Areas of
Focus
It starts with your child and your family — what motivates them, what's hard for them, and what their daily life actually looks like.
Comprehensive Evaluation
We start by understanding your child's full developmental profile before sessions begin.
Play-Based Sessions
Play-based, family-involved sessions that are child-led, relationship-centered, and grounded in the DIR/Floortime framework.
Concierge Service
Regular parent coaching and caregiver guidance so growth extends well beyond the therapy room.
Play Is the Language of Children
It's how we connect, reset, recharge, learn, test boundaries, try new moves, make mistakes, get messy, problem solve, collaborate, get strong, be silly, be assertive, and set limits.
Every session involves parents — either directly in the room or in a check-in at the end. What happens here should translate to your home, your child's daycare, and the people who know your child best.
Sensory Processing
Sensory processing isn't one thing. A child can be over-responsive to touch but crave vestibular input, or seek out loud environments while struggling with light. We build an individualized sensory profile — informed by the Sensory Processing Measure and direct observation — then develop a plan that accounts for the real environments your child moves through each day.
- Sensory modulation and regulation support
- Vestibular and proprioceptive processing
- Sensory diet planning for home and school
- Over- and under-responsivity to sensory input
Fine Motor Skills
Fine motor skills show up everywhere — writing, scissors, buttons, utensils. Sometimes practicing these things feels like such a chore. My job as the OT is to find the activities that are genuinely exciting, or to naturally build opportunities to grow and develop fine motor skills within our play — so your child is building strength and dexterity without it ever feeling like a drill.
- Pencil grasp and pre-writing skills
- Hand strength and dexterity
- Scissor skills and manipulative tasks
- Bilateral hand coordination
Activities of Daily Living
Getting dressed, brushing teeth, managing a meal — these small routines can feel like such a nightmare to get through. Our goal is to find ways to shift them into something nourishing, connecting, and playful. Is it sensory? Motor planning? Sequencing? Motivation? The answer shapes the approach we take.
- Dressing and fastening (buttons, zippers, laces)
- Grooming and hygiene routines
- Mealtime participation and independence
- Transitioning between routines with ease
Praxis
Praxis is what happens between "I want to do that" and actually doing it — the brain's ability to conceive, plan, and carry out a new physical action. Sometimes kids with praxis difficulties might hesitate in new situations, maybe because they're afraid, or because they can't visualize what happens next. Their brain isn't quite sequencing the ideas yet.
Praxis is also the foundation for executive functioning skills. Sometimes the challenge with transitions lies in praxis — and sometimes it lands in executive functioning. Knowing which is which changes how we approach it.
- Ideation — forming ideas for what to do
- Motor sequencing and planning
- Dyspraxia support through play-based challenges
- Navigating new environments and physical tasks
Executive Function
Executive function — planning ahead, shifting gears, staying on task — tends to get treated as a problem to manage rather than a capacity to build. In occupational therapy, these skills develop through the experience of navigating real problems alongside a trusted adult through co-regulation. That's what sessions look like.
- Shared social problem solving
- Flexible thinking and adapting to change
- Attention and task initiation within meaningful contexts
- Self-direction and self-regulation
Visual Motor Skills
Visual motor integration is the loop between what the eyes perceive and what the hands execute. When it's off, handwriting looks labored, copying from the board is hard, and scissors feel impossible. We assess this directly and build toward it through activities that actually require the skill.
- Hand-eye coordination for functional tasks
- Visual perception and spatial reasoning
- Copying, tracing, and drawing skills
- Integration with motor planning sequences
Motor Coordination
Bilateral coordination, postural stability, and body awareness determine how comfortable a child feels moving through their environment. This shows up in gym class, on the playground, and anywhere their body needs to do two things at once or manage unexpected movement.
- Bilateral coordination and crossing midline
- Core strength and postural stability
- Balance and body awareness
- Playground and sports participation
Reflex Integration
Primitive reflexes are movement patterns that emerge in infancy and are meant to integrate as the nervous system matures. When they remain active longer than expected, they can interfere with posture, coordination, attention, and learning. Oftentimes these retained reflexes can integrate through opportunities we set up within our play sessions — targeting specific motor patterns and movements in ways that feel natural and fun.
- Assessment of retained primitive reflexes
- Movement patterns embedded in play
- Support for posture, attention, and coordination
- Home movement activities for families
Interoception
Interoception is the sense that tells us what's happening inside our bodies — hunger, thirst, a racing heart, the feeling of needing to use the bathroom. There is a direct link between interoception and emotional regulation: if it's hard to recognize the internal signals your body is sending, it becomes much harder to manage emotions before they overflow. Supporting a child's body awareness is often the missing piece in regulation work.
- Building awareness of internal body signals
- Connecting body cues to emotional states
- Support for hunger, fatigue, and toileting awareness
- Strategies for emotional regulation through body literacy
Who We Support
Children come to us with a range of diagnoses — and plenty with no diagnosis at all. What they have in common is that something about how they move, process, or relate to the world is making daily life harder than it needs to be.
Not sure where to start?
Ready to get started? Schedule a call and we'll talk through what you're seeing. No intake forms, no pressure.
Social Emotional Growth
We begin with self-regulation and interest in the world — the first Functional Developmental Capacity in the DIR framework — and build toward engagement and relating. The capacity to stay connected with another person, to track, respond, initiate, and recover from disconnection, is the second. These two foundational capacities are where all other learning takes root.