| Even if your child does not have a diagnosis, you may be concerned about your child's language, communication, social skills, play, engagement, body regulation, gross motor, fine motor, organizational skills, attention or overall behavior. Any one of these may cause difficulties in school and forming successful relationships or friendships .The earlier the intervention, the better the results! We service a wide range of children ages 2 - 14yrs. Some of the diagnostic categories we are trained to support include Autism, PDD-NOS (Pervasive Developmental Disorder Not Otherwise Specified), speech and language delayed, sensory processing disorder, Aspergers, ADHD.. I Can Play supports your child's development with the following services. Social Groups *Currently running small private groups. School Services |
| Services |
| In-Home One to One Working with children as young as 24 months old. What you can expect from our 1:1 program. Parent Training Our staff has years of experience working with families in their homes. Helping families connect with their children and understand how to get the most out of their interactions is one of the most rewarding parts of our work. Below is a list of some of the ways we can support parents. |
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• Creating a positive behavior support plan.
• Training on how best to play with and engage your
child. How to get the most interactions.
• PRT (Pivotal Response Training).
• Facilitation, modeling and ideas on Floortime
(play based method).
• TEACCH training; understanding how to visually
structure your child's environment to best support them.
• SOCIAL STORIES; what they are and how to create
them.
• Understanding developmental delays and what
services may be available to you.
• Understanding the current methods and best practices
available.
• Training on how best to play with and engage your
child. How to get the most interactions.
• PRT (Pivotal Response Training).
• Facilitation, modeling and ideas on Floortime
(play based method).
• TEACCH training; understanding how to visually
structure your child's environment to best support them.
• SOCIAL STORIES; what they are and how to create
them.
• Understanding developmental delays and what
services may be available to you.
• Understanding the current methods and best practices
available.
• A collaborative approach.
• An appreciation for your child's individual learning style.
• Improved developmental and educational growth.
• Improved communication and overall engagement.
• Increased quality of interaction.
• Increased self-confidence and independence.
• An appreciation for your child's individual learning style.
• Improved developmental and educational growth.
• Improved communication and overall engagement.
• Increased quality of interaction.
• Increased self-confidence and independence.
• Fun supportive environment which allows for natural
successful social interactions..
• Play activities geared to encourage regulation and
interaction.
• Group situations which are engaging, creating an
opportunity for communication and conversational
practice.
• Role playing.
• Social Stories.
• Sensory motor practice.
• Social confidence building.
successful social interactions..
• Play activities geared to encourage regulation and
interaction.
• Group situations which are engaging, creating an
opportunity for communication and conversational
practice.
• Role playing.
• Social Stories.
• Sensory motor practice.
• Social confidence building.
• Consultation as well as shadow services.
• Collaboration with school staff in supporting your
child's needs or individualized program.
• Training for staff, teachers, shadows and tutors.
• Incorporating social emotional development into the
school setting.
• Support in generalizing skills from a 1:1 teacher
student setting to group learning environment.
• Support for regulatory needs.
• Collaboration with school staff in supporting your
child's needs or individualized program.
• Training for staff, teachers, shadows and tutors.
• Incorporating social emotional development into the
school setting.
• Support in generalizing skills from a 1:1 teacher
student setting to group learning environment.
• Support for regulatory needs.
