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What is "affirming therapy?"

7/19/2024

 
Welcome to the Therapy Center of Buda, where our practice is rooted in affirming and inclusive therapy. Unlike many traditional speech and occupational therapy clinics, we are grounded in the neurodiversity movement and prioritize creating a supportive and positive environment for all our clients. Here are the key features that define our approach:

  • Neurodiversity Paradigm Aligned: We are staunch advocates of the Neurodiversity Paradigm, recognizing and endorsing the myriad ways in which brains naturally function within the human spectrum. Our practices repudiate Applied Behavior Analysis (ABA) and the behavioral modification approaches it entails. We offer a compassionate and respectful alternative that refuses to rely on coercion, behaviorism, or reward systems. Instead, we foster an understanding and supportive environment focused on intrinsic growth and personal well-being.
  • Neurotype Recognition & Community-Driven Support: In our dedication to embracing neurodiversity, we've developed specialized approaches for identifying and nurturing Autistic and Allistic individuals. We are acutely aware of the coping strategies, such as camouflaging (e.g. masking), Pathological Demand Avoidance (PDA), non-pathological demand avoidance, burnout, shutdown, and trauma unique to neurodivergence. Our evaluation process is intentionally designed to highlight strengths, fostering a profound sense of affirmation and pride. We celebrate traits of Autistic neurotypes, ensuring that our clients recognize and embrace their authentic selves without experiencing the shadow of deficit-focused narratives. This spirit of celebration is extended in our reports where we conscientiously use language that encourages pride and confidence, avoiding any implication of shame or apprehension.
  • Specialized in Neurodivergent and School-Based Trauma: Our therapists are not only trained to understand and address the wide range of traumatic experiences, but we possess a deep expertise in recognizing the manifestations of trauma that are specific to neurodivergent individuals. We are adept at identifying and supporting those who have endured school-based trauma, which can lead to profound challenges such as school refusal, shutdowns, and burnout. We are dedicated to nurturing an empathetic and therapeutic environment to help mitigate these traumatic experiences and promote healing and resilience.
  • Informed by Lived Experience: Our team isn't just versed in evidence-based practice; we actively follow and implement insights from researchers and specialists who themselves share the neurotypes they specialize in, offering us a profound level of understanding and connection. This lived-experience perspective is an invaluable asset to our practice. Moreover, our clinic takes pride in being locally owned and operated by an AuDHDer (Autistic and ADHDer), enriching our services with firsthand Autastic expertise.
  • Allied and Gender Identity Affirming: We stand as allies with the LGBTQIA+ community, ensuring access to supportive environments that affirm every individual's gender identity and sexual orientation. Recognizing the importance of a secure and welcoming space, we are dedicated to creating a sanctuary where the journey of self-identity is honored, ensuring members of the LGBTQIA+ community feel safe, seen, and fully supported here at Therapy Center of Buda.
  • BIPOC Embracing and Intersectionality Aware: Our commitment extends to affirming the identities and experiences of Black, Indigenous, and People of Color (BIPOC). We recognize the intersectionality of identity and the unique challenges that may arise at these crossroads. Every individual's diverse heritage is honored and respected in our therapy practices.
  • Grounded in Social Justice and Championing Autonomy: Our practice is deeply embedded in the pursuit of social justice, guided by unwavering commitments to equity, fairness, and respect for every individual. Central to our ethos is the value we place on personal autonomy; we staunchly oppose any form of coercion or manipulative tactics in therapy, instead embracing the principle that our clients are the most vital members of the therapeutic team. Their modes of communication—whether through spoken words, augmentative and alternative communication (AAC) systems, gestures, written methods, or any diverse forms of expression—are always honored and held in the highest esteem. We are not just facilitators but partners, upholding the right of every person to self-advocate and be active participants in their therapeutic journey.
 
