How do I know if my child needs therapy?

While no one factor indicates whether or not a child will have difficulties in development, the presence of several “red flags” or significant concerns in one area may indicate the need for additional support. Early identification and treatment are key in assisting such development and preventing secondary difficulties such as lack of self-confidence or academic deficits.

If you know a child who exhibits these difficulties, please contact Therapediatrics LLC at 847-996-6666 for a free screening.

Large Motor Skills

  • Avoids laying on stomach, does not prop up on elbows
  • “Scoots” on bottom instead of crawling or skips this milestone
  • Sits with knees bent and legs folded backwards at sides (sitting with legs in the shape of a W)
  • Is uncomfortable sitting in “criss cross” or “long sitting”
  • Difficulty keeping up with peers in motor tasks, tires easily
  • Seeks out movement, crashes into things
  • Difficulty learning movements that accompany children’s songs
  • Seems to have poor posture or seems asymmetrical, head tilts to the side
  • Frequently hangs of people or furniture for support
  • Cannot get up from the middle of the floor without the use of furniture or help
  • Has difficulty learning to rid a tricycle or bicycle, climbs the stairs slowly

Fine Motor and Functional Skills

  • Not interested in coloring or drawing by age 4
  • Difficulty holding, coloring, writing, using cutting tools compared to peers
  • Does not establish a dominant hand by age 5
  • Limited endurance for coloring and writing tasks
  • Handwriting is illegible, letter reversals after age 6
  • Unable to draw a person with basic features, write name by age 5
  • Does not actively participate in dressing as a toddler, cannot dress independently by age 4
  • Seems overly sensitive to noise, getting “messy,” issues with tags in clothing
  • Avoids self-care tasks such as combing hair, cutting nails, brushing teeth
  • Unable to tolerate a variety of foods, limiting nutrition

Speech and Language Skills

  • Doesn’t babble in infancy, says single words by 18 months, 2-word phrases by age 2, or speaks in simple sentences by age 3
  • Strangers have difficulty understanding child’s speech
  • Does not use appropriate grammar in comparison to peers – confuses pronouns (he, she, I, me, etc.) plurals or possessives
  • Cannot maintain a topic for an age-appropriate length of time
  • Seems inattentive or uninterested during story time, cannot retell story
  • Immediately repeats what you say
  • Difficulty with abstract concepts or predicting outcomes
  • Difficulty following two-step directions by age 4, three step directions by age 5
  • Has an open mouth posture or drooling, especially after age 2
  • Doesn’t chew food well, takes a long time to eat

Social - Emotional Skills

  • Unable to sit still, overly active, needs to “fidget”
  • Tantrums more than a few times a day as a toddler, more than once per day at ages 3-4, more than once per week by age 5
  • Tantrums without apparent cause, unable to calm within 15 minutes
  • Repeats specific play themes, topics or tasks; avoids novel play
  • Have socially atypical ways of self-calming
  • Lacks safety awareness or impulse control
  • Is aggressive in play, school or at home
  • Difficulty coping or handling new situations
  • Difficulty understanding other people’s perspectives
  • Difficulty reading social cues or responding appropriately
  • Makes frequent self-deprecating comments
  • Difficulty making or keeping friends