We all process sensory information to a different magnitude. This system, which is part of our central nervous system, is the foundation of ALL basic skills, such as attention, movement, and emotional regulation. Children who exhibit 'behavior' challenges often have underlying sensory processing challenges. Some children (and adults!) need additional time and effort to practice understanding their own sensory system, in order to be successful in their community. 

Fine and gross motor skills are integral to many other skills -- too many to list! Handwriting, self care (dressing, toileting, brushing teeth), arts & crafts, playing a sport, participating in circle tim and riding a bike are just a few skills that emerge from developed fine and gross motor skills. 

We work with picky eaters and those with very limited diets, using a sensory and no pressure approach. We make meal times fun so that it becomes a preferred activity for your child, and also provide families with techniques to implement at home. 

It is important for us to all feel a range of emotions, and manage or communicate them effectively. During a child's formative years, it is important that we use the language and strategies that best matches their disposition, so that emotions do not negatively impact learning, growth, and/or socialization. We use best practice programs such as Zones of Regulation, and prioritize the child-therapist trusting relationship, in order to help the child and caregivers implement emotional regulation skills in the home, classroom, and community.

We address social skills in a safe and regulated environment that is tailored to your child. We also use specific language and techniques that helps your child generalize social skills across all settings. These skills can be addressed both individual therapy and our groups. 

Self dressing, drinking from a cup, using utensils, toileting -- these are just a few basic life skills that OT addresses. Of course, we look at the whole picture to identify foundational skills impacting participation in the task, such as postural strength, sensory differences, etc.