Our Approach

Each child processes information differently and it is important for us to understand each child’s processing profile to support learning and emotional development.  

Therefore, our approach focuses on learning each child’s strengths and challenges so that we can support the child’s development in the Monarch 4 core goals:  self regulation/awareness, relationship development, executive functioning and academic competence.

We do this by building emotional connections with the child through interactions that include the exchange of emotions. Emotions mobilize us and lead the way to all learning. 

Studies have shown that the mind and the brain grow most rapidly as an outgrowth of these types of interactions. 

Therapy Options

   DIR Developmental, Individual-Difference, Relationship-Based
      
Therapy, also known as DIR/Floortime™, is a model of assessment and
      
intervention that addresses a child’s developmental challenges by identifying
      
his/her unique processing differences, level of functional emotional, social 
      and intellectual capacities, and typical and necessary interaction patterns.
      
It utilizes intensive interaction experiences to enable the child to master
      new 
capacities through relationships and the use of affect. It focuses on
      engaging 
the child at his/her current level of functioning while working with
      the child’s 
unique processing differences to help him/her to climb up the
      Functional 
Emotional Developmental Levels; e.g., Shared Attention &
      Regulation, 
Engagement, Two-Way Communication, Interactive Problem
      Solving,
Meaningful Use of Ideas, Connecting Ideas Logically.

   Speech/Language Therapy helps individuals to improve receptive and
      expressive language processing; improve articulation skills and speech
      fluency. 
It also helps individuals develop functional communication skills
      using a variety of augmentative communication techniques. Monarch
      Therapy services provides speech/language and communication intervention
      to individuals of all ages with various types of speech/language and
      communication disorders.  Therapy plans are developed based on the
      individual’s interests to make learning and therapeutic interactions
      meaningful. 

   Occupational Therapy helps children gain independence through the
      development of fine motor skills, sensory motor skills, and visual motor skills
      that are necessary to function and socialize in their daily environments.
      Intervention is play-based incorporating activities such as suspended
      equipment and games to target the desired skills and to encourage a positive
      learning experience.  

   Music Therapy is the clinical and evidence-based use of music interventions
      to accomplish individualized goals within a therapeutic relationship by a
      credentialed professional who has completed an approved music therapy
      program. (AMTA, 2005) Music Therapy services support Monarch’s Four Core
      Goals by providing activities that are motivating, success-oriented, and
      present concrete, multi-sensory stimulation in a systematic way that is
      capable of addressing multiple goal areas simultaneously, regardless of age
      or musical ability. Music is processed in the frontal, parietal, and temporal
      lobes of the brain, as well as the cerebellum, creating and connecting neural
      pathways in both hemispheres of the brain. Research suggests music’s ability
      to enhance spatial-temporal skills (mathematical reasoning), auditory
      recognition and discrimination (language processing), pattern recognition,
      and abstract reasoning skills. Music Therapy calls a person to identify and
      express emotional states in new and challenging ways that promote self-
      regulation, reflection, and creativity. The therapeutic relationship and
      inherent structure of music provide a safe and predictable, yet flexible,
      context for students to take risks and perspectives they may not feel
      confident attempting in other environments. This creates opportunities for
      learners to take greater ownership of their skills and achievements.
      Participation in music therapy sessions includes playing instruments, singing,
      listening, improvising, and composition, each of which are adapted to support
      objectives in communication and positive social awareness and behaviors.
      Additionally, music-making and appreciation is a lifelong leisure skill that
      may transfer to other real-world contexts. Music Therapy activities are
      continuously adapted to individual needs to promote executive functioning
      skills such as reflection, creative problem solving, strategizing, and task
      commitment.

 

Professional Clinicians
Our team provides high quality diagnostic assessments to identify strengths and challenges and use therapeutic techniques to help individuals reach their optimal level of in all areas of functioning.  Our experienced clinicians collaboratively assess and treat a broad range of functional domains, including Autism Spectrum Disorders, AD/HD, Tourette Syndrome, OCD, learning disorders, traumatic brain injury and recovery, and mood disorders. 

                 

The Therapy Services Faculty consists of:

Sharon Duval, M.A., CCC-SLP, DIR® Certified, Director

Catherine Taylor, MT-BC, Music Therapist 

Sarah Posey, MT-BC, Music Therapist

Debbie Kerner, M.S., CCC-SLP Speech Language Pathologist

Ann Schmitz, M.S., CCC-SLP, Speech Language Pathologist

Jamie MacDonald, MOT, OTR, Occupational Therapist

To Learn More or Contact Us

For more information about our services, click here to visit our Frequently Asked Questions page, or contact our Clinic Coordinator at 713.479.0800. To schedule an appointment, you may call our clinic or complete an online request for information by clicking here.