• Developmental Screenings
    • Feeding Therapy
    • Aquatic Therapy
          • Aquatic Therapy is designed to benefit children by working on therapeutic skills in a gravity assisted environment. The pool setting offers a variety of water-based activities that enhance or restore mobility and function in a warm water environment.

    • Physical Therapy
          • Our therapists will find fun and creative ways to improve your child’s gross motor skills and improve their ability to perform functional daily activities.

    • Occupational Therapy
          • Daily life “occupations”, AKA activities, for children include everything from playing, dressing, feeding, and bathing to handwriting and social interactions. Occupational therapists help to improve a child’s performance and participation in all of those activities.

    • Teletherapy
          • Teletherapy is therapy via a live video connection. The treatment session is similar to an in-person session, however it is over a computer (or other device) instead!

    • Speech-Language Therapy
          • Communication skills are an essential aspect of a child’s overall development, health, learning experiences, self-esteem, and ability to express their basic wants and needs. These skills are also incredibly important to school performance and social interaction.

    • RockStar Kidz
          • Unleash your potential with our dynamic Yoga and Fitness Boot Camp! Our transformative 45-minute sessions offer children and young adults the chance to enhance their flexibility, body awareness, and extend their range of motion. Experience the magic of focused training and improve your posture like never before. Come dressed in your comfy attire, lace-up your tennis shoes, and don’t forget your water bottle. Elevate your fitness journey with us today!

        • Community Screening
        • We understand the importance of early intervention in physical, occupational, and speech development. That’s why we offer comprehensive

        • Group Screenings
        • We understand the importance of early intervention in physical, occupational, and speech development. That’s why we offer comprehensive

        • Developmental Screenings
        • We understand the importance of early intervention in physical, occupational, and speech development. That’s why we offer comprehensive

        • 1:1 Screenings
        • We understand the importance of early intervention in physical, occupational, and speech development. That’s why we offer comprehensive

        • Mount Pleasant

        • Kenosha

  • Success Stories
        • It’s natural to have questions and concerns about what to expect during your first visit with us, so here is a summary of what you can expect on your evaluation.

        • Navigating the landscape of pediatric therapy services can be complex, particularly when differentiating between outpatient and school-based therapy services. Our guide helps make sense of the differences and similarities.

  • Contact



Success Story: Grayson Nieskes

Grayson first started at Medical Support Services (MSS) when he was 14 months old after participating in birth to three services following a diagnosis of stroke in utero. Grayson is a happy, motivated, and engaged little boy who loves to play with and copy his older brother.  

Grayson was referred first for Speech-Language Pathology services, due to concerns with limited expressive communication. He had good understanding of what others said, but did not express his wants and needs, had only recently started saying his first word, and had experienced plateau in expressive development since 9 months of age. He was demonstrating a high level of frustration with being unable to communicate. During his 10 months in speech therapy, Grayson has demonstrated amazing growth in communication skills! He recently graduated from therapy and is talking up a storm. He is combining many words together, even using full sentences with a variety of word types and to communicate for many intents and purposes. Not only is he successfully communicating his wants and needs, but he is now talking about the world around him, sharing his thoughts and ideas, and beginning to tell stories.  

When Grayson began Occupational Therapy at 16 months, he was very guarded with his right arm, often not utilizing it in any activity. Over the past several months, Grayson has made significant progress in the functional use of his right arm and hand. He now actively incorporates his right hand when carrying items, engaging in ball play, playing with interlocking toys, and participating in gross motor games.  

We are so proud of Grayson for his playfulness and engagement, enabling him to make such great progress. It has been such a joy to see his personality bloom and his confidence grow as he has gained skills. We are excited to see what he accomplishes next! 