  • Holistic Family-Centered Approach: We recognize that the path to wellness and understanding isn’t isolated to our client alone. Inherently, each client is a cherished member of a family network, and their experiences have a significant ripple effect on the family unit. We are keenly aware that neurodivergence is often a shared genetic journey, with various neurotypes enriching the family tapestry. When one member embarks on a therapeutic journey, it resonates throughout the family, from adjusting everyday dynamics to fostering deep empathy and appreciation for all neurotype presentations. Our therapy extends beyond the individual, providing the entire family with essential tools for reframing perspectives, unlearning ingrained misconceptions, and cultivating self-compassion. This comprehensive approach is crucial, as it ensures that every family member feels supported, validated, and prepared to thrive together in mutual understanding and respect.
  • Celebrates Neurodivergence: At Therapy Center of Buda, we recognize neurodivergence as a vital expression of the human experience, not a condition to be corrected. We uphold the autonomy of each individual, ensuring that their personal communication styles, from spoken words to AAC systems and beyond, are deeply respected. Our therapeutic space cherishes personal needs and emotions, offering freedom to stim, self-regulate, and move through the world in a way that feels natural and fulfilling. Here, we operate without the pressure of imposed norms, allowing every individual to thrive according to their neurobiological needs, free from mandates like forced eye contact or compliance. We are committed to honoring and embracing the unique paths of neurodivergent individuals with unwavering support and admiration.

Should I use exposure therapy to help children process sensory overwhelm?

3/4/2023

 
There are two contrasting views on the effectiveness of exposure to sensorially dysregulating stimuli in children: those who follow the behaviorist approach and those who support neurodiversity.

Behavioralists believe that exposing children to overwhelming stimuli repeatedly can help increase their tolerance and regulation around the trigger. However, this approach can actually be counterproductive and may teach children to suppress their emotions rather than regulate them. This is because the behaviorist approach focuses on changing behavior through conditioning, rather than addressing the underlying emotional and neurological factors that contribute to dysregulation.

On the other hand, neurodiversity-affirming supporters understand that exposure to overwhelming stimuli can cause actual harm to a child's developing brain and nervous system. They believe that every child's sensory experience is unique and that it is important to provide individualized support and guidance in regulating their emotions. Effective strategies include identifying and avoiding triggers whenever possible, providing calming activities and sensory experiences, and teaching specific coping skills for managing emotions.

Therefore, it is important to take an individualized approach to supporting children with sensory dysregulation. Exposing individuals to potentially harmful stimuli in an attempt to increase tolerance and the overt signs of dysregulation is invalidating to neurodivergent individuals. Learning sensory triggers, dysregulating stimuli, and regulating stimuli is the foundational work that when combined with a support personnel (e.g., parents, teachers, etc) providing support, co-regulation, and self-regulation is affirming of the individual’s neurotype. This approach will promote healthy brain development and long-term well-being.

