Mission

Our mission at ITTS For Children (Individual and Team Therapy Services For Children) is to provide the best therapeutic services for children, teens and adults who experience challenges in emotional, social, behavioral and/or physical development and/or growth. Additionally, we aim to provide the highest quality of support for parents and/or family members in understanding the strengths and needs of the individual in care.

Philosophy

The therapists at ITTS for Children follow the theoretical background of the DIRFloortime® model of intervention. This framework is based on the understanding that each individual and the circumstances surrounding him or her are unique. The goal of the model is to construct healthy foundations for greater social, emotional and intellectual capacities rather than focusing on isolated skills and behaviors. Click here to learn more about the DIRFloortime® model.

As part of our philosophy, we also:

  • Recognize the client as an individual whose views and expectations must be taken into account when developing intervention
  • Embrace a playful approach to treatment
  • Create an emotionally safe environment
  • Empower parents and/or other family members to be the best informed advocates for the individual in care

History

In 1988, after having worked in pediatrics for years, Dr. Milagros Cordero, OTR/L, and Mr. Barry Landry, PT, joined forces to pioneer a unique service for children. Their vision was to develop a playful approach to treatment, following the child’s lead and welcoming parent, grandparent, sibling, and caregiver involvement. Out of this vision ITTS for Children was born.  Shortly after development, a parent-training component and sponsoring of professional training were added to address the emerging need for these services in the child rehabilitation community.  In 2001, Dr. Cordero, took over sole ownership and ITTS for Children became a service of Cordero and Associates, Inc. ITTS for Children continues to evolve, incorporating the most current interventions as research expands the playful approach to child therapeutic services.

 

  • Developmental delays
  • Developmental disorders  
  • Motor planning
  • Social interactions
  • Difficulty with understanding and/or responding to the environment
  • Emotional regulation
  • Behavioral regulation
  • Academic difficulty
  • Hypotonia
  • Cerebral Palsy
  • ADHD
  • Autism Spectrum Disorder
  • Dyspraxia
  • Sensory Processing Disorder