Parent Quote: 

“When Grayson was 4 months old (age 2 now) we started to notice him favoring one hand over the other and keeping his other arm guarded near his chest. After many tests and MRIs, it was confirmed that Grayson had a stroke in utero that affected one side of his brain causing muscle tightness on the other side of his body. After the diagnosis we had a hard time processing what this meant for Grayson’s future. It was at that time we were referred to outpatient therapy. We were/are fortunate to work with Nora for speech and Abbey for OT. Coming to therapy each week (at times multiple times a week) never feels like “going to therapy”, it feels like going to a second home to work with people who truly are passionate not only about what they do but your child as well. Nora and Abbey continue to go above and beyond for Grayson to meet him where he is at, but also give him the push they know he is capable of handling. Grayson started speech with Nora with a very limited vocabulary, and now he is talking non-stop in full sentences. We are so proud of the progress he has made with Nora, and we are forever grateful for the continued education and support for Grayson along the way from Nora. Grayson continues to work with Abbey for OT, and from the moment we had our first visit with Abbey we knew she was the perfect fit for Grayson. Abbey continues to meet Grayson where he is at, but also challenges him to do things she knows he is capable of doing. Grayson has gone from only using his left hand for tasks, to now using both his hands together. We are amazed at all the progress he is continuing to make in OT with Abbey. We can’t thank the staff from MSS Oak Creek enough for all they have done for our family. It will be a sad day when Grayson graduates and no longer needs services at MSS.”  

-Jessica Nieskes, Grayson’s mother 

ABCs of Occupational Therapy – OT Month

Celebrating Occupational Therapy Month: Exploring the ABCs of OT

April brings a special occasion as we honor Occupational Therapy Month. This year, join us in commemorating OT month with “ABCs of OT”! Every day, discover a new letter unveiling an OT skill, occupation, or activity that showcases the diverse expertise of our occupational therapists.

At our locations in Oak Creek, Kenosha, and Mount Pleasant, WI, we’re proud to offer comprehensive occupational therapy services to the southeastern Wisconsin area, including Milwaukee County, Racine County, and Kenosha County. Our team of pediatric occupational therapist are committed to aiding children with developmental challenges to achieve their full potential.

Occupational therapists are instrumental in helping individuals of all ages and abilities overcome physical, cognitive, and emotional obstacles.

Through the ABCs of OT, we invite you to delve into the world of occupational therapy and discover the many ways our therapists make a difference. Join us in celebrating Occupational Therapy Month and honoring the invaluable contributions of our team.

Pragmatic Profile and Skills Checklists

Pragmatic Profile for K-12 Students

Check out this skills checklist to see how your K-12 student is developing their pragmatic skills during conversation and/or shared activities!

https://msstherapy.net/wp-content/uploads/2024/04/SPT-14-fillable-SLP-K-12-Pragmatic-Profile-11-17-20.pdf

Preschool Pragmatic Profile

Download this skills checklist to see how your preschooler is developing their pragmatic skills during conversations!

https://msstherapy.net/wp-content/uploads/2024/04/SPT-14b-Preschool-Pragmatic-Profile.pdf

10 Symbolic Play Stages

In this blog, we’ll share with you the 10 symbolic play stages your child will show from 9 to 60 months of their life, types of language they should be producing and what this all means!

Stage 1 – 9 to 12 Months

Types of Play:

-Object permanence

-Means-end abilities

-Developing schemas

Language:

-Vocalizations

What does this mean?

Object permanence entails the ability to know an object or person still exists even when they are hidden and you can’t see or hear them, so an example could be the ability to find a toy that is hidden under a scarf. The child knows the toy still exists, even if it is hidden, and can locate it, as well. Means-end ability is when the child physically moves towards an object of desire. Developing schemas means the child will bang, hit, or gum most toys, but does learn to use a few objects appropriately. Vocalizations will be used, but these generally are not real words.

Stage 2 – 13 to 17 Months

Play

-Locates parts of toys that operate the toy (switch, buttons, turn dials, etc.)

Language

-Protoimperatives

-1 word

-Gestures and vocalizations

What does this mean?

If the child is unable to operate the toy, then he or she uses protoimperatives (requesting help) to have an adult operate the toy. This is important because it means the child understands that an adult can be used to act on items and help. Words will begin to appear at this stage but they are unstable and dependent on the context, that is, one wouldn’t necessarily recognize “mama” unless mom is in the room. The child will begin using gestures and vocalizations to perform various actions such as: request, command, call attention, greet or label.

