are probably not going to do anything and they're going to come in, they're going to be a hot mess, they're going to need some like CO regulation and some slow linear swinging, and some emotional regulation strategy. So they're probably not even going to use the treatment plan that you made. So I think just keeping in mind that you can plan and plan and plan and plan but a lot of the time, it's so dependent on how the child is that day of what you're going to do in the session, that sometimes we don't need to develop an entire treatment plan and execute it from start to finish. And that's okay.
Jessica:Yeah, there you go. I wonder if any of that was helpful for the lack of time challenge?
Rachel:I don't know.
Jessica:Okay, let me think about this. Some tangible tips if you're struggling with lack of time for treatment planning.
Rachel:Come into work earlier, an hour earlier. But here's the challenge, you go into work early, you probably have documentation from the previous day that you need to do so do you prioritize documentation? Or do you prioritize treatment planning?
Jessica:You have to figure that out for yourself. I like the idea of writing it down on a sticky note. So that you have mentally prepared, it's written down. So in three, three sessions later, you're like crap, what do I do with Suzy? Oh, I already have it written down. I planned that this morning. I already know what I'm going to be doing. I think that's a really great tip.
Rachel:Okay, here's another one that I thought of. If you are in a clinic setting, ask the family, what they want to be addressed that day, what challenges are they dealing with? What areas do they need more strategies on and develop your treatment plan around what you actually talk to them about that day, as long as it you know, coordinates with their goals, but I'm sure obviously it will coordinate.
Jessica:It will in some way.
Rachel:In the school setting, if you can talk to the child about what they're struggling with or what they want to work on. That could be part of the treatment plan as well.
Jessica:I thought I'm another one, only work on one goal at a time. And if you create a quick treatment plan for one goal, and you're really creative with it, chances are you'll also address other goals simultaneously. But if you mentally only plan for one goal, it will save you a little bit of time than trying to plan out three different activities for three different goals.
Rachel:Okay, I had thought of another one too. Okay, set up a sensory path in a general location that you can do with all of your kiddos or most of your kiddos if possible, and modify it as needed to meet their goals and what they need to work on, but setting up a sensory path for some kiddos, it could be pretty straightforward. They go through it as like a preparatory activity for some kiddos. Depending on what you put in the sensory path, it could honestly take the entire session depending on how many times you go through it, how it goes emotionally, if you can incorporate some, you know cognitive activities and multi sensory activities. But sensory paths are a really fun and look kind of one done treatment plan that you set up for the entire day for the entire week.
Jessica:Yeah, I like that. That was another thing that we did in the clinic as well. I was thinking about up at the beginning of the week, on Monday morning, we would come into the clinic and set up three or four different activities, obstacle courses that would meet the needs of all of the children, depending on their age levels, we would modify pieces here and there. And that those like four things would be set up for the entire week.
Rachel:I will say we didn't have any kiddos like in a wheelchair. So like the the clients that we were seeing in the clinic, they were generally ambulatory. And, you know, because I feel like our treatment plan would look different if we had kids in wheelchairs, right. Oh, for sure. So keep that in mind too, with our setting and our experience that that's what we're referring to. But yeah, we would set up three or four activities for all the kiddos,modify. I mean, obviously they wouldn't fit into everyone's treatment plan, but...
Jessica:Yeah, almost all of them.
Rachel:Yeah, I think you know if a kid would come in and they were maybe how Having a hard day and we had to focus on some other things, we wouldn't necessarily do all of the activities we had set up. But Jessica's yawning, so I think we need to move on to the next one.
Jessica:I wasn't yawning, I just need to move. Okay, the next one, trying to be creative for all different ages and abilities, but also not trying to reinvent the wheel. I agree that this is a challenge, especially if you've been working for several years in the same clinic. If you've been working with the same clients for an extended period of time, this can definitely be hard, because you might look at it and say, I feel like I've done everything with this client. I feel like I've done all of these things already. What the heck do I do now?
Rachel:What the heck do you do now? Yeah, I agree. I feel like trying to be creative, I feel like when you are trying to come up with new ideas that you have never done, or your clients have never done, listening to podcasts, checking out Pinterest, but also allowing your clients to have some flexibility with setting up stuff too, I think kind of when I was feeling that I don't say burnout. But like, I've done everything I've literally done everything. I feel like a good reset button for me was to have the kiddos help plan the session. And like they would set up an activity or an obstacle course for me to do or for other clients to do. And it was a great way of working on like perspective taking and really putting their body, their brain, their mind into where another child or where another individual is at. And I feel like that was a good like reset for not only me, but also for the child.
