Blue Stars Therapy, LLC

St. Louis, MO

567 North & South Rd. 

 

St. Louis, MO 63130

 

Email: info@bluestarstherapy.com

 

Call: 314.380.3088

 

© 2016 by Blue Stars Therapy,LLC

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Benefits of Co-treating

  • Increased Learning Opportunities 

    • For example, during one activity the SLP can be targeting specific expressive language skills and sequencing, while the OT works on bilateral coordination and fine motor skills, or addresses your child's arousal level to maintain optimal engagement in the activity

    • Ability to target more learning objectives (goals) throughout the session across multiple domains.

  • Consistent Expectations

    • Allows for therapist to use the same strategies to encourage participation and good behavior. Essentially, the expectations for your child will be the same across multiple adults. Consistency and generalization of skills are key for a child to learn expectations for behavior in and outside of a treatment session.

  • Promotes Collaboration.

    • This includes development and modification of treatment plans and sharing of ideas, materials, and strategies between professionals to work towards a common goal for you child

  • Holistic Approach

    • The focus is on your child as a whole across all 12 domains of development, not just on your child's areas of difficulty.

      • For example, a speech therapist and an occupational therapist work together to simultaneously treat a child with sensory processing and language difficulties through playing a language based game while incorporating sensory components (swing, movement, heavy work, etc.)

  • Improved Generalization.

    • The child will learn while he or she is acquiring new skills that his or her words or actions have the same effect with two different people. Difficulty generalizing skills to other people or other settings is a common issue for children with Autism.

    • Our goals are written in a way that in order to achieve the goal the child must demonstrate generalization across 3 people and at least 3 different settings.

  • Smoother Transitions and Less Down Time 

    • Our sessions are structured in a way that one therapist opens an activity with the child, engages in that activity with the child, varies that activity, and then as the activity is closing down (called Joint Activity Routines), the other therapist has multiple options of materials set up and ready to go for the next activity.

  • Improved Social Skills 

    • Role playing for improved social skills. With a 2:1 ratio, this allows one therapist to assume the role of a "peer" (if a neurotypical peer is unavailable) while working on social skills, with the lead therapist facilitating the interaction. A perfect example of this would be: while working on distal pointing, or "chase" game, hide-and-go seek, "ring around the rosy", which are all checklist items.

    • Additionally, one therapist can assume the role of the "teacher" as it would be in the classroom, and the other therapist can provide prompting and supports as needed from behind to promote optimal engagement and learning.

    • Co-treating encourages dynamic exchanges between two people at once. Your child will learn to shift their attention and eye contact to reference not just one adult at a time, but two. This is an important listener skill and social skill for later in life.

  • Less time for Undesirable Behaviors 

    • Co-treating cuts down on the time a child has to display inappropriate behaviors such as self stimulatory behavior, avoidance/escape, or injurious behavior to his or herself, others, and objects.

  • Increased Tolerance for Session Duration 

    • Our experience with co-treating has shown us that children often are able to tolerate longer more intensive therapy when they move form one therapist to the next within the session. This keeps the session fresh, varied, and fun. Two therapists also have the creative freedom to jump in and elaborate or vary an activity for the child in a new, different or fun way, thus increasing attention to one set of materials or a particular task.

  • Advanced Peer Interactions 

    • In a school setting, a second therapist is helpful when working on activities with peer involvement. We firmly believe in pushing into classrooms to support the child. When two therapists push in, one can serve as a mediator for encouraging your child's peers to engage, interact, and respond appropriately to your child, while the other therapist supports your child in the social exchange. For example, if your child is learning to standup for himself when another child takes his or her toy, one therapist can give your child the words to say and the other therapist can support the peer through this exchange for the most natural and positive experience for your child.

  • More meaningful and accurate data collection through observation of second therapist.