Early Intervention(EI) Therapy is used to describe the services and supports that are available to babies and young children with developmental delays and disabilities and their families. The early facilitation can have a significant impact on a child’s ability to learn new skills and overcome challenges and can increase success in school and life.

Sensory integration(SI) Therapy is the process by which we receive information through all our senses , organize this information together, and use it to make sense of the world – wanting to live, enjoy and participate in this world. And when the senses are not integrated, or when an individual has a sensory processing disorder, life is different and difficult !!!! Sensory integration can be facilitated by occupational therapists by providing “just right” opportunities to develop their inner drive so that kids can have a lovely childhood with memories to cherish for lifetime!!! Whenever there is a sensory processing disorder- the sense will work less(hypo), more (hyper) instead of just right (optimal). Sensory integration therapy aims to help kids with sensory processing issues (which some people may refer to as “sensory integration disorder”) by exposing kids to sensory stimulation in a structured, repetitive, playful way.

Neuro-developmental Therapy (NDT) is used in the management and treatment of children who have disorders of function, movement or postural control because of damage in their central nervous system. The NDT approach involves the whole person, including the emotional, social and functional problems that the individual has to face in his or her daily life. The NDT approach also involves managing problems related to the development of the child, including impairments in perception and cognition.

Feeding Program (FP) (Oral Placement Therapy) utilizes a combination of:

• auditory stimulation
• visual stimulation and
• tactile stimulation to the mouth to improve feeding issues and speech clarity.

Therapeutic Listening Program (TL): Listening is not just about hearing through ears it does affect our different other functions. Just imagine how music affects our function , like mom singing a lullaby and the baby falling off to sleep, You driving a car and music helps for going with the flow, you walking through a street where there is music playing and your body starts moving to the rhythm or at least the feet start tapping. So that’s the impact of music in our life!!! We use music as a powerful tool in our therapy sessions and as part of the sensory diet not just to control the melt downs also to be more regulated for learning and to function in daily life. It majorly helps those kids, who have sound sensitivities that is who have difficulty tolerating balloon bursting sounds, pressure cooker sounds, mixer or drilling sounds. who always cover their ears with their hands. who seek sounds- either making some or the other sound with their mouth or dropping things or objects to get their sound. With the prescription of the right album and course of listening by a certified therapeutic listening practitioner in combination with sensory integrative treatment techniques, emphasizing vestibular stimulation and postural and movement strategies, kids can be more regulated.

Reflex Integration (RI) Therapy is a novel and non-invasive method of improving developmental delays and central nervous system function in children with a variety of developmental disabilities. This method addresses disorders with a neurologic component, and it is based on the concept that unconditioned reflexes are not static and facilitate adaptation to the external environment, while becoming the foundation for physical, emotional, and cognitive development. The two most notable methods of reflex integration are:

• Masgutova Neuro-sensory-motor Reflex Integration (MNRI): Its primary goal is to improve brain functioning and sensory-motor-integration by stimulating the reflex patterns because motor patterning stimulates brain development.
• Rhythmic Movement Training (RMT): This reflex work integrates the retrained or underdeveloped infant reflexes that are involved in learning challenges such ADD/ADHD, dyslexia, dyspraxia, writing problems, focus and comprehension difficulties. RMT targets the neural network pathway growth and myelination (myelin sheath) in the brain as well as muscle tone, posture and neck and head control. RMT has also been successful with emotional imbalances, fear and anxiety, behavioral problems all associated with autism spectrum disorder.

Brain Gym(BG): WHERE do you go to have a workout for your brain? Why, the Brain Gym, of course! It sounds like a silly trick question that a child would ask, but in fact, it is possible to “exercise” the brain. In this movement-based learning programme, learning begins with movement, and that the right movements can help overcome learning challenges. So these set of exercises are used at OccKid, for facilitate learning in various areas.

Autism Movement Therapy (AMT): Through cognitive re-mapping, Joanne Lara's successful Autism Movement Therapy® is an inter-hemispheric SENSORY INTEGRATION technique incorporating movement and music in collaboration with Positive Behavior Support (PBS) strategies to assist individuals with Autism Spectrum Disorders (ASD) in meeting and achieving their speech and language, social and academic IEP goals.

