At Lexicon Rainbow, therapies are integrated with academic services
Pediatric occupational therapy helps children gain independence while also strengthening the development of fine motor skills, sensory motor skills, and visual motor skills that children need to function and socialize.
This form of therapy helps children with sensory dysfunction especially those that don’t like brushing teeth, cutting nails, getting a hair cut, hyperactive, fidgety kids or those with short attention span or children on the autism spectrum disorder.
We have a state of art Sensory Integration therapy room to match the international standards and meet each child’s specific sensory needs. This therapy helps immensely with self regulation and holistic development of a child.
Disorders of speech are characterized by difficulty in producing speech sounds correctly, omitting or distorting sounds, or difficulty with producing a few sounds with no pattern. Our therapist create a General Articulation Treatment Procedure that includes the following steps:
- Assess the client’s articulation skills
- Select the target speech sounds for modification.
- Prepare the materials for therapy (picture cards, worksheets, etc)
- Establish baselines with the client.
- Treat with different therapeutic approaches
- Train parents on strategies
In addition to specializing in treating feeding and swallowing disorders, speech-language pathologists focus on improving three areas of communication – speech, receptive language, and expressive language.
When therapists work with children on speech, they’re looking to improve children’s articulation (the sounds they can produce), decrease stuttering (disfluency), or treat voice disorders.
When therapists work with children to improve their receptive language, they are helping children process and understand the information they’re receiving from others. Take following directions for example! When a therapist tells a child to “pick up the toy and put it in the basket,” the child has to take in all that information: knowing what a toy is, knowing what a basket is, understanding that they’re meant to do an action, etc. There’s a lot they need receptive language skills for just in that one sentence!
When therapists work with children on expressive language, they are helping children learn how to produce words and combine words into phrases and sentences to outwardly communicate their wants and needs and share information. For example, when a therapist helps a child who wants a glass of water go from saying, “Water,” to “I want water, please,” they are working on expressive language!
Pediatric speech therapy treats communication challenges, both expressive and receptive, that cause children to have difficulty with verbal communication. Speech therapy also treats oral motor concerns, such as chewing and swallowing, as well as articulation, auditory processing and social skills.
The Five Areas of Language
- Phonology: Sounds in language and the rules that determine how the sounds are used (a-apple a-ate)
- Semantics: vocabulary of language
- Syntax: sentence structure (verb, noun, etc)
- Morphology: meaning of language
- Pragmatics: how we use language to communicate socially
What is Applied Behavior Analysis?
Applied Behavior Analysis (ABA) is a therapy based on the science of learning and behavior.
Behavior analysis helps us to understand:
- How behavior works
- How behavior is affected by the environment
- How learning takes place
ABA therapy applies our understanding of how behavior works to real situations. The goal is to increase behaviors that are helpful and decrease behaviors that are harmful or affect learning.
ABA therapy programs can help:
- Increase language and communication skills
- Improve attention, focus, social skills, memory, and academics
- Decrease problem behaviors
How does ABA therapy work?
Applied Behavior Analysis involves many techniques for understanding and changing behavior. ABA is a flexible treatment:
- Can be adapted to meet the needs of each unique person
- Provided in many different locations – at home, at school, and in the community
- Teaches skills that are useful in everyday life
- Can involve one-to-one teaching or group instruction
Positive reinforcement is one of the main strategies used in ABA.
When a behavior is followed by something that is valued (a reward), a person is more likely to repeat that behavior. Over time, this encourages positive behavior change.
First, the therapist identifies a goal behavior. Each time the person uses the behavior or skill successfully, they get a reward. The reward is meaningful to the individual – examples include praise, a toy or book, watching a video, access to playground or other location, and more.
Positive rewards encourage the person to continue using the skill. Over time this leads to meaningful behavior change.
Antecedent, Behavior, Consequence
Understanding antecedents (what happens before a behavior occurs) and consequences (what happens after the behavior) is another important part of any ABA program.
The following three steps – the “A-B-Cs” – help us teach and understand behavior:
An antecedent: this is what occurs right before the target behavior. It can be verbal, such as a command or request. It can also be physical, such a toy or object, or a light, sound, or something else in the environment. An antecedent may come from the environment, from another person, or be internal (such as a thought or feeling).
A resulting behavior: this is the person’s response or lack of response to the antecedent. It can be an action, a verbal response, or something else.
A consequence: this is what comes directly after the behavior. It can include positive reinforcement of the desired behavior or no reaction for incorrect/inappropriate responses.
Looking at A-B-Cs helps us understand:
- Why behavior may be happening
- How different consequences could affect whether the behavior is likely to happen again
What Does an ABA Program Involve?
Good ABA programs for autism are not “one size fits all.” ABA should not be viewed as a canned set of drills. Rather, each program is written to meet the needs of the individual learner.
The goal of any ABA program is to help each person work on skills that will help them become more independent and successful in the short term as well as in the future.
Program for the Education and Enrichment of Relational Skills (PEERS®) was originally developed at UCLA by Dr. Elizabeth Laugeson, Founder and Director of the UCLA PEERS® Clinic, and Dr. Fred Frankel in 2005 and has expanded to locations across the United States and the world. PEERS® is a manualized, social skills training intervention for youth with social challenges. It has a strong evidence-base for use with adolescents and young adults with autism spectrum disorder, but is also appropriate for preschoolers, adolescents, and young adults with ADHD, anxiety, depression, and other socioemotional problems. Program for the Education and Enrichment of Relational Skills (PEERS®) is a 16-week evidence-based social skills intervention for motivated adolescents in middle school or high school who are interested in learning ways to help them make and keep friends. During each group session adolescents are taught important social skills and are given the opportunity to practice these skills in session during socialization activities (e.g. playing sports, board games, etc.). Parents are taught how to assist their teens in making and keeping friends by providing feedback through coaching during weekly socialization homework assignments.