Jessica:I'm thinking of younger clients that I've worked with that maybe weren't able to plan a session because they were too young for that. And just going back to the basics, right? You've been doing all these fun creative activities with them. But just go back and simplify it down, do one vestibular activity, do one proprioceptive activity, do one fine motor activity. And just make it simple again. But also every single time that I would take a continuing ed course, I would get new ideas. Yes. And I would go through my continuing ed course. And I would take notes of like, this kid, this sounds just like this client, I'm going to do these activities with this client next time. So if you can get really good continuing education courses going, then you're going to get new ideas for sure.
Rachel:Yeah, there was a visual course that I took from pesi years ago, it was a doctor. And I got a lot of functional vision activities from him that I remember, I refer back to you all the time. That was one that sticks out.
Jessica:One of my very first continuing ed courses that I took was also from Pepsi. And it was really old. Actually, you know what, it wasn't from Pepsi. It was from a really old platform that I don't even know if it's still around anymore. But it was a hand strengthening of our body strengthening focus course. And it had some really good ideas, and I still have my like notes and handouts from it. Honestly, almost everything that I've taken from Pepsi has been really good. Yep, I took good ones. I took a really good sensory integration course from Pepsi. The instructor was a female with long blonde hair. I can't remember her name though.
Rachel:Maybe we'll link some of these in the show notes too, since we can't pull them just straight from our brains, we can pull the information but the important information we can't.
Jessica:Honestly just just do some searching of where you can get some credits through digital courses. Oh, the barefoot and balanced course. Do you remember we went to that one in person?
Rachel:That was a fun one.
Jessica:That was a really good one. So you're just gonna get a lot of new treatment ideas, maybe even not new, but you're gonna be like, Oh, I remember doing that a long time ago. I should do that again. Yeah, so continuing education. There's another reason why we do continuing education.
Rachel:So the next one is to say what are they say writing different goals for different students targeting same area to make it individualized. Okay, so writing different goals for different students targeting In the same area to make it individualized.
Jessica:First, we should remind everyone or let everyone know if you didn't know already that we are both COTAs or certified occupational therapy assistants, which means that we never did the goal writing or the treatment writing like the evaluation. Thank you the initial evaluation. That was always our supervising ot who did that. So we don't have the same level of education in goal writing as a supervising OT does.
Rachel:Yeah, we can collaborate on goal writing for like re-evals, and stuff like that. But from my experience in goal writing, I would say, writing different goals for different students.
Jessica:So this must be in the school.
Rachel:It sounds like it's a school therapist. I don't know, I can refer a course I can refer you to a course, for documentation in the school setting. There is a course on sensational brain by Kim Wiggins, who is an OT in the schools. And she shares a lot of great information in that course. It's not like extremely relevant to Coda's, because that isn't what
Jessica:we do. So that might be perfect for this person.
Rachel:So yeah, sorry, I don't have any fantastic advice. I don't know. I mean, obviously, you want to make sure that the goals are individualized. But you know, a lot of students have the same challenges. So I mean, just don't copy and paste, just write it. I don't know.
Jessica:Like Be more specific. Like, if you have two students, both struggling with handwriting, make sure you find the underlying cause for their handwriting challenges, because one child might be struggling with handwriting, because of visual perception challenges, the other student might be struggling because of visual motor challenges. So make sure you so maybe that would be helpful to look at the underlying cause for the handwriting difficulty, and write the goal for that underlying cause.
Rachel:Jessica, copy that.
Jessica:Maybe that's helpful. The next one is knowing you can plan all you want, but it may not work out. Rachel mentioned this just a minute ago, you know, you plan your treatment session, and the kiddo comes in and they have an entirely different idea what's gonna go down and your treatment plan doesn't work at all. This happens at least 50% of the time, and you just have to roll with it.
Rachel:Yeah, I think part of being a therapist is being a flexible thinker. We try to teach our children how to be flexible, how to be flexible thinkers. And I think it's important for us to take our own advice as well, and to be okay to go with the flow to be okay with not with it not going as planned. And I really don't think there's any advice we can share other than, you know, just use your therapeutic use of self to connect and establish that connection with the child and CO regulate with them. I mean, I'm saying all the same things. But really, I think that's, that's the important part here is, it's okay, if it doesn't all work out, because chances are, what you're going to work on what the child's needs are that day, are going to be applicable to their goals. And it'll probably be a great session to not only reflect back on with the client, but just as a learning and a growth opportunity for you as a therapist.
