No no no no!
No can present in different ways. 

No, I know my limits and I'm advocating for myself. 
No, I can anticipate what you are asking and I don't feel comfortable.
No, I'm overwhelmed and can't face it. 
No, I don't like new things.
No, I don't know you.
No, I'm busy doing something else. 
No, not yet. 
No, please don't make me. 

​Sensory avoiders actively self-regulate by moving away from activities. They have a low neurological threshold which can be affected by unfamiliar situations, prior experience and their perception of an activity or environment. They actively act to keep from meeting the low thresholds. Avoidance may be seen with a stress response (fight, flight, freeze, fawn or flop).

Let's think of the child's central nervous system with the analogy of a bucket, sensory input being the water in the bucket and the beach being their environment or task cues. These children have a small bucket which can be filled too quickly, causing discomfort and stress. The child actively tries to control their environment, the activity and the routines to create predictability and a sense of safety. 

Characteristics
​A child who may have an avoider sensory pattern more than others is actively trying to limit their sensory input which may result in “controlling” or “withdrawing” behaviour as they seek to reproduce what is comfortable for them.

It is important that the child’s social, environmental and family context are considered when determining if the avoidant behaviour is related to sensory demands or not. Sometimes a child may have a sensory response to a non-sensory demand. Eg. They refuse to touch playdough when a particular person is sitting next to them or hide under the table to avoid saying hello to someone or run away when it is time for maths.

​A child who may have an avoidant sensory pattern more than others may demonstrate some of these characteristics.

• This child may withdraw from social situations, new activities or certain environments. They may retreat to familiar places (eg. their bedroom, under their desk, a former classroom).
• This child may require routines to be in a certain order (eg. getting ready for school) with particular requirements (eg. shoes facing forward, same brand of socks).
• This child may refuse help from one teacher but accept help from another.
• This child may have difficulty with new situations (eg. new school, teacher, seating position).
• This child may perform a task in one environment but not in another (eg. toilets at home but not school).
• This child may participate in an activity on one day but then refuse on another day.
• This child seem to “over react” or be “bossy”.
• This child may appear rigid with routines and experience difficulties with changes (eg. wet weather preventing outdoor play, no time to finish task, additional assembly, fire alarm).
• This child may avoid “risky play” or playground equipment where their feet are not touching the ground.
• This child may avoid multifacted tasks such as handwriting.
• This child may seem hyperaware or vigiliant.
• This child may not like being praised.
• This child may not respond to traditional rewards or consequence based strategies.

There are a number of strengths also associated with an avoider profile. These may include: 

• Self-awareness of own limits (self-protective)
• Ability to advocate for self
• Participates well with structure, routine and predictability
• May be careful, thoughtful and detail-oriented
• May be content to be alone or in familiar environments
• May be a good planner with an anticipation of problems
• May identify sensory experiences that help them to feel comfortable
• May thrive with connection to others

Sensory Supports
In general, a child who exhibits an avoider sensory pattern more than others will benefit from an awareness and understanding of the triggers (as discussed previously). Empathy and compassion are the first steps in providing support for this child. They benefit from genuine connection and relationships built on trust and communication.

Sensory based intervention can help with regulation even when the trigger is not sensory based. Sensory strategies help to regulate the nervous system and may be used in conjunction with other regulation strategies.​

Intervention planning should aim to reduce anxiety and sensory input, while developing routines and structure. Gradually increase exposure or provide creative ways to participate.

• Designate safe places or places to retreat (eg. tent in the classroom)
• Develop and provide opportunities for familar regulatory activities (eg. bouncing on therapy ball)
• Maintain consistency of routines where possible and develop contingencies to expect disruptions
• Limit participation in group activities
• Reduce the task demands or present small achievable steps
• Develop comfortable structures and routines (eg. Self squeeze of arms and legs before desk work)
• Body doubling or joint participation to complete tasks
• Be creative and flexible in how activities are completed
• Use declarative language to suggest rather than tell the child what to do (eg. “I would what would happen if...” or “I noticed that it is raining ...”
• Allow additional time
• Encourage a growth mindset and assurance that making mistakes is a learning skill
• Develop positive affirmations and mantras

For more information: 

• Overview of Dunn's sensory profiles
• Sensory Profile Language
• Sensory  Profile Strengths Based Approach
• Bystander Sensory Profile
• Sensor Sensory Profile
• Sensory Profiling Guidebook! 

Please note that these profiles discuss those children who are responding "more than others" with these patterns. We will discuss those who have mixed profiles and are responding "less than others" in the near future. 
​

We all avoid things that we don't want to do.  Some people talk themselves into doing those "hard things" and others can never face them. 

Working with children who are "sensory avoiders" can be a challenge but we are also in a position of privilege to help them by building nervous system awareness, guiding regulation and developing parameters to help them in every day life. 

