Frequently asked questions

Why would my child need “occupational” therapy if they don’t “work”?

A child’s “work” is to play and learn which is a part of every daily activity they participate in at home, school and in the community. Functional gross motor, fine motor and self-help skills are needed for a child to be successful every day. For example, if a child’s day is impacted by over-responsivity to touch input, they may have difficulty exploring textures, touching objects or manipulatives, sitting by classmates in circle time and developing the hand skills needed for daily tasks (buttoning buttons, opening a container, turning pages in a book, feeding themselves, grasping writing utensils).

Can the therapist contact my child’s teacher?

As long as the HTS Request and Release Form is completed and signed, any individuals listed on it can be contacted or can initiate contact with the therapist. Sharing information with teachers and caregivers is important in determining focus areas, as well as, allowing the therapist to provide ideas for activities, accommodations or modifications that can be incorporated into daily routines.

Will I receive feedback about my child’s progress?

  • Daily notes will be sent home during handwriting intensives. These include the daily plan and focus areas. Brief verbal input at the end of each session will also be provided. At the end of the 2-week intensive, a brief summary will be sent home with activities and suggestions to maintain skills, as well as, any other recommendations.
  • Daily notes will also be sent home following individual therapy sessions which will focus on goals established in the therapy plan. Suggestions for activities that would supplement your child’s therapy sessions can be briefly discussed after sessions. Goals are monitored on an on-going basis with updated additions or revisions as needed. A comprehensive reevaluation will occur annually or as recommended.

If individual therapy is recommended, how long will my child need OT?

Every child is unique and a variety of variables can affect length of treatment including age, strengths, complexity of target areas, frequency of attendance and other factors. It is difficult to predict how quickly a child will progress but following the recommended times and carrying over activities at home is important.

Do I attend therapy sessions with my child?

Parents are an important part of a child’s therapy plan and progress. Due to privacy policies and the increased distraction, parents don’t typically attend group sessions. Parents are more than welcome to attend part or all of an individual session, however, if the child’s attention, motivation or participation are affected, it may be best for the parent to wait in the lobby. We also ask that you give the therapist time to build a relationship with the child prior to requesting observation time as this is essential in a child’s progress.

How is a child paired or grouped with others?

The therapist will take into account the age, skill level, strengths, areas of concern, and other factors when determining placement. An individual intensive may be best for a child with significant attention or behavioral concerns.

An hour seems like a long time to “write”. Are there other activities that occur during handwriting intensives?

An hour is definitely too long for a child to attend to table or writing tasks. A multi-sensory approach works best when teaching pre-writing and writing skills. A variety of fine motor, gross motor and sensory activities that impact handwriting success are included in sessions. Many positions are incorporated with tasks taking place on the floor, table or standing. Handwriting Without Tears, First Strokes and Loops and Other Groups are a few of the handwriting programs that are used.


T: 281-744-4350

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