MetroEHS Pediatric Therapy & Challenge Detroit

Let us reinvent your workforce for the better. Expect to receive effective and reliable staffing solutions from us.

Positive Relationships

Because METROstaffing is therapist-owned and operated, we know how important your needs are. We will handle finding and retaining your therapist and supporting them clinically so you are free to focus on running your facility!

By working with METROstaffing, we take care of everything and immediately begin to reduce your costs at the outset of our relationship.

Your facility will no longer bear the concerns and overhead for items such as pensions, disability insurance, healthcare, and administrative costs. Our experience shows an average savings of 8–10%, in payroll alone for each full-time employee.

We provide maternity, medical leave, and FMLA coverage for all of your related service needs: Speech, OT, PT, Psych & Special Ed Teachers.

We provide therapists for part and full time and can also cover both short and long term placements. We also offer Tele-Therapy services that can be used as a bridge until a ‘live’ therapist is procured; to keep students in IEP compliance and prohibit litigation possibilities.

Building A Better Business

We have developed a highly successful model that enables facilities and therapists to work together in ways that benefit both parties. Granting job satisfaction for the therapist translates into the longevity of your facility.

We provide therapists for part and full time and can also cover both short and long term placements.

From our web-based billing and payroll system to our clinical support team, we support our therapists completely so your time and effort can be directed to other areas of your business.

Innovative Remote Services

METROstaffing offers unique Tele-Practice Therapy services for rural, remote, and underserved communities, as well as to culturally and linguistically diverse populations. Through the application of telecommunication technologies, we can provide therapy services at a distance.

If your facility falls into one of these categories or if you would like more information on this great service, call us today! We would love to answer your questions about our other services such as teletherapy and pediatric therapy in Metropolitan Detroit.

Social Skills CLUB – Conversation, Listening, & Understanding Basics!

Social distancing doesn’t have to keep students from connecting with peers!

MetroEHS has created an online social skills group for Elementary,Middle, and High School students in Michigan with Autism, Asperger’s, Pragmatic Language Delay, or other difficulties with social skills. The group is designed to encourage peer interaction and is facilitated by a Speech-Language Pathologist.

Sign up Middle/High School students for a group focusing on online social skills like online learning, social media, and peer conversation. Elementary students will learn emotion identification and regulation and conversational skills like listening and appropriate responding!

Elementary School Students – Tuesday’s at 4pm
Course Goal: Elementary School students will learn and develop skills in listening and emotion regulation and perception, and build confidence and competence when talking to friends.
Topics covered will include: Emotion identification & empathy in others, Personal emotion regulation, “Self-talk”, Listening skills, Initiating and ending conversations, Reciprocal conversation skills

Middle/High School Students – Tuesday’s at 5pm
Course Goal: Middle School and High School students will learn how to effectively and appropriately participate and communicate in online learning, social media, and conversations with peers and in groups that take place online or on the phone.
Topics covered will include: Appropriate social media participation, Reciprocal phone conversation, Behavior during online learning, Conversation skills with peers in groups and individually

Dates: May 26-June 30, 6 weeks
Cost: $150

Who: Elementary, Middle, and High School students in Michigan with Autism, Asperger’s, Pragmatic Language Delay, or other difficulties with social skills

This 6-week online course begins May 26th!

Contact / Call to Reserve Your Child’s Spot Today!

Pediatric Dynamic Movement Intervention (DMI) therapy is a specialized treatment aimed at improving the gross motor skills, movement control, and overall functional mobility of children with developmental delays.  DMI therapy is designed to promote and enhance the natural ability of children to develop motor skills through structured, targeted interventions.

What is Dynamic Movement Intervention (DMI)?

Dynamic Movement Intervention (DMI) is a cutting-edge therapeutic approach focusing on improving strength, coordination, balance, and motor planning in children with developmental delays. DMI therapy is based on neuroplasticity principles—the brain’s ability to reorganize itself by forming new neural connections. This means that with consistent and well-targeted interventions, children with motor impairments could make significant gains in motor function.

Without disruption or intervention, unhealthy habits (the types of learned patterns of movement a child relies on rather than reflexive movements) become engrained in the child’s behavior repertoire. Neuroplasticity is defined as the ability of the brain to form and reorganize synaptic connections, especially in response to learning, experience, or following an injury. Neuroplasticity is at its height in young children. Without novelty and challenge, well-established habits always dominate. Due to this natural neuroplasticity, it is often better to start children young with any kind of therapeutic care.

The primary theory behind DMI is the use of the body's automatic postural responses.  In DMI therapy, we place the child in a position where gravity provides information requiring a response. We then wait for the child to complete the movement, with gradually less assistance over time.

Who Needs DMI Therapy?

DMI is beneficial for children with and without a specific diagnosis. However, those with specific diagnoses include, but are not limited to:

Cerebral Palsy: Children with cerebral palsy often struggle with motor control, muscle tone, and balance, all of which can be targeted by DMI therapy.

Developmental Delays: Children experiencing delays in reaching motor milestones (such as crawling, walking, or standing) may benefit from DMI’s movement-based approach.

Genetic Disorders: Certain genetic conditions that affect motor development, such as Down syndrome or muscular dystrophy, may be candidates for DMI.

Spina Bifida: This congenital condition affecting the spinal cord can cause motor deficits, and DMI can be useful in strengthening movement capabilities.

Brain Injuries: Traumatic or acquired brain injuries in children that result in impaired motor functions can be addressed through DMI therapy.

Other symptoms of a child who could benefit from DMI include:

• Difficulty with postural control (e.g., sitting, standing, or balancing)
• Delayed or atypical motor development (not crawling or walking at the expected age)
• Limited muscle tone or spasticity
• Challenges in coordination and movement precision
• Fatigue or weakness during movement activities

This is not an exhaustive list. There are many other conditions that may benefit from Dynamic Movement Intervention. DMI therapy is typically recommended for children who have developmental motor disorders or neuromuscular challenges that affect their ability to move, balance, or coordinate their body movements.

Identifying the Need for DMI

The need for DMI therapy is typically identified by healthcare professionals such as neurologists, rehabilitation specialists or physical therapists, often after a comprehensive evaluation of the child’s motor function. Parents may also notice signs that their child is not reaching developmental motor milestones and seek medical advice.

Any physical therapy diagnosis can result in the use of DMI, and this is often very useful for children under 1 to help with head control, children under 2 to help with standing, walking, and posture control, and children 5 and under with more involved diagnoses. Early identification and intervention are extremely beneficial in maximizing the effectiveness of DMI therapy and improving the child’s functional outcomes.