​Until next time,

Cindy is a registered occupational therapist practising in Sydney, Australia.  She has two growing children who are a constant source of inspiration and learning.  Cindy loves working creatively to help children to reach their potential, finding opportunities in everyday living and making learning fun. She is also addicted to making printables (even when they take a long time to complete).  Cindy is the author of the Occupational Therapy blog Your Kids OT.  Read more articles from Your Kids OT at https://www.yourkidsot.com/blog

Cindy is a contributing author of the Functional Skills for Kids Therapy Team.  They have together published THE HANDWRITING BOOK, THE SCISSORS SKILLS BOOK and THE TOILETING BOOK.

​The information on this site is general in nature. The activities are safe for most children, however, you should consult an Occupational Therapist or health professional to address specific movement, sensory or other medical conditions. Affiliate links are used throughout this website to promote recommended products. Your Kids OT receives a small commission if any purchases are made through these links. Please see my disclosure policy for more details. ​​​
YKOT shop:  https://www.yourkidsot.com/store/c1/Featured_Products.html
Teachers Pay Teachers: https://www.teacherspayteachers.com/Store/Your-Kids-Ot
You Tube Channel: https://www.youtube.com/channel/UCZUz_5nYEOCkj32DiOCQo4Q/featured
Facebook: https://www.facebook.com/yourkidsot
Instagram: https://www.instagram.com/yourkidsot/
Pinterest: https://www.pinterest.com.au/yourkidsot/

So your child is starting OT. 
How do you explain why they are going and what to expect? 

It will depend on your child's age, level of understanding and why they are seeing an occupational therapist. 

Preparing your child (or helping a family to prepare) with information about why they are going can help with anxiety and expectations. A positive and realistic explanation can help to frame occupational therapy, setting up the relationship with trust and respect. 

Some of the ways we might explain OT to kids - 

• Use the "Fun Helper" Approach: Tell them they are going to meet a special teacher or friend who plays games to help them get better at things they want to do.
• Focus on PLAY: Explain that in OT, they will play with toys, use swings, do crafts, and move around, and it will feel like fun, not schoolwork.
• Relate to Daily Goals: Use examples like, "This will help us make writing easier," or "It will help us get dressed by ourselves".
• Analogies: Explain that just as someone needs glasses to see better, they might need an "expert helper" to make tricky tasks feel easier.
• Validate Emotions: Let them know it is okay to feel nervous, but emphasize that the OT  is a safe space to practice new skills and explore feelings.

Regardless of the reasons that your child might see an OT, there are some common expectations that are so important, that I'm calling a child's rights! 
* Automomy - They have control over their own bodies and choices.
* Agency - They can help to make decisions.
* Consent - They can say yes or no and be heard. 
* To be understood - Their communication is respected. 
* Active Participation - They can be engaged and involved in the therapy process.
* Safety- They will be emotionally and physically safe.
* Colloboration - Their goals will be heard. 
* Joy and connection - Therapy can be fun and enjoyable.
* Meaningful occupation - They will play, rest and learn activities of daily living. 
* Individualised support - Their needs will be addressed.
* Regulation - They can take breaks as needed.
* Authenticity - They can be themselves without pretending.
* Strengths - Their interests and strengths matter. 
* Dignity - They will be treated with kindness and empathy.

​A video can also help to explain to your child what they should expect. Some of the following videos are designed to show kids and some are designed for parents to understand how to explain OT.  Watch them all and choose what is appropriate for your child.

• Ready Kids: What is occupational therapy? Explained to kids in 90 seconds.
• Ready Kids: What is occupational therapy? Explanation for adults
• Cstars: What is pediatric occupational therapy?
• Twinkl Teaching Resources: Occupational Therapy for Kids
• Humber Teaching NHS Foundation: Children's Occupational Therapy Animation
• Autism Australia: OT for autistic children
• Ontaria society of occupational therapists: See how we help kids learn and be successful in schools 
• Harkla: OT Kids Explained (Executive Function, Sensory Routines, Reflexes)
• Parents Helping Parents: What is OT?
• InfOT: Pediatric OT​
• Westside Children's Therapy: Growing Skills OT for older kids

​We (occupational therapists) are here to help kids to participate fully in their daily life, to develop skills, be motivated, with the right tools within the environments they need to function in! We are holistic and help to address physical and motor skills, internal systems (nervous system, sensory system, cognition), social awareness and participation.  We look at accomodations, advocacy,  equipment needs and environmental changes. 

Children can expect a dynamic therapeutic relationship! 

How do you explain occupational therapy to a child?

Until next time,
Cindy
​

Cindy is a registered occupational therapist practising in Sydney, Australia.  She has two growing children who are a constant source of inspiration and learning.  Cindy loves working creatively to help children to reach their potential, finding opportunities in everyday living and making learning fun. She is also addicted to making printables (even when they take a long time to complete).  Cindy is the author of the Occupational Therapy blog Your Kids OT.  Read more articles from Your Kids OT at https://www.yourkidsot.com/blog

Cindy is a contributing author of the Functional Skills for Kids Therapy Team.  They have together published THE HANDWRITING BOOK, THE SCISSORS SKILLS BOOK and THE TOILETING BOOK.

