As a parent, you know your child better than anyone. You notice the small milestones, the unique personality traits, and the subtle changes in behavior or development. But sometimes, it can be difficult to determine whether a delay or challenge is simply part of growing up—or a sign that your child may benefit from additional support.
Early intervention therapy is designed to help children build essential skills during the most important stages of development. At Bloom Behavioral Solutions, we work with families throughout Jacksonville, Atlantic Beach, Jacksonville Beach, Ponte Vedra, and surrounding areas to provide individualized, play-based therapy that supports each child’s growth.
If you’re wondering whether your child could benefit from early intervention, here are some key signs to look for.
Delays in Speech or Communication
One of the most common indicators that a child may benefit from early intervention therapy is delayed speech or difficulty communicating. This can include:
- Limited vocabulary for their age
- Difficulty forming words or sentences
- Not responding to their name
- Trouble following simple directions
Communication challenges can impact a child’s ability to express needs, interact socially, and build confidence. Early support through speech therapy can help children develop language skills in a natural, engaging way.
Difficulty with Social Interaction
If your child struggles to engage with others, this may be a sign they could benefit from additional support. Signs to watch for include:
- Limited eye contact
- Difficulty playing with peers
- Lack of interest in social interaction
- Challenges with turn-taking or sharing
Social development is critical in early childhood. Programs like Bloom’s Super Sprouts Social Group are designed to help children build these skills in a supportive, structured environment.
Behavioral Challenges or Difficulty with Transitions
All children experience frustration, but frequent or intense behavioral challenges may indicate a need for support. This can include:
- Frequent meltdowns or tantrums
- Difficulty transitioning between activities
- Repetitive behaviors
- Difficulty with attention or focus
Through evidence-based approaches like Applied Behavior Analysis (ABA), children can learn coping strategies, improve emotional regulation, and build positive behaviors that support long-term success.
Delays in Fine Motor or Daily Living Skills
Children develop motor skills at different rates, but noticeable delays may benefit from early intervention. Signs include:
- Difficulty holding utensils, crayons, or small objects
- Challenges with dressing, feeding, or brushing teeth
- Poor coordination or balance
These skills are essential for independence and confidence. Occupational therapy helps children strengthen fine motor abilities and develop the skills needed for everyday activities.
Feeding Difficulties or Sensory Sensitivities
Feeding challenges can be stressful for both children and parents. Some common signs include:
- Limited food preferences or picky eating
- Difficulty chewing or swallowing
- Strong aversions to certain textures or smells
These issues are often connected to sensory processing or oral motor development. Bloom offers specialized feeding therapy to help children build a healthier relationship with food in a supportive, low-pressure environment.
Not Meeting Developmental Milestones
Every child develops at their own pace, but consistent delays in key milestones may indicate the need for early intervention. These can include:
- Not walking, talking, or gesturing within expected timeframes
- Limited play skills or imagination
- Difficulty learning new skills
Early intervention programs, like Bloom’s Petit Sprouts Early Intensive Intervention Program, are designed to provide structured, individualized support during these critical developmental years.
Trust Your Instincts as a Parent
Perhaps the most important sign is your own intuition. If something feels off, it’s always worth exploring further. Early intervention does not mean something is “wrong”—it simply means your child is getting the support they need to thrive.
Research consistently shows that the earlier children receive support, the better their long-term outcomes. Addressing challenges early can help build confidence, improve independence, and set the foundation for future success.
What Early Intervention Looks Like
At Bloom Behavioral Solutions, therapy is designed to feel natural, engaging, and child-led. Our team uses a play-based approach to help children develop skills in a comfortable and supportive environment.
If you’d like to learn more about what sessions look like, we encourage you to read our in-depth guide: Early Intervention in a Natural, Play-Based Environment: What Sessions Look Like.
Serving Families Across Jacksonville and the Beaches
Bloom Behavioral Solutions proudly serves families throughout Jacksonville, Atlantic Beach, Jacksonville Beach, Ponte Vedra, and St. Johns County. Our goal is to provide accessible, high-quality therapy services that meet each child where they are.