Jessica:I had a couple thoughts the first thought was, this gets easier with more experience. When you're a new therapist. You don't have a lot of backup ideas. But the more you work, the more ideas you'll get. And the more you'll know what to do if plan A doesn't work out. My other thought.. I feel like you and he lose your train of thought and I'm like crap, I don't remember. Even doing that more.
Rachel:It's getting old. I'm rubbing off on you.
Jessica:Losing brain cells. I forgot what I was gonna say what the other thought that I had was, but when it comes to me, I'll just shout it.
Rachel:That's one of the beautiful things about these non outline podcasts.
Jessica:Yes, one of the beautiful or one of the hard things about them.
Rachel:Whichever you want to call Yeah. Okay. Next one having minimal supplies or working at a small space like at a school for like OTs always get like the janitor's closet or like under the desks in the classroom, like always get the short end of the stick.
Jessica:I remember when I did my field work in the schools around Boise and there was one school that the OT had her own office. But it was a small office had a desk and a bookshelf and then a small desk where the kids could work and there was like nothing else, then that's where she would bring the kids or out in the hall.
Rachel:Well, also, I, so I personally haven't worked in a school setting. Jessica, you did your internship at a schools awhile ago.
Jessica:A long time ago.
Rachel:We worked in a church actually, one time. We were working with a clinic that didn't have a physical location yet, but they were you know, borrowing a spot at a church in this small town that we're that we live by. And I remember, like, that was some of the most creative time and treatment planning that I've ever had to be. And I loved it because I had a little suitcase. And I rolled it with me, I think, Jessica, you eventually when you joined, you packed a suitcase. And we had a therapy ball and like a little lycra tunnel and a balance beam that we could fold up and just like random little things, but honestly, that's I felt like some of my best therapy was when I didn't have a lot of space. I mean, we have a lot of space, but we didn't have a lot of supplies. So it was a lot of, you know, how many ways can we use a therapy ball. And that is when we came up with our like, skills courses. And you know, here's 35 ways that you can use a therapy ball, here's 20 ways that you can use painters tape, here's 20 ways that you can use a scooter board. So I feel like that's, that's what we got really good at was using one small piece of equipment in multiple ways to target multiple areas of challenge for these kiddos. So I'm going to plug our skill courses. If you need some ideas there, we'll link those in the show notes. But like Jessica mentioned previously, just keeping it simple, like really simple, really fun build connection.
Jessica:Yeah, there's a lot of sensory activities you can do with minimal equipment, you can get vestibular input, without a swing, without a ball. Without a chair, like a spinning chair, you can just get on the floor and get vestibular input with rolling and rocking activities, or stand and spin in a circle, you can get sensory input without equipment. So I think that's important to keep in mind as well. If you're really working on that sensory integration and arousal level piece. You don't need the equipment,
Rachel:I think another another avenue to go is down primitive reflexes. And you can really work on some intense primitive reflex integration when you don't have a lot of space or you don't have a lot of supplies. But you'll get a very powerful result when you do start working on those reflexes and you start integrating them. So they use them as preparatory activities. And I know that sometimes billing can be weird with that. So it's just all about how creative you can get with your documentation.
Jessica:You have to you have to word it just the right way. But you can still do it. Yep. Last one. burnt out and lack of novel ideas. I have not met a single therapist who has been working full time who has not felt burnout at some point.
Rachel:Yep, I have for sure. And I really think that for therapists in this situation to really stop and figure out why. Why are you burned out? Is it your caseload? Is it your setting? Is it your home life? Is it the parents of your clients, is that the administration that you work under? Really stop and figure out why you're feeling burnt out. We have to burn burnout episodes on our podcasts that will link that you can listen to and I think that's the starting point.
Jessica:You have to set boundaries. That's what I found was I was over booked I overbooked myself with treatment sessions.
Rachel:You didn't overbook yourself your supervisor over booked you.
Jessica:Because I told her to, because I said yes, these are the hours I'll be here go ahead and fill up my spaces. And I did it for a while. And then I realized that I felt like I wasn't having enough time to treatment plan like we've already talked about. I wasn't having time for documentation. i By the end of the day by my last two clients, I couldn't give my full effort and felt like I was doing those clients a disservice because I was so tired and so exhausted. And so I had to set boundaries and I had to decrease my caseload just a little bit. So that I didn't feel so burned out and overloaded by too many treatment sessions.
