• New Patient Form

  • Date*
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  • Date of Birth*
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  • Primary Language
  • Interpreter Needed?
  • Format: (000) 000-0000.
  • Format: (000) 000-0000.
  • Format: (000) 000-0000.
  • Format: (000) 000-0000.
  • Format: (000) 000-0000.
  • Date of Birth
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  • Please have insurance and/or Medicaid cards available at the time of the appointment.


    * ALL AREAS MUST BE COMPLETED FOR BILLING PURPOSES. WE ARE UNABLE TO BILL INSURANCE/MEDICAID WITHOUT THIS INFORMATION.

    IF THEY ARE NOT COMPLETED YOU WILL BE BILLED.

  • Emergency Contact Information


    In case of an emergency where we are unable to contact you, this page will be given to emergency personnel. Please fill out all spaces and note any other comments we may need to know.

    Who do we contact in case of emergency?

  • Format: (000) 000-0000.
  • Format: (000) 000-0000.
  • If we are not able to reach either contact person, do we have your permission for Jarvis Pediatric Therapy, Inc. to contact 911/emergency services?
  • Authorizations, Acknowledgements, and Agreements

  • Date of Birth*
     - -
  • Date
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  • Date
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  • Date
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  • Date
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  • Date
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  • Date
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  • Date
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  • Wendy Jarvis, OTR/L
    Luke Hill, OTR/L
    Brenda Rodriguez
    Amanda Myers, PT, DPT
    2070 McKenzie St., Suite C Springdale, AR 72762 5507 Walsh Lane, Suite 102 Rogers, AR 7758 Phone: 479.750.7778 Fax: 479.750.7708 e-mail: jarvispediatric@sbcglobal.net

  • Payment Authorization and Financial Agreement


    Please review the financial agreement for our practice. By signing this letter you are agreeing to all the terms in it. I authorize payment of medical benefits to be made directly to Jarvis Pediatric Therapy, Inc. for services rendered. I understand that while insurance may cover some of my expenses, I will be personally responsible for anything not handled by my insurance. I understand that it is my responsibility to understand the coverage and limitations of my insurance. I agree to either fully pay or set up a payment plan and begin payment for all charges within 30 days of the receipt of my child’s patient statement. Failure to pay outstanding balances will result in additional charges for collection and/or attorney’s fees.

  • Date
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  • HIPAA AUTHORIZATION

  • Date*
     - -
  • Section I hearby authorize Jarvis Pediatric Therapy, Inc. to release or obtain my individually indentifyable information, including contact information, pictures of my child, information about physical health and/or mental health, physical or mental condition, healthcare or other services, and payment for services.


    I understand that:

    • I am entitled to a copy of this form A copy of the permission form is as valid as the original

    • I may revoke this authorization at any time by notifying Jarvis Pediatric Therapy, Inc. in writing.

    • This will not affect any action Jarvis Pediatric Therapy, Inc. took in reliance on this authorization before it was revoked.

    • If I refuse to authorize disclosure of my child’s unrelated healthcare information, then Jarvis Pediatric Therapy, Inc. will not deny services.

    • Once information is released to a third party, according to this authorization, Jarvis Pediatric Therapy, Inc. cannot prevent its re-disclosure.

    • This authorization does not limit the ability of Jarvis Pediatric Therapy, Inc. to use or disclose my child’s health information as otherwise permitted by state and federal law.

    • Disclosed health information may be oral or written.

  • Date
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  • How did you find us?
  • Patient History

  • Date
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  • Infant History

  • Developmental History

    When did the child ____
  • Medical History

  • Social History

  • School/Daycare History

  • Self-Care

    Can the child ___
  • Permissions for snacks and/or prizes while at the clinic:
  • 1. Food is often around the clinic for various reasons kids’ birthdays, leftover doughnuts or cake for staff recognition, holiday goody gifts from families, Goldfish crackers for reinforcement in therapy, food from feeding therapy room, etc Aside from any allergies that have already been indicated in patient intake paperwork, please let us know if your child is or is not allowed to be given food while at Jarvis.