Take the Next Step
If you recognize any of these signs in your child, you are not alone—and support is available. Early intervention can make a meaningful difference in your child’s development and overall well-being.
Contact Bloom today to schedule an evaluation and learn how our team can help your child grow, learn, and thrive.
Hearing the words “your child has autism” can stop time for a moment. For many families across Jacksonville, Atlantic Beach, Neptune Beach, Jacksonville Beach, Ponte Vedra, St. Johns County, and Southside/Baymeadows, the days that follow a diagnosis are a mix of emotions—relief, fear, confusion, love, and a deep desire to do the right thing.
If you’re in that season right now, this guide is for you.
Below is a practical, parent-friendly checklist for what to do after an autism diagnosis in Jacksonville. It’s designed to help you move from “What now?” to a calm, organized plan—one step at a time. No pressure. No overwhelm. Just clarity.
First: Take a Breath (You’re Not Behind)
Before we get into checklists and next steps, there’s something important to say out loud:
You are not behind.
An autism diagnosis does not change who your child is. It gives you a better understanding of how they experience the world and which supports can help them thrive. Many children make incredible progress with early intervention and family-centered therapy—especially when services are tailored to their development and delivered in a warm, play-based environment.
Now, let’s talk about the most helpful next steps for families in Jacksonville and the surrounding communities.
The Jacksonville Parent Checklist: What to Do After an Autism Diagnosis
1) Organize the Diagnosis Paperwork (It Matters More Than You Think)
Start by creating one folder (physical or digital) that includes:
- The diagnostic report
- Developmental evaluation notes
- Any pediatrician referrals
- Insurance cards and policy details
- School or daycare reports (if applicable)
Why this matters: In Jacksonville, many therapy clinics and providers require a copy of the diagnostic report before scheduling certain services. Having it ready saves time and reduces back-and-forth.
Pro tip: Save PDFs in one shared family folder (Google Drive/Dropbox) so both parents/caregivers can access them quickly.
2) Call Your Pediatrician (and Request Any Needed Referrals)
Even if you already have a diagnosis, your pediatrician is still an important part of your team. Call them and ask:
- Do we need referrals for ABA therapy, speech therapy, occupational therapy, or feeding therapy?
- Do you recommend additional evaluations?
- Are there local resources in Jacksonville you recommend?
In practical terms: Some insurance plans require referrals for certain services. Getting those documents early can prevent delays.
3) Get on Waitlists Immediately (Even If You’re Not Sure Yet)
In Jacksonville and surrounding areas—especially The Beaches, Ponte Vedra, and St. Johns County—many pediatric autism providers have waitlists.
The best approach is to get on waitlists now, even if you’re still deciding. You can always adjust later, but you can’t get time back.
When calling clinics, ask:
- Determine who owns the clinic and whether it operates as a franchise or as a privately owned practice run by a BCBA. This distinction is important because franchise clinics often prioritize financial incentives, while clinician-owned practices tend to emphasize quality of care and treatment integrity.
- What’s the current wait time for evaluations and services?
- What age groups do you prioritize for scheduling?
- Do you offer early intervention programs?
- How do you support parents throughout the process?
Jacksonville reality check: Demand is high. The sooner you start the intake process, the sooner your child can begin services.
Pro Tip: Fill Out Our Request for Services Form Now.
4) Prioritize Early Intervention (The Most Valuable “First Step”)
If there’s one thing to focus on first, it’s early intervention. For toddlers and preschool-aged children (often 18 months to 5 years), early intervention can create a strong foundation in:
- Communication
- Social engagement and play
- Daily living routines
- Regulation and transitions
- Feeding and sensory comfort
Families in Jacksonville often ask, “Do we need to do everything at once?” The answer is: not always. But early intervention is usually where the highest momentum begins.
Parent tip: Ask clinics if they have dedicated early intervention tracks (sometimes called Micro, Petite, or early childhood programs) designed specifically for young children—because toddlers learn differently than older kids.
