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.

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.

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.   

Childhood Apraxia of Speech (CAS) is a motor speech disorder.  CAS is a relatively uncommon disorder (1-2 children per 1,000= 0.1-0.2%) and one of the lesser known disorders treated by Speech-Language Pathologists.  There are some identified causes of CAS (e.g., stroke, trauma, chromosomal abnormalities) but we are not truly sure of all of the causes. 

In a nutshell:
The child knows what he/she wants to say and the brain sends the message to the mouth (lips, jaw, and tongue) for appropriate placement to produce sounds, but the mouth doesn't cooperate.

TRUTH. Our words matter; chose them wisely. 

the Autism (aka ASD) is combined array (aka spectrum) of neurotypes. These neurotypes are natural variations. Autism itself does not require treatment, as it is not a sickness. But oftentimes Autistic individuals have co-occurring issues that decrease their ability to fully and effectively communicate their wants and needs or participate in acts of daily living. Autistics, just like neurotypicals, can range from non-speaking to speak eloquently and possess an extensive vocabulary. Knowing the characteristics of Autism  is the first step to early identification and self empowerment.  

Some characteristics of Autistic children are:

Halloween is a really fun time…for most kiddos. But for those having difficulty with communicating, trick-or-treating can be very difficult task and so stressful that some will exclude themselves from enjoying such an activity.  We truly believe that although we all may have differences these are simply that and we must find different ways to include all children that would like to participate.  One of our therapists came up with this simple craft you can do at home WITH your child to help give him/her a voice to be included in trick-or-treating. 

Did you know that Therapy Center of Buda offers Autism Testing?  Our Certified Autism Specialist and your pediatrician work together to collect all necessary data to identify if your child is on the Autism Spectrum. 

We will provide you a comprehensive report and explain the outcomes. If needed, our specialist will personally provide you with recommendations and access to local, state, and federal resources that may help your child. Call us today for more information!

What you should know:

1. We utilize the Autism Diagnostic Observation Schedule (ADOS-2) a well know diagnostic tool to identify Autism in children and adolescents.
2. Before we administer the ADOS we conduct a comprehensive speech-language evaluation.
3. Testing is conducted over 2 consecutive days.
4. Parents remain in the room and participate in data gathering!
5. We bill your insurance!
6. We test individuals 12 months to 21 years old.
7. Your pediatrician must support the testing (meaning if you are utilizing your insurance benefits they must send a prescription indicating ADOS testing is recommended).
8. Not only will you get a comprehensive report following your visit/s, but our specialist will personally provide you with recommendations and access to local, state, and federal resources that may help your child.

While playing with playdoh can give optimal time to address receptive language, expressive language, pragmatic language, sensory, fine motor, gross motor, and handwriting development not all kiddos are able to safely play with it. Sometimes kiddos eat the playdoh or they are gluten sensitivity.  Well, we have the solution! Follow the recipe below for some EDIBLE GLUTEN FREE PLAYDOH!

Edible Gluten Free Playdoh Recipe
Ingredients:
-Baby rice cereal
-Vegetable oil
-Cornstarch(or gluten-free cornflour if you are in the UK or Australia)
-Unsweetened Applesauce (you can substitute water if you don't have applesauce)
-Food coloring (optional)