Rachel:Yeah, I'm not gonna give any advice that's like keep working through the burnout, you got this, it's gonna be better on the other side, like, it doesn't just magically get better one day, it just gets harder and the nail just goes deeper and deeper and deeper. This is intense, I'm sorry.
Jessica:And unfortunately, the the crappy thing about that is oftentimes it can cause you to just not be your best therapist self. Right, you aren't enjoying your work anymore, which means that chances are your clients aren't enjoying coming to therapy as much. You're not able to engage with your clients anymore.
Rachel:If you're just a therapist for the paycheck, you're in it for the wrong reasons.
Jessica:That's a good point.
Rachel:I hate to break it to you. It's just burnout is tough. It's going to happen. It's inevitable. Listen to those other episodes, because I really don't have any, like positive advice.
Jessica:I think setting boundaries. Yeah. What are you willing to take off of your plate so that you have a little bit more free time? And make sure that you're refilling your cup when you're not at work.
Rachel:Okay, that's good. Yeah. Okay. Jessica, coming in clutch with positivity.
Jessica:Yep, you know, you don't, I hate saying, you know, do all of these things on the weekends, because I don't like that traditional idea of work, work, work, work, work. And then the weekends you get to have fun, right? So maybe, instead, make sure you're planning fun things after work, or before work or during work. Make sure you're filling your cup during workdays as well. As long as it doesn't make you feel like you're too overloaded, right, like you're too busy.
Rachel:So what we're saying is, it's a happy balance, but good luck finding that balance.
Jessica:Because it's different for everyone. It is tricky. Burnout is real. Take a break if you need to, I think sometimes burnout comes to from like, you feel like you're just doing the same thing over and over and over. So you have to change something. So maybe you take a continuing ed course so that you can get some new ideas. You brainstorm with a fellow therapist to get new ideas. Maybe you and one of your fellow therapists trade clients, and switch it up a little bit on you and your clients.
Rachel:There you go trade trade clients to mix it up a little bit. Yeah, I don't know. Okay, thank you, Jessica, for handling that one. I couldn't. But that's all we have here for you today. This is Rachel and Jessica off the cuff. Good luck listening to it.
Jessica:Yeah, our brains are much more scattered. Like, yeah, it's a lot more scattered when we don't have an outline. And I'm curious if you're able to tell a difference.
Rachel:Yeah, I feel like we've done this in the past. And someone left a review and was like, it's so all over the place. Well, I think I happened one time. So hopefully, this, just know that this is not our normal vibe, but I hope it's helpful.
Jessica:Yeah, sometimes it's good to do it and switch it up. Okay, well, we'll chat with you next week, and we'll be back at it again. Okay, bye.
Rachel:I was gonna wear my socks with my Teluk sandals today. And Daniel was like, no no no...
Jessica:I'm really glad he stopped.
Rachel:And I was like, I'm just going to record podcasts and maybe stop at the grocery store. Like, it's a statement. Okay. It's a statement that says, It's okay, that you don't get. Yes, I mean, sometimes I get, but sometimes I just want to be comfortable.
Jessica:That's how I felt today with two pairs of pants and a sweater.
Rachel:Thank you so much for listening to All Things Sensory by Harkla.
Jessica:If you want more information on anything mentioned in the show, head over to harkla.co/podcast to get the show notes.
Rachel:If you have any follow up questions, the best place to ask those is in the comments on the show notes or message us on our Instagram account, which is at Harkla_family or at all things sensory podcast. If you just search Harkla You'll find us there.
Jessica:Like we mentioned before our podcast listeners get 10% off their first order at Harkla. Whether it's for one of our digital courses or one of our sensory swings, the discount code sensory will get you 10% off. That's s e n s o r y
Rachel:Head to harkla.co/sensory to use that discount code right now.
Jessica:We are so excited to work together to help create competent kids all over the world. While we make every effort to share correct information, we're still learning.
Rachel:We will double check all of our facts but realize that medicine is a constantly changing science and art.
Jessica:One doctor or therapist may have a different way of doing things from another.
Rachel:We are simply prison venting our views and opinions on how to address common sensory challenges health related difficulties, and what we have found to be beneficial that will be as evidence based as possible.
Jessica:By listening to this podcast you agree not to use this podcast as medical advice to treat any medical condition in either yourself or your child.
Rachel:Consult your child's pediatrician or therapist for any medical issues that he or she may be having.
Jessica:This entire disclaimer also applies to any guests or contributors to the podcast.
Rachel:Thanks so much for listening