​The information on this site is general in nature. The activities are safe for most children, however, you should consult an Occupational Therapist or health professional to address specific movement, sensory or other medical conditions. Affiliate links are used throughout this website to promote recommended products. Your Kids OT receives a small commission if any purchases are made through these links. Please see my disclosure policy for more details. ​​​
YKOT shop:  https://www.yourkidsot.com/store/c1/Featured_Products.html
Teachers Pay Teachers: https://www.teacherspayteachers.com/Store/Your-Kids-Ot
You Tube Channel: https://www.youtube.com/channel/UCZUz_5nYEOCkj32DiOCQo4Q/featured
Facebook: https://www.facebook.com/yourkidsot
Instagram: https://www.instagram.com/yourkidsot/
Pinterest: https://www.pinterest.com.au/yourkidsot/
​

This student has poor fine motor skills for handwriting. Let's move them to typing! 

But what happens with this same student's fine motor difficulties affect their ability to type? 

There is sometimes an assumption that typing is a quick and easy fix for a child with handwriting difficulties. While handwriting and typing have different fine motor skill requirements, typing itself is a complex skill. Typing requires an integration of fine motor skills, visual motor integration, bilateral coordination and executive functioning skills. 

Of course typing is not the only way that we can access technology.  There are speech-to-text options, touch screen options and even more complex technology like eye-tracking. It wonderful that there are so many options available. Adaptive technology is the key for some children and adults to access the online world and record information too. 

Occupational therapists have a role working with school-aged children in teaching correct keyboarding technique, supporting assistive technology use and helping students with handwriting difficulties to transition to typing.  For our children who we want to teach to type, we want to build their fine motor skills to access the keyboard.  Not all of these students will end up as touch-typers but we can lay good foundations that can also be transferred to other activities such as using a computer mouse, playing a piano (or other musical instrument) and managing self care tasks such as buttoning or shoe laces.  

* Wrist extension
Similarly to handwriting, if we can encourage the wrist and forearm to be placed on the table, this provides stability needed to use our fingers.  If the wrist and forearm are too high (ie. hovering) or below the table, this may lead to fatigue and poor endurance.  Ergonomically, there are wrist supports that may be used for extended typing, however for our children learning to type, it is more important to develop the wrist strength and forearm stability. 

Wrist strengthening activities may include weight bearing on the forearm and arms (eg. over a therapy gym ball and walking on hands), donkey kicks, carrying loads (eg. bucket of sand), pulling or climbing up rope ladders, monkey bars, or working on vertical surfaces (Eg. drawing on easels). 

* Strong Palmar Arches 
Our hand muscles help to form the arches of our hand: longitudinal, traverse and oblique. These arches work together to build the natural curvature of our hand (structure) and also allow finger dexterity. They help us with opening up the webspace of our hand and provide a foundation for other fine motor skills (including in-hand manipulation and thumb opposition). In addition to typing, we need strong palmar arches for so many every day activities such as opening and closing bottles, cupping our hands to roll a dice, playing ball games and more!
​
In typing, the palmar arches allow the hands to form the natural curvature so that the pads of the fingers touch the keys. Other parts of the fingers do not need to rest on the keys and it can prevent accidental touching if the fingers are held straight (extended). 

Activities that help develop the palmar arches of the hand include crawling and weight bearing activities onto the hands.  The hand strengthening activities mentioned earlier will also help with the development of the palmar arches. Squeezing a stress ball or playing ball games (eg. handball, tennis) can provide more opportunities to develop the palmar arches. Occupational therapists love to use a "munchy ball" which is a tennis ball with a slit (often decorated as a face).  Thes balls are squeezed open so that they may be "fed" with various items.  

* Open Webspace
An open circular webspace is achieved when the thumb and index finger can form a circular shape when touching. This relies on the thumb being able to fully rotate at the carpal metacarpal (CMC) joint so that it can touch each finger tip. 

In typing, an open webspace provides stability for dynamic thumb movements. The thumbs typically press the space bar. Activities such as "thumb wars" can promote thumb mobility. 

* Individual finger strength with isolated movements
Each finger needs to be able to press a key on the keyboard individually with adequate force.  This can be difficult for children with poor joint stability and hyper-mobile joints.  Some children hyper-extend at the proximal or distal interphalangeal joints. Some children press multiple keys at the same time.  

While the separation of the two sides of the hand is not as important in typing as it is in handwriting, stability of the hand is important so that each finger can demonstrate the dexterity needed to type individual keys. The fingers are required to move up and down as well as from side to side to reach different keys on the keyboard. 

