OT at CFD

Prior to working at Child and Family Development, I was an early intervention occupational therapist in the Charlotte area working with children birth through 3- years old.  I am also the proud mommy of an almost 1-year-old boy, who has recently wittness some of these exciting moments first hand.  Below are some typical developmental milestones in the areas of communication and motor development for children of this age group.  Keep in mind that all children develop differently, often excelling in one area at a time. 

0-2 months
 

• looks at mom and dad and smile
• coos when happy
• cries when hungry or uncomfortable
• follows a toy with eyes
• kicks and moves arms
• turns head to either side while on belly

• look for mom and dad when they call me
• cries differently when upset
• brings hands together and hold toys
• loves to laugh and play with toys and help
• holds up head when sitting when help
• pushes up with arms when on tummy

5-6 months

• recognizes important words like mommy, daddy, bottle
   
• begins to babble: baba, mama, dada and other noises
• reaches and grasps toy
• passing toy from hand to hand
• picks things up and puts in mouth
• bang and shake toys
• sits up
• pushes up and maybe even rock on hands and knees

• imitating babbling and makes rasperries
• reaches to be picked up
• wave bye-bye
• recognizes words of my favorite things
• uses thumb to help with picking up smaller things
• looks for toys when they are moved
• goes from belly to sitting
• pulls to stand up
• sits independenlty
• may start crawling
• learns cause and effect (toys)

• understands simple directions ("come here")
• likes picture books
• imitates sounds, uses voice more, smacks lips
• starts placing objects "in" (blocks into container, ball into hoop)
• makes toys work independnelty
• points and pokes at things
• crawls and explore new environment
• climbs and cruises along furniture
• stands alone
• may even start walking

• recognizes parts of face
• follows 2-step directions
• uses at least 5 words, with lots of jargon
• drinks from a cup
• uses a spoon
• stacks 2 blocks
• rolls and tosses a ball
• crawls up and (maybe) down stairs
• places shapes into sorter/puzzle

• imitates words
• asks for more
• scribbles with crayon
• dumps out toys and put back into container
• walk up stairs with both feet on a step
• climbs into small chair
• starts to kick ball
• throws a ball about 3 feet
• understands difference between "his" and "her"
• stacks 6 blocks
• turns paper pages in book
• runs, but not smoothly
• walks backwards
• says 2 word phrases
• helps with dressing and undressing at potty
• draws vertical, horizontal, and circular strokes
• jumps in place
• walks up stairs without railing

• finds many pictures of objects and actions
• calls self by name
• uses 2-3 word sentences
• takes off clothes strings beads
• jumps with both feet off floor
• walks up stairs with alternating feet
• walks down stairs with both feet on each step
• jumps forward a few inches
• finds objects and tells what they are used for
• understands "in" and "on"
• answers yes/no questions
• stacks 8-10 blocks
• snips with scissors
• imitates drawing circle and cross shapes
• puts coat on with help
• wipes nose with help
• uses fork with help
• throws tennis ball to target
• walks on tip toes
• tells you if they are a boy or a girl
• says first and last name
• copies circle
• draws a person with 2 parts
• cuts across paper with scissors
• holds pencil with thumb and fingers
• walks up and down stais without railing and with alternating feet
• catches a medium-sized ball
• jumps off 2-foot bench
• hops in place 5 times

Many parents have difficulty with children’s emerging personalities as they grow older and develop autonomy. However- there are some children who have challenging behaviors that can be considered “outside of the norm”. In other words, if your child’s difficult or challenging behaviors prevent them from participating in their daily activities or are a safety concern to you or others (teachers, family members, ect.) it may be a good time to speak with your pediatrician. As an occupational therapist, I have worked with many children who experience sensory processing disorders and benefit from dynamic therapy treatment. I have often been asked from parents and other professionals alike, “Is is sensory or behavioral?”

It can be difficult to identify between the child who is demonstrating behavioral issues or sensory processing problems. In some cases, a child may experience sensory processing issues and develops learned behavior to deal with them. At Child and Family Development, there are both occupational therapists and psychologists who specialize in these areas. Here are some things to keep in mind that can help distinguish between sensory or behavioral issues:

1. WHO is present when the behavior occurs?

2. WHAT is the chronological and/or developmental age of the child?

3. WHERE are these behaviors being exhibited?
4. WHEN are this behaviors happening?

5. HOW does the child react to positive reinforcement (verbal praise, tangible)?

Children with Autism, Attention Deficit Disorder, Developmental Delays, and other difficulties may demonstrate some difficult behaviors.  If these challanging behaviors interfere with your child and/or family's participation in daily activities,  be sure to discuss this with your pediatrician.  There is help!

Resource: Is It Sensory or Is It Behavior?: Behavior Problem Identification, Assessment, and Intervention (Carolyn Murray-Slutsky).