Pediatric Therapeutic Services

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Today, it’s not enough to provide ‘quality therapy’ to your students. Therapists and education programs are required to meet a myriad of state and federal regulations, and to document steady progress for each child. PTS managers participate regularly in pertinent training sessions and pass the most-current information along to our contractors via regular compliance in-services and newsletter updates. We then provide ongoing monitoring of therapists’ documentation to make sure it is up-to-date. PTS reinforces these measures with a standardized documentation system, which has received rave reviews from State Peer Monitors and has also withstood more than two dozen audits with flying colors. Our forms and formats include the following:
Standardized Daily Notes: IEP goal-driven charts that require therapists to link activities from each session to a specific IEP goal and to collect regular measurable data to track progress.
Communication Logs: A record of the communication between your therapist and a child’s parents and teachers, to protect your program in the event of a Due Process Hearing.
Progress Monitoring: PTS quarterly reports have integrated the latest state guidelines to include graphing of student progress and changes to instructional strategies.
Service Delivery Records: Each student session provided will be documented using our on-line database, and will be reported to district administration with every invoice. Individual cost-per- child data is included.

**All PTS forms can be downloaded by our therapists via our secure web site.

We put the focus on a child’s function, not his or her disability.

Referrals:  Clear Teacher/Therapist Communication

PTS also provides our programs with Referral Process Flow Charts which outline each step of the paperwork process in your district and Therapy Referral Forms for each discipline that are structured around a functional checklist of skills required in the classroom. By maintaining a consistent focus on a child’s function, not his or her disability, we are able to facilitate more accurate teacher referrals and eliminate unnecessary evaluations.

English as a Second Language

PTS, Inc. uses a holistic approach and understanding of the ESL and “urban” child, which enables our therapists to make informed determinations of classroom deficits, made within environmental context. Plainly said, we have realistic expectations that respect a student’s linguistic and cultural background. This serves to preserve our clients’ financial resources as our therapists will not pursue goals that represent the remediation of cultural or dialectical articulation errors.
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