Kids Kount Therapy Services

Frequently Asked Questions

What makes Kids Kount Therapy different?

Our intervention strategy & integrated team approach.
Our intervention strategy approach is based on the goal of accessing the brain’s ability to change for lasting results, also known as neuroplasticity. In order to achieve this, treatment must be focused, frequent, consistent and/or intensive. A thorough neuro-developmental evaluation of your child identifies the specific area to begin working (focused) and then we provide treatment options that are either frequent and consistent or frequent, consistent and intensive. Our goal is to change your child’s brain so that he/she can make real, long lasting change faster and can catch up more quickly.
We provide cutting-edge, evidence based therapy in an integrated team approach that combines multiple brain-based interventions that are specifically designed to meet your child’s needs. Our team of experienced, highly skilled professionals include: Occupational, Physical and Speech therapists, Audiologists and Education professionals. This integrated team allows us to ensure that all areas of concern are assessed so optimal results may be achieved from all time spent in therapy.
In addition, we embrace communication with physicians, educators and all other professionals involved with your child’s care.

Not all therapists are created equally . . . . .

What to look for in a pediatric therapist. *Make sure a diagnostic evaluation is conducted before therapy begins so that effective goals can be established for therapy. Also that you as the parent, get a written copy of the evaluation that is easily understandable and that you are given the opportunity to ask for clarification on anything that is unclear to you. *Provides direct 1-to-1 treatment in a sensory rich setting that has unique equipment that provides a wide range of sensory stimulation. (When children reach certain milestones, it may be helpful for them to be involved in a group setting. Some children with multiple concerns and that have limited scheduling options, may benefit from more than one professional working with him/her during the same hour to make gains in both areas.)*Parent education is an integral part of the treatment program. The more informed and educated parents are the more support and reinforcement can be provided by parents in the home environment. This can lead to faster gains and long-lasting results that can be integrated into daily life. *Post-treatment evaluation is completed and documented. Post-testing provides black and white proof of the results of the therapy your child has done. This is excellent feedback in combination with parental observation at home, teacher observations at school and changes that occur within any other extra-curricular activities your child may be involved in. *Provides consistent family support. An effective therapist will believe in you and in the potential of your child. She will also take time to listen to your feedback and any questions you may have. *Lastly but very importantly, an effective pediatric therapist will use fun play during therapy and design therapeutic activities so that children are motivated and will feel successful in at least one aspect of each session.

Does my child need occupational/physical therapy?

Parents should consider seeking an evaluation with an occupational therapist if their child demonstrates any of the following:
  • Birth to 2 months – does not grasp objects placed near palm.
  • 3 months – does not follow an object with their eyes; hands remain closed almost all the time; frequently resists being held; becomes upset when moved, as when being picked up, laid down, or handed from one familiar person to another.
  • 4 months – does not swipe at or reach for objects; does not bring hands or objects near mouth; frequently irritable for no apparent reason; does not place both hands on bottle while being fed.
  • 5 months – does not hold own bottle; doesn’t smile at own image in mirror.
  • 6 months – involuntarily drops objects after only a few minutes; does not actively grasp large finger foods such as teething cookies when they are placed on the highchair tray; is excessively and consistently upset by leaving the home.
  • 7 months – does not transfer an object from one hand to another.
  • 10 months – not beginning to pick up small objects; does not poke with index finger; is not accepting a variety of food textures; is excessively upset by being dressed, diapered, bathed, or having hair groomed.
  • 12 months – isn’t able to pick up a cheerio or other small object with tip of the thumb and the tip of index finger; is not sleeping through the night most of the time; is not interested in exploring toys made for one year olds; is excessively upset by sounds of: siren, barking dog, vacuum cleaner, or other familiar loud noises.
  • 15 months – cannot put a one inch object into a container with a slightly bigger opening; cannot stack two cubes; cannot put a round form into a round shape on a puzzle.
  • 18 months – cannot point to a few of the following body parts: eye, nose, mouth, hair, tummy, legs, feet, and hands; cannot turn pages of a cardboard book, or regular small book two or three pages at a time; cannot stack four cubes.
  • 24 months – plays with toys only by tapping, shaking or throwing; cannot unscrew top of a one or two inch bottle; cannot remove socks, untie shoes or pull on pants without help.
  • 30 months – cannot imitate drawing a vertical line or a circular scribble on paper immediately after seeing an adult draw these lines; cannot stack eight to ten cubes; cannot imitate drawing a horizontal line immediately after seeing an adult draw a horizontal line.
  • 36 months – cannot remove/pull on clothing after fasteners have been undone; does not imitate the actions of adults in the home; does not pretend during play.

Does my child need Speech therapy?

If you are wondering if your child requires the assistance of a speech-language pathologist, here are a few key rules-of-thumb to help you answer that question:

12 months, your child should be able to:
  • Anticipate events (e.g., a cup/bottle means getting a drink)
  • Begin imitating sounds, words and actions
  • Recognise his or her name
  • Show interest in simple picture books
  • Follow simple directions
  • Point out objects of personal interest to an adult (like their favourite toy)
18 months, your child should be able to:
  • Use at least 15 words
  • Enjoy solitary play
  • Have a limited sense of sharing
  • Identify some body parts
  • Ask simple questions such as “What’s that?”
  • Pretend to feed a doll
  • Recognise pictures when named
  • Refer to himself or herself by name
2 years, your child should be able to:
  • Follow simple directions
  • Put toys away upon request
  • Understand new words rapidly
  • Use a vocabulary of 200-300 words
  • Use two-word phrases such as “mommy up” or “baby sleep”
3 years, your child should be able to:
  • Enjoy make-believe play
  • Follow two step commands
  • Have a 900–1000 word vocabulary
  • Understand the difference between pictures and print
  • Play in groups with other children
  • Share toys for short periods of time
  • Understand simple questions such as “Who?”, “What?”, “Where?” and “Why?”
4 years, your child should be able to:
  • Ask a lot of questions
  • ategorize objects (e.g.: understand that an apple is a fruit, and a shirt s a piece of clothing)
  • Use a 1500 word vocabulary
  • Match some letters with the sounds they represent (e.g., letter ‘t” sounds like “tuh”)
  • Play and take turns in playing with others
  • Rely on order of words for interpretation
  • Enjoy role playing
  • Tell stories with a beginning and an end
  • Use complex sentences
5 years, your child should be able to:
  • Follow game rules
  • Discuss feelings
  • Follow three step commands
  • Use proper grammar 90% of the time
  • Use about 2000 words
  • Show interest in group activities
  • Understand the concepts of before and after
  • Speak clearly 90-100% of the time