Games such as pop-its or "Tricky Fingers" are fun ways to develop finger isolation.  Finger and hand strengthening activities may also include the use of tongs or clothespins (pegs) to provide additional resistance when picking up items.  Playing the piano also helps to develop individual finger strength although it is a cyclical discussion as some isolated finger strength is needed to play the piano! 

* Finger dexterity and use of the pads of the fingers
It seems obvious that the pads of the fingers should touch the keys during typing, however in my experience, I have seen children use many alternatives! They may use the sides of their fingers, their nails or their finger joints. 

Children can practice finger touching each finger to their thumb individually. More finger warm up activities can be found here. 

Playdough is one of my favourite OT tools.  Create small balls of playdough and use these to work on the fine motor skills needed for typing. 
1. Squash: This action promotes flexion and extension at the metacarpal joints while developing stability of the wrist, palmar arches and interphalangeal joints of the fingers. 
Begin with your hands positioned on the table as if you are going to type.  Place one ball of playdough under each finger pad.  Squash the ball of playdough with an individual finger or your thumb. Try to maintain joint stability while resting your wrist and forearm on the table. Try not to raise your whole hand as you squash the playdough. 
2. Kick: This action promotes flexion and extension of the interphalangeal finger joints while developing stability of the wrist and palmar arches. 
Begin with your hands positioned on the table as if you are going to type.  Place a ball of playdough in front of each finger.  "Kick" the ball with each individual finger. Try to maintain joint stability and rest your fingers back onto the table after kicking. Try not to raise your whole hand or arm as you kick the ball of playdough. 
3. Thumb flicks: This action promotes thumb joint mobility and strengthening of the webspace of the hand.
Begin with both hands fisted, keeping your thumbs separate.  Place one ball of playdough so that you can flick it with one thumb.  Try to flick the playdough between the thumbs. Try not to raise your whole hand or arm as you flick the playdough. 
4. Squeeze: This action promotes sideways movements of the fingers. 
Place a ball of playdough between two fingers (or thumb and index finger). Squeeze the ball of playdough between your fingers and continue to each finger space. 

Watch these playdough activities with any of these links:
* You-tube
* Instagram
* Facebook 
​

Would you like to share this information about "Fine Motor Skills for Typing"?

You can find this resource as a part of the Fine Motor Information Sheets.
This pack contains:

• Fine Motor Skills overview (3 pages) - Definitions, Hand Strength, Games and Activities
• Fine Motor Skills for Handwriting
• Fine Motor Skills for Typing
• Fine Motor Skills for Cutlery and Utensils
• Fine Motor Skills for Managing Fasteners (3 pages) includes visual sequences.

These pages may be emailed or printed to share with families and teachers. I attach them to assessment reports to provide activity suggestions. Get your copy at the YKOT shop or TPT store. 

Keyboarding or typing has become an important component of learning.  

Working on the fine motor skills that support keyboarding can have additional benefits with other activities that require fine motor skills.  Occupational therapists play a key role in providing this support while coaching and educating parents and teachers too. 

Until next time,
​Cindy

We've made a connection.
I'm led by the child in play. 
We have shared attention.  
Now what? 
How do I engage my child with playing "with me"? How can I teach them to take turns or share? 

Early sharing and turn-taking skills start well before we ask a child to "give" you something or "wait" for their turn. 

For some children, the idea of  "sharing or taking turns" is met with fear. Someone is going to take my toy from me.  I'm never getting it back. I didn't even get to really play with it.  OR I don't want to play that way. I like being in control of the objects/role/game.  

Here are some practical ways to build a foundation of sharing and turn taking in a neuroaffirming way. Begin by reflecting on what your child may already be doing through PLAY (of course)! 

1) Sharing by colour: Different colours of the same items. 
Name the colours as your child is playing with the items of different colours. 
Examples: Coloured balls, coloured pop tubes, coloured pencils, coloured pom poms, etc.
"John you have red. John you have green.  Yellow's turn.  Blue's turn". 
By labelling the colours, you are indicating that each item is having a turn.  Your child is independent in play.  Don't anticpate the colours initially for your child to take but reflect on what they are already doing. Over time, you may anticipate and your child may respond by picking the colour that you have named. This gradual "demand" request may be instant for some children and for other children it can take a much longer time (ie. weeks, months). 

2) Sharing by objects: Different objects of the same group performing the same action. 
Examples: Farm animals. Cars. Bugs. Figurines. 
"Pig eating. Cow eating. Horse eating. Donkey's turn. Duck's turn." 
You can reflect on a your child's play if they are already doing this.  If they are not, you can model some actions beside your child as they play.  Invite your child to help the objects to take turns. There are no rules here with how many times you perform the action or how many times the child helps the objects to take turns.