Stage 3 – 17 to 19 Months

Play

-Autosymbolic play

-Object permanence

-Begins to use tools

Language

-True verbal language

-Cannot refer to absent situations

What does this mean?

Auto symbolic play means symbolic play with himself or herself, such as a child pretending to go to sleep, eat “food” from a spoon, or drink “water” from a cup. Object permanence at this stage evolves into a child finding a totally hidden toy, such as a toy being placed in a box, then emptied out under a scarf. Children will also begin to use tools to gain objects. True verbal language appears, however children generally cannot refer to absent situations at this time.

Stage 4 – 19 to 22 Months

Play

-Symbolic play is now acted upon others

Language

-Word combinations

-Possible possession

-Internalized action schemas

What does this mean?

Symbolic play will now change into play that moves to other people or objects, like brushing mom’s hair and a doll’s hair. Word combinations will begin to appear and possession can show up as well (“my”, “mine). Lastly, internalized action schemas include referencing objects and people that aren’t present.

Stage 5 – 24 months

Play

-Sand and water play

-Block building

-Plays house and uses real life or realistic objects

-FORMING pretending, sharing information, and questioning

Language

-Begins to talk about daily experiences

-Short sentences

-Plural participles, plurals, and possessives

What does this mean?

Sand and water play at this stage will also consist of dumping and filling and block building should include both building up and knocking down the blocks. Short sentences should be used to narrate or describe what the child is doing, and present participles, plurals, and possessives will begin to appear. The child will begin forming pretending, sharing information, and questioning but these are not yet perfected.

Stage 6 – 30 Months

Play

-Still uses realistic props

-Parallel play

-Associative play appears

Language

-Brings up less frequent experiences

-Asking WH- questions

What does this mean?

Parallel play is present when children may be playing next to each other but not necessarily interacting together, associate play is present when children are playing the same game but not really interacting or working together. Less frequent experiences your child could be talking about could be when the child got sick and went to the doctor, versus going to school every day. At this stage, mostly why question will be asked.

Stage 7 – 36 Months

Play

-Sequence schemas

-Still using realistic props

-Associative play but not yet full cooperative play

-Uses compensatory play combinations

Language

-Uses past tense

What does this mean?

Sequence schemas are when a child, for example, chooses to mix cake, then bake cake, then wash dishes, this isn’t planned, but evolves as they go through the actions. Compensatory play strategies include a child choosing to reenact past events, but add a new outcome, probably one he/she would have liked better.

Stage 8 – 36 to 42 Months

Play

-Sequence schemas involve into using less realistic props

-Theory of mind begins developing

Language

-Metalinguistic abilities begin to show

What does this mean?

Using less realistic props could involve using a row of chairs to depict a train. Theory of mind is the child’s ability to take on someone else’s perspective in play, and metalinguistic abilities shown at this stage are the ability to think and comment about play.

Stage 9 – 48 Months

Play

-3 dimensional block structures begin

-Pretend play happens with the 3 dimensional structures

-Problem solve and hypothesize past events using “what if”

Language

-Modals and conjunctions appear

What does this mean?

Children in this stage will begin grasping ideas in play like could, would, what if. Modals are words like can, may, might, could, would, and will. Conjunctions are words like and, but, if, so, because. These will begin to appear but that doesn’t mean the child knows exactly what these concepts mean–this won’t happen until elementary school years.

Stage 10 – 60 Months

Play

-Can organize what he/she needs for future events

-Can coordinate more than 1 event at a time

-Realistic props aren’t necessary

-Full cooperative play

Language

-NEED language for this stage

-Uses concepts such as first, then, when, while, next, before, after

What does this mean?

A child at this stage will organize both people and objects, can play the role of mommy/daddy, and tell other children what to do while playing house. Full cooperative play means children are playing the same game, in the same space, with the same goal.

