A misconception about Floortime is that it is highly “unstructured”. People mistakenly think that Floortime lets kids do whatever they want; there are no boundaries, expectations, or challenges. If you have learned and practiced The Greenspan Floortime Approach®, you know this is false. The Greenspan Floortime Approach® is a flexible, child-centered intervention that is highly … Read more

Human beings often seek to stay in their comfort zone, most of us at least. What makes a comfort zone? While the details differ for each person, the principles are universal: experiences/things we enjoy, familiarity, things we perform well at, etc. While this is relevant for adults, it’s even more relevant for children, especially with … Read more

Dr. Stanley Greenspan defined Floortime as an intervention that focused on strengthening 3 elements; a child’s ability to relate, communicate and think. While many professionals doing “Floortime” only work on 1 or 2 of these elements, it is always best to fully integrate them.  After all, when are children not using all 3 of these … Read more

We recently conducted a case study to track the progress of one of our patients. We hope the results will inspire and bring hope to parents who are struggling to see improvements within their children. You may be thinking “I don’t have much time to dedicate to an intensive program” or “I want to access your services but I am out of state”. We hope this will address some of your hesitations and give you information to make the best decision for you and your child.

The term “Special Needs” can carry a negative connotation in some communities and typically refers to children with diagnostic issues. While this is important, a diagnosis simply describes a set of symptoms and doesn’t address the actual needs of the child. It is crucial that we work to understand the needs of the child, not just the diagnosis. 

Where do children develop their social skills? This is a question you may not have deeply considered before. There seems to be a common misconception that schools are responsible for this development and that is simply not true. Social skills are established and developed at home with parents or caregivers within the child’s first few years of life. Schools should be used as a place to practice the skills that had previously been developed at home. 

For some children, it’s much harder to learn to regulate their moods. In this article, we will cover children who crave sensory and children who are easily overloaded. They are at opposite ends of the spectrum and present their own unique challenges. It is important to recognize if your child falls into one of these … Read more

Every parent wants their child to be kind, thoughtful, empathetic, and well-regulated. We want our children to feel empowered to take on the daily challenges in life. As much as this may be true, we are still confronted with the struggle of varying behavioral issues. Maybe your child is moody, sad, or depressed. Maybe your … Read more

Unexpected changes in a child’s behavior are not uncommon, especially in today’s world that is constantly changing. There are many factors that can affect a child’s day to day emotions. The key is to recognize when their behaviors change and locate the variable that caused it. Then, we can offer and implement solutions to help … Read more

We believe parent-involvement is crucial in early childhood development. We understand that sometimes it can be a bit confusing knowing where to start. This is why we wanted to provide you with some specific ideas to encourage speech and language development within your child. We hope they inspire you to get involved! Begin by following … Read more