Quickstepz Paediatric Therapy is a Sydney-based early intervention service that provides children presenting with developmental difficulties such as Autism Spectrum Disorders with a comprehensive intervention program tailored to meet their individual treatment needs.
We specialize in working with children presenting with complex developmental issues. Our approach to children and families is based on the Developmental, Individual-Difference, Relationship-Based (DIR) / Floortime Model™ developed by Dr. Stanley Greenspan & Serena Wieder, Ph.D.
Our Director, Kate Boyce B.App.Sci (Occupational Therapy) Honours (Class 1) has attended courses and training in the practice of the DIR Model™ with the Interdisciplinary Council on Developmental and Learning Disorders in the USA. She is in the final stage of completing her 3 year certificate training with ICDL. As an Occupational Therapist, she has worked extensively with children presenting with a range of developmental issues, and their families. Kate specializes in helping children diagnosed with Autism Spectrum Disorder and related disorders. She is also trained in various other programs and therapy approaches including Therapeutic Listening® and Sensory Integration.
Our service is designed with the flexibility to provide families with a treatment program that can function as the child's primary or supplemental intervention program. We work closely with parents, therapists and teachers to ensure that the child’s needs are being met at home, school and in the community.
Quickstepz provides assessment, intervention, and consultation for families of children with a range of risk factors or special needs conditions. We see children with a variety of conditions including:
• Autistic Spectrum Disorder
• Pervasive Developmental Disorder
• Asperger’s Disorder
• Mild-Severe developmental delays
• Regulatory disorders
• Speech & Language Disorders
Many children begin intervention soon after their parents or the Paediatrician first identify issues with their development, hence, many of our children begin therapy as toddlers/preschoolers (2 - 4 years old). Parents are seen as an integral part of therapy and are taught how to most effectively interact with their toddler to assist their child to climb the developmental ladder. Parents learn strategies to ‘woo’ the child into an interaction and to keep the child’s attention. They learn to recognise the signs when the child is becoming overwhelmed or over stimulated and how to balance this. They learn how to engage their child in a ‘dance’ of social interaction. Parents learn how to ‘read’ their child and recognise when and how to use sensory strategies to calm their child or to help their child sustain the engagement. Through treatment, the children characteristically become more interactive with others, show an increase in their ability to demonstrate their intentionality and personality, show a decrease in quick frustration and explosiveness, become more spontaneous and naturally start to use their language to communicate.
Older children may present with a range of issues such as difficulties with attention/concentration, sensory sensitivities, poor organizational skills, social/peer interaction, regulation of behaviour and emotional responses, poor fine and gross motor skills. Our approach for treatment is to assess their overall development to define underlying areas of development that have hindered the higher developmental processes. Apart from making gains in the development of their motor skills, we find that these children develop a stronger basis for learning in general, are more organised and efficient, and more successful in their interactions with their peers. These children may become familiar with what we call The Alert Program (Williams & Shellenberger, 1996) and learn to identify when their body (what the children know as their “engine level”) is running ‘too high’, ‘just right’ or ‘too low’. As the children become aware of their “engine level” and learn strategies to help them return to ‘just right’, they begin to learn how to self regulate, calm themselves when needed and focus their attention when distracted.
Many of our older children also benefit from participating in The Therapeutic Listening® Program. This program is tailored to meet the child’s individual profile and needs. Therapeutic Listening® is a home based program that is monitored by your child’s therapist. [More info @ Therapy Tools].
Many children, especially children attending school or getting ready to begin school, benefit from Floortime group sessions. In these sessions two children are paired together for joint sessions with the therapist. The goal is for the children to learn to develop healthy relationships with peers in a natural and spontaneous way, rather than learning specific ‘rules’ about what to do in social situations. There is an emphasis on the children being able to regulate and calm themselves when in the presence of a peer/friend.
Autism & Your Child blogspot
Autism is a complex developmental disorder that typically appears during the first three years of life and is the result of a neurological disorder that affects the normal functioning of the brain, impacting development in the areas of social interaction and communication skills. Both children and adults with autism typically show difficulties in verbal and non-verbal communication, social interactions, and play activities.
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