Specialized Programs
tuLIPS Speech Therapy
Specialized Programs at tuLIPS
Social Skills groups
Social skills are a foundational part of human interaction. For some it comes easy while others may have a difficult time building and maintaining relationships, expressing their emotions, playing with others or making conversation with peers.
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Early Intervention groups
These groups are for ages birth to three. Each group consists of no more than three children to one therapist. Group activities are designed to follow the same developmentally appropriate routines as general early childhood settings
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Feeding Therapy
Feeding therapy is more than just “teaching a child to eat.” Therapists work closely with patients and their families to determine the source of the child’s difficulties and develop very specific therapies to make the entire process of eating easier and more enjoyable.
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Social Skills groups
Social skills are a foundational part of human interaction. For some it comes easy while others may have a difficult time building and maintaining relationships, expressing their emotions, playing with others or making conversation with peers.
An important part of a good foundation for human interaction is to have social skills. Social skills come naturally to some while others have to work hard to cultivate and preserve relationships, manifest their emotions, enjoy play-time with others, and establishing conversations with peers.
tuLIPS matches offer a truly personalized experience by meeting the child or teen one on one, getting to know them, and then deciding what group is the best match based on development and needs. During the first meeting, we will evaluate the child’s or teen’s needs and truly understand the areas that need improvement. We will then match him or her with a group based on their age in terms of socialization, development, and chronology. tuLIPS matches each child or teen with an appropriate group by first meeting with them one and one. During this meeting we will informally assess their needs and gain an understanding of areas of improvement. We then create a group based on their social, developmental and chronological age.
Each session teaches social skills and then applies them in a fun game or activity so they can learn to generalize the skills they are learning into everyday activities.
Social Skills groups are designed for students who demonstrate difficulty with any of the following:
At each session, the child or teen will learn a set of social skills. Then, he or she will have the opportunity to apply the recently learned social skills during a game or activity. This will allow the teen or child to learn to generalize the skills and apply them to everyday activities.
An important part of a good foundation for human interaction is to have social skills. Social skills come naturally to some while others have to work hard to cultivate and preserve relationships, manifest their emotions, enjoy play-time with others, and establishing conversations with peers.
tuLIPS matches offer a truly personalized experience by meeting the child or teen one on one, getting to know them, and then deciding what group is the best match based on development and needs. During the first meeting, we will evaluate the child’s or teen’s needs and truly understand the areas that need improvement. We will then match him or her with a group based on their age in terms of socialization, development, and chronology. tuLIPS matches each child or teen with an appropriate group by first meeting with them one and one. During this meeting we will informally assess their needs and gain an understanding of areas of improvement. We then create a group based on their social, developmental and chronological age.
Each session teaches social skills and then applies them in a fun game or activity so they can learn to generalize the skills they are learning into everyday activities.
Social Skills groups are designed for students who demonstrate difficulty with any of the following:
- Trouble with peer interaction
- Shy or awkward
- Reduced eye contact
- Flat affect
- Want to “run the show”
- Poor turn taking
- Delayed response
- Understanding social cues
- Impulsivity
At each session, the child or teen will learn a set of social skills. Then, he or she will have the opportunity to apply the recently learned social skills during a game or activity. This will allow the teen or child to learn to generalize the skills and apply them to everyday activities.
Early Intervention groups
These groups are for ages birth to three. Each group consists of no more than three children to one therapist. Group activities are designed to follow the same developmentally appropriate routines as general early childhood settings (e.g. circle time, snack, free play, motor activities, art, etc.). Each class has a routine so that your little one will come knowing what to expect each week. New themes and topics are introduced to keep the lessons fun and exciting. Best of all, it is a fun time for your little one, with lots of opportunities for socialization in a structured environment!
Early intervention groups serve our youngest patients aged zero to three. For these groups, we maintain a ratio of three children to one therapist. This group therapy has the goal of introducing children to developmentally appropriate routines that coincide with general early childhood settings such as circle time followed by a snack followed by free play, followed by motor activities, etc. We establish a routine and maintain it from class to class, this way the child knows what to look forward to each week. We introduce new themes and topics every few sessions to keep the children having fun and excited about learning. The best part is exactly that, this is social developmental time in the structured environment to the parents but for your little one, this is all fun!
Early intervention groups serve our youngest patients aged zero to three. For these groups, we maintain a ratio of three children to one therapist. This group therapy has the goal of introducing children to developmentally appropriate routines that coincide with general early childhood settings such as circle time followed by a snack followed by free play, followed by motor activities, etc. We establish a routine and maintain it from class to class, this way the child knows what to look forward to each week. We introduce new themes and topics every few sessions to keep the children having fun and excited about learning. The best part is exactly that, this is social developmental time in the structured environment to the parents but for your little one, this is all fun!
