Health and Development

Tiptoe Through the Info: Toe-Walking and Autism

| Mary Stoffel, MOT, OTR/L

About a year ago, I posted a TikTok video of my 18-month-old daughter toe-walking. For the record, every toddler (for the most part) will experiment with tiptoeing. If it is infrequent and they’re under the age of 3, there’s no need to worry.

Shortly after the video posted, multiple comments came along the lines of “You need to get her checked. She might have autism.” Side note: she doesn’t.

Although I know their concerns were well-intended, their rationale seemed ill-informed. While frequent toe-walking may be a sign of developmental issues, other delays or difficulties must be present to determine such a diagnosis. But if you Google toe-walking, autism is in the top 3 search suggestions. No wonder parents get nervous when their kid starts walking on their tiptoes.

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New School OT

| Mary Stoffel, MOT, OTR/L

Some professions are easier to understand than others. When someone says they’re a doctor, lawyer, or electrician, there’s no elevator speech to explain what they actually do. However, occupational therapist?? Yeah, insert your first impression guesses here.

In a nutshell, occupational therapists (OTs) help people live an independent, functional, and meaningful life in their environment. How we do that depends on the needs and values of the individual and family. Where it gets tricky is that purposeful activities vary from person to person.

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Autonomy Class

| Mary Stoffel, MOT, OTR/L

A couple weeks ago, we drafted a whole post about boundaries, along with every other parenting content creator on the block. Patti and I went back and forth on what exactly we wanted to say because at this point, “boundaries” is quite the buzzword and we didn’t know if our post actually had anything new to contribute. Emotional boundaries, trust boundaries, “I won’t let you…”, bodily consent, and so on; each with their own nuance and circumstances.

At our kids’ age (toddler to early school age), most of the boundaries we put in place are for personal safety. And why do we have these safety boundaries, besides avoiding the obvious child negligence charge? So that our kids can learn age-appropriate autonomy without harming themselves or people around them. So let’s start from there….

You know when your child refuses to eat what you made for dinner? Or when they put on some mismatched getup instead of the outfit you laid out for them? They’re not trying to be difficult. What you are witnessing is their autonomy at work.

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Course Notes: The Cerebellum

| Mary Stoffel, MOT, OTR/L

We have talked an awful lot about the prefrontal cortex and its significance to our performance in everyday life. But what about the back of the brain, like the cerebellum? Where’s the love for that neural region? Turns out that “little brain” found at the base of the skull right above the nape of neck deserves so much applause for what it does.

The cerebellum was the topic of my latest CEU course, so this post is going to get a little technical. But trust us, it’s worth the read.

For centuries, it’s been believed that the cerebellum was only responsible for unconscious motor movement, like balance and reflexes. Although that is true, it’s not its only job. Researchers are finding out more and more about how important and involved the cerebellum really is to our day-to-day operations and what happens when it goes awry.

With its Latin name meaning “little brain”, the cerebellum makes up 10% of the brain’s volume. However, it carries about more than 50% of all the neurons (nerve cells) in our entire body. With the more neural connections than any other part of the brain, the name doesn’t seem as fitting as it once did.

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A Resilient State of Mind: Dealing with Failure

| Mary Stoffel, MOT, OTR/L

Part of a child’s job is to learn, and failure is an inevitable part of learning. Failure is also an inevitable part of building resilience. Resilience is the ability to face life’s stressors/challenges, learn from mistakes, and recover. It’s a big cause and effect game happening in your child’s brain.

Our kids fail all the time, especially when communicating what they want or need in the first years of life. As they get older and experiment with boundaries and connect information, they can organize all of that cause and effect and turn it into action. They figure out what works (asking for help) and what doesn’t (throwing a fit), learning and adapting with each new situation.

But somewhere in their early school years, our kids can start viewing failure as a bad thing, limiting their exposure to new experiences, encounters, and achievements. What caused this switch and how can we help our kids embrace failure rather than avoid it?

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