Supporting research:
  1. Ben-Sasson, A., Hen, L., Fluss, R., Cermak, S. A., Engel-Yeger, B., & Gal, E. (2009). A meta-analysis of sensory modulation symptoms in individuals with autism spectrum disorders. Journal of Autism and Developmental Disorders, 39(1), 1-11.
  2. Green, S. A., & Ben-Sasson, A. (2010). Anxiety disorders and sensory over-responsivity in children with autism spectrum disorders: Is there a causal relationship? Journal of Autism and Developmental Disorders, 40(12), 1495-1504.
  3. Leekam, S. R., Nieto, C., Libby, S. J., Wing, L., & Gould, J. (2007). Describing the sensory abnormalities of children and adults with autism. Journal of Autism and Developmental Disorders, 37(5), 894-910.
  4. Dunn, W. (2001). The sensations of everyday life: empirical, theoretical, and pragmatic considerations. American Journal of Occupational Therapy, 55(6), 608-620.
  5. Case-Smith, J., & Arbesman, M. (2008). Evidence-based review of interventions for autism used in or of relevance to occupational therapy. American Journal of Occupational Therapy, 62(4), 416-429.
  6. Baranek, G. T. (2002). Efficacy of sensory and motor interventions for children with autism. Journal of Autism and Developmental Disorders, 32(5), 397-422.
  7. Lane, S. J., Reynolds, S., & Thacker, L. (2010). Sensory over-responsivity and anxiety in typical children and children with autism and attention deficit hyperactivity disorder: Cause or coexistence? American Journal of Occupational Therapy, 64(3), 453-464.
  8. Engel-Yeger, B., & Dunn, W. (2011). The relationship between sensory processing difficulties and anxiety level of healthy adults. British Journal of Occupational Therapy, 74(5), 210-216.
  9. Jones, S. M., & Miller, G. E. (2013). The psychological costs of exposure to uncontrollable stressors in children and adolescents. Child Development Perspectives, 7(1), 29-34.
  10. Glover, V. (2011). Annual research review: Prenatal stress and the origins of psychopathology: An evolutionary perspective. Journal of Child Psychology and Psychiatry, 52(4), 356-367.
  11. Schore, A. N. (2001). Effects of a secure attachment relationship on right brain development, affect regulation, and infant mental health. Infant Mental Health Journal, 22(1-2), 7-66.
  12. Schore, A. N. (2003). Affect dysregulation and disorders of the self. New York: W. W. Norton & Company.
  13. Perry, B. D. (2001). The neurodevelopmental impact of violence in childhood. In C. R. Figley (Ed.), Trauma and its wake (pp. 103-128). New York: Brunner-Routledge.
  1. Hahn, E. J. (2011). Risk of harm to children who experience developmental trauma: Potential impact on their life span. Journal of Evidence-Informed Social Work, 8(4), 420-429.
  2. Siegel, D. J., & Bryson, T. P. (2012). The whole-brain child: 12 revolutionary strategies to nurture your child's developing mind. New York: Delacorte Press.
  3. Van der Kolk, B. A. (2014). The body keeps the score: Brain, mind, and body in the healing of trauma. New York: Penguin Books.
  4. Mullen, E. M., & Gorman-Smith, D. (1998). Parenting in community context: The role of social support, social capital, and parenting efficacy. Family Relations, 47(4), 323-332.
  5. Sajed, S., & Lee, H. (2018). Exposure therapy for posttraumatic stress disorder: An overview of evidence-based treatment. Korean Journal of Family Medicine, 39(4), 191-199.
  6. DeKlyen, M., & Greenberg, M. T. (2008). Attachment and psychopathology in childhood. In J. Cassidy & P. R. Shaver (Eds.), Handbook of attachment: Theory, research, and clinical applications (2nd ed., pp. 637-665). New York: Guilford Press.
  7. Fosha, D. (2000). The transforming power of affect: A model for accelerated change. New York: Basic Books.
  8. Porges, S. W. (2011). The polyvagal theory: Neurophysiological foundations of emotions, attachment, communication, and self-regulation. New York: W. W. Norton & Company.
  9. Siegel, D. J. (1999). The developing mind: Toward a neurobiology of interpersonal experience. New York: Guilford Press.
  10. Fonagy, P., Steele, M., & Steele, H. (1991). Intergenerational patterns of attachment: Maternal representations during pregnancy and subsequent infant-mother attachments. Child Development, 62(4), 891-905.
  11. Gunnar, M. R., & Donzella, B. (2002). Social regulation of the cortisol levels in early human development. Psychoneuroendocrinology, 27(1-2), 199-220.

Dyslexia

9/22/2020

 

What is Dyslexia?

The broad definition: Any student who is below grade level in reading and has had sufficient reading instruction. There are disagreements over how far below grade level learners need to be.
The specific definition:
Students struggling with reading and writing; often these students have a profile that includes:struggles with phonemic awareness, rapid naming, spelling, decoding, encoding, and fluency despite having typical intelligence.

Dyslexia is...

  • A language based problem
  • A phonological processing disorder
  • Neurobiological in origin, present from birth, experienced for life
  • A spectrum disorder that can range from an annoyance to a severe limitation
  • More common than any other learning disability
  • Responsive to expert, informed instruction (Moats, 2008)Weakness in word reading, phonemic decoding, and spelling
  • Surprising because weakness exists in the presence of normal intelligence
  • Present in adults who have poor spelling, are slow readers, and have difficulty with novel and complex phonological forms

Dyslexia is not...

  • Characterized or diagnosed by seeing letters backwards (reversals are normal developmental patterns through second grade)
  • Indicative of "gifted" status
  • A disorder that cannot be diagnosed until third grade
  • A visual problem
  • Responsive to colored lenses and/or eye tracking exercises

What are the CORE characteristics of Dyslexia?