IEP: The Basics

Welcome to IEP:  The Basics

This is Part 1 of however many parts you guys want. This is for you—the parents, grandparents, caregivers, trusted adults of these kiddos that we all have supported here at Medical Support Services. As we are about two-thirds of the way through the school year, We wanted to support those who may have initial or annual IEP meetings coming up soon.

What is an IEP

To start, you may be asking, “What is an IEP?” Great question! An IEP is an Individualized Education Plan. These are legally binding documents that outline the services and supports that your child will be provided through your area school district. IEPs will follow students across school districts, across county lines, and even state lines! For example, if your child has an IEP in Kenosha Unified School District (KUSD) and you move to the Racine area, that IEP will be transferred to Racine Unified School District (RUSD). The same thing applies if you were to move from Wisconsin to Florida.

How is my child’s IEP created?

Another common question that you may have is, “How is my child’s IEP created?” IEPs are created by looking at multiple data points, both quantitative (think numbers) and qualitative (think parent thoughts): classroom performance, test scores (MAP testing), evaluation scores, teacher input, and parent input. Once all the data is collected, the IEP Team (which I will get to next) will come together and determine if criteria are met for IEP eligibility.

Who is part of the IEP Team?

The last part of this post answers the question, “Who is part of the IEP Team?” The IEP consists of the parent(s), general education teacher, special education teacher, the child (if old enough), school psychologist, and the local education agency (LEA; someone who doesn’t directly work with the child – Principal). In addition, you could also have the school social worker, guidance counselor, speech therapist, occupational therapist, physical therapist, and the list could go on… But, everyone who has been involved with the child’s eligibility testing and who could potentially be working with the child will be part of the IEP Team.

Success Story: Karraline and Clarissa Kosinski

Twin sisters Karraline and Clarissa began their journey at Medical Support Services (MSS) after aging out of their county’s Birth-to-Three program. Despite their small stature, these girls have always been strong and resilient. Born at 24 weeks, they’ve faced numerous challenges in their lives but have never let these obstacles hinder them. Both are full of life and have shown great motivation to improve their independence and play with their siblings. Their mother has shared her hopes and dreams for the girls to enhance their developmental skills to the best of their ability.

Karraline had very limited mobility skills when she started at MSS, but her language skills were a definite strength. She enthusiastically shared stories about her life on a farm and her deep love for her family. She is an incredibly kind soul, always radiating love.

Over the years, Karraline has worked diligently in physical therapy to strengthen her ability to navigate her home environment. Now, she can be found walking on her knees, climbing on and off the couch, or running in her gait trainer. Despite her physical limitations, Karraline finds innovative ways to keep up with her nine siblings, including driving her power wheelchair independently around their farm.

When Karraline began occupational therapy (OT) at MSS, she was extremely motivated but had limited use of her arms. Over time, she has significantly improved the functionality of her arms, gaining independence in various skills. She can now feed herself, assist with dressing, begin to brush her own hair, and brush her teeth independently.

Karraline also started speech therapy at MSS at the age of three. Initially, she struggled with combining words but quickly advanced in her expressive language skills. In just two years, she graduated from speech therapy, now able to produce grammatically correct sentences and articulate all speech sounds appropriately. She even accompanies Clarissa to her speech sessions, serving as her biggest cheerleader.

Clarissa began her journey at MSS with limited speech and language skills, but she was quick to crawl around and explore the therapy gym. Despite her limited speech, Clarissa always managed to express her vibrant, playful personality. Her gross motor skills were a strength from the start. She progressed rapidly from crawling to standing and eventually to walking independently. Clarissa loves to run and play and even joined a baseball team last summer.

In OT, Clarissa initially showed difficulty with motor planning, fine motor skills, core and visual motor skills, and overall upper body strength. She needed full assistance with dressing and struggled with manipulating objects. Now, she can dress independently, is learning to write her name, tie her shoes, and can follow multi-step directions.

Clarissa began speech therapy at MSS at three years old, initially communicating in two-word phrases and having difficulty following directions. She can now use complete sentences to express her wants and needs, her personality always shining through. In speech therapy, she is working on predicting events, retelling stories, and using past-tense verbs. She always works hard and never hesitates to share her opinions.