  • We offer all the children the choice of a treasure box prize or candy as their prize for working hard in therapy. In OT, chewing gum is a common practice. Please let us know if your child is or is not allowed to be given treasure box, gum and/or candy while at Jarvis.
  • I, , of   Pick a Date   give permission to Jarvis Pediatric Therapy Inc. to take photos/videos of my child: for the use of Social Media (Facebook) and advertising including website, flyers, etc.

    Thank you,
    Wendy Jarvis, Owner.

  • Date
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  • AUTHORIZATION FOR RELEASE OF INFORMATION

  • Client's Date of Birth
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  • I hearby authorize Jarvis Pediatric Therapy to share information with the following individuals/ organizations:

  • Facility Type
  • This authorization applies to:
  • Date
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  • Please Complete This Form If You Anticipate A Speech-Language Evaluation

  • There are 9 areas listed below that are commonly addressed in speech therapy. Check the areas you believe your child is having difficulty with. Check each characteristic that applies to your child within each area. Be as descriptive as possible in the ‘other’ section of each area. If there is an asterisk (*) next to an area you circled, there may be additional paperwork needed from you regarding specific concerns. This information will help the Speech-Language Pathologist in assessing and treating your child efficiently and effectively. If your child is ten years or older, you must provide the clinic with a recent IQ test before they can be evaluated for speech.

  • SPEECH
  • RECEPTIVE LANGUAGE
  • FLUENCY
  • VOICE
  • EXPRESSIVE LANGUAGE
  • PRAGMATICS
  • COGNITION
  • LITERACY
  • FEEDING/ORAL MOTOR
  • Sensory Processing and Motor Control Questionnaire

  • Vestibular (Movement and Balance)

    Scoring: Use an “X” to mark items that apply to your child. Mark “XX” on items which are areas of particular concern to you. Use “P” to mark items that used to be a problem, but now is resolved.
  • Difficulty sitting still
  • Becomes overly excited after movement activity
  • Becomes overly excited after movement activity
  • Preoccupied with movement; seeks intense movement: spins, twirls, bounces, jumps, rocks
  • Avoids movement equipment on playground
  • Shakes head vigorously, assumes upside down position frequently
  • Uncomfortable on elevators, escalators, or has motion sickness
  • Excessive dizziness or nausea from swinging, spinning, or riding in a car
  • Poor negotiation on uneven surfaces
  • Loses balance easily; fearful to changes in balance
  • As an infant, tended to arch back when held or moved
  • Avoids activities in which feet leave the ground
  • Fear of falling when no real danger exists
  • Trips easily; clumsy/uncoordinated
  • Poor sense of rhythm
  • Fear of heights or climbing
  • Fearful or resistant when ascending, descending stairs (seeks hand, railing, or walls)
  • Dislikes being moved
  • Resists having head tilted backward
  • Fearful of being tossed in air or turned upside down
  • Moves stiffly, as a single unit
  • Holds head upright when leaning or bending over; dislikes summersaults
  • Gross Motor Control-Proprioception (Muscle and Joint Awareness/Function)

    Scoring: Use an “X” to mark items that apply to your child. Mark “XX” on items which are areas of particular concern to you. Use “P” to mark items that used to be a problem, but now is resolved.
  • Difficulty with hopping compared to others his/her age
  • Difficulty with jumping compared to others his/her age
  • Difficulty with skipping compared to others his/her age
  • Difficulty with running compared to others his/her age
  • Difficulty moving; is slow when sustaining posture
  • Unable to pull up on monkey bars with flexion of arms and legs while moving from bar to bar
  • Avoids age-appropriate participation in group gross motor activities
  • Appears stiff and awkward in movements; head, neck, and shoulder rigidity
  • Clumsy
  • Confused how to move body
  • Bumps into things
  • Falls out of chair
  • Tendency to confuse right and left when following verbal directions
  • Reluctant in playground participation; seeks adults instead
  • Doesn’t extend arms when falling to protect head
  • Difficulty grading movement; uses too little power/force
  • Difficulty grading movement; uses too much power/force
  • Unstable posture, easily thrown off balance
  • Tends to slump in chair with rounded back, head forward and neck extended
  • Props head on hand or lays head on forearm
  • Prefers crunchy or chewy food
  • Avoids crunchy or chewy food
  • Avoids vibratory devices (barber’s clippers, electric toothbrushes)
  • Walks on toes frequently
  • Drags feet or poor heel-toe pattern when walking
  • Wide based stance
  • Turns whole body to look at a person or object
  • Resists new physical challenges, saying “I can’t” without attempting
  • Seems weaker or tires more easily than peers
  • Appears lethargic
  • Seeks sedentary play
  • Leans on objects/people for stability
  • Weak grasp
  • Cannot lift heavy objects, avoids heavy work
  • Moves with quick bursts of activity rather than sustained movement
  • Achieves standing posture by pushing off floor with hands
  • W-sits (sits with bottom on floor between legs with knees bent)
  • Loose joints
  • Collapses onto furniture
  • Seeks vibratory stimulation
  • Craves tumbling or wrestling
  • Frequently gives or requests firm or prolonged hugs
  • Plays roughly with people or objects
  • Seeks opportunities to fall, crashes into things
  • Stamps or slaps feet on ground when walking
  • Kicks heels against floor or chair
  • Bangs sticks or other objects along wall or fence
  • Cracks knuckles
  • Sets jaw when applying effort with extremities
  • Grinds or clenches teeth, bites, or chews objects or clothing
  • Tactile Function