Learners with dyslexia will exhibit some of the following components:
  • Poor short term phonological memory
  • Poor auditory working memory
  • Poor sound-letter correspondence
  • Difficulty with repeating longer words, phrases, sentences
  • Difficulty with non-word repetition tasks
  • A history of being below grade level in reading
  • Low vocabulary (as student switch from learning to read to reading to learn, they will not have asmuch exposure to vocabulary)

Can speech therapy help identify and treat Dyslexia?

YES!  Dyslexia is a language based disorder and absolutely can and should be diagnosed and treated by a speech-language pathologist. 
Original Source: https://www.slphappyhour.com/

Research Sources:
Cabbage, Kathryn L, et al. “Exploring the Overlap Between Dyslexia and Speech Sound Production
Deficits.” Language, Speech, and Hearing Services in Schools, U.S. National Library of Medicine, 24 Oct. 2018,https://www.ncbi.nlm.nih.gov/pubmed/30458539.

Adlof, Suzanne M., et al. “Understanding Dyslexia in the Context of Developmental Language
Disorders.” ASHA Wire, https://pubs.asha.org/doi/10.1044/2018_LSHSS-DYSLC-18-0049.

Otaiba, Stephanie Al, et al. "Elementary Grade Intervention Approaches to Treat Specific Learning Disabilities,
Including Dyslexia." Language, Speech, and Hearing Services in Schools, U.S. National Library of Medicine, 24Oct 2018, https://pubs.asha.org/doi/10.1044/2018_LSHSS-DYSLC-18-0022

Farquharson, Kelly. "Why Speech Sounds Matter for Literacy." SLP Summit,7 January 2020,

CLOSED again; it's the right thing to do

6/25/2020

 
**ANNOUNCEMENT**
If you have been contacted about resuming in-clinic sessions please know that we will be reaching out to you asap to discuss #telehealth options. Please know we are working as quickly and efficiently as possible to reach out to families. The health of all of our families and staff remain our top priority. We do urge our families that have been resistant to telehealth options to reconsider. #tcobuda #hayscounty #budatx #kyletx #covidsurge #Can2020BeCancelled #2020apocolypse #cantstopwontstop
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TCOB Phased Re-Entry to Clinic

6/1/2020

 
Dear families –

TCOB wants to share some important updates regarding the clinic’s phased re-entry over the next 7-8 weeks. We will be contacting all our families individually to discuss scheduling options in the coming weeks. We want to reiterate TCOB continues to take COVID-19 seriously and the health of our families and staff.

As many of you are aware, TCOB launched telehealth services shortly after publicly closing in March. For those families who feel they benefit from telehealth, we want to reassure you we will continue to offer these services to families for the foreseeable future and we highly encourage you to minimize exposure and take advantage of this service as long as possible.

We recognize not all families benefit from telehealth, and we hope to welcome you back safely to the clinic with necessary precautions in place for the entire wellbeing of our families and staff. I wanted to share changes we will make to the visits and what you can expect when you return to in-person visits.

Read More

Promoting Positive Mental Health through Mindfulness Strategies

5/19/2020

 

Written By: Emily Swogger, OTR, M.S.

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Mindfulness refers to paying attention to the present moment while still calmly acknowledging and accepting one's feelings, thoughts, and bodily sensations.  Because mindfulness requires you to quiet your mind it can be difficult for children and for adults. The practice is so vitally important because it is through mindfulness that you really get to know your own body and emotions.  By simply ignoring these emotions you end up storing them inside but they find a way to make it to the surface anyways through your body. Your body reacts to the stress by causing stomach aches, headaches, and tension in the muscles in your body. Being stuck in your own thoughts prevents you from noticing the joy in every day moments. It can leave you dwelling in the past or worrying about the future. By practicing daily mindfulness it can help you live more in the present which can help reduce stress, anxiety, and depression. I can also help in your social life as well making you more emotionally resilient. Research has confirmed that for children, mindfulness can:
  • Mitigate the effects of bullying (Zhou, Liu, Niu, Sun, & Fan, 2016);
  • Enhance focus in children with ADHD (Zhang et al., 2016);
  • Reduce attention problems (Crescentini, Capurso, Furlan, & Fabbro, 2016);
  • Improve mental health and wellbeing;
  • Improve social skills when well taught and practiced with children and adolescents.


