Play becomes a balanced partnership when sensory integration and integrated playgroups are combined! At Developmental Pathways for Kids, a pediatric clinic in Redwood City, California, we have a unique program model that offers children the opportunity to play and develop skills. The “DPK Model” combines Sensory Integration (SI) and Integrated Playgroups (IPG) to facilitate peer play for children with sensory processing difficulties. Sensory integration is the organizing and processing of sensory information from different sensory channels and the ability to make an adaptive response. Sensory ..read more

A calm-down corner can diffuse tantrums in the making. It is a relaxing spot designed for your child and can also help them learn valuable skills for regulating emotions. What is a calm-down corner? A calm-down corner is a designated space in the home where a child can go when they feel their emotions are high or if they need to regain their emotional and physical control. Kids experience meltdowns because they don’t understand what to do with all those big feelings. A calm-down corner is an effective method of helping kids process emotions. Is this a time-out space? According to our Pediatri ..read more

Kids with sensory processing issues respond to the environment in several ways. Although each child is unique, there are some common ways of reacting to sensory input: Over-reactions to outside stimulation cause a child to be distractible, or hyperactive. This child may seem to be in constant motion as he/she moves away from certain input and is seeking. Over-reactions to sensory input cause a child to go into a shut-down state to reduce unexpected sensory input. Sometimes, this child will have rigid routines/rituals regarding sensory stimulation and may appear very controlling. Under-react ..read more

One of the most frequent questions we get from parents when they come to us for pediatric therapy in California is, “How can we tell if our child’s tantrums are sensory-based responses or behavioral reactions?” It’s not always easy to determine if a child’s behavior is due to a sensory processing disorder or a behavioral issue. At Developmental Pathways for Kids, our pediatric therapists specialize in the evaluation of your child’s ability to register sensory information, self-regulate when things change in the environment, and demonstrate skills (e.g. social-emotional, communication, motor s ..read more

If your child has a sensory processing disorder, he or she may be sensory craving or seeking intense input. We call kids like this Sensory Seekers – they are highly interested in movement, lights, colors, sounds, smells, and tastes that excites them. A Sensory Seeker is a child that has a high neurological threshold (or a very big sensory bucket that needs to be filled with sensory input). This child is under-responsive, which makes him want to seek out more sensory stimulation so that he can fill up his sensory bucket. In order for this child to acknowledge, register, or notic ..read more

Do you know kids who: say “I don’t know” a lot copy the behaviors of other children wait until another child offers an answer or idea and then agrees appear a little reticent to play rarely initiate don’t suggest things to do or games to play in a highly engaging environment have trouble sequencing simple steps to a project or physical activity have difficulty remembering what they did last week or yesterday or this morning cannot predict what will happen in a story as it’s being read All of these behaviors exemplify children who have trouble with ideation; a concept that plays an enormous ..read more

When children are referred to us at DPK we go through an evaluation process utilizing a variety of tests: Standardized Motor Scales, A Sensory Profile, the Sensory Processing Measure, Clinical Observations of Sensory Integration. Many parents ask us, “What are you looking at and how can you determine what is causing the problem?” This is a very good question and requires a comprehensive answer! In general, we are looking at how your child’s brain is spontaneously responding to sensory input (tactile, visual, auditory, vestibular, proprioceptive, multi-sensory). We look at responses (called ad ..read more

Most children have a strong desire to play with peers and keep peers engaged in playing with them. This desire underlies children’s developing capacity to self-regulate in a group and be flexible as they take perspective of their own and other’s needs. The more they practice this self-control, the better they get at it. Neurotypical learners at age four are able to share in the imagination of others. They can collaborate on play schemes, adding and building on the ideas of others, and combine them with their own ideas to come up with group play activity. They can flexibly incorporate a peer’s ..read more

My mom used to tell me that, “Only boring people get bored”. And now as a parent, grandparent, and clinician I find myself quoting this often. I believe that this is one of the most important life skills a child can learn. When we spend all our time entertaining our children, they never have to learn how to entertain themselves. Research suggests that people are more creative when they’re bored – and that’s true for our kids, too. It’s just how the human mind works. When our kids have nothing to do, they exercise their imaginations and that just might be the most important skill they can deve ..read more

In the days of shelter in place, it is important to recognize that children may be experiencing large and overwhelming emotions. Kids may need to learn how to regulate both their emotional and physical responses because they become intertwined when they go into “fight-or-flight” mode. There are two types of regulation – mutual regulation (or co-regulation) and self-regulation. Mutual regulation means that your child needs YOU to help them regulate their emotions. When your child is upset, they may need you to help soothe them and calm them down. Self-regulation means that your child can calm ..read more