    Scoring: Use an “X” to mark items that apply to your child. Mark “XX” on items which are areas of particular concern to you. Use “P” to mark items that used to be a problem, but now is resolved.
  • Excessive reaction to light tough sensation (anxiety, hostility, aggression)
  • As an infant, not calmed by cuddling/stroking
  • As an infant, not calmed by cuddling/stroking
  • Negative reaction to unseen, unexpected touch
  • Clothes cover entire body regardless of weather
  • Wears minimal clothes regardless of weather
  • Avoids certain textures of clothing, materials
  • Avoids putting hands in messy substances/getting dirty
  • Engages in self-injurious behavior(s)
  • Likes to be wrapped tightly in sheet or blanket, seeks tight spaces
  • Engages in self-stimulatory behavior(s)
  • Frequently adjusts clothing as if feeling uncomfortable
  • Stands too close to people to a point of irritation
  • Touches everything, can’t keep hands to self
  • No apparent response to being touched or bumped
  • Avoids busy, unpredictable environments
  • Intent on controlling/manipulating to keep environment predictable
  • Resistive to personal grooming activities, such as haircut, nail trimming, other
  • Extreme reaction to tickling
  • Examines objects by placing in mouth
  • Appears under sensitive to pain
  • Appears over sensitive to pain
  • Socks have to be just right: no wrinkled or twisted seams
  • Hyper-responsive gag reflex
  • Picky eater
  • Hands seem to be unfamiliar appendages
  • Difficulty identifying which body part is touched when eyes are closed
  • Untidy/ messy dresser
  • Shoes worn loose or untied or on wrong feet
  • Unable to identify familiar objects via touch
  • Poor awareness of body part relationships
  • Rubs or scratches a spot that has been touched
  • Avoids being barefooted on textured surfaces (grass, sand)
  • Seeks being barefooted on textured surfaces (grass, sand)
  • Auditory

    Scoring: Use an “X” to mark items that apply to your child. Mark “XX” on items which are areas of particular concern to you. Use “P” to mark items that used to be a problem, but now is resolved.
  • Overly sensitive to loud sounds or noises
  • Over reacts to unexpected or loud noises (sirens, etc.)
  • Irrational fear of noisy appliances
  • Covers ears to shut out auditory input
  • Hears sounds other don’t hear or before others notice
  • Sensitive to certain voice pitches
  • “Tune out” or ignores sounds nearby
  • Unable to pay attention when there are other sounds nearby
  • Can only work with stereo or TV on
  • Flat; monotonous voice
  • Unable to sing in tune
  • Hums, sings softly, ‘self-talks’ through a task
  • Language is hard to understand
  • Voice volume is too soft
  • Voice volume is too loud
  • Needs visual cues to respond to verbal commands or requests
  • Needs increased volume to respond
  • Mispronounces words (bisghetti, mazagine, etc.)
  • Doesn’t respond when name is called
  • Inattentive to what is said
  • Fidgets while listening
  • Misunderstands what you say
  • Has difficulty remembering melodies
  • Confuses similar sounding words
  • Doesn’t seem to hear the beginning of a statement
  • Doesn’t seem to hear the middle of a statement
  • Doesn’t seem to hear the end of a statement
  • Frequently asks you to repeat what you have said
  • Slow or delayed responses
  • Difficulty sequencing the order of events when telling a story/describing an event
  • Has difficulty finding words to use; hesitant speech
  • Tendency to stutter
  • Not precise in work selection
  • Limited use of descriptive vocabulary
  • Participates little in conversations
  • Enjoys strange noises or repeats the same sound over and over
  • Seeks out toys or objects that make sounds
  • Craves music or other specific sounds
  • Oculo-Motor Control & Visual Perception

