child development

Arousal Levels and Amusement Parks

| Mary Stoffel, MOT, OTR/L

Amusement and theme parks look like a sensory nightmare. This goes for small, pop-up carnivals all the way to big, immersive theme park resorts. There are blaring speakers, flashing colors, crowds, constant movement…Honestly, I feel overwhelmed just picturing it.

And yet, some kids who are usually sensory‑sensitive walk through those gates and suddenly become focused, regulated, and living their absolute best life. What kind of plot twist is that?

Some kids who are sensory-sensitive can look completely unbothered (joyful even) at amusement parks, and it feels like a total contradiction. It’s not. Their nervous system is responding to a different sensory pattern than the one that overwhelms them in everyday life. That difference has everything to do with sensory processing, arousal levels, and how they modulate input.

Continue reading →

OT Month: The Gen A Nervous System

| Mary Stoffel, MOT, OTR/L

A few months ago on Instagram, we ran into a ton of posts about how you can’t parent Gen A kids like they did in the 90’s because they have a different nervous system.

We thought it was an interesting claim; despite that when “influencers” copy the same material word-for-word, it’s usually a sign of clickbait. They even referred to kids having a “Digital Nervous System”, living in a high-speed brain environment.

Continue reading →

OT Month: Primitive Reflexes

| Mary Stoffel, MOT, OTR/L

We all have reflexes; fast, automatic movements our bodies make without us even thinking. Some reflexes stay with us for life, helping us stay safe and respond to the world around us. Others are meant only for infancy. They support early survival and movement, then fade as children gain more control of their bodies. When those early reflexes don’t integrate on schedule, they can influence how a child experiences their body and how they interact with their environment. These are known collectively as primitive reflexes.

What’s funny is that most parents (in non health-related fields) don’t even know what these are. Newborns have such weird movements when they are learning body control that you can get through the first six months without even realizing the reflexes at work.

FYI: This post has a lot of definitions and lists, so feel free to bookmark and save.

Continue reading →

OT Month: The IEP

| Mary Stoffel, MOT, OTR/L

When you’re navigating support services in the school system, it can feel like an alphabet soup (OT, PT, MTSS). This post is all about the IEP.

An IEP, or Individualized Education Program, is a legal, written plan that explains exactly how a public school will support a student with a disability in order to facilitate their learning and make progress. It’s part of the federal special education law called IDEA (Individuals with Disabilities Education Act), and it guarantees students access to a free appropriate public education (FAPE).

Continue reading →

Child(ish) Reads: Dopamine Kids, Pt. 2

| Patti Webb

In part 1 of my Dopamine Kids review, I said that Michaeleen Doucleff’s five-step plan is very easy to implement. She walks through each step and gradually builds the plan with each chapter. Just like a textbook, you read the material in the first section and do the direct application right after.

So for part 2, I’m sharing my family plan and how I’ve adapted the steps for A&Z.

Continue reading →