5) Build Your Therapy Team (ABA + Speech + OT, and Sometimes Feeding)
Every child’s needs are unique, but many families begin with a combination of:
- ABA therapy (supporting learning, communication, routines, and behavior through individualized goals)
- Speech therapy (supporting language, communication, and social interaction)
- Occupational therapy (supporting sensory processing, motor skills, daily routines, and independence)
- Feeding therapy (supporting picky eating, food refusal, chewing/swallowing skills, and mealtime stress)
Families in Southside/Baymeadows and St. Johns County often need scheduling flexibility—especially for working parents. Ask about:
- Clinic-based vs. in-home services
- After-school appointment availability
- Coordinated care between therapists
- Parent coaching and home support
Why coordinated care matters: When providers collaborate, goals align and progress tends to happen faster and more smoothly.
6) Ask About “Natural, Play-Based” Teaching Approaches
When parents imagine therapy, they often picture something rigid or overly clinical. But many families in Jacksonville want something different—care that feels like childhood, not a sterile appointment.
Look for providers who emphasize:
- Play-based learning
- Developmentally appropriate strategies
- Natural environment teaching (skills taught in real-life contexts)
- Positive parent involvement
- Warm, supportive clinician guidance
This is important: Children learn best when they feel safe, connected, and engaged.
7) Understand Insurance and Costs (Without Getting Overwhelmed)
Insurance can feel like a second full-time job. Here’s the simplified approach:
- Call your insurance provider and ask what autism benefits are covered.
- Ask about ABA coverage, speech/OT coverage, and feeding therapy coverage.
- Confirm whether prior authorizations are required.
- Ask about deductibles, copays, and maximums.
Helpful question to ask clinics: “Can someone help guide us through insurance and authorizations?”
Many parent-friendly clinics in Jacksonville understand that insurance is stressful and will walk you through it step by step.
8) Request a Clear “What Happens Next” Plan
After a diagnosis, parents often feel like they’re being handed puzzle pieces without a picture on the box.
When you contact a clinic, ask for a clear next-steps roadmap:
- How does intake work?
- What forms do we need?
- What is the evaluation process?
- How are goals set?
- How do parents stay involved and informed?
Good providers will give you structure. The process shouldn’t feel mysterious or confusing.
9) Create a Simple Home Plan (Small Steps Matter)
You don’t need to become a therapist. You just need a few simple strategies at home that support your child’s growth.
Consider these gentle, effective home practices:
- Use predictable routines (morning, bedtime, mealtimes)
- Use visual supports (simple picture schedules)
- Offer choices (“Do you want the red cup or blue cup?”)
- Celebrate small wins (progress is built in inches)
- Keep language simple and consistent
Remember: the goal isn’t perfection. It’s connection and consistency.
10) Explore Social Opportunities (Especially in The Beaches & Ponte Vedra)
Parents often focus on therapy first (as they should), but social opportunities matter too—especially as children grow.
Look for:
- Social skills groups
- Small, supported playgroups
- Clinician-guided clubs for older children/teens
- Community-focused family events
Families across Jacksonville Beach, Neptune Beach, Atlantic Beach, and Ponte Vedra often benefit from finding “their people”—other families who understand what this journey feels like.
11) Decide How (and When) to Tell Others
You may feel pressure to explain the diagnosis to family members, friends, daycare staff, or school teams right away. You don’t have to.
Some families keep it simple:
“We’ve learned more about how our child develops and what supports will help them thrive. We’re starting services and creating a plan.”
Do what feels right for your family. This is your story to share on your terms.
12) Know the Signs of a Great Provider (Trust Your Gut)
In Jacksonville, there are many clinics and providers—and not all are the right fit for every family.
Here are signs you’ve found a strong provider:
- You feel welcomed, not judged.
- Your questions are answered clearly and kindly.
- Clinicians speak to you like a partner.
- The environment feels warm and child-centered.
- Your child’s unique personality is respected.
- There’s a clear focus on early intervention and meaningful goals.
Your instinct matters here. If a provider feels cold, rushed, or transactional—keep looking.