    Scoring: Use an “X” to mark items that apply to your child. Mark “XX” on items which are areas of particular concern to you. Use “P” to mark items that used to be a problem, but now is resolved.
  • Poor depth perception; examples: ducks when ball approaches, difficulty with stairs
  • Poor awareness of space in relation to things around self
  • When reading, skips words/lines
  • When reading, loses place
  • When reading, reads slowly
  • When reading, uses finger as marker
  • Poor reading comprehension
  • Letter/number/word reversals
  • Overly sensitive to lights/sunlight
  • Difficulty tracking a moving target without moving head
  • Poor visual monitoring of hand when writing/manipulating objects
  • Poor eye contact
  • Dislikes having vision occluded or being in the dark
  • Difficulty with near/far accommodation (copying from blackboard)
  • Squints
  • Bloodshot eyes
  • Eyes tear
  • Raise eyebrows
  • Rubs eyes
  • Gets lost easily, has poor sense of direction
  • Poor visual monitoring of environment
  • Hyper vigilant or visually distracted
  • Difficulty with puzzles
  • Enjoys with puzzles
  • Writing illegible
  • Poorly spaced/places on line or page
  • Dislikes drawing
  • Enjoys drawing
  • Difficulty finding objects in complex backgrounds
  • Over-stimulated by busy visual environment
  • Keeps eyes too close to work
  • Tilts head
  • Props head
  • Lays head on arm with desk work
  • Uses peripheral more than central vision
  • Fine Motor Control

    Scoring: Use an “X” to mark items that apply to your child. Mark “XX” on items which are areas of particular concern to you. Use “P” to mark items that used to be a problem, but now is resolved.
  • Right handed
  • Left handed
  • Switches hands
  • Poor desk posture (slumps, leans on arm, head too close to work, tilts head to side)
  • Difficulty grasping or maneuvering scissors
  • Difficulty cutting lines
  • Difficulty drawing
  • Difficulty coloring
  • Difficulty tracing
  • Difficulty copying
  • Difficulty using both hands to: do same movement
  • Does different movements with each hand
  • Excessive body movements while seated at desk
  • Pencil lines are too heavy
  • Pencil lines are too light
  • Pencil lines are too wobbly
  • Difficulty for age drawing forms, letters, or numbers
  • Pencil grasp pattern is immature
  • Pencil grasp pattern is too tight
  • Pencil grasp pattern is too loose
  • Changes grasp pattern on pencil and other tools
  • Atypical alignment of the paper while drawing or writing
  • Does not stabilize paper when drawing or writing
  • Difficulty coloring within the lines
  • Difficulty managing fasteners and tying shoes
  • Taste and Smell

    Scoring: Use an “X” to mark items that apply to your child. Mark “XX” on items which are areas of particular concern to you. Use “P” to mark items that used to be a problem, but now is resolved.
  • Highly sensitive to common odors or faint odors unnoticed by others
  • Does not seem to notice unpleasant smells
  • Will not taste food prior to smelling it and approving of its smell
  • Prefers bland foods
  • Prefers highly seasoned foods
  • Hypersensitive to body odors such as breath or scents of perfumes, soaps, etc.
  • Tends to be overly focused on the taste or smell of non-food items
  • Suck, Swallow, Breathe Synchrony

