​Play: Strive to become a play partner in a child-led vs. therapist-led occupational therapy session.

 

Rich opportunities for sensory, motor and symbolic play help to create intrinsic motivation. Sensory subtypes (according to STAR nosology) are always called upon to guide play. Pretend play increases the developmental level of function and can be a strong foundation for social development.

Relationship: Build rapport, establish a safe place to experiment with risks in emotional or motor behavior, create a session based on mutual respect and active participation on both sides. Eventually, the goal being moving from co- regulation to self-regulation. ”Connect before you correct.” (Siegel, 2011).

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Organization/Regulation:

A child’s ability to participate, learn, connect, and thrive begins with feeling safe, regulated, and understood. One of the guiding principles of my occupational therapy practice is helping children build neurological and behavioral organization through relationship-based, play-centered experiences that support regulation and confidence.

I believe regulation develops first through connection. Before a child can organize their body, emotions, attention, or behavior independently, they need opportunities to experience co-regulation within a safe and supportive relationship. Therapy sessions are designed to foster emotional safety, trust, and attunement so children feel accepted exactly as they are while being gently supported toward growth.

Through playful movement, sensory-rich experiences, imaginative play, and shared interaction, children are given opportunities to explore regulation in ways that feel natural and meaningful to them. Play becomes the foundation for developing body awareness, emotional understanding, motor planning, attention, flexibility, and resilience. Rather than focusing only on outward behaviors, therapy seeks to understand the nervous system underneath the behavior and support the child from the inside out.

As children experience successful regulation with the support of a trusted adult, they begin developing stronger self-esteem, confidence, and internal organization. They learn that their bodies are safe, their feelings are manageable, and they are capable of navigating challenges. Over time, these experiences support improved participation in daily routines, social engagement, learning, emotional regulation, and independence across environments.

My goal is to create a therapeutic space where children feel connected, empowered, and successful — a space where growth happens through relationship, play, and the belief that regulation and organization emerge best when a child feels safe enough to be fully themselves.

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Collaboration: Engage in play as a partner vs. a therapist, educator or teacher. Activities are shared and the child is empowered to explore and develop play themes. 

Principals of collaboration include going slow, using rhythm, shared wonderings and allowing for silence (W.A.I.T. Why Am I Talking?). As a play partner, I share in the problem solving, help to frame what is happening in the play, use affect and ask questions about how things might work.

Emotional Regulation: I Create the “Just Right Challenge” in session and work towards solidifying the skills at that level and then scaffold for a slightly higher level of skill.

Sensory Integration: Provide sensory experiences that elicit an adaptive response from the child. Sensory inputs are designed to enhance arousal levels, support the natural intrinsic motivation to play, develop motor, emotional,

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Success: Treatment designed to build self-esteem and confidence. Focus on meeting the child where they are and support each child as a unique individual.