Pediatric Occupational Therapy teaches the basic skills of life through the use of play and therapeutic activities. This allows your child to develop to their fullest potential and establishes a strong foundation of skills for growth and enrichment of their lives.               

We Provide Evaluation, Assessement, Treatment, Education and Collaboration in the development of interventions for:

  • Handwriting
  • Sensory Integration
  • Fine Motor Skills
  • Gross Motor Skills
  • Motor Coordination and Planning
  • Oral Motor
  • Self-Help Skills
  • Visual Perceptual Skill
  • School Preparation


Children with various diagnoses including:

  • Sensory Processing Disorder
  • Autistic Spectrum Disorders
  • Developmenal delays
  • Gross, fine and visual-motor concerns
  • Motor-planning & coordination issues
  • Handwriting difficulties
  • Self-regulation Issues


Treatment methods & protocols include:


Assessments and Evaluations:

  • Peabody Developmental Motor Scales (PDMS-2)
    The Peabody Developmental Motor Scales 2nd edition (PDMS-2) is a standardized assessment that evaluates gross and fine motor skills in children from birth through 6 years of age.  The gross motor scale consists of tasks that require precise large body muscle movement in 4 categories: reflexes, stationary, locomotion and object manipulation. The fine motor scale consists of tasks that require precise movements of the small muscles of the body in 2 categories: grasping and visual-motor integration.
  • BOT-2: Bruininks-Oseretsky Test of Motor Proficiency

    The Bruininks-Oseretsky Test of Motor Proficiency, Second Edition (BOT-2) is individually administered test that uses engaging, goal-directed activities to measure a wide array of motor skills in individuals aged 4 through 21. The BOT-2 uses a subtest and composite structure that highlights motor performance in broad functional areas of stability, mobility strength, coordination, and object manipulation.

  • The Beery-Buktenica Developmental Test of Visual-Motor Integration (BeeryVMI)
    The Beery–Buktenica Developmental Test of Visual-Motor Integration (VMI) is a developmental sequence of geometric forms to be copied with paper and pencil. The Beery VMI is designed to assess the extent to which individuals can integrate their visual and motor abilities (eye-hand coordination).
  • Sensory Processing Measure (SPM)
    The Sensory Processing Measure (SPM) is an integrated system of rating scales that enables assessment of sensory processing issues, praxis, and social participation in elementary school-aged children.  The SPM is anchored in sensory integration theory. This theory proposes that the processing and integration of sensory inputs is a critical neurobehavioral process that strongly affects development. Difficulties at the level of sensory processing often contribute to impairment in higher level integrative functions, such as social participation and praxis (ability to plan and organize movement).

WOLD Sentence copying Test

  • Used to determine if a child has the ability to rapidly and accurately copy a sentence from top to bottom of page. Also assists with observing:
  • Working Distance
  • Pencil Grip
  • Writing Pressure
  • Paper Support
  • Posture
  • Paper Rotation
  • Head Tilt
  • Sub vocalization
  • Loss of Place


  • The Print Tool

    The Print Tool assesses 7 areas (memory, orientation, placement, size, start, sequence, control) and spacing (optional).

    The following defines what each area means:
    Memory - Remembering and writing dictated letters
    Orientation - Facing letters in the correct directions
    Placement - Putting letters on the baseline
    Size - Writing too large for current grade
    Start - Where each letter begins
    Sequence - Order and stroke direction of the letter parts
    Control - Neatness and proportion of the letter parts
    Spacing - Amount of space left between letters in words and words in sentences

  • Reflex Integration
    Primitive reflexes form the building block on which the brain develops higher-order thinking/processing skills, attention, speech and motor development. These hard-wired reflexes must become integrated into the higher levels of the brain in order for all the more sophisticated skills to develop adequately.

    Children with learning, attention, sensory and motor development delays frequently have not integrated these primitive thinking, feeling, and movement patterns into fully functioning areas of the cortex and neo-cortex. The greater the tested Abnormal response, the more important it will be to address the neurological reason that particular reflex is still active.


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