Activities of daily living (ADL) are also called self-help or self-care activities. These activities can include everyday tasks such as dressing, self-feeding, bathing, laundry, and / or meal preparation. Sometimes adaptive equipment is needed to assist with these tasks, which can include items such as a reacher, long-handled sponge, buttonholer, rocker knife, and / or built-up spoon. Individuals who can benefit from ADL services include: Those who are not as independent as they could be with self-care Those who do not have skills at an age-appropriate level Those who need to relearn skills after an illness or surgery Kids with independent ADL skills are much more regulated than who are not having those chores. So here at OccKid, we try and make the kids learn these skills so that they go to their home and try to carry out themselves. Parents are also educated and taught the need of independent life skills and how to assist their kids in achieving those.

Social Skill Training Social skills training is aimed at addressing the challenges that result, and often plays a central role in treatment plans. But what does "social skills training" mean? At occkid, we have group therapy sessions, Social outings, extensive intervention programs where we work for developing the social participation of the children so that they can be into more socially acceptable behaviours and they can show their skills and participate in society be it family, siblings, school, games and sports, public places like temple, hospital, park etc. Kids can learn responding to other people, understanding the siblinghood, expressing ideas to peers, waiting for a response from peers, maintaining a bond with peer, taking turns, knowing when to persist or let go of an idea, interpreting facial expressions and voices, understanding the rules of the game, expressing various appropriate expressions, understanding sharing and the concept of give and take, understanding the ways to regulate in public places.

Therapeutic Play(TP): Play is essential for kids in day to day life. Even if a child with plays well with toys when alone, he may still have trouble playing with others. This may mean it’s difficult for him to share a play space, take turns with materials, ask others to play or realize when others want to play with him.
Barriers to interactive play
A number of things can interfere with interactive play for children with autism. For example, these kids may: Prefer not to interact with other people. Have difficulty communicating, which makes it more challenging to invite others to play or ask to join others. Be resistant to changes in routine that can make playing with others difficult, since other children can be unpredictable. Have keenly focused interests or repetitive play habits that keep other children from enjoying themselves.
Benefits of playing with others
It’s important to help kids with autism improve interactive play skills because play is a foundation for many learning opportunities. Some of the skills children learn through interactive play are:

• Cognitive skills—like problem solving and playing games
• Communication skills—like asking and answering questions
• Social skills—like taking turns, sharing and cooperative play

Getting started
Here are some strategies you can use to help your child develop interactive play skills:

• Pairing: This can teach your child that a peer can give him things he wants and needs, and that spending time with others can be rewarding. Pair the peer with your child’s preferred items or activities so your child will want the play partner in his environment. Ask another child to give your child his favorite snack or toy on several occasions.
• Play dates: These are a great way for your child to become more comfortable playing with peers. They can also provide chances to build and practice social skills. Invite a child who is patient and flexible and who will model good play and social skills. Start with just one friend, and gradually add new friends to the small group.
• Identify the right activities for the kids: These should be activities that they both enjoy and require communication and interaction between the children. Once it’s scheduled, tell your child about the play date, what he should expect and what the rules are. You could include how long the play date will be, what types of games they will play and whether a reward can be earned for good behavior.
• Creating opportunities throughout the day : Set up opportunities for your child to practice plays skills and social skills with you and other family members during daily routines.

• Behaviour modification: It deals with analysing and modifying human behaviour. At OccKid, we seek to increase desirable behaviour and decrease undesirable behaviour. Problem behaviour can be : Self stimulatory, Attention seeking, For tangible items, Avoidance behaviour, Behavior because of medical reasons. We use the following behavioural principles to teach new things to a child: Reinforcement, Extinction, Punishment, Stimulus Control, Shaping, Prompting and Transfer of Stimulus Control, Chaining, Differential Reinforcement, and Antecedent Control Procedures and more.
• Special Education: For pre academic and academic readiness and continuing education of special kids they need specially designed curriculum and special learning methods which our special educators are trained in.
• Speech and Language Development Therapy
• Counseling