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Stuttering

5/15/2020

 
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The following content was originally published by: The American Speech-Language Hearing Association (ASHA).
https://www.asha.org/stuttering/

This week is National Stuttering Awareness Week! Did you know that stuttering usually starts between 2 and 6 years of age? Many children go through normal periods of disfluency lasting less than 6 months. Stuttering that lasts longer may need treatment.

Talking to people can be hard if you stutter. You may get stuck on certain words or sounds. You may feel tense or uncomfortable. You might change words to avoid stuttering. Speech-language pathologists, or SLPs, can help.


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Explaining wearing masks to the kids

4/24/2020

 
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It seems like we have a new reality for the foreseeable future. One of these realities is wearing face coverings (masks) to protect ourselves and those around us while outside our homes. 

It is important to recognize that Autistics, those with sensory processing disorder, and other neuodiverse people may have a difficult time wearing masks for a variety of reasons. It is important that we avoid extreme dysregulation/ melt downs as they pertain to wearing masks.  When meltdowns happen as a result of mask wearing it is alright to focus on the other avoidance techniques of social distancing and avoiding public places/ gatherings.  Don't force mask wearing if that mean a melt down will happen, remember that we want to honor the communication from our littles even if the message is something we don't want to receive.


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Teletherapy FAQs

4/17/2020

 
On March 18, 2020 Therapy Center of Buda made the difficult, yet necessary decision to close to the public to ensure we do our part to keep our community safe and avoid the spread of COVID-19 (i.e., Coronavirus).  At the time we closed teletherapy was not an approved by the Texas Department of Licensing (TDLR) for speech-language pathologists and assistants. Nor was it reimbursable by Texas Medicaid (and MCOs) or private insurance policies. We relentlessly engaged with Governor Abbott, TDLR and Gov. Abbott in order to obtain approvals and coverage for our families and other Texan children.  After a tireless fight, we obtained approval from TDLR and The Governor to allow our therapists to provide our services via teletherapy during the COVID-19 pandemic.   We also have obtained approval from all forms of Medicaid and private insurance companies (with the exception of a few self-funded plans).  Many of the private insurance companies have also agreed to waive patient portion of teletherapy visits. This was wonderful news for our families and other Texan children that required speech-language and occupational therapies.

You may be wondering…What IS teletherapy? How is it different than the therapy we already get? Is it “right” for my child?  Let’s explore these questions together:

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COVID-19 closure and teletherapy options at TCOB

3/31/2020

 
TCOB families:
Due to the apparent longevity of our quarantine, we have been working around the clock to get teletherapy up and running and approved by your insurance companies. Below you will find a consent for treatment via teletherapy (PDF).  We will need one of these completed for each patient being treated by our clinicians. I will be emailing families over the next couple of days, but if you want to preemptively complete the document (with signature) and email to us here.

It is important for us to note:

We have the Occupational Therapy department ready to treat starting next week via teletherapy (We will confirm appointments via text).

Speech-language department is a bit tricky at the moment because we are waiting on Governor Abbott to sign an executive order allowing the speech-language pathology assistants we all know and love (Katherine, Katie, Haylee, and Ashley) to be able to provide services via teletherapy with Amy's supervision and guidance.  So, until we get this executive order or until we are able to find another solution our hands are tied on speech-language therapy.  However, we are still preparing as though he will sign this executive order.  If you have connections to Governor Abbott feel free to advocate on our behalf.

Please remain safe and quarantined.

Kindest Regards,
Your TCOB Family

treatment_consent_teletherapy.pdf
File Size: 135 kb
File Type: pdf
Download File

March 21st, 2020

3/21/2020

 
Here is an amazing resource for you! Click below to download and print this social story on the Coronavirus and about the need to quarantine. If you are having trouble explaining school closures, safety precautions, or the need to quarantine to someone you love, this is perfect!
Coronavirus Social Story
File Size: 926 kb
File Type: pdf
Download File

2019 Boo-da Photo Slideshow

10/28/2019

 
Thank you everyone that came to see us at Boo-da this year! We had a blast!

