Testimonials
Sara
Sara was adopted by American parents from a Russian orphanage at the age of four and spoke no English when she began school at age five. Her pre-intervention status showed that she could only attend to tasks for five to ten minutes and had tactile hypersensitivity – she disliked hugs and was a picky eater, refusing certain textures and temperatures of foods. Sara had extreme difficulty calming herself for sleep, was easily frustrated and prone to tantrums, and struggled with transitions. She also had minimal eye contact with others and a high, shrill voice that she could not modulate.
After initial testing, Sara’s occupational therapist saw her every other week and started her on a
Therapeutic Listening program. The program was implemented by her parents two times per day and
seven days a week for seven months.
Sara’s parents and therapist observed many exciting changes over the course of her therapy, including
increased appetite and willingness to try new foods, increased tolerance for touch, increased eye contact,
increased attention to task, and increased ability to achieve a quiet-alert state. Sara spontaneously began to grade her voice and whisper, and even began hugging her grandmother. Everyone knew Sara’s listening skills had improved when she reported hearing a clock ticking and birds chirping for the first time. Sara’s handwriting also improved. Before listening she had difficulties with legibility, spacing, and spatial organization. In a post-Therapeutic Listening sample, Sara wrote all 26 letters without any omissions and with 100% legibility. Spacing between the letters was appropriate, and letter height and size were consistent between all letters. Smaller printing and the ability to write in a straight line revealed better spatial organization despite the lack of lines on a page to guide her. Through her drawings, Sara clearly showed that her world had come alive.
Gail Huecker, OTR
After initial testing, Sara’s occupational therapist saw her every other week and started her on a
Therapeutic Listening program. The program was implemented by her parents two times per day and
seven days a week for seven months.
Sara’s parents and therapist observed many exciting changes over the course of her therapy, including
increased appetite and willingness to try new foods, increased tolerance for touch, increased eye contact,
increased attention to task, and increased ability to achieve a quiet-alert state. Sara spontaneously began to grade her voice and whisper, and even began hugging her grandmother. Everyone knew Sara’s listening skills had improved when she reported hearing a clock ticking and birds chirping for the first time. Sara’s handwriting also improved. Before listening she had difficulties with legibility, spacing, and spatial organization. In a post-Therapeutic Listening sample, Sara wrote all 26 letters without any omissions and with 100% legibility. Spacing between the letters was appropriate, and letter height and size were consistent between all letters. Smaller printing and the ability to write in a straight line revealed better spatial organization despite the lack of lines on a page to guide her. Through her drawings, Sara clearly showed that her world had come alive.
Gail Huecker, OTR
Five year old who has difficulties with concentration and fine motor
A 5 year old boy was referred to occupational therapy for difficulties with concentration and fine motor skills. He lives with his mom, dad, and younger brother. At the first initial meeting, the occupational therapist found delays with fine and gross motor skills, low muscle tone (especially in core/trunk), sensory modulation difficulties, and poor vestibular (balance) and proprioception processing.
The therapist worked with this little boy for 12 weekly sessions. In these sessions they worked on his fine and gross motor skills, a sensory diet, and his posture. The therapist also set up a home program, so this little boy could work on reaching his goals at home. The therapist also set up a meeting with his teacher to be able to integrate sensory and other strategies to help during his class time.
After the 12 weekly sessions, this little boy showed improvement in his sensory problems. He also had a big improvement in his motor and gross motor skills. He shows increased functional improvement such as pencil and handwriting skills. He also improved his behavior in the classroom and at home. He also has better concentration during his classes.
Alice Zuber OTR
The therapist worked with this little boy for 12 weekly sessions. In these sessions they worked on his fine and gross motor skills, a sensory diet, and his posture. The therapist also set up a home program, so this little boy could work on reaching his goals at home. The therapist also set up a meeting with his teacher to be able to integrate sensory and other strategies to help during his class time.
After the 12 weekly sessions, this little boy showed improvement in his sensory problems. He also had a big improvement in his motor and gross motor skills. He shows increased functional improvement such as pencil and handwriting skills. He also improved his behavior in the classroom and at home. He also has better concentration during his classes.
Alice Zuber OTR
Ashley's reflection
"Starting my education in Head Start really benefitted me a lot. Being able to interact with other kids my age at school on a daily basisi advanced my growth and development. Now, while I was too young to remember all of the benefits of Head Start, my mom was there to remind me. She told me stories of when she would drop me off and I would turn around and head for my friends, the block or the house area. She also told me about when she would volunteer in class and I wouldn't sit next to her, instead choosing to sit with my friends. My mom, who happens to work for Head Start currently, said that is where I gained my independence. It made my transition to kindergarten and grades thereafter a lot easier.
In Head Start, a lot of exploring is done. Kids learn a lot about who they are and, most importantly, about other people and the "ways of the world". I feel that being exposed to field trips and things outside of my home life helped me want more. My mom and teachers always encouraged play which made me have a big imagination. The worst thing a parent can do is not let a child dream and imagine. It's becasue when that child gets older she or he will not think they are capable of achieving much of anything because they stopped dreaming and imagining as a child.
Dreaming and imagining have gotten me far so far. I just earned my Masters of Business Administration from Michigan State University this spring and will be headed to Texas for a new job in human resources this summer. I can honestly say that because of Head Start, the interactions with other kids, the encouragement of play and beginning the process of learning at an early age, I have never stopped dreaming and imagining and reaching my goals. If you can dream it, you can be it!
For more success stories visit http://www.cacsheadstart.org/Success-Stories
In Head Start, a lot of exploring is done. Kids learn a lot about who they are and, most importantly, about other people and the "ways of the world". I feel that being exposed to field trips and things outside of my home life helped me want more. My mom and teachers always encouraged play which made me have a big imagination. The worst thing a parent can do is not let a child dream and imagine. It's becasue when that child gets older she or he will not think they are capable of achieving much of anything because they stopped dreaming and imagining as a child.
Dreaming and imagining have gotten me far so far. I just earned my Masters of Business Administration from Michigan State University this spring and will be headed to Texas for a new job in human resources this summer. I can honestly say that because of Head Start, the interactions with other kids, the encouragement of play and beginning the process of learning at an early age, I have never stopped dreaming and imagining and reaching my goals. If you can dream it, you can be it!
For more success stories visit http://www.cacsheadstart.org/Success-Stories