Some signs of sensory processing difficulties include:

i. Being overly sensitive or underreactive to sights, sounds, movement, or touch.
ii. Seeking excessive sensory input through moving, bouncing, squeezing, or mouthing objects."
iii. Struggling with behavioral and/or emotional regulation, becoming easily overwhelmed, leading to overexcitement, meltdowns, or shutting down.
iv. Having poor muscle tone, tiring easily, leaning on people, or slumping in a chair, and using inappropriate force when handling objects, coloring, writing, or interacting with siblings or pets.
v. Being clumsy, frequently falling, bumping into furniture or people, and having trouble judging the position of their body in relation to surrounding space.
vi. Experiencing difficulty learning new motor tasks and frustration when trying to follow instructions or sequence steps for an activity.
vii. Avoiding playground activities, physical education classes, and/or sports.
viii. Struggling to learn how to play or get along with other children.
ix. Having difficulty with everyday activities like eating, sleeping, brushing teeth, or getting dressed.
x. Facing problems learning to color, cut, draw, or write.
xi. Having difficulty transitioning from one activity or place to another.
xii. Experiencing challenges in school, including attention, organization, perception, and listening skills.

For children and youth, occupations are activities that enable them to learn and develop life skills (school activities), be creative and enjoy themselves (play), and thrive (self-care and caring for others). Occupational therapists often use play as a medium for treatment because it signicantly inuences a child's development. The primary goals of childhood are to grow, learn, and play, and it is through play that children learn to understand the world around them. Playing is a child’s "job" or "occupation," helping them develop physical coordination, emotional maturity, social skills for interacting with others, and self-condence to try new experiences and explore new environments. Recommended interventions are based on a comprehensive understanding of typical development and the eects of disability, illness, and impairment on an individual child's development, play, learning, and overall occupational performance

We strive to match requested therapists with children whenever possible. However, there may be occasions where this is not feasible due to scheduling limitations or the specific requirements of the child. Rest assured, your child will be attended to by a highly skilled and qualied therapist.
b. Each of our therapists is extensively qualied in their specialized eld. Moreover, many have pursued further education and training in specic areas. When assigning a therapist to your child, we rely on the information you provide to ensure the best match for your child's needs. It's our policy to never assign a therapist who lacks comfort or experience in a particular area to a child requiring treatment in that domain.