FAQ: Common Questions from Jacksonville Parents After a Diagnosis
How soon should we begin therapy after an autism diagnosis?
As soon as possible—especially for younger children. Early intervention can help build foundational skills during critical developmental years.
Do we need ABA, speech, and OT all at once?
Not always. Many children start with the most urgent needs first. A good clinic will help you build a plan that feels manageable.
We live in Ponte Vedra / St. Johns County / Baymeadows—can we still access services easily?
Yes. Many families travel to clinics in Atlantic Beach or central Jacksonville for services. The most important thing is finding the right fit and joining waitlists early.
What if we’re feeling overwhelmed?
That’s normal. Start with one step: organize paperwork, call a clinic, or schedule an inquiry call. Momentum builds quickly once you start moving forward.
Next Step: Request Services and Build a Plan
If you’re a parent in Jacksonville, The Beaches, Ponte Vedra, St. Johns County, or Southside/Baymeadows, and your child has recently been diagnosed with autism, you don’t have to figure this out alone.
The right support can help your child grow—and help your family feel confident and hopeful again.
Your next best step: request services and schedule an inquiry call with a pediatric autism clinic that offers warm, play-based early intervention and coordinated care.
When you’re ready, take the first step. Your child’s future is built one small win at a time—and you’re already doing the most important thing: showing up.
The “no thank you” bowl protocol is an intervention designed to shape inappropriate mealtime behaviors for children that are selective eaters.
Individuals that are highly selective with food may exhibit dysfunctional behaviors when presented with nonpreferred consumables. Such behaviors may include tantrums, throwing food, elopement from the table, etc. Mealtimes for children, especially young children, can be very difficult and problematic for the whole family. Some families may make separate “kid meals” for their children to avoid maladaptive mealtime behaviors.
The “no thank you” bowl protocol is designed to allow selective eaters to properly dispose of their food while making physical contact with the food. Physical contact with nonpreferred consumables is vital to the shaping progression toward consumption. To be ok with what we are putting in our bodies, we must first be ok with it on the outside of our bodies. This is a fundamental pre-requisite step toward trying new foods.
The “no thank you” bowl does not have to be a specific bowl at each meal, but it’s important that it is present. If you are preparing a specific meal for your selective eater, it’s important that whatever the family is eating is on the child’s plate. If they do not want it, then they simply place the unwanted food in the bowl. This may be modeled for them. If your child is not yet ready to have unwanted contents on their plate, then the family meal should start on a separate plate next to theirs. Hand over hand prompting may be necessary to teach your child to place the contents in the bowl.
Please remember this can be a long process, so it’s not a race to get everything right immediately. When it comes to feeding interventions, taking it slow is key. We want to ensure that we are not inadvertently pairing a bad experience with food. The end goal is that food is good! Please take your time, happier and healthier mealtimes are on the horizon for your family!
Genevieve Covington, M.A., BCBA
Founder & Feeding Specialist
Selective or “picky” eating (PE) often plagues families with small(ish) children.
Mealtimes can wreak havoc on parents and have them wanting to avoid mealtimes with their kids. As a parent myself of two toddlers, I am well versed in what is deemed “yucky”. My three-year-old son can dig his way the center of the earth in mud, but a small change in the way a food item looks is “yucky”; and even an absurd thought to imagine he would try it. A homemade blueberry muffin that does NOT resemble his mini beloved Publix muffins, can NOT actually taste good! My three-year-old daughter can eat her weight in string cheese, but this version of mozzarella that she asks for daily is NOT the same as shredded mozzarella. In fact, if there is cheese in her treasured salads, hell hath no fury!
Young children are very irrational thinkers and explorers. Nope definitely can’t wear the Spiderman shirt I’ve been wearing for weeks, that’s ridiculous to even consider! However, I will take this button I found and see how far it can go up my nose. Such ridiculous rules of thought can be humorous at times, even endearing. However, when it comes to their basic nutritional needs to survive, it can be a daunting and very frustrating argument to have with a young child. In this article I will discuss some helpful tips and simple control techniques to implement in the home setting.
