Frequently Asked Questions

Our gym is for ALL kids, both neurodivergent and neurotypical, with a variety of programming and sensory gym equipment from ages 0-12Y. We have specific areas for toddlers and infants with age appropriate toys and games to keep them safe. We also have a dedicated teen corner for older kids. We also offer special times for infant & toddlers, and younger adults every month.

NO! ALL kids are welcome, EVERYONE thrives. Our sensory-friendly gym is designed to be a safe and inclusive space for ALL children to learn, play, and grow together – whether on or off the spectrum, neurodivergent or neurotypical. We believe that every child deserves the opportunity to rock—no matter their ability, culture, gender, age, or needs!

Currently, we open Monday to Friday 9:30am-6:30pm and Saturday to Sunday 9am-3pm (with 3pm-8pm reserved for private party and events). Sunday is reserved for our recurring members (monthly/quarterly/annual) ONLY. The hours are subject to change, and we post weekly updates on our social media and Google business page. You can also call us before you visit.

NO. We require everyone to remove shoes and wear socks inside the open gym (you can wear shoes in our lobby area of course). If you forget to bring socks, you can purchase them at our check-in desk for $3/pair.

Yes and No. We will have a commercial fridge to sell healthy food and snacks. We don’t provide any hot food, but will soon partner with neighboring restaurants to provide food ordering and delivery.

Children’s nut-free snacks are okay to enjoy in our lobby area. We also offer a variety of snacks and beverages in our lobby for purchase.

NO. Food and drinks are not allowed in the open gym area. You can always enjoy your snack and beverage in our lobby area. If you have a birthday party, you can also eat and drink inside the multipurpose room.

DAILY! Our top priorities are safety and sanity.

• All customers need to sanitize their hands before entering
• No shoes are allowed and socks are required to keep our floors clean
• All toys and equipment are deeply disinfected DAILY
• Heavily trafficked surface areas are treated with a safe and harmless antimicrobial

Our goal is to create a safe space, and we require parents and caregivers to supervise their kids during open play. In the future, we plan to hire trained staff that can offer We Rock Care for caregivers and parents at extra fee.

If you purchase an “All Day Play” or recurring members, you can leave and come back later. If you purchase 2-hr or packages, you cannot come back during the same day unless you buy or use another visit.

No. You are welcomed to visit anytime during our open play hours listed online. Or you can call us to check availability.

Both! We offer:

• 2hr-drop in at $19.98/kid, sibling discounted to $18.98
• Day pass drop in at $24.98, sibling discounted to $23.98
• 3 packages at $55.98 and 6 packages at $109.98
• Recurring monthly, quarterly, and annual membership also available.

All prices are subject to change, and you can refer to our website and social media for the latest price.

Memberships are for those recurring monthly, quarterly, and annual members. If you purchase 3 or 6 package, it’s not considered as membership.

Great question. Members have exclusive benefits:

• Unlimited visits
• 10% off retail products
• Priority class, camp, and event registration
• If you visit more than 1 per week, membership is a much better deal.

NO. Membership is not transferable. Your friend can purchase separate Open Play or 3/6 packages.

YES. That’s the beauty of packages. You can share it among your family and friends.

YES. They will expire within a year from your purchase date.

Requests to drop monthly memberships MUST be submitted through email at least 30 days before your billing cycle. Your credit card will not be charged for the next month’s enrollment.

Definitely NOT! Our gym is for kids of ALL abilities and all children benefit from the fun, quality equipment and safe, relaxed vibe of our space – not to mention how nice and chilled it is for parents!

We provide 2-6 pizzas and drinks for kids depending on the packages, with the option to buy additional pizza and drinks as add-ons.

You are welcome to arrange a catering package directly with an outside caterer. If you opt for the Rock Deluxe, Supreme, or Ultimate party packages, you will be provided with pizzas and juice boxes/waters and tableware/tablecloths.

You are welcome to bring any food (no nuts) or non-alcoholic drinks. We don’t have microwave or oven.

Yes! We also partner with Sorella’s Cake Studio that can help to make customized cake for your big day. We will provide a table in the party room to display the cake.