Both girls have shown remarkable tenacity in overcoming challenges and are greatly motivated by their family. They continue to work hard in therapy, learning skills that will assist them as they grow. We are all amazed by the progress these two have made and eagerly anticipate their continued achievements.

Parent Quote:

“It has been wonderful to witness the girls’ progress at MSS over the years. We’ve been thrilled to see Karraline’s advancements in mobility around our house and her interactions with her siblings. She now safely navigates between our kitchen and living room, even climbing stairs without falling. Her core control has also improved significantly, allowing her to sit and play without losing balance. Clarissa (‘Kissa’) has made remarkable progress in her communication skills, balance, and walking ability, moving from knee jumping to walking without frequent falls. Overall, both girls have made tremendous improvements, consistently exceeding our expectations and achieving milestones and goals we’ve set for them.

At Home Exercises to Help Your Toddler Develop Pre-Writing Skills

You’ve all heard the phrase “you have to learn how to walk before you can run”. It’s the same for handwriting. There are a lot of pre-writing skills to develop before your child is ready to write. So you might be asking, “What can I do now to help so they are ready for school?”

Sometimes it can be hard to know where to start when teaching your child how to write. Writing skills actually start with grasping skills, visual skills, attention, eye hand coordination, and strength, just to name a few. Writing is a full body task! So have fun with your child at any age and help them build the foundational skills needed for writing.

Pre-Writing Skills to Work On

Here are some examples of things you can work on before even picking up a crayon or a marker. Since developmental skills can vary from child to child, we recommend that you supervise your child during the following activities.

· Hand and arm strength by crawling on top of couch cushions placed on the floor

· Finger strength by playing with playdoh

· Attention by reading a book to your child

· Spatial and body awareness by working on identifying body parts

· Sitting strength by sitting on the floor and using two hands to do an activity

· Grasping skills by having your child grasp small objects with index finger to thumb (for example when finger feeding)

Eye Hand Coordination Tasks

Once you’ve worked on grasping skills, strength, vision, attention, and awareness you can put those skills together for eye hand coordination tasks such as stacking blocks and completing simple puzzles. These activities encourage a child to pay attention, use their vision, strength, and use of their fingers to grasp objects.

Introducing a Writing Utensil

Now that your child has worked on the foundational skills, you can introduce a writing utensil. For small hands it is good to use small writing utensils. Break crayons in half to promote grasping with their fingers to thumbs instead of their whole hand to grasp. Use shorter, thicker markers and practice scribbling and coloring. The biggest thing to remember is to have fun!

Finally, if you’ve tried the activities above and your child is having difficulty with any of these steps such as stacking blocks or grasping objects with their index finger to thumb, the occupational therapists at our clinic can help! Feel free to contact us if you are interested in an evaluation. We would love to help your child get their pre-writing skills ready for school!

At Home Activities to Decrease Toe Walking

Toe walking is a common gait abnormality. Here are some suggestions on ways to work on this at home. If you have concerns about your child’s gait, please contact Medical Support Services for a physical therapy screening (free of charge) or an evaluation.

Sensory Input Tips & Activities for Toe Walking

Shaving cream is an easy household item to put on the bottom of your child’s feet to add sensory input! The following link is one idea of how to perform this activity but feel free to get creative!

Walking on different textures, preferably barefoot if possible, is another great way to add sensory input that your child may be seeking! Examples could include: bubble wrap, foam, different fabrics–and feel free to get creative! You could even set up a fun obstacle course while walking over these different textures to get your child motivated! Check out this link for some sensory mats that give multiple varying textures that your child can walk across and stand on for added sensory input!

A sensory brush is another great tool you can use to give sensory input to the bottom of your child’s foot!

Stretching and Strengthening Exercises for Toe Walking

Walking up/down inclines is another great way to stretch and strengthen the lower leg muscles most involved when your child is toe walking. Whether this be walking on a slide or ramps in the community, feel free to get creative!  

