Developmental Pathways for Kids is a
partnership of professionals committed to
optimal developmental, social and
emotional outcomes for atypically
developing infants and children and their families.

Here's How It Works

The information received
through all of our senses, including touch, movement, muscles and vision, must be properly interpreted and processed by the brain in order for neurological development to proceed in a normal matter.  When the brain does not receive the sensory information correctly, or shuts out completely, the child's ability to develop gross and fine motor skills, to be successful academically, and to develop social skills are compromised.

These children exhibit a combination of behaviors that frequently indicate that their neurological foundation is not sufficient for them to be successful in the fulfillment of their various roles as a child, sibling, peer and student-yet they may "look" normal.

Developmental Pathways for Kids provides therapy services to develop or enhance the processing of sensory information so that a stronger neurological foundation is available to the child for the development or refinement of gross and fine motor skills, cognition and academic learning, and social interactions.

   We believe that every
      child has potential.

Our goal is to give the children that we treat the chance to fulfill their greatest potential .
Comprehensive evaluation based on standardized testing, norm referenced assessments and clinical observation.
Individual treatment sessions
Small group programs - Integrated Play Groups©
School site consultation
Parent conferences
Consultation and referral to multidisciplinary professionals available on site as needed

 

Educators Checklist
At Developmental Pathways for Kids
 we provide occupational therapy and physical therapy services for children.

Occupational Therapy Referral:

      Physical Stability:

  • Poor desk posture
  • Trouble keeping head upright
  • Lacks strength/endurance to keep up with peers

    Sensory processing,
    Registration and Organization:

  • Poor attention to tasks
  • Withdraws from touch
  • Trouble keeping hands to himself
  • Loses balance during activities

     Organization of Behavior:

  • Irrupted by touch
  • overly fearful when climbing on playground equipment
  • Unable to manage belongings or class materials
  • Difficulty transitioning, changing routines, sequencing directions

      Fine Motor and Visual Perception:

  • Poor prewriting skills (difficult with tools handling, tracing, copying, cutting)
  • Poor writing skills

      Social Play:

  • Easily frustrated
  • Has difficulty interacting with peers
  • Does not engage in activities or play during unstructured time

      Self-Help:

  • Needs assistance with self-help and daily school activities (eating, dressing, toileting)
    •

 Physical Therapy Referral:

     Motor Control and Coordination

  • Loses balance and falls frequently in class or playground
  • Walks on toes, flatfooted, toes in, toes out
  • Moves impulsively in the classroom
  • Moves sluggishly or awkwardly
  • Has difficulty using stairs, curbs, or uneven surfaces
  • Has difficulty running, hopping, jumping, skipping or galloping
  • Tends to use only one side of his body
  • Avoids playground activities and equipment
  • Tires easily, unable to keep pace with throughout school day

     Posture and Balance:

  • Unable to maintain seated and standing positions when occupied with school activities
  • Poor positioning to use adaptive equipment

     Activities of Daily living
     Functional Mobility:

  • Unable to manage personal needs in the classroom, campus or community
  • Unable to successfully maneuver or change positions within school setting (on/off floor, in/out of chair, using assistive devices)
  • No independent means of mobility

      Environmental Adaptation and
      Assistive Devices:

  • Uses adaptive equipment (computer, walker, wheelchair, splint, non-oral communication device
    •

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