At KCDT, we offer a play-based approach that keeps relationships as the focus. We believe that development occurs within the context of engagement and relationships. Our goal is to understand a child's individual differences and keep their natural motivations at the center of our work. We use the child's primary relationships to support sensory, motor, and language development. We empower parents to take an active role in therapy sessions which center on a child's interests and emotions.
We believe that there is no one therapeutic approach that fits every child. We believe that parents know their child best and should be able to choose the treatment approach that best fits their child and family's needs. It is our mission to provide therapy based around the needs of each individual child and family.
KC Developmental Therapies offers a wide range of services to meet the unique needs of children and their families.
Occupational Therapy services are provided to help children who have difficulties in the areas of sensory processing, motor planning, visual-motor skills, and motor coordination. Our OT sessions target improving a child's ability to participate in play, learning, and self-help skills. We use sensory motor play in order to help build a child's self-confidence. We want children to confidently explore their environment, whether that's a toddler exploring toys, a child exploring a fun park or playground or a child confidently sitting in school cutting and coloring. Occupational therapists work on helping people in their occupations and the "occupation" of a child after-all is play, school, and self-help skills!
Speech-Language Therapy services are provided to help children with speech and language disorders or delays. Some children may only need speech-language services in order to target articulation skills or language skills necessary for reading, writing and being successful in school. Some children may need speech-language services in order to help in the beginning stages of communication; using their voice, using gestures, using eye gaze and facial expressions in order to begin to communicate needs, wants, thoughts and ideas. Some children may need to use signs, pictures or Augmentative and Alternative Communication devices to communicate, such as an application on an iPad. Other children may need help expressing their ideas in an organized manner so they can expand on their ideas during play with family or with friends. We can meet the needs of the child and family where they are and help them expand on their strengths while supporting and working through areas of weakness.
The SOS (Sequential Oral Sensory) Approach to Feeding program is offered to individuals and small groups to help address children with problematic feeding behaviors. The SOS Approach uses a whole child approach to assess organ systems, muscles, development, sensory, oral-motor, learning/behavior, cognition, nutrition and environment. The SOS Approach focuses on increasing a child's comfort level by allowing exploration of food in a fun, playful, non-stressful way. We often work together with feeding groups so that sensory needs, fine motor needs and oral- motor needs can be targeted at the same time when working on feeding. In our experience feeding is such a complex issue and takes a whole child approach in order to be successful.
Parent training and coaching are very important to us. We want parents to feel successful in their interactions with their children. Our goal is to help parents on this journey wherever they are, overcoming any obstacles that get in their way. We want to be partners with parents, providing them with our professional knowledge while honoring them as experts on their child.
We follow the DIR/Floortime® approach to therapy. This means we consider the child's level of development, individual differences, and relationships with assessing and planning treatment. Engagement is always at the center of our work with children. We strive to help parents better understand their child's individual differences including sensory processing, motor planning, and language skills.
Social skills groups, preschool play groups and therapeutic dyads are offered to work on a child's ability to pay attention to friends, include friend's ideas into play, work together as a team, try new skills in a more complex environment and to have fun! We think groups should be tailored around the needs of each individual child so we often make groups from children we are already seeing who we know would be good fits with one another, playing on each other's strengths and weaknesses. For example we might pair together a child who has a hard time coming up with ideas but can stick with an idea for a long time and expand on given ideas with a child who has a lot of ideas but has a hard time staying with and expanding on an idea. We use the Social Thinking® curriculum in some of our groups to help children take in the thoughts, emotions and intentions of the other people they are interacting with.
We also offer consultation, contract support services and collaboration to daycares, private schools, public schools and community programs. We believe in a collaborative team approach and want to help children in all their natural environments. We offer preschool and kindergarten screenings, follow-up assessment and evaluation and treatment to facilities that do not have on site occupational and speech-language therapists. We are always happy to provide professional development and parent in-services.
Relationships matter. Finding the right therapist for your child is one of the most important things you will do. At KC Developmental Therapies we believe that a good partnership is key to maximizing your child’s growth & capabilities. By working together we can have a bigger impact on your child, their development and on their future.
Parents are the “expert” on their child. Our work with parents is the most important part of our job! We make the biggest impact when working in close partnership with parents. When parents are part of treatment, we use the child’s most important relationships to help foster their development.
“A child’s interest is the window to their emotional life”
We follow the child’s natural interests and ideas during play. Humans are social creatures. We want to share our thoughts and ideas with others. We help children share their ideas with parents, siblings, grandparents and friends. We help parents understand how to support their children’s ideas and expand on them. We help children feel confident knowing that they are understood.
We follow the DIR/Floortime® approach to therapy. Engagement is always at the center of our work with children. We strive to help parents better understand their child’s individual differences including sensory processing, motor planning, and language skills.
What matters most is not what makes us the same, but how we are different. It’s these differences that set us apart from one another, make us unique and make us who we are. We adhere to an individualized-differences approach to treatment. We provide therapy based around the needs of each individual child and family.
We are in network providers with Blue Cross Blue Shield, Cerner and Coventry.
No, we do not accept MO or KS Medicaid.
We will provided a coded invoice so that you may seek some reimbursement for services. We are happy to provide you with treatment notes and any other information you may need to assist in reimbursement.
You should ask your insurance company if you need any pre-authorization for servies, how many sessions you are alloted annually, what your deductible is, and where to send out of network claims.
DIR/Floortime is an evidenced based treatment approach. It is developmentally based and puts relationships at the forefront. In a recent NIH study Parent-Implemented development models such as DIR/Floortime were found to be more cost effective and to generalize more than ABA.
DIR/Floortime is a child led approach. We seek to find children’s interests in order to bring out their intentionality and ideas. ABA is therapist directed. ABA works to build skills rather than buidling development as a whole. We often say that DIR/Floortime works on the process instead of just the end product.
We love to have parent participation. We understand that sometimes parents cannot be in sessions due to scheduling but we love buidling a team with families so that what we do at the clinic can be practiced at home and carryover and generalization can occur.