Standing on an inclined surface or wedge is a great way to stretch the calf musculature that tends to tighten when a child is toe walking. You can play a game, play catch, or any other creative activity while stretching on the incline/wedge! Encourage your child to maintain “flat feet” when standing on the incline to maximize the stretch!  

Animal walking is a fun and easy way to stretch and strengthen a child’s leg muscles! Great examples to assist with toe walking include bear walking and penguin walking! When bear walking, a child will not only be stretching their calf muscles but also performing a global strengthening exercise for their whole body! Penguin walking includes walking on your heels which strengthens the muscles on the front of your lower leg which counter the muscles involved during toe walking!

Other ideas!  

If your child is toe walking when they are excited, upset, or maybe overwhelmed by sensory input – you can try ankle weights or a weighted backpack to slow your child’s body down and improve their body awareness.  

Backwards walking is a great way to achieve “heel strike” which is normally missing from a child’s walking when they are walking on their toes.

It is also important to work on core/glute strength with some of the following exercises! 

Sit ups – if your child has difficulty performing a full sit up you can prop them up on an incline or a pillow at home to make the exercise a little easier!  

Squats – performing squats is a great way to strengthen the glutes and lower extremity muscles!  

“Supermans” –see picture for example!

2023 Holiday Gift Guide

Welcome to our Pediatric Therapy Gift Guide! This holiday season, upgrade from traditional gifts and discover presents that not only bring joy but also work occupational, speech, and physical therapy skills. Crafted by our expert clinicians, each item in our guide is designed to support therapy goals for children. Discover the perfect blend of entertainment and therapeutic benefits with our 2023 Holiday Gift Guide!

How We Picked:

Our clinicians meticulously assessed each toy to ensure alignment with specific therapy goals. By prioritizing items that make learning enjoyable, our guide seamlessly integrates play and therapy. Explore our handpicked guide, tailored to cater to diverse developmental needs, guaranteeing that each toy contributes to a child’s growth journey.

Occupational Therapy Skills

Poke-a-Dot!

These books are great for encouraging skills such as index finger isolation, fine motor strength, and visual motor integration along with language and play skill development!

Buy Here

Kinetic Sand

Kinetic sand is a great way to introduce sensory play and allow your child to engage in new and various textures. You can incorporate toys to promote imaginary play and also molds to address strengthening and direction following! It also comes in a variety of colors, which can make it more personable.

Buy Here

Magna Doodle

These books are great for encouraging skills such as index finger isolation, fine motor strength, and visual motor integration along with language and play skill development!

Buy Here

Rush Hour Traffic Jam

Visual Perceptual skills: form constancy, visual sequencing, directionality, spatial awareness

Executive functioning skills: problem-solving, sequencing, planning and prioritization

Buy Here

Honey Bee Tree

The Honey Bee Tree is a one of our favorites! It is a blast to play, teaches hand-eye coordination, strategic thinking, and dexterity. If they’re not thinking and acting carefully, they’ll let all the bees out of the hive!

In Stock at We Rock the Spectrum – Milwaukee!

Speech Therapy Skills

Rainbow Spin Tower

Helps increase joint attention, facilitate requesting (more), commenting (go/stop/spin), and labeling (colors/size).

Buy Here

Play Kitchen

Targets a variety of receptive and expressive language skills and play skills including: following multistep directions, identifying named items and demonstrating knowledge of action words; naming items, requesting foods, taking orders; pretending to wash, mix, eat, role play restaurant respectively

Buy Here

Smart Stages Piggy Bank

This item can be used for following simple directives (i.e., put in, push, take out, open), understanding of spatial concepts (in, out, on top, etc.), expanding to 2-word phrases expressively (i.e., put in, red out), requesting “more” or “help”, working on labeling colors and animals (the coins have pictures of animals on them), identifying negation (i.e. which one is not red), and engages a wide age range with the music

Buy Here

Animal Logic

Targets executive functioning skills such as problem-solving, sequencing

In Stock at We Rock the Spectrum – Milwaukee!

