CHILD/FAMILY SERVICES

A brief 20–30 minute phone or virtual conversation to hear what is going on, understand your primary concerns, and determine whether occupational therapy or consultation may be a good fit.

This is an opportunity to ask questions, share what you are noticing at home or school, and talk through possible next steps.

When a child is struggling, the first goal is not simply to change the behavior — it is to understand what may be getting in the way.

An occupational therapy evaluation looks at your child’s strengths, challenges, daily routines, and participation across home, school, and community life. Depending on your concerns, assessment may include clinical observation, standardized assessment, caregiver interview, and consideration of regulation, sensory processing, executive functioning, motor skills, visual-motor abilities, and independence.

You may be wondering…

• Why does my child have such big reactions to changes, transitions, frustration, or being told “no”?
• Why can my child do something one day, but struggle to do it independently the next?
• Why are mornings, homework, getting out the door, or bedtime so difficult?
• Why does my child seem constantly on the move, easily overwhelmed, or unable to settle?
• Why are handwriting, dressing, organization, or other everyday tasks harder than expected?
• Why does my child know what to do but have difficulty getting started, staying with it, or following through?
• How can I help without constantly reminding, correcting, or doing things for my child?

Through Karen’s Brain Builder approach, therapy helps children better understand how their brains and bodies respond to challenges, while developing the skills needed to participate more independently and confidently in everyday life.

Sessions are individualized, playful, and purposeful. Depending on the child’s needs, intervention may address:

• regulation and sensory processing
• executive functioning and task initiation
• flexible thinking and coping with change
• fine motor and handwriting skills
• motor planning and coordination
• visual-motor skills
• independence with routines and self-care
• confidence, self-awareness, and self-advocacy

For younger children, play provides the setting for practicing new skills. For older children and teens, sessions may incorporate direct teaching, problem-solving, reflection, movement, and practical strategies they can use in real situations.

Children make the greatest progress when the people supporting them understand both what is happening and what to do next.

Karen partners closely with parents and caregivers throughout the therapy process. Together, we look at patterns, identify what may be driving difficult moments, and develop realistic strategies that fit your family’s everyday routines.

Parent coaching may include ways to support regulation, executive functioning, transitions, independence, communication, flexible thinking, and behavior — while reducing unnecessary power struggles and helping children gradually take greater ownership of their own skills.

The goal is not for families to become dependent on therapy. It is to empower children and the adults around them develop the understanding, tools, and confidence to move forward.

When helpful and with parent permission, Karen can collaborate with teachers, school teams, physicians, therapists, and other professionals to help everyone better understand the child’s needs and support consistency across environments.

This may include school observation, teacher consultation, participation in team conversations, review of accommodations and supports, or recommendations to improve participation in the classroom.

Looking for school or district consultation? → School Consultation Services 

Occupational therapy should build capacity — not dependence.

Karen uses a focused, goal-oriented approach designed to help children build skills while equipping families with strategies they can continue using between sessions and beyond therapy.

As goals are achieved and confidence increases, the level of support can change accordingly.