Mealtimes should be a well-established routine. This does NOT mean a specific time of day, although that can be helpful to reduce over-snacking (more on that next month). There should be some format of a “warning” that a mealtime is approaching. This is important because mealtimes typically disrupt a preferred activity like playing outside, or watching T.V. When we’re given a warning that something is going to happen soon, it helps us mentally prepare. The countdown can be something as simple as a verbal notice, a kitchen timer, or a visual timer is always helpful for children with developmental delays.
The next step is to ensure you are enforcing the mealtime. This means if you must chase and physically bring your child to the table then that is simply how it must be. This is not forever, just until there is established parental stimulus control with mealtimes. Plus your fitbit will be happy you did all that chasing!
It’s important that each family member has the same contents on their plates. They do not have to eat each item, but it’s important to establish the idea that what mommy or daddy eats is not just for grown-ups. Often parents will make two meals, one for the kids and one for the adults. Not only is this a giant pain for caregivers, but it teaches that certain foods are designated for certain eaters.
There should be a No Thank You plate or bowl. This is designed to teach them that they don’t have to like everything, but they can’t speak negatively (emotion words like “yucky”) about food, throw it, feed to the dog, etc. They must “respect the plate”. This dish serves as the container where undesired consumables go to live out their lives before being packed up with the remaining leftovers.
The No Thank You dish also requires the child to interact with the food. Physical interaction with a consumable is frequently the first step prior to oral placement. The No Thank You dish is not going to be a permanent fixture on the table, just until your little eaters have an established routine and develop a more adventurous palate.
When does the mealtime end? The mealtime should end when all participants are satiated. Consuming a specified quantity should NOT signal it’s time for dessert. This can lessen the volume of nutritious intake. For instance, when a child is informed that they can have ice cream after they finish their asparagus, it signals them to stop at a certain point visually. Asparagus gone=end of meal=ice cream. If they are told that the mealtime is over after the family and guests are also finished, it allows them more time to consume what’s on their plates and develop better mealtime manners. Bargaining can also unintentionally create a reinforcement valence. We never want to suggest that eating something healthy is not a fun and enjoyable experience. If a child is used to having a treat after a meal, it’s a good idea to shape this routine into something more appropriate. Try stating something like “yes we do have brownies, but we’re going to eat them later not right after dinner”.
The final tip is to end a mealtime with having the children assist in cleanup. This is not only helpful for caregivers, but it helps to establish the finality of mealtimes. I find that my own children really find this as an amusing family affair. They really enjoy being able to pack up leftovers, place dishes in the dishwasher and wipe off the table.
Bonus tip- When creating a new mealtime routine, it can be very helpful if you start in a different setting. Take mealtime outside! This time of year is perfect for outdoor dining. Eating outdoors and establishing the new mealtime routine can easily be transferred when resuming indoor dining. Mealtimes outdoors doesn’t have to be a repeated affair. It easily can take just one time to set the new expectations.
I hope you enjoyed these tips and tricks, and enjoy happier and healthier mealtimes with your families!
By: Genevieve Covington, M.A., BCBA
Founder & Feeding Intervention Specialist
Joint attention. This is a term you may have heard in reference to your child’s development. But, what is it really?
What is joint attention?
Joint attention is simply the shared focus of two individuals (i.e. you and your child) on the same object of interest. This can happen when one individual alerts their communication partner to an object, usually through eye gaze and pointing. For example, you and your child are outside. You then see an airplane flying in the sky. You initiate joint attention by pointing and looking at the airplane saying “Look! An airplane!” hoping that your child will follow your gaze and point and also attend to that airplane.
Why is joint attention important?
Children on the autism spectrum often have difficulty both following joint attention and initiating this interaction with their caregivers or peers. Overall, joint attention is crucial for developing your child’s communication. It also helps develop important social skills such as bonding and seeing another’s point of view.
How to increase joint attention.