Flip and Serve Pancake Set

Elevate playtime with Flip and Serve Pancake Set, designed to boost receptive and expressive language skills. Kids can follow multistep directions, identify kitchen items, and practice action words while flipping pretend pancakes. Encouraging imaginative play, this toy enhances both language development and fine motor skills in a fun and interactive way.

In Stock at We Rock the Spectrum – Milwaukee!

Physical Therapy Skills

Colored Stepping Stones

Can work on balance, coordination, visual scanning, and color matching skills

Buy Here

Sturdy Birdy

This game challenges your child on a physical level while encouraging counting skills, self-esteem, and more! Expect increased balance, coordination, core strength, and a lift to the corners of the lips the moment you start playing Sturdy Birdy!

In Stock at We Rock the Spectrum – Milwaukee!

Yogarrr!

Targets motor planning, balance, coordination, and strength

Buy Here

Pop-up Play Tunnel

Targets upper extremity and core strength, bilateral coordination, postural stability

Buy Here

I Got This!

Targets balance, strength, postural stability, coordination, and motor planning.

In Stock at We Rock the Spectrum – Milwaukee!

As a special treat, some of these fantastic toys are available in stock at We Rock the Spectrum – Milwaukee. Plus, for an extra dash of holiday cheer, use the code HOLIDAY15 to enjoy a 15% discount on all Rock Shop toys. Happy gifting and joyful playtime!

Success Story: Meet Harrison

Our success story for our 2023 fall newsletter is Harrison Joseph!

Harrison was just 1 week old when first evaluated at Medical Support Services, having began his journey with us just 2 days after being discharged from the NICU. He started out with PT and OT and eventually Speech Therapy/Feeding. Harrison’s Mom was motivated to start services right away to provide the best support for Harrison and his future development.

When he started feeding therapy with us, he had difficulty chewing food thoroughly, clearing his mouth fully, and using utensils to feed himself. He was previously dependent on G-tube feedings to receive sufficient calories and nutrition, but now he is almost completely weaned off tube feedings!

Harrison born with Holt Oram Syndrome, which affects the development of the heart and the upper extremities. On his right hand, he has a shorter thumb with a smaller web space than usual. On his left arm, he has a shorter radius that was causing his wrist to turn in and did not have a thumb on that hand. He was also born with multiple holes in his heart. In the last 3 years, he has had 5 surgeries to close the holes in his heart, deepen the web space on his right hand, straighten his wrist on his left hand, and even turn his index finger into a thumb on that hand.

“Harrison is an incredible joy to work with. He is always full of imagination and positivity.”

Amie Kramp, Occupational Therapist

Harrison has struggled with hitting almost all of his major milestones on time which can be super stressful for a parent, especially when they are already dealing with the stress that comes with having a child with various medical conditions.

“Harrison’s therapists have always been so supportive throughout the last 3 years and have always made his therapy appointments fun for him and not feel like a regular medical appointment! In the beginning it was a really big adjustment for him with working through tummy time and crawling but he has grown to love his appointments and his therapists! He has worked so hard and it’s so crazy seeing how much he has truly grown from when he first started to now. He will start 4k next year and I was a little nervous about if he will be ready since he has hand differences from other kids. He has been working so hard with his OT Jenni on how to hold crayons and other school supplies, I know he will do great. I am so thankful for MSS and everything they have done to help Harrison navigate through his milestones and ensure he is where he needs to be. Harrison was discharged from PT and Speech therapy as well since he eats 95% of his diet by mouth now!! It will be a very bittersweet day when he is completely discharged from their facility!”

Ashley Joseph, Harrison’s Mom

A little before his second birthday, Harrison was walking laps around the clinic and was ready for discharge. Now he is hard to keep up with! He runs, rides a bike, and plays on the playground in the therapy gym and with his friends. He is also now independent with feeding himself using a fork and spoon.

Harrison and his parents diligently attended all recommended services and routinely completed his home exercise program, working towards a shared goal of maximizing Harrison’s independence. They have truly pushed Harrison to his full potential!

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