Does this Sound like Your Child?

Play & Social Challenges

• Difficulty joining other children in play

• Preferring to play alone

• Difficulty taking turns or sharing

• Trouble understanding social cues

• Difficulty with pretend or imaginative play

• Challenges developing age-appropriate play skills

Sensory Processing Challenges

• Strong reactions to sounds, textures, smells, or clothing

• Difficulty tolerating haircuts, nail trimming, or getting dressed

• Seeking constant movement, crashing, jumping, or spinning

• Becoming overwhelmed in busy or unfamiliar environments

• Seeming to need more—or less—sensory input than other children

Speech & Language Difficulties

• Difficulty expressing wants and needs

• Trouble understanding directions

• Speech that is difficult for others to understand

• Difficulty finding the right words

• Challenges with conversation or social communication

Motor & Coordination Difficulties

• Difficulty running, jumping, climbing, or navigating playground equipment

• Frequent tripping or bumping into things

• Difficulty learning new sports or physical activities

• Trouble coordinating both sides of the body

• Challenges with balance, strength, or motor planning

Attention, Regulation & Participation

• Difficulty staying focused

• Constantly on the move

• Big reactions to seemingly small problems

• Difficulty transitioning between activities

• Trouble calming their body

• Difficulty participating at home or school

Everyday Independence

Your child may need help with:

• Getting dressed

• Brushing teeth

• Using the bathroom

• Feeding themselves

• Managing a backpack

• Following daily routines

• Organizing belongings

• Completing age-appropriate chores

• Becoming more independent at home and school

Fine Motor & Handwriting Challenges

• Difficulty holding or controlling a pencil

• Messy or tiring handwriting

• Trouble using scissors, buttons, zippers, or utensils

• Difficulty with coloring, drawing, or crafts

• Avoiding activities that require their hands

Feeding & Mealtime Challenges

• Extremely limited food choices

• Strong reactions to textures, smells, or appearances

• Difficulty chewing or managing different foods

• Anxiety or frustration around mealtimes

• Difficulty becoming comfortable with new foods

We Work With Children With a Variety of Needs

Apraxia • Articulation Difficulties • ADHD • Auditory Processing Disorder • Autism • Brain Injury • Cerebral Palsy • Developmental Delays • Down Syndrome • Dyspraxia • Feeding Difficulties • Fluency • Genetic Conditions • Learning Difficulties • Low Tone and High Tone •Motor Coordination Difficulties • Neurological Conditions • Oral Motor Challenges • Receptive and Expressive Language • Sensory Processing Differences • Social Communication Challenges •Speech & Language Delays • Stuttering

I want my child to get dressed independently.”

“I want her to be able to go to school without getting frustrated.”

“I want him to play with his friends.”

“I want my child to eat more than five foods.”

“I want her to tell me what she needs.”

“I want him to get to be able to transition through the day with becoming overwhelmed.”

Those are the goals that matter.

Therapy is about helping children use their skills in the places that matter most—at home, at school, on the playground, at the dinner table, and with their friends.

Question: What does the Therapy Look Like?

Answer: It might actually look just like play… Hang on though… there is a method to our madness!

Therapy Should Feel Like Something Kids Want to Do!

We believe children learn best when they're engaged, motivated, and having fun.

That's why our therapists use play, movement, games, creativity, and activities that are meaningful to each individual child.

A child working on balance might travel across a bridge through a Mario-inspired adventure, without even realizing they're practicing balance and coordination.

A child working on strengthening might climb across a rock-wall to retrieve small aliens stuck in green goop without realizing they’re working on motor planning, and hand strengthening.

A child working on communication might be busy playing Pop the Pig while practicing how to express ideas, take turns, and interact with others.

A child navigating obstacles to save their small turtle friends while swinging, climbing, jumping, or crashing into a crash pillow without realizing the objective is to help them regulate their body so they can attend and maintain focus on a fine motor activity next.

That's intentional.

When children are having fun, they're more likely to participate, practice, take risks, and try again.