Here are some ways you can work on increasing your child’s joint attention skills:
1. Be a language model.
Use gestures (i.e. pointing) along with eye gaze to show your child where you want them to look with you. A good place to start is using hand over hand teaching to help your child point to objects. You can also practice with objects or toys your child really likes.
2. Follow your child’s lead.
If your child is showing interest in a toy, you can comment “You like the bubbles!”, add a gesture by pointing to the bubbles, and then add a visual cue (point to your eyes and pretend to draw a line from your eyes to the object).
3. Incorporate your child’s routines.
One of the best ways for your child to practice joint attention is through the routines they have every day at home! This can be during brushing teeth, bath time, and eating a snack. For example, during snack time, give your child small pieces of their snack and wait for them to look at you and/or point to what they want before giving them another piece.
Bloom Behavioral Solutions in autism treatment, crisis management, communicative disorders, and feeding/eating intervention. For information on our treatment services, please feel free to contact us.
By: Lauren Billingsley, M.A., CCC-SLP
As our kiddos grow and develop their gross and fine motor skills, one thing to look at is pencil grasp development.
As mentioned before, our bodies develop big to small or proximal to distal, and that also applies the same for grasp development. Maturing our grasp patterns depend on stability and strength in our large muscles which help encourage and develop precision and control in our small muscles that is needed for picking up and stabilizing objects.
The Stages of Grasp Development
When discussing the progression of grasp development, the first stage, or grasp pattern, a child might demonstrate is called the palmar supinate or whole hand grasp. This grasp pattern is encouraged in our toddlers while learning to scribble on paper.
Once more control is gained, our kiddos begin to demonstrate a digital pronated grasp, also known as palmar grasp, where the index finger and thumb point down, the pencil is held in the middle of the hand and the elbow slightly sticks out. Usually around the age of 3-4, the grasp pattern begins to mature, noticing more movement in the wrist for control to form pre-writing shapes, tracing and coloring.
Lastly, the tripod grasp, which includes the thumb, index and middle fingers with the pencil laying in the web space (between thumb and index finger). This grasp promotes more finger mobility allowing for more skilled movement patterns one uses for handwriting, precision coloring and motor control.
Here’s How to Increase Your Child’s Pencil Grasp Development:
- Activities that promote a tripod grasp can be developed through play activities and don’t always have to involve the use of a pencil.
- Here are a few ideas that can be done at home:
- Threading beads or cereal onto a string, pipe cleaner or dried spaghetti noodles.
- Painting with a q- tip, small sponge or cotton balls using water colors
- Play with tongs or tweezers picking up or placing (placing beads in play-dough and then removing with tongs is a favorite of mine)
- Breaking the crayons in half promote the kiddo to use thumb, index and middle finger to grasp and color.
- Squirt and spray bottles require you to activate the index and middle finger while stabilizing with your thumb.
Bloom Behavioral Solutions in autism treatment, crisis management, communicative disorders, and feeding/eating intervention. For information on our treatment services, please feel free to contact us.
By: Natalie McHale, A.S., COTA
One of the key ways parents can engage more actively with their child is through following along with what they are interested in.
This could be cars, numbers and letters, or bubbles. Research has demonstrated that when we use preferred toys and activities, a child is more likely to communicate, whether that be with PECS, sign language, or vocalizations. Following your child’s lead also means that if they move on to a different toy or activity, you go with them!
Below are some tips and tricks for using this strategy during play activities at home:
1. Narrate your child’s actions.
One way to provide language models is to narrate everything that your child is doing when they are engaging with their favorite toy or activity. This lets your child know that you are interested in what they are doing. It is also a great way to provide continuous language input.
2. Get face to face.
If your child is playing on the floor, get down there with them! Sit across from them so they can see your face as you engage with them in their preferred activity. This way you can model gestures and facial expressions in addition to verbal language.
3. Copy them.
Another way you can engage with your child during play is to copy whatever they are doing with a toy. If they are pushing cars off the table, you push them off too with sound effects! If your child is popping bubbles, you pop them too while saying “pop!”. This is also a great opportunity to attempt taking turns.