Tips for a smooth summer with your kiddos!

6/4/2019

 
It seems like our kids can’t wait for the summer break from school.  I remember the excitement of NO SCHOOL! No waking up crazy early! No responsibilities!! Woo hoo!  Well, now I am an adult and the summer is just another season that passes.  When kiddos have a break from school it can be fun for them; but, challenging for caretakers.   Here are some tips to keep your summer (and your kiddos) happy and tears at a minimum.

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8 Reasons to choose TCOB

5/9/2019

 
From time to time I meet people and they ask me HOW we are different than other clinics, well here are 8 of the things I explain to them.  In all honesty, it was difficult for me to narrow it down to 8.  I feel deep in my heart that we ARE different because we really do see TCOB as a family and we love each and every family that chooses TCOB.

1. We embrace neurodiversity

At TCOB we embrace the diversity of the families we serve. We respect that all individuals are that, individuals. At our premise we want our families to feel accepted, loved, supported, celebrated, and free to communicate their thoughts and needs in the manner that works best for them. We honor communication in all forms.

2. Family Involvement

Family involvement is strongly encouraged and carry-over activities are provided on a regular basis to support generalization of therapeutic progress which accelerates mastery of skills.

3. Differential Diagnosis

Evaluations are not time based.  They are conducted face-to-face and our clinicians employ a variety of standardized, non-standardized, and criterion referenced protocols to provide differential diagnosis.  Caregivers remain with their children during evaluations to ensure a team approach.

4. ADOS-2 Testing

Our Certified Autism Specialist and lead SLP is formally trained to administer The Autism Diagnostic Observation Schedule- 2 (ADOS-2) testing for identification (or the ruling out) of Autism Spectrum Disorder. Data, diagnosis recommendation/s, and comprehensive recommendations are discussed with the family by the evaluating clinician and provided in a narrative report.

5. Certified Autism Specialist

Therapy Center of Buda is proud to have an in-house Certified Autism Specialist, who consults with any family requesting assistance and offers parent education and access to community resources with support.



6. Collaboration

We welcome collaboration with all caretakers, educators, physicians, and specialists in order to maximize therapeutic progress and increase our families overall quality of life.

7. In and outdoor sensory gyms

We are the first facility of our kind, utilizing the traditional indoor sensory gym AND a 3,000 sq ft outdoor sensory gym. Our outdoor gym is a full sensory immersion experience that cannot be replicated in a traditional indoor sensory gym.

8. Superior Mandate Exemption

COFK (in coordination with Superior Healthplan) has agreed TCOB is a specialty facility. Receiving this designation will exempt our facility from the Superior/COFK mandate that was implemented March 1, 2018. Individuals can still obtain their evaluations and care through TCOB directly (without going through COFK).

But First, Play… The Importance of Daily Unstructured Play Opportunities in Childhood

4/5/2019

 
Written by: Emily Swogger, OTR, MS
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At Therapy Center of Buda we feel strongly about outdoor free play and providing our kiddos with a safe outdoor play space. Why are we so passionate about play? Because a child’s main occupation is to play. Play is how they learn new information in the most efficient manner. Yet in a world where children can spend up to 1200 per year on average in front of a screen, play time is rapidly being replaced with screen time. Time spent outside for children, research has shown, can be as little as 7 minutes per day!  Time spent in play in general can be as low as 30 minutes per day. Play-based activities are being decreased for a variety of reasons. On the early education front, a societal emphasis on increasing test scores or meeting Common Core requirements has shifted the focus of early learning and preschool from social emotional skills to building math and reading skills. After-school the amount of play time is decreased due to lack of time to engage in play between longer work hours and the nightly routines of dinner, homework, and bath time. For some, lack of a safe place to play in neighborhood playgrounds and parks is also contributing factor to a decrease in outside play time.  

So, why is the loss of unstructured play so important?


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Embracing neurodiversity.