​You can start with single step actions and increase this to two-step or multiple-step actions over time. "Bluey is going up the ladder and down the slide. Rusty is waiting for a turn. Rusty is going up the ladder and down the slide. Bluey's turn to wait." 
This introduces your child to taking turns with an element of waiting. Don't rush to participate and allow your child to play with as many objects as they want to. If someone has more than "one turn", then reflect on this. "Bluey is having another turn". 

You can also introduce an additional action for the one who is "waiting". "Bluey is having a turn on the slide. Rusty is waiting on the swing.  Bluey has finished on the slide. Rusty's turn on the slide and Bluey's turn on the swing". 

3) Sharing with your child's body parts or a toy's body parts. 
Examples: Balloon play. Ball play. Simon says. Washing in the bath. Doll/teddy play. 
"Shake your hands. Shake your foot. Shake our head." or 
"Wash teddy's tummy. Wash teddy's back. Teddy's hands can have a turn. Teddy's face can have a turn". 
You can model this with your own body or on the toy.  You may have two identicial toys where you model on your toy.  If your child is not interested in following your request, go back to reflecing on what they are doing. Bath time or dressing time at home can be natural times where you label body parts. 

4) Multiple children/adults jointly sharing one item together. 
Examples: Sharing a table of playdough. Sharing one parachute. 
"We are all sitting at the table. We are sharing the table." (You may be doing the same or different things at the table). or
"We are all holding the parachute together. We are sharing this game.  You are lying down and the parachute can go up/down". 
This requires some shared attention of the place or the activity. It introduces connection and collaboration without demanding participation. Some children find it easier to relate to adults (as they are more predictable) and other children find it easier to connect with other children. It is helpful to introduce this aspect of sharing with toys, adults and children. 

5) Multiple children/adults sharing an item that is split between them. 
Examples: The tub of playdough/sand is split in half and given to two people. A piece of paper is cut into two. The pretend pizza/cake is split into two. A game that has multiple features that can be shared (eg. Hungry Hippos). Multiple balls where everyone gets their own ball. 
"We will both have some.  We are sharing". 
This requires shared attention and connection with the other person. Inner motivation is needed to compromise for the other person to have what the child has. You may consider an "uneven split" if this helps to build this concept. 

Don't forget to register for your free ticket to the PLAY CONFERENCE! It starts soon - March 9th - 12th for the free viewing.  Four days of expert-led sessions with a look at rebuilding child development in a screen dominated childhood.  Topics include Neurodiversity-Affirming Play in the Early Years, Play to Praxis: Building Motor and Speech Planning Through Real Play, Utilizing a Strengths-Based Framework That Is Child-Centered and Play-Focused and MORE!

But if you can't make it to the free viewing, consider upgrading to the VIP ticket.  The VIP Ticket is the best way to make the most of the 2026 Play Conference.Here’s what you get:

•  Accredited CEUs for OTPs, PTs, and SLPs
•  Private podcast feed for flexible listening
•  Conference workbook + exclusive speaker bonuses
•  Extended access to all sessions​ ​

This article was written in response to a question one of my supervisees had recently! 
​How do your teach your child to share and take turns? 

Until next time,
Cindy

Cindy is a registered occupational therapist practising in Sydney, Australia.  She has two growing children who are a constant source of inspiration and learning.  Cindy loves working creatively to help children to reach their potential, finding opportunities in everyday living and making learning fun. She is also addicted to making printables (even when they take a long time to complete).  Cindy is the author of the Occupational Therapy blog Your Kids OT.  Read more articles from Your Kids OT at https://www.yourkidsot.com/blog

Cindy is a contributing author of the Functional Skills for Kids Therapy Team.  They have together published THE HANDWRITING BOOK, THE SCISSORS SKILLS BOOK and THE TOILETING BOOK.

​The information on this site is general in nature. The activities are safe for most children, however, you should consult an Occupational Therapist or health professional to address specific movement, sensory or other medical conditions. Affiliate links are used throughout this website to promote recommended products. Your Kids OT receives a small commission if any purchases are made through these links. Please see my disclosure policy for more details. ​​​
YKOT shop:  https://www.yourkidsot.com/store/c1/Featured_Products.html
Teachers Pay Teachers: https://www.teacherspayteachers.com/Store/Your-Kids-Ot
You Tube Channel: https://www.youtube.com/channel/UCZUz_5nYEOCkj32DiOCQo4Q/featured
Facebook: https://www.facebook.com/yourkidsot
Instagram: https://www.instagram.com/yourkidsot/
Pinterest: https://www.pinterest.com.au/yourkidsot/

​"Really dislike this as inappropriate simplification. Have a highly sensitive child who has been assessed by 3 OTs so far, we understand his sensory profile very well. My child can present like any of those profiles depending which sensory system we are talking about, what is his arousal, sense of safety and many other things including motivation and interests; and this is well documented in our reports."

"Dr. Dunn’s work is a foundational strengths-based approach in sensory processing that all other theorists in this arena miss. This graphic misrepresents the richness of her clinical reasoning and does a disservice to clinicians by highlighting the negative aspects rather than the balanced approach that is the highlight of Dr. Dunn’s life’s work."