4. Provide prompts.
If your child is playing with their favorite toy or engaged in an activity they enjoy, they may be more likely to communicate with you. Provide prompts for them to communicate as much as possible, while still keeping it fun. This could look like saying “ready, set…” and then waiting a few seconds to see if your child will say “go!”.
Bloom Behavioral Solutions in autism treatment, crisis management, communicative disorders, and feeding/eating intervention. For information on our treatment services, please feel free to contact us.
By: Lauren Billingsley, M.A., CCC-SLP
Gross motor skills are a vital part of a child’s development, as the rule of thumb states “gross motor before fine motor”. Nurturing the need for gross motor activities help our kids feel confident in their bodies and whole body movement activities.
What are gross motor skills?
Activities involving the whole body or our larger muscle groups provide confidence during physical activity and help build a foundation for more refined skills such as fine motor throughout development. Encouraging these larger movement patterns promote success and enrich activities in school, home, and on the playground.
Gross motor or whole body movement patterns involve our large muscle groups of the trunk, arms and legs and assist us in everyday activities such as eating breakfast, showering, or tying your shoes. These larger muscle groups must work together with our brain to promote functional movement, balance, coordination, body awareness and strength just to name a few.
Activities to help develop gross motor skills.
Now that we’ve broken down the definition of gross motor or whole body movement patterns and how the larger muscle groups help us make smaller movement, it’s time to talk about activities that promote these movements. Rain or shine, these muscle groups can be enriched inside or outside with endless possibilities and a little imagination.
Activities that promote gross motor development include but are not limited to:
- Crawling
- Jumping
- Climbing
- Dancing
- Playing hopscotch
- Building obstacle courses
- Swimming
- Martial arts
- Riding bikes
- Yoga
- Playing twister
- Balloon volleyball
- Bean bag toss
- Pushing or pulling a wagon or laundry basket
These are just some ways to activate our larger muscle groups and provide confidence in movement.
Bloom Behavioral Solutions in autism treatment, crisis management, communicative disorders, and feeding/eating intervention. For information on our treatment services, please feel free to contact us.
By: Natalie McHale, A.S., COTA
Modeling language is one strategy you can use at home to help your child learn and acquire expressive language. Modeling is saying or doing what you would like your child to do in a certain communicative or play situation.
When providing verbal models for your child, avoid using words like “say” and utilize more naturalistic models of the words you want to hear. Below are some different ideas for how you can incorporate modeling into activities at home.
Model names and actions during play.
During play, you can model the names and actions your child is doing. For example, when playing with bubbles you can say “blow” when blowing bubbles and “pop” and “wow” when the bubbles are in the air. You can also model “bubble” as a one-word request for your child. Model car noises such as “vroom” and “beep beep” when playing with cars and various animal noises when playing with a farm set.
Model asking for help.
You can also model appropriately making requests for assistance. If your child needs help opening a toy or accessing something, you can model the word “open” or “open please”. If they need help with a task such as opening a door that’s stuck or reaching something too high, you can model words like “help”.
Model gestures.
Modeling gestures is another way you can provide communicative examples for your child. During play activities you can model clapping your hands when you are excited or during the song “when you’re happy and you know it”. Modeling hand motions during “itsy bitsy spider” and “wheels on the bus” is another great way to gain your child’s attention during the songs. In order to gain their attention, you can model pointing to objects in your environment that you want to share with your child to get their attention.
By: Lauren Billingsley, M.A., CCC-SLP
As a child, Ms. Genevieve loved Just so Stories” by Rudyard Kipling. The stories are allegories for how things are formed like the alphabet, or how a leopard gets its spots.
Since becoming a mother, Ms. Genevieve’s new favorite, and one she hopes to pass down through her own family, is You Belong Here by M.H. Clark. The book talks about how the stars belong in the sky, and the whales belong in the sea. The illustrations are great as it gives parents a chance to teach not only to identify items (receptive language skills) and beings in nature, but also prepositions (e.g. the stars are above the sea). The ending talks about how a child belongs with their family, something that hits the heart of any parent and child; along with sweet illustrations to foster the familial bond.