We use plastic tablecloths for easy cleanup & hygiene. We may offer linen options in the future as an upgrade.

Our party packages include 2 hours each. The 2 hours includes 1 hr 45 min of partying followed by 15 minutes of pack up time.

Families are welcome to begin setting up 20 minutes before the start of their party, and continue to set up during the first 75 minutes of the party.

Because the room must be clear and guests must have left the venue at the conclusion of your timeslot, we ask that guests leave at the 1 hour 45 minute mark.

• 6ft tables/chairs
• Kids picnic tables/benches
• Tablecloths, tableware
• Trash and recycle bins

All children are required to be registered and have a waiver signed. To avoid a backlog at the start of the party, you are welcome to send a Pre-registration link to your guests.

Our facility requires all children are supervised by parents or caregivers at all times. Attendees must be supervised at all times.

YES! All guests entering the gym area must remove their shoes. This is for the maintenance and hygiene of our gym flooring. Don’t forget socks! If needed, we have socks available for purchase ($3/pair).

• 1) our app, “We Rock the Spectrum 2.0”
• 2) our website – www.werockthespectrumnovi.com
• 3) email – info@werockthespectrumnovi.com
• 4) call the gym. Spots tend to be booked out fast, so plan 4-8 weeks ahead!

We offer four packages ($199-$1199) to suit different needs and budgets. Please refer to Page 5-8 for more details

A 50% non-refundable deposit is required upon booking, but can be used as credits toward membership/retail if notified at least 7 days before the event date.

We will charge you the remaining balance on your party date, before the cake celebration.

Tipping is always appreciated. If you feel our staff went above and beyond to make your party special, you’re welcome to leave a tip as a way to show your appreciation.

Yes! You can reschedule up to 7 days before your event without penalty, based on availability. Rescheduling within 7 days will incur a 25% fee of your birthday package.

In the event of a facility closure or emergency on our part, we will provide a full refund or work with you to reschedule (plus 10% off). Your satisfaction is our priority!

An IEP is an Individualized Education Plan. It is a document that is written for each child who receives special education services. It is a legal document. An IEP is tailored specifically to meet the needs of the individual child.

The main ingredients of an IEP include:

• Eligibility Statement
• Program Options, Services, and Instruction
• Accommodations/Modifications
• Participation in General Education
• Present Levels of Performance
• Goals & Objectives
• Behavior Support Plan
• Plus a lot of additional details…

IDEA is an acronym for Public Law 101-476, the Individuals with Disabilities Education Act of 1990. This law updated and added to Public Law 94-142. In 1975, the United States government passed Public Law 94-142, which extends educational rights to school-age children. The law declares that all children with disabilities are entitled to a free, appropriate, public education (FAPE) in the least restrict environment (LRE). IDEA has 2 parts: Part B (ages 3-21); and Part C (birth-2) IDEA was reauthorized in 2004 in which new statutory provisions went into effect as of July 1, 2005.

Autism is a neurological disorder most recently renamed as a single umbrella disorder known as Autism Spectrum Disorder (ASD). Each individual has a range of characteristics, differing levels of severity, and various delays. Therefore, each individual requires different levels of assistance and intervention. Autism Spectrum Disorder is characterized by symptoms that cause functional impairment, in two main areas:

• Social communication/interaction
• Behavior (repetitive and restricted)

In May 2013, the fifth edition of the American Psychiatric Association’s Diagnostic and Statistical Manual of Mental Disorders (DSM-5) was released, presenting a revised diagnosis to Autism Spectrum Disorders (ASD). This manual is the main reference used to determine the diagnostic criteria. Some of the key changes in DSM-5 include:

• The elimination of the sub-diagnoses of Autistic Disorder, Asperger Syndrome, Pervasive Developmental Disorder Not Otherwise Specified, and Disintegrative Disorder. The diagnosis will be
• called Autism Spectrum Disorder (ASD).
• The diagnostic criteria have been rearranged into two areas: 1) social communication/interaction, and 2) restricted and repetitive behaviors.
• Symptoms must begin in early childhood, although they may not be recognized fully until social demands exceed capacity.
• Symptom severity for each of the two areas of the diagnostic criteria is now defined.
• There is a new diagnostic category of social communication disorder.