    Scoring: Use an “X” to mark items that apply to your child. Mark “XX” on items which are areas of particular concern to you. Use “P” to mark items that used to be a problem, but now is resolved.
  • Difficulty using straw
  • Difficulty blowing bubbles
  • Poor lip closure on utensils when eating and drinking
  • Limited on skill with blow toys
  • Able to whistle
  • Poor saliva control; drooling
  • Tongue thrusts
  • Chokes easily on liquids and/or solids
  • Holds breath support for speech, tends to gasp for air
  • Shallow breathing pattern
  • “Breathy” speech
  • Speech volume barely audible
  • Puts hands on hips to increase lung capacity
  • Mouth breathing
  • Lower rib cage flared
  • Self-Care

    Scoring: Use an “X” to mark items that apply to your child. Mark “XX” on items which are areas of particular concern to you. Use “P” to mark items that used to be a problem, but now is resolved.
  • Feeds self neatly with eating utensils
  • Prefers to eat with fingers
  • Is a messy eater
  • Difficulty undressing self
  • Difficulty dressing self
  • Bathes self
  • Able to wash hair
  • Able to brush teeth
  • Motor Planning and Bilateral Motor Coordination

    Scoring: Use an “X” to mark items that apply to your child. Mark “XX” on items which are areas of particular concern to you. Use “P” to mark items that used to be a problem, but now is resolved.
  • Accident prone
  • Limited rotation of pelvis and/or shoulder girdle around central core of body
  • Poor coordination of hands and/or legs for symmetrical movements
  • Poor coordination of hands and/or legs for asymmetrical movements
  • Poor eye teaming
  • Difficulty performing two different tasks at the same time (cut meat using knife and fork, hold and turn paper while cutting with scissors)
  • Difficulty crossing body midline with head or extremities
  • Letter/number reversal
  • Poor reading speed and/or comprehension
  • Ambidexterity/mixed hand dominance
  • Difficulty with projected action sequences (catching a ball, bat a ball)
  • Difficulty performing a new motor response strategy, as opposed to a habitual one
  • Difficulty with timing
  • Difficulty with rhythm
  • Disorganized or inefficient approach to tasks
  • Prefers talking to doing
  • Problems in construction and/or manipulation of materials
  • Poor articulation
  • Handwriting deficits
  • Unable to conceive and organize a plan of action
  • Insufficient body scheme awareness
  • Immature ability to draw a person
  • Inefficient/disorganized with self-help skills
  • Poor gross motor control of body when attempting new activities
  • Poor fine motor control of body when attempting new activities
  • Confuses left and right
  • Difficulty with verbal cues to move or position body or to play “Simon Says”
  • Difficulty positioning self squarely on furniture/equipment
  • Poor hand eye coordination
  • Fails to adapt body posture to demands of activity
  • Extraneous movement relative to demands of task
  • Emotions/Social Behaviors

    Scoring: Use an “X” to mark items that apply to your child. Mark “XX” on items which are areas of particular concern to you. Use “P” to mark items that used to be a problem, but now is resolved.
  • Can’t sit still; is hyperactive
  • Impulsive, does not think before acting
  • Poor ability to shift gears; self-regulate behavior
  • Easily distracted, difficulty staying on task unless doing something of particular interest
  • Intense, explosive, or prone to tantrums
  • Displays aggression toward self
  • Displays aggression toward others
  • Easily frustrated
  • Easily anxious
  • Easily overwhelmed
  • Clingy, whiny, or cries easily
  • Stubborn, inflexible, or uncooperative
  • Poor eye contact
  • Poor self-concept/low self-esteem
  • Highly sensitive/can’t take criticism
  • Feelings of failure or frustration
  • Gives up easily
  • Poor sleep/wake cycles
  • Restless sleeper
  • Deep sleeper
  • Light sleeper
  • Difficulty making choices
  • Fearful
  • Unable to adjust to changes in routine
  • Slow to, or unable to make timely transitions
  • Prefers company of adults or older children
  • Easily discouraged or depressed
  • Enjoys team sports
  • Tends to be a leader
  • Tends to be a follower
  • Tends to be a loner
  • Poor loser
  • Fails to see humor in situations
  • Needs more protection from life than peers
  • Difficulty expressing emotions verbally
  • Overly serious
  • Active, outgoing, enthusiastic
  • Should be Empty: