What is OT?
“Occupational therapy enables people of all ages to live life to its fullest by helping them to promote health, make lifestyle or environmental changes, and prevent—or live better with—injury, illness, or disability. By looking at the whole picture—a client’s psychological, physical, emotional, and social make-up—occupational therapy assists people to achieve their goals, function at the highest possible level, maintain or rebuild their independence, and participate in the everyday activities of life.” American Occupational Therapy Association, 2010)
As an occupational therapist, my goal is to help you, your child, or your family participate in meaningful activities (occupations), including play, social engagement, home life, and school. Through an OT evaluation, we can explore the unique neurological, motor, and sensory qualities that make us who we are. Then we will examine any potential areas of mismatch between those profiles and the important occupations we want and need to do. OT intervention with me is usually a combination of learning strategies and accommodations to support engagement, gaining confidence in and understanding of the body, and making subtle changes to the brain to improve resilience and stress tolerance.
Body based strategies to address “problem behaviors” from the bottom up
I believe that “children do well when they can” (Quote from Ross Greene, author of The Explosive Child). “Problem behaviors” such as tantrums, hitting, kicking, rigidity, shut-downs, “non-compliance,” and “work avoidance” are signs that the nervous system is in distress. Our brain has evolved a safety detection system called neuroception. From birth, or sometimes even in utero, our brain begins to associate certain sensations with safety and other sensations with danger. Sometimes, our brain is wired a little differently and it mistakenly identifies a situation or set of sensations as unsafe. When we don’t feel safe, our “fight or flight” system kicks in and we automatically engage in those “problem behaviors” in order to protect ourselves. All this processing happens at a subconscious level based on the signals of sensation our body sends our brain. For this reason, we need to address behaviors from the “bottom-up” perspective of the body and how it feels. Many popular strategies, such as star charts, point based reward systems, social skills training, and teaching about social emotional tools, attempt to address behaviors from the “top-down” perspective of the mind and thoughts. Many of these strategies can be valuable when used in a developmentally appropriate manner, but they are not effective if we haven’t first established a sense of safety and connection in the body.
Who I Can Help
I help families, children, teens, and all people across the lifespan better understand the connections between their brains and bodies. I support my clients learn how regulate themselves and bring their nervous system into a “safe” state in which we feel connected with others. Some terms or labels that people I work with use include:
Neurodiversity/ADHD/Autism
Sensory processing disorder
Sensory Sensitivity
Seeking or craving sensation
Nervous system in state of high activation, also known as “fight or flight” (frequently called “behaviors” at school)
Fight: punching, kicking, biting, hitting others with sticks, arguing, yelling
Flight: running away, avoiding or refusing to do important activities, rigidity
Challenges with organization and executive functioning
Challenges with gross motor, fine motor, or visual-motor skills, including handwriting and dysgraphia
Developmental conditions (Cerebral palsy, chromosomal deletions, genetic conditions)
Please ask me if you have any questions about whether OT can help!
Methods I Use
As an OT, I specialize in sensory processing, self-regulation and the brain-body connection. My approach is neurodiversity affirming and focuses on promoting feelings of nervous system safety and connection in relationships. I am heavily influenced by the work of psychologists and psychiatrists such as Stephen Porges, Stanley Greenspan, Mona Delahooke, and Dan Siegel. As a result, my practice tends to directly address child behavior and often overlaps with the work of mental health providers.
Specific Techniques and Trainings Include:
Floortime/DIR Proficient Provider (see below)
Certified in Ayres Sensory Integration Therapy, including certification to administer the SIPT (Sensory Integration and Praxis Tests) Certification #4821
Powerfully You Self Regulation Curriculum Provider
STAR institute for Sensory Processing Disorder Level I Intensive Mentorship
integrative Listening systems (iLs) Focus Programs
integrative Listening systems Safe and Sound Protocol (SSP)
Bal-A-Vis-X (Balance, Auditory, and Vision Exercises)
SCERTS Model (Social Communication, Emotional Regulation and Transactional Support)
TEACCH (Treatment and Education of Autistic and Communication related handicapped CHildren)
Floortime
I am an ICDL Certified DIR/Floortime provider. Floortime is an interdisciplinary, evidence based intervention. It is child-led, relationship based approach that targets overall development by supporting a child’s unique profile and individual differences. DIR/Floortime is commonly used to treat children on the autism spectrum, but can be used to help children with a variety of developmental delays reach the next step in their development. I commonly provide occupational therapy with a Floortime lens to address motor skills, sensory processing, and self regulation, but I also provide more pure Floortime intervention for families looking for that style of treatment. For more information, see www.icdl.com
Services I Provide
Evaluation and intervention Planning
Evaluations I perform The intervention process begins with a full evaluation of your child’s strengths and areas of challenge. The evaluation is the basis for your child’s intervention plan, which includes goals, and the frequency and duration of intervention. An evaluation is both best practice and a requirement for licensed OT practice. My evaluations include 2 hours of direct assessment in the clinic, followed by a written report and a 1 hour meeting with the caregivers to discuss the results. Upon request, I can observe your child in school or another environment to get a more holistic picture of your child’s functioning.
Intervention
I provide play-based occupational therapy in families’ homes and the community. Intervention activities may include gross motor play such as climbing on a play structure, fine and visual-motor play such as arts and crafts or drawing, and sensory play such as exploring how the feelings of our bodies change after running at the park, playing with shaving cream, or jumping and crashing into pillows.
Meetings
Caregiver input and education are integral parts of the therapy process. I generally try to schedule an initial caregiver meeting approximately 4-6 sessions after treatment begins in order to help you learn how you can best support your child at home. After this initial meeting, I recommend periodic meetings at least once or twice per yer to discuss your child’s progress, update the intervention plan, and discuss any new recommendations.
Collaboration with other professionals
Collaboration with your child’s team is another important part of intervention. I encourage you to connect me with your child’s teachers, IEP team, doctors, and other therapists so that we can work together to create a program for your child.
Written reports and home/school programs
A comprehensive written report, including recommendations for home and school, is included in the cost of the evaluation. I can also provide written progress reports and develop additional home and school programs or recommendations throughout the course of intervention upon request. Please provide 3 weeks notice for any requests for progress reports. Any written reports, recommendations, or home programs are billed at my hourly rate in 15 minute increments.
Consultation
A consultation is a one hour, one time session for children not currently in therapy. The purpose of a consultation is for the family to receive suggestions and ideas about how to support your child at home and school.
IEP/504 plan consultation and support
I am passionate about systems navigation and completed my clinical doctorate project in the area of IEP and early intervention systems navigation. I can help you review your 504 plan or IEP assessments, goals, and services and teach you how to ensure that your child’s plan meets his or her special educational needs. I can also help you understand your rights and your school district’s responsibilities. On request, I can attend IEP meetings with you as part of your child’s team.
For my fees, please see the General Policies and Fees form on the Getting Started page or click here to download the document.