Occupational Therapy

A sensory diet is a planned mix of sensory experiences (movement, touch, sound, sight, oral input) that helps a child self‑regulate, stay calm, alert, and ready to learn. It works by providing the right input at the right time, leading to smoother transitions, fewer meltdowns, better focus, and confidence. To build an effective sensory diet: observe the child’s patterns of dysregulation, prioritize activities that prepare for challenging moments, use big regulators like proprioceptive input, layer alerting and calming inputs, embed activities in daily routines, and deliver short, frequent “doses.” Tailor the plan to the child’s interests and sensory thresholds, ensure safety (especially with vestibular or high‑impact activities), and monitor progress with simple notes, adjusting weekly. Share the plan with teachers and caregivers, and consider collaborating with an occupational therapist. Sensory processing differences are common in autism and listed in DSM‑5 as hyper‑ or hyporeactivity to sensory input.

Movement breaks—short, frequent (2‑5 min) activities every 20‑40 min—reset children’s nervous systems and give needed vestibular and proprioceptive input, improving focus, self‑regulation, and academic performance. Heavy, resistance‑based moves (e.g., wall push‑ups, animal walks, carrying items) are most effective, while overly fast or light activity can cause overstimulation. Adjust breaks based on a child’s response: add cool‑downs for excess energy or light cardio for sleepiness. Implement breaks consistently at home and school, using a predictable routine and a movement menu for children with sensory differences.

Irvine has several parks that offer calmer spaces, gentle sensory input, and thoughtful design that work well for neurodivergent children. From natural play areas to quiet corners and sensory gardens, these five local parks give families welcoming places to play, explore, and recharge.

A weak or immature pencil grasp might seem like a small thing, but it can have a big impact on your child’s confidence and performance at school. When holding a pencil feels awkward or tiring, writing becomes frustrating instead of fun.

Dyspraxia, also called developmental coordination disorder (DCD), is a neurodevelopmental condition affecting motor planning and coordination, affecting 5‑6% of school‑age children. It manifests as frequent tripping, fatigue with playground activities, messy or slow handwriting, difficulty with buttons, zippers, multi‑step routines, ball skills, spacing, and rhythm tasks, leading to frustration. Occupational therapy helps by setting functional goals, using task‑specific practice, breaking activities into steps, and providing visual cues, feedback, and adaptations (e.g., pencil grips, shoe‑tying aids). Skills improve with predictable, patient practice. At home and school, support includes breaking tasks into 2‑3 steps, using visual checklists, short frequent practice sessions, appropriate tools, reducing motor load before adding complexity, and praising effort and small successes. Consistent, informed support enables children with dyspraxia to develop confidence and practical skills.

The core is a 360-degree network of muscles around the belly, back, diaphragm, and hips that stabilizes the body, enabling better posture, balance, breathing, and movement. Strong core support lets children sit taller, move with control, and conserve energy, which enhances focus, handwriting, feeding, speech, and self‑regulation. Therapists assess core function through posture, breathing, reflexes, and trunk‑hip‑eye‑hand coordination, then use playful activities—animal walks, wheelbarrow holds, planks, scooter rides, obstacle courses, bubble breathing, and stability‑ball tasks—to strengthen it. Sessions should be short, fun, and balanced with rest; adjustments are needed if a child avoids or shows pain. A well‑developed core leads to smoother movement, steadier attention, and greater confidence in daily life.

Handwriting involves many coordinated skills—posture, core and shoulder stability, finger strength, eye‑hand coordination, visual memory, and movement planning—so a weakness in any area can cause wobbly letters, poor spacing, and fatigue. Occupational therapy (OT) addresses these underlying factors by assessing posture, grasp, visual‑motor integration, and sensory regulation, then using activities such as animal walks, wall push‑ups, Theraputty, finger‑isolation games, visual‑motor tasks, and sensory strategies to build stability, hand strength, a mature grasp, visual‑motor skills, and regulation. OT sessions typically begin with whole‑body warm‑ups, progress to fine‑motor play, and end with targeted handwriting practice, tracking progress with measures like letters per minute and legibility. At home, parents can set up an ergonomic workspace (feet flat, hips/knees at 90°, tilted paper, non‑slip mat), use short 5‑8‑minute practice sprints, write on vertical surfaces, incorporate tactile activities (chalk letters traced with a wet sponge), and focus praise on clarity and effort rather than speed.

A predictable calm‑down routine helps children move from overwhelm to control, shortening and lessening meltdowns while building confidence. Parents also benefit from reduced stress and consistency across settings. Children, especially those sensitive to noise, crowds, transitions, or on the autism spectrum (1 in 36 U.S. children), thrive on structured plans. To create a simple routine: choose a cue, make a visual cue card, teach a three‑breath exercise, add a brief movement reset, provide a sensory tool, and finish with a body‑check. Keep it 2‑5 minutes and use a portable mantra (e.g., “Signal, three breaths, wall push, headphones, check‑in”) on a key‑ring card. Teach it during calm times, rehearse with timers or role‑play, model the steps, give choices within the structure, and celebrate small successes. If a step is hard, simplify it. Professionals like occupational therapists and speech‑language pathologists can customize routines to a child’s triggers and language level.