These were comments that I received on my social media pages recently. They are both true to the people who wrote them.  

Sensory profiles can be complex to understand. True.
Sensory profiles can appear with mixed patterns. True.
Aroual, sense of safety, motivation, interests, connection with people, different environments can affect presentation of sensory profile. All true. 
The fact that this parent knows their own child and that the OTs who have worked with this family have explained it so well for them. All true and wonderful. 
Carer education and training is a key implementaton of sensory strategies with strong strength evidence to support it.

Social media can only ever provide a snapshot.  I am summarising a small amount of information into a few paragraphs or an image. I never disputed that Dr Dunn's framework is strengths-based. I strongly admire Dr Dunn and I'm in awe of her life-work! In fact, my new guidebook makes mention of strengths for each profile. 

But, I don't think the person who commented on my social media pages got that far and maybe I didn't make it obvious.

So thank you. 

When we observe a child...  understand what interests them, become aware of their preferences (activities, environments, people), observe their responses, understand who they connect with and why, appreciate what helps them to feel comfortable, work out what they are doing (or not doing) to help them feel safe and regulated... we can acknowledge and affirm if they are over responsive, under responsive or typically responsive to sensory information.  We can recognise if this interferes, helps or promotes their activities of daily life.  

We can develop an understanding of a child's sensory profile pattern and preferences (I use the standardized assessment The Sensory Profile-2). Preferences do not mean an absent of other characteristics. This is not a "diagnosis" or "label".  A child's preferences can change. A pattern or preference does NOT automatically mean that intervention is necessarily required. 
​
There is no judgement. There is awareness and empathy.  

By understanding a child's preferences, we can appreciate their strengths.  We can help them to build self-awareness and help them to advocate for themselves as needed. 

These are some examples of strengths that "more than others" from each sensory profile MAY have. 
Bystander Strengths:

• Easy-going
• May focus on tasks more easily screening out busy environments
• Tolerant of change and variability
• May watch and then do
• Although slow to respond, follows instructions
• May be an independent student when key information is highlighted to them
• Less reactive to multisensory  environments

Seeker Strengths:

• Energetic and full of curiousity
• Observant and comments of sensory experiences
• May be highly creative and expressive
• May have strong interests and passions which are motivating
• Natural problem solvers
• Resilient in multisensory environments

Sensor Strengths:

• May enjoy predictable, repetitive play or structured leisure pursuits
• May enjoy rhythmic activities
• May enjoy watching and then participating
• May be detailed-oriented
• Empathetic and caring to others
• Creative and imaginative
• Emotional intelligent

Avoider Strengths:

• Self-awareness of own limits (self-protective)
• Ability to advocate for self
• Participates well with structure, routine and predictability
• May be careful, thoughtful and detail-oriented
• May be content to be alone or in familiar environments
• May be a good planner with an anticipation of problems
• May identify sensory experiences that help them to feel comfortable
• May thrive with connection to others

I shared a new resource recently! The Sensory Profiling Guidebook outines the theoretical framework (SP-2) that Dr Dunn developed. It describes characteristics and support strategies for each profile (over and under responsive) as well for mixed profile patterns. It includes additional regulation strategies to support relationship and co-regulation, breathing and oral motor activities, rhythm AND now the guidebook contains this new strengths-based image seen above. 

For those of you who have already purchased this guidebook via the YKOT shop, the updated strengths based image version was emailled to you last week.  If you purchased this via TPT, please email me at cindy@yourkidsot.com with your order receipt and I will also give you the new version. 

If you haven't got a copy yet, take a closer look via the you-tube video (note that it doesn't have the updated page).   

I take every effort to share or create evidence-based, trustworthy information and resources.

 For more information on this topic:

• Overview of Dunn's sensory profiles
• Sensory Profile Language
• Bystander Sensory Profile
• Sensor Sensory Profile
• Seeker Sensory Profile
• Avoider Sensory Profile (coming soon)
• Sensory Profiling Guidebook! 

A strengths-based approach is important. It helps us to see our children with understanding and appreciate what they are naturally drawn to but it also helps us to know how to support them. As parents, educators and therapists, we want our children to not only survive but to thrive.  

I read every comment and appreciate each of you. While my information is general in nature, I hope that it brings some help to those who are seeking it. 

Until next time,
Cindy

If you’ve ever tried to end a game, pause a video, or say “that’s enough screen time” and been met with big feelings, you’re not alone. Digital games are designed to be engaging — fast, colourful, predictable, rewarding — and for many children (and adults too), they feel excited, comforted, and deeply motivated.

In a world that can feel noisy, demanding, and unpredictable, it makes sense that kids are drawn to spaces where they feel competent, in control, and successful. Understanding why children love digital play can help parents, caregivers, educators and therapists to nourish their nervous systems, rather than overwhelm them.

Play has always been essential to children’s growth — helping them explore their world, develop relationships, develop skills, expand their comfort zones, and learning to regulate emotions. In today’s digital era, technology offers powerful new tools for play-based learning but also demands careful boundaries to ensure that play remains enriching rather than consuming.

Play can be a boundary breaker for a child. From  an occupational therapy perspective, play supports sensory regulation, motivation (to try new things or be with new people), social interaction (develop friendships, experiment with roles, negotiate, share a common interest, care for others), creativity (physical or verbal expression), and meaningful skill acquisition. Technology isn’t inherently at odds with these goals — but how and when it’s used matters. Thoughtful tech-based play can support development; unmanaged, highly stimulating screen time can contribute to dysregulation and compulsive patterns similar to behaviours seen in addictive systems (e.g., constant reward loops) unless balanced with other activities.

Digital play isn’t inherently harmful — many apps provide structured, developmentally supportive experiences. But not all screen time is created equal. A recent appraisal of hundreds of early literacy apps found that only a fraction aligned with expert standards for evidence-based reading instruction, with common shortcomings like lack of explicit instruction and corrective feedback. 

Too much passive or fast-paced screen play — with quick rewards and little cognitive challenge — can push a child’s nervous system into dysregulation, competing with their ability to engage in real-world play and social interaction.

What can we do as parents, caregivers, teachers and therapists?

• Set clear limits and routines around screen time. 

This can be easier said than done. Have a plan and share that with your child. Have a plan for managing the push-back and invite problem solving with your child. 

• Choose apps that invite participation, creation, and problem-solving rather than passive consumption.

I limit the number of apps I use during OT sessions and do not make it a routine item to bring.  Some of my favourite apps include SnapType, Osmo Monster, Osmo Tangram, Dexteria Jr, Sesame Street Breathe, Peppy Pals.  There are other apps I use which are unfortunately no longer available. 

• Blend digital play with physical, sensory-rich activities that support the whole child — body and brain.

​Try Wakeout Kids, Cosmic Kids Yoga, Motor Skills and Go Noodle Videos.

• Being present when possible — co-playing helps children transfer skills and stay regulated.
• Keep screens and children in a shared open space.
• Encourage good sitting posture
• Encourage good vision practices.

Optometrist recommend:

1. Apply the 20-20-20 rule – every 20 minutes look at something 20 feet (60cm) away for 20 seconds. That will give your eye muscles a rest.
2. Try to blink regularly. Focusing on a screen may make you blink less, which may make your eyes dry and uncomfortable.
3. Position your computer screen so that:

                 * it is between 40 and 76 centimetres (16 to 30 inches) from your eyes
                 * the top is level with, or slightly below, your eyes
                 * it is tilted away from you at a 10- to 20-degree angle
                 * there are no distracting reflections, e.g. from a window.

• Encourage fine motor skills!

Occupational therapists have been seeing what we antedoctally call the "gamer's grasp".  There are also hand grasp presentations that have developed and become reinforced with digital technology use. These patterns include more thumb extension in a lateral position, weak interdigital thumb muscles, poor hand strength, difficulty with individual finger movements (needed for typing) and a closed webspace from holding a table or phone.  Children are pointing with either their thumb, index or third fingers while holding all fingers in extension.  

Encourage your child to keep devices on stands or propped up.  When pointing, use the index finger and tuck the remaining fingers into the palm of the hand.  Participate in non-digital fine motor skill activities! Consider the opportunity cost of time spent with a screen and what they are missing out on. 

• Support your child to transition in and out of screen-based play.
  • Using timers (ie. countdown digital timer, visual timers, auditory times, sand timers)
  • Presenting another preferred activity (non-digital)
  • Providing warning and validating how it may be hard to stop.
  • Presenting a regulatory sensory activity such as movement (eg. trampoline), deep pressure (eg. cuddle, weighted item) or oral motor input (eg. crunchy snack, water).

Would you like to learn more about "navigating screens in therapy"?  This topic is being covered in the upcoming Play Conference. This free, online conference is designed for OTPs, PTs, and SLPs who want to make play truly effective for modern childhood – and gain practical strategies that actually stick across homes, schools, and clinics.

 Free conference runs March 9–12, 2026
 Sign up today for your free ticket 
​
And if you want the most out of the experience, the VIP Ticket is available at a discounted rate before and during the free showing. The VIP ticket is in $US and I earn a small commission for this promotion if you purchase a ticket. 

What is your biggest challenge with supporting play in a digital age? What helps you to navigate this with your child? 