Feeding Therapy
Feeding therapy is more than just “teaching a child to eat.” Therapists work closely with patients and their families to determine the source of the child’s difficulties and develop very specific therapies to make the entire process of eating easier and more enjoyable.
Mealtimes are a great time for bonding and enjoying new experiences. Unfortunately, for some children, it can be a stressful and challenging time. If any of the behaviors below are affecting a child’s ability to safely eat, meet nutritional needs or enjoy the mealtime experience, the child may benefit from receiving a feeding evaluation.
If an individual struggles with one or more of the following, they could benefit from feeding therapy:
Feeding therapy goes beyond “teaching a child to eat.” Our therapists work alongside the patients and their families to determine the root cause of the child’s difficulties and develop very specific therapies to make the entire process of eating an easy and fun occasion.
Mealtimes are a great time for bonding and enjoying new experiences. Unfortunately, for some children, it can be a stressful and challenging time. If any of the behaviors below are affecting a child’s ability to safely eat, meet nutritional needs, or enjoy the mealtime experience, the child may benefit from receiving a feeding evaluation.
Mealtimes provide the perfect space to bond and enjoy new experiences. However, in some cases, mealtimes can also be a stressful and testing time. If you observe that your child’s ability to eat safely and meet nutritional needs while enjoying mealtime is compromised by any of the behaviors below, then you may find a feeding evaluation beneficial.
Signs your child may benefit from feeding therapy:
Mealtimes are a great time for bonding and enjoying new experiences. Unfortunately, for some children, it can be a stressful and challenging time. If any of the behaviors below are affecting a child’s ability to safely eat, meet nutritional needs or enjoy the mealtime experience, the child may benefit from receiving a feeding evaluation.
If an individual struggles with one or more of the following, they could benefit from feeding therapy:
- Difficulty transitioning to baby food, table food, or cup drinking
- Texture aversions (gagging on lumpy purees or certain table foods) or has difficulty transitioning from one texture to another
- Poor weight gain
- Extremely limited food repertoire (accepts less than 30 foods consistently)
- Rigid mealtime behaviors (accepts specific brands of food only, particular about presentation or order of foods)
- Difficulty chewing foods, typically swallowing food in whole pieces.
- Difficulty swallowing foods or refuses to swallow certain types of food consistencies.
- Gags on, avoids or is very sensitive to certain food textures, food temperatures and/or flavors. Struggles to control and coordinate moving food around in mouth, chewing and preparing to swallow food.
- Fussy or irritable with feeding.
- Frequently coughs when eating.
- Gags and chokes when eating.
- Refuses or rarely tries new foods.
- Known to be a “picky eater” who eats a limited variety of foods or consistencies.
Feeding therapy goes beyond “teaching a child to eat.” Our therapists work alongside the patients and their families to determine the root cause of the child’s difficulties and develop very specific therapies to make the entire process of eating an easy and fun occasion.
Mealtimes are a great time for bonding and enjoying new experiences. Unfortunately, for some children, it can be a stressful and challenging time. If any of the behaviors below are affecting a child’s ability to safely eat, meet nutritional needs, or enjoy the mealtime experience, the child may benefit from receiving a feeding evaluation.
Mealtimes provide the perfect space to bond and enjoy new experiences. However, in some cases, mealtimes can also be a stressful and testing time. If you observe that your child’s ability to eat safely and meet nutritional needs while enjoying mealtime is compromised by any of the behaviors below, then you may find a feeding evaluation beneficial.
Signs your child may benefit from feeding therapy:
- Difficulty transitioning to baby food, table food, or cup drinking
- Texture aversions (gagging on lumpy purees or certain table foods) or has trouble transitioning from one texture to another
- Not meeting developmental weight gain goals
- Extremely limited food repertoire (accepts less than 30 foods consistently)
- Rigid mealtime behaviors (accepts specific brands of food only, only accepts certain presentations or order of foods)
- Struggling to chew foods, typically swallowing food in whole pieces.
- Difficulty swallowing foods or refusal to swallow certain types of food consistencies.
- Difficulty swallowing foods or refusal to swallow certain types of food consistencies.
- Fussy or irritable with feeding.
- Frequently coughs when eating.
- Gags and chokes when eating.
- Adverse to trying new foods.
- Known to be a “picky eater” who limits diet to a small array of foods or consistencies.