3/11/2019

 
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Diversity.  We all know the obvious forms of diversity; race, nationality, gender, socioeconomic status, general background, etc. But, lately I find myself discussing a lesser known type of diversity; neurodiversity.  Neurodiversity is the concept that neurological differences (e.g., Dyspraxia, Dyslexia, Attention Deficit Hyperactivity Disorder, Dyscalculia, Autistic Spectrum Disorders, etc.) are respected as any other human variation.  Therapy Center of Buda has always embraced diversity and we celebrate the diversity of our families.  We don’t believe in “cures” and we don’t want neurodivergent people to look neutrotypical.  In fact, suppressing the communicative efforts, including stims and non-spoken forms of communication have long been proven to be counterproductive to overall communicative and daily living success.  Rather, listening to each individual and their wants, desires, requests, and rejections is a way to honor their communication styles.   


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CHECK IT OUT!!!

1/26/2019

 
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Thank you.

12/15/2018

 
Therapy Center of Buda started out as just a shared dream between a mother and daughter to help others; with compassion and respect. We supplied the shell of TCOB, but you all filled it with us. Together we filled it with love, understanding, compassion, support, acceptance, hard work, knowledge, tears, hugs, and empowering each other. Today we are honored and humble to celebrate 9 years of TCOB. Thank you for being a part of our journey and allowing us to be a part of yours. We are so excited to see what the future holds as we are always evolving and becoming a better version of TCOB with the support of our community. Stay tuned...we have so many more years ahead of us!

Much Love,
​Amy and Deborah

SENSORY HALLOWEEN SCAVENGER HUNT

10/30/2018

 
BY LAUREN DROBNJAK

This Sensory Halloween Scavenger Hunt is the perfect way to keep kids calm if they’re nervous or overwhelmed by Trick or Treating.

For some kids, Halloween is the best holiday of the year — candy, anyone? For others, it’s a night of complete sensory overload. From itchy costumes to strange new sounds, this spooky October evening can be a nightmare for kids with sensory processing concerns or even for kids who just get overwhelmed easily.

We thought it would be fun to take our popular Sensory Motor Scavenger Hunt and twist it up…Halloween style!
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Whether your kiddo just needs a little distraction from the scary chainsaw house in the cul-de-sac or she needs a way to take it all in from a distance, we think this Halloween scavenger hunt will fit the bill.


Original source: https://theinspiredtreehouse.com/sensory-halloween-scavenger-hunt/

Fortnite and Kids With ADHD or Social Skills Issues: 7 things I tell parents

9/27/2018

 
Expert Corner blog post by Mark J. Griffin, Ph.D. 
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I played the video game Fortnite the other day with my teen grandson. As an educator, I’ve worked with thousands of kids with ADHD, social skills issues and similar challenges. And I wanted to know more about how Fortnite might affect them.

Fortnite is an online, multiplayer shooter video game. It’s free and can be played on a computer, on a gaming system like the Xbox, or on a mobile device. The most popular game mode is Battle Royale, where 100 players drop onto an island, try to find construction materials and weapons, and fight each other to be the last person (or team of people) standing. Players can talk to one another, and each game lasts 20 minutes. To get a sense of what it’s like, imagine an arcade version of the film The Hunger Games.

Fortnite has taken the world by storm. An estimated 50 million people play. There are news reports of kids playing at all hours of the day, late at night, and even under their desks at school. And many experts have weighed in on whether the game is good for kids.


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    Amy Grant is a licensed Speech-Language Pathologist, Certified Autism Specialist and Clinic Director of Therapy Center of Buda.

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WHAT OUR PARENTS SAY 

I am so happy with the care my daughter gets here. Everyone is helpful and patient. Amy took extra time 
with me and my wife to explain exactly what was happening with my daughter and explain how therapy was going to help. I love that she involves us in the sessions and we have seen major improvements. I would recommend this clinic to anyone!
-Paul S.
I can't say enough about how much my son has progressed and continues to progress in their care. The love and compassion, professional atmosphere, and top notch therapists make this place the best in central Texas. We are forever grateful to Amy Grant, Miss Angeli, Suzie and Brandi.


- Amy P.
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