Until next time,
Cindy

Cindy is a registered occupational therapist practising in Sydney, Australia.  She has two growing children who are a constant source of inspiration and learning.  Cindy loves working creatively to help children to reach their potential, finding opportunities in everyday living and making learning fun. She is also addicted to making printables (even when they take a long time to complete).  Cindy is the author of the Occupational Therapy blog Your Kids OT.  Read more articles from Your Kids OT at https://www.yourkidsot.com/blog

Cindy is a contributing author of the Functional Skills for Kids Therapy Team.  They have together published THE HANDWRITING BOOK, THE SCISSORS SKILLS BOOK and THE TOILETING BOOK.

​The information on this site is general in nature. The activities are safe for most children, however, you should consult an Occupational Therapist or health professional to address specific movement, sensory or other medical conditions. Affiliate links are used throughout this website to promote recommended products. Your Kids OT receives a small commission if any purchases are made through these links. Please see my disclosure policy for more details. ​​​
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The child that everyone knows. 
The child that everyone says is "busy". 
The child who doesn't seem to have an "off" switch. 

The "sensory seeking" child may have a reputation that proceeds them.  We are looking at how our central nervous system manages sensory information in the world we live in. When our "sensory seeking" child craves sensory input, what does this mean? How can we support them? 

Before we look more closely at the "sensory seeking" child, you may want to head back to read about Winnie Dunn's Sensory Profile framework as well as understanding some of the SP language used (thresholds and continuums).   

Sensory seekers enjoy and look for more sensory experiences. Seekers are active self-regulators and generate their own ideas. Sensory experiences may distract them from daily life tasks. They have high thresholds and find it difficult to meet their sensory needs. Seekers may observe and comment on interesting sensory events and pursue activities with great enthusiasm. They may also be highly creative and express themselves through movement (eg. dance) and physical pursuits (eg. sport). 


Let's think of the child's central nervous system with the analogy of a bucket, sensory input being the water in the bucket and the beach being their environment or task cues. These children have a large bucket which can be filled but it can also feel like the water splashes out or there is a hole in the bucket. The child continues to try filling the bucket which may seem excessive. This may be disruptive to others or distract the child from other tasks or environmental cues. They need more intense sensory experiences and help with structure, routine and goal-orientation.

Sensory Supports for Seekers
In general, a child who exhibits a ​seeker sensory pattern more than others needs sensory input with more frequency, intensity and duration to meet their sensory needs. Although these children try to satisfy their own sensory needs by seeking certain input, they need assistance to organise themselves and monitor their sensory experiences. Observing the way they seek input can help to guide intervention.

This child benefits from incorporating or embedding sensory experiences into their daily routines to support participation. This means that the child does not need to stop the task to seek sensory input elsewhere, thereby becoming distracted. Nor should this child be required to wait to receive sensory input as this can cause distress.

Intervention planning should increase awareness, purpose and meaning to sensory input. This can build predictable sensory expereinces.

• Incorproprate structure
• Increase intensity
• Add organizing activity
• Make environmental changes
• Introduce novelty into daily tasks
• Provide opportunities for multisensory or “hands on” learning.
• Provide sensory opportunities throughout the day and incorporated into activities

Some examples of sensory supports may include:

Visual System

• Allow time for the child to explore their visual environment before attending to the task at hand.
• Use visual mind mapping, checklists, graphic organizers to plan thoughts and ideas.
• Use bright lighting.
• Place items in different positions for the child to find prior to commencing a task.
• Use scavenger hunts to provide opportunities for visual scanning.
• Use a ruler to guide reading or writing.
• Allow the child to use different coloured pencils, pens or highlighters to emphasize information (eg. write titles in red, write mathematical symbols in green, underline certain words, highlight phrases, etc).

Auditory System

• Use headphone/ear buds to provide opportunities to listen to music or books.
• Provide environment where sound making is part of a daily routine (eg. clapping warm ups, singing a greeting to the teacher).
• Use a metronome for predictable rhythmn and organization.
• Learn a muscial instrument.
• Provide structured times for varying volumes of noise making.
• Practice varying volumes with voice, muscial and non-musical items (eg. tap hand with one finger, two fingers, three fingers, four fingers, five fingers).
• Practice silent activities and motion (eg. mirror a friend’s actions without speaking, draw a doodle with a timer starting with a few seconds).
• Play music during activities (eg. packing away toys, colouring in).
• Name and discuss noises with child in various environments.

Tactile System

• Provide opportunties to explore and play with different textures (eg. sand, dirt, shaving foam, water, playdough, putty etc).
• Use messy play with academic learning (eg. form letters, count, spell words).
• Provide fidget tools and stress balls during listening times (eg. story time).
• Use cold items to increase alertness and arousal (eg. cold shower, cold ice brick, wash face).
• Incorporate deep pressure with touch input (eg. when rubbing lotion onto body also add squeezing).
• Incorporate visual feedback such as looking in a mirror.
• Provide opportunities to go barefoot.
• Faciliate activities that require partner work which involve touch (eg. dressing, karate, gymnastics).
• Use items with varying textures (eg. blankets, towels, carpets).
• Name and discuss tