A Sensory Place — Therapist Portal

Welcome

Therapist Portal

Clinical resources, assessments, tips, and parent scripts in one place.

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No client information here. This portal is for resources only. Never type client names, dates of birth, diagnoses, or Member IDs into any page on this website. Client documentation goes in our documentation system only.

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DDD Reminder: A caregiver must be present and participating every session. No caregiver = session cancelled. Notify the Support Coordinator before the next session.

Session Checklist

Verify caregiver is present before starting

Review client goals before session

Complete your session note during or immediately after the session

Document caregiver education provided this session

Review and update home program with caregiver

Obtain parent/guardian signature on treatment note

Alert admin if authorization units are running low

Quick Contacts

Nash Caraballo, Owner

Admin, billing, urgent issues

Email

Admin Team

Scheduling, authorizations

Email

DDD Member Services

Authorization and support coordination

(602) 364-4585

Clinical

Assessments

Free, printable tools from their official sources, plus ASHA's assessment guidance.

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Download, then fill. Each button opens the official form. Print it or fill it on your own device. Upload completed forms only to our documentation system. Never email them or save them to personal storage.

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Standardized tests are not here. Tests like the CELF-5, PLS-5, and GFTA-3 are copyrighted and sold by their publishers. ASHA does not distribute assessments. Ask Nash before ordering test kits or protocols.

Free parent-report and screening tools

Intelligibility in Context Scale (ICS)

SLPParent rating7 itemsEnglish & Spanish

Parents rate how well different people understand their child's speech, from "always" to "never." Useful at intake and to track intelligibility over time.

⬇ English ⬇ Spanish ⬇ Spanish + English Instructions & other languages

Source: McLeod, Harrison & McCormack (2012), Charles Sturt University. Free under a Creative Commons license; the form states it may be photocopied.

M-CHAT-R/F (autism screening)

AllParent questionnaireToddlersEnglish & Spanish

A screening tool for autism risk in toddlers. It screens; it does not diagnose. A positive screen means a referral to the child's doctor, not a diagnosis from us.

⬇ Official download page Spanish & other translations

Source: mchatscreen.com. Free to download, but copyrighted: do not change it or repost it.

Communication Matrix

SLPEarly communicatorsAAC usersOnline

Maps how a child communicates now (behavior, gestures, symbols, words). Strong for nonspeaking children and AAC planning. Completed online.

Open Communication Matrix

Free, with a fee only after 5 uses in 12 months. Enter the child's initials only, never a full name.

ASHA assessment guidance (free)

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Speech Sound Disorders

Screening, case history, intelligibility

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Spoken Language Disorders

Screening and comprehensive assessment

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Late Language Emergence

Assessment for late talkers

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Childhood Apraxia of Speech

Assessment and differential diagnosis

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Autism Spectrum Disorder

Screening and assessment

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AAC

AAC assessment and feature matching

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ASHA goal-writing guides (PDF)

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Focus on Function: Speech Sound Disorder

Worked example of functional goals

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Focus on Function: Language Disorder

Worked example of functional goals

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Clinical

Clinical Tips

Evidence-based strategies across all disciplines.

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SLP: CAS & Motor Speech

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Simultaneous production

Therapist and client produce together. Use when accuracy is below 50%.

2️⃣

Direct model (immediate)

Therapist models, client imitates immediately. Standard starting point.

3️⃣

Indirect model (delayed)

Wait 3 to 5 seconds after the model. Fades direct model dependency.

4️⃣

Spontaneous (no model)

Client produces without a model. Document as independent production.

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High repetition

Aim for 100+ trials per session. Motor learning requires mass practice.

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Varied practice

Once a target reaches 60%+, mix with other targets. Blocked, then random practice.

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Fade cues systematically

Move from max to min support as accuracy improves. Document cue level every session.

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Start with CV shapes

Go, me, no, bye, hi: single consonant-vowel, easiest movement transitions.

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Progress to CVCV

Mama, dada, bye-bye: reduplicated syllables reduce motor planning load.

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Prioritize functional words

Work with parents to identify the words the child needs most. High motivation means better motor learning.

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AAC does not reduce speech

Research shows AAC often increases verbal output. Reframe this for parents proactively.

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Model on the device constantly

Therapist and parent model AAC during natural activities. Aim for 3 to 5 models per minute in early stages.

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Wait time is powerful

After a question, wait 10+ seconds silently. Uncomfortable but critical for AAC users.

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OT: Sensory & Fine Motor

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Alerting activities

Under-responsive: jumping, spinning, cold water, crunchy snacks, fast movement.

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Calming activities

Over-responsive: deep pressure, slow rocking, dim lights, heavy work, warmth.

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Proprioception is the great regulator

Heavy work organizes almost all sensory profiles. Use it before fine motor tasks.

1️⃣

Gross grasp to tripod

Large objects to 3-finger pinch to dynamic tripod pencil grasp.

2️⃣

Bilateral coordination first

Two-hand tasks (tearing, lacing) before single-hand precision tasks.

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Scissor sequence

Snipping, then across paper, then straight lines, curves, and shapes.

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PT: Gross Motor & Mobility

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Proximal before distal

Core and trunk stability must precede extremity control.

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Static before dynamic balance

Standing, then weight shifting, stepping, single leg stance, then dynamic challenges.

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80% success rule

Stay in the just-right challenge zone: hard enough to require effort, achievable enough to build confidence.

Communication

Parent Conversations

Scripts and strategies for the conversations that matter most.

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Parents are the most important member of the therapy team. They have the child 95% of waking hours. Your job is to coach them, not just treat the child.

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First Session

Setting expectations with new families

Script

"I want to start by hearing from you. Tell me about [child's name]. What do you see at home, what are your biggest concerns, and what would success look like to you six months from now?"

Listen for 2 to 3 minutes before introducing your approach. Parents who feel heard are far more engaged.

Script

"I see your child for 25 to 30 minutes, maybe twice a week. You have them the other 23+ hours every day. The work we do only sticks if it's practiced at home. I'm going to teach you what to do. I handle the clinical expertise; you provide the repetition at home."

Script

"A parent or caregiver must be present and participating in every session. This is a DDD policy requirement, not optional. If no caregiver is available, we have to cancel and I'm required to notify your Support Coordinator."

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No caregiver = cancel the session, do not provide services, document it, notify the SC.

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Handling Pushback

When parents are frustrated or skeptical

Script

"That's exactly the right question. Let me show you where we started and where we are now [show data]. Progress is rarely linear; there are often plateaus before breakthroughs. What I can tell you is [specific improvement]. Here's what I'd like to try next."

Always anchor in data. Parents feel better when they see proof of progress, even when it feels slow.

Script

"I really appreciate your honesty. Let's look at the goals and data together. Can you tell me more about what you're not seeing? Is it at home, in sessions, or in day-to-day function?"

Never be defensive. Get curious first. Sometimes goals need to change, not the therapy.

Script

"I'm glad you're exploring options. Can you tell me more about it? The question I always ask is: what does the research say? Some approaches have strong evidence, some are emerging, and some haven't been shown to work. Let me help you think it through."

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Home Program Coaching

Getting families to actually follow through

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Attach to an existing routine

"What does your morning look like?" Then anchor practice to something they already do. "Three times while getting dressed" beats "sometime during the day."

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Demonstrate, don't just describe

Have the parent do the activity with the child while you watch and coach, right in the session.

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One or two targets only

Eight home program items = zero done. Pick the one or two most impactful and do those well.

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Check in every session

"How did home practice go this week?" Document it in the S section of your note.

Clinical

Therapy Ideas

Activities for all disciplines. Filter by discipline.

SLP

Egg Hunt Articulation

Hide plastic eggs with target word picture cards. Client finds an egg, opens it, and produces the target with cues. High repetition, high motivation.

CASArticulationHigh repetition

SLP

Go Fish with Target Words

Adapt Go Fish with target word cards. Client must request cards by naming them correctly. Great for requesting language too.

LanguageRequestingTurn-taking

SLP

Play Kitchen / Snack Time

Target food vocabulary, requesting, commenting, and functional words (more, please, done, want). Mealtime words are often the family's top priority.

Functional vocabAACEarly language

SLP

Bubbles for CV Shapes

Client says a target word or syllable to get a bubble blow. "Pop" is a great target. Natural motivation and high repetition without feeling like drill work.

CASCV shapesEarly

SLP

Repeated-Line Books

Books with repetitive text (Brown Bear, Going on a Bear Hunt). Client fills in predictable words. Reduces cognitive load and increases successful productions.

LanguageImitationLiteracy

OT

Obstacle Course Circuit

Crawling through tunnels, balance beam, jumping on a crash pad, fine motor task at the end. Combines sensory regulation with skill-building.

SensoryMotor planningRegulation

OT

Playdough Fine Motor

Rolling, pinching, poking, and cutting playdough builds hand strength. Add tools to grade the challenge.

Fine motorStrengthBilateral

OT

Sensory Bin Exploration

Bin with rice, sand, kinetic sand, or water beads with objects hidden inside. Start with less threatening textures before wet or sticky ones.

TactileSensoryExploration

OT

Swing Activities

Linear swinging is calming; rotary spinning is alerting. Use the swing for regulation first, then move to table-top tasks while regulated.

VestibularRegulationSensory diet

PT

Playground as PT Gym

Climbing targets upper body strength and motor planning. Slides target core. Monkey bars target grip and shoulder stability.

Gross motorStrengthCommunity

PT

Animal Walks

Bear crawl, crab walk, frog jumps, inchworm stretch. All target core, strength, and coordination in a playful format.

StrengthCoordinationCore

All

Bubble Popping

SLP: say the target word for bubbles. OT: reach and pop for bilateral coordination. PT: chase bubbles for gross motor. One activity, three disciplines.

Multi-disciplineMotivating

Reference