My work as a developmental occupational therapist incorporates principles from a variety of approaches I have learned and applied over the years. I don’t adhere to one approach in order to adapt my methods to the specific goals of the child and family and to how the child responds to those methods.

Early Start Denver Model (ESDM)

When working with young children with autism, I need to create an intervention climate that promotes development. This means that I begin to work with the child from the developmental stage he/she is in, in terms of communication, sensorimotor, emotional, and cognitive skills. The ESDM approach emphasizes creating shared enjoyment, taking turns, imitation, joint attention, turn-taking, and encouraging communication. These are practiced through play activities and daily routines. In my work, I facilitate parents' developmental observation of their child's behavior.

Children up to 5 years of age with suspected autism or a diagnosis on the spectrum can benefit greatly from an intensive work process of the ESDM approach, to enrich their daily lives with countless developmentally appropriate learning opportunities. In working with the family, I adapt the interaction in a way that enables the child to share, imitate and be an active play partner. The success of the ESDM approach, which integrates developmental–emotional and behavioral perspectives, lies in its ability to build on early brain plasticity, particularly in social-communication skills.

Sensory-Motor, Cognitive, and Behavioral Approach

For children with gross and fine motor difficulties, I integrate principles from occupational therapy approaches, including motor learning, neurodevelopmental, cognitive-dynamic, and cognitive orientation approaches for daily occupational tasks. Using these principles allows me to shape the physical and verbal support needed for motor learning and its generalization.

For children with sensory and emotional regulation difficulties, I combine principles from sensory, behavioral, and cognitive occupational therapy approaches. Sensory regulation issues often co-occur with attentional and emotional regulation difficulties. Children sensitive to sounds or textures may also suffer from anxiety, impulsivity, and avoidance behaviors. It is essential to work towards the child’s and family’s short-term well-being while building a foundation for long-term well-being. Understanding the child’s patterns of avoidance and participation helps in this process.

Functional Approach

Functional work in occupational therapy is direct therapeutic work on the child’s daily life skills, including play, crafts, eating, dressing, and personal hygiene. I believe in the value of direct work on daily life skills, as it allows practice of the steps needed for functional performance.

Evidence-Based and Individually Tailored Practice

As a researcher at heart, I apply evidence-based practice, combining scientifically studied assessment and treatment methods with my clinical experience to design an intervention tailored to the child’s unique profile. Every child brings a unique combination of strengths and challenges to practice. No client is identical, either in their medical profile, personality, or family environment.

• Individual occupational therapy sessions at the clinic last 45 minutes. Children who attend twice a week come to sessions lasting half an hour. Each session begins with a brief update from the past week, and at the end, there is time for a learning summary and questions.
• If you are late to the session, to respect the following appointments, we will need to finish on time.  

• Check with your medical insurance provider regarding your eligibility for reimbursement.

• The cost of individual intervention includes session time, a session summary, and homework recommendations. Communication with parents during the week regarding practice recommendations or specific questions related to therapy is also included.
• The cost does not include parent coaching sessions at the clinic or online, home visits, school observations, and staff training.
• The cost of intervention sessions does not include a diagnostic process and receipt of a diagnostic summary report.
• If you need an intervention summary report, please contact me at least two weeks in advance. I invest time and thought into writing this professional summary. If the report is required for a specific organization (e.g., National Insurance, kindergarten teacher), please inform me so I can tailor the summary to its intended audience. An intervention summary report is included in the cost of ongoing therapy, provided we have had at least four individual intervention sessions. A summary report can be requested no more than once per quarter.

• During our meetings, please silence your phone entirely. Phone noises distract the child, the parents and myself and disrupt our focus. The success of intervention depends on your involvement and what you take from it for the week ahead. For this to happen, it’s essential for you to be present during the session. Behind the clinic environment, activities, and interactions, there is specific clinical planning tailored to your needs. It’s important that you observe, participate, and ask questions so that we can build a plan from the 45 minutes of the session for the other 10,080 minutes of the week.
• You are welcome to contact me via WhatsApp, email, or phone. If I am unavailable, I will try to get back to you within 24 hours. If your inquiry requires a dedicated coaching session, I will suggest scheduling a suitable time. Online or clinic-based coaching sessions are priced like an intervention session.
• Young children may often feel tired or hungry more quickly than adults. Try to ensure the child has eaten something before the session. Intervention sessions require the child’s active participation, so it’s essential they arrive at their best. If I see that the child is consistently hungry or tired during sessions, I may recommend changing the session time to another part of the day. It’s important to make the most of your effort in leaving work, family, or travel time so that intervention time aligns with the child’s level of alertness. In some cases, I may ask you to bring a snack to the session, which we will incorporate into our work.
• If the child has a contagious illness, such as a stomach virus or flu, please cancel our session. Please allow me to stay healthy and protect the health of my other clients, some of whom have weakened immune systems.
• Please notify me of any re-scheduling needs at least 24 hours before our session so I can offer the time slot to other parents. I will try to reschedule for the same week, but I cannot guarantee this on short notice.