For more details regarding the changes to the criteria, visit the American Academy of Pediatrics News website at http://aapnews.aappublications.org/content/early/2013/06/04/aapnews.20130604-1
Visit the DSM-5 website for the American Psychiatric Association’s Autism Spectrum Disorder Fact Sheet: http://www.dsm5.org/Documents/Autism%20Spectrum%20Disorder%20Fact%20Sheet.pdf
To see the full text of the diagnostic criteria for Autism Spectrum Disorder (ASD) and the related diagnosis of Social Communication Disorder as they appear in the DSM-5, visit Autism Speaks’ website: http://www.autismspeaks.org/what-autism/diagnosis/dsm-5-diagnostic-criteria
For a side-by-side look at the diagnostic criteria for Autism Spectrum Disorder under both DSM-IV and DSM-5, visit Talk About Curing Autism’s (TACA) website: http://www.tacanow.org/family-resources/diagnostic-criteria-for-autism-spectrum-disorder/

Down syndrome is an intellectual disability caused by an extra chromosome at the 21st position. Children (and adults) with Down syndrome often have:

• Distinct physical characteristics (almond shaped eyes and decreased muscle tone)
• Cognitive and physical developmental delays
• Additional problems such as delayed speech, hearing impairments (60-80% of infants), congenital heart disease (50% of infants), thyroid dysfunction, seizures, sleep apnea.

For more information on Down syndrome, visit the National Dissemination Center of Children with Disabilities (NICHCY) website: http://nichcy.org/disability/specific/downsyndrome

An individual is considered to have an intellectual disability based on the following three criteria:

1. Intellectual functioning level (IQ) is below 70-75
2. Significant limitations exist in two or more adaptive skill areas
3. Condition is present from childhood (defined as age 18 or less)

In addition, you will also often observe:

• Delays in speech and language
• Delays in fine and gross motor skills
• Social and play skills are significantly impacted

For more information on Intellectual Disabilities, visit the National Dissemination Center of Children with Disabilities (NICHCY) website: http://nichcy.org/disability/specific/intellectual

• It is a permanent disorder.
• For people with learning disabilities, incoming and outgoing information that is processed by the brain often becomes fuzzy or scrambled, making learning difficult.
• It is commonly recognized with significant deficits in: Reading comprehension, spelling, written expression, math computation, problem solving, organizational skills, time management, or social skills.
• It is often inconsistent, causing problems one day but not the next, or in only one area, or in many areas.
• Can be very frustrating, to themselves and to others (especially if not properly diagnosed or if the student does not receive appropriate interventions).

It is a permanent disorder. For people with learning disabilities, incoming and outgoing information that is processed by the brain often becomes fuzzy or scrambled, making learning difficult. It is commonly recognized with significant deficits in: Reading comprehension, spelling, written expression, math computation, problem solving, organizational skills, time management, or social skills. It is often inconsistent, causing problems one day but not the next, or in only one area, or in many areas. Can be very frustrating, to themselves and to others (especially if not properly diagnosed or if the student does not receive appropriate interventions). For more information on Learning Disabilities, visit the National Dissemination Center of Children with Disabilities (NICHCY) website: http://nichcy.org/disability/specific/ld

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• Children who are delayed in speech have difficulties with their pronunciation or with stuttering.
• Children who are delayed in language have difficulties understanding what is said to them, or have difficulties expressing themselves.

Areas of Speech and Language:

• Expressive language is expressing ideas verbally using appropriate vocabulary, grammar, and sentence structures.
• Receptive language is the comprehension of language; understanding grammar, vocabulary, directions and questions.
• Articulation is how well the child is able to produce sounds in words and sentences.
• Fluency is age appropriate flow of speech.
• Voice is age appropriate pitch, volume, or nasality of the child’s speech.

For more information on Speech and Language impairments, visit the National Dissemination Center of Children with Disabilities (NICHCY) website: http://nichcy.org/disability/specific/speechlanguage

• Talk to your child’s doctor or pediatrician
• Talk to your child’s teacher
• Contact your local Regional Center
• Talk to the school nurse, speech therapist, or other education specialists
• Contact your local school district (the school psychologist, school principal, and/or director of special education)
• Contact your local SELPA (Special Education Local Plan Area), Community Advisory Committee (CAC), and/or Family Resource Center (FRC): http://www.cde.ca.gov/sp/se/as/caselpas.asp

State and federal law under the Individuals with Disabilities Act (IDEA) guarantees parental rights

• Notice: Before a child is tested or placed in a special education program, you have the right to be notified of what the school plans to do.
• Consent: You must give your consent before special tests are given and before your child is placed in a special education program.
• Evaluation: You have the right to a full evaluation of your child to determine individual educational needs.
• Records: You have the right to know what records are kept on your child.
• Confidentiality: With the exception of school personnel with legitimate educational interests, no one may see your child’s records without your permission.
• Least Restrictive Environment: You have the right to have your child educated with children without disabilities tto the maximum extent appropriate.
• Due process: If at any point along the way you do not agree with how the school is dealing with your child, you have the right to request a hearing. At this hearing, you and the school will reach an agreement concerning the identification, evaluation, placement or educational program of your child.

Each school district across the country is required to present to parents, in more detailed format, the Parents Rights and Procedural Safeguards document.

“A Parent’s Guide to Developing your Child’s IEP” from the National Dissemination Center of Children with Disabilities (NICHCY): http://users.neo.registeredsite.com/3/8/9/12669983/assets/Ed013.pdf

“IEP Meeting Tips” from the Mental Health Advocacy Services, Inc. http://users.neo.registeredsite.com/3/8/9/12669983/assets/Ed013.pdf

These are some common acronyms that parents and professionals use in special education and school settings. ABA – Applied Behavioral Analysis

ADA – Americans with Disabilities Act
ADD – Attention Deficit Disorder
ADHD – Attention Deficit Hyperactivity Disorder
ADR – Alternative Dispute Resolution
APE – Adaptive Physical Education
ASL – American Sign Language
AT – Assistive Technology
BIP – Behavior Intervention Plan
BSP – Behavior Support Plan
DIS – Designated Instruction and Services
EI – Early Intervention
ELL – English Language Learner
ESL – English as a Second Language
ESY – Extended School Year
FAPE – Free and Appropriate Public Education
FBA – Functional Behavior Assessment
IDEA – Individuals with Disabilities Education Act
IEP – Individualized Education Program
IFSP – Individualized Family Support Plan
ISP – Individualized Services Plan
ITP – Individualized Transition Plan
LEA – Local Education Agency
LEP – Limited English Proficient
LRE – Least Restrictive Environment
NCLB – No Child Left Behind
OT – Occupational Therapy or Occupational Therapist
PECS – Picture Exchange Communication System
PDD/NOS – Pervasive Developmental Disorder, Not Otherwise Specified
PT – Physical Therapy or Physical Therapist
RTI – Response to Intervention
SELPA – Special Education Local Plan Area
SLD – Specific Learning Disability
SLP – Speech and Language Pathologist

“Ten Things Every Child with Autism Wishes You Knew” by Ellen Notbohm http://www.ellennotbohm.com/article-archive/ten-things-every-child-with-autism-wishes-you-knew/

 

Developmental Milestones Checklists, by Age – 2 months through 5 years (English and Spanish) http://www.cdc.gov/ncbddd/actearly/pdf/checklists/all_checklists.pdf

 

Autism Spectrum Disorders from A to Z by Barbara Doyle and Emily Iland http://www.asdatoz.com/

 

To ensure INCLUSION, FREEDOM, and RESPECT for people with disabilities, we must use People First Language by Kathie Snow http://www.disabilityisnatural.com/images/PDF/pfl09.pdf

 

Mental Health Advocacy Services, A non-profit organization protecting and advancing the legal rights of people with mental disabilities, Los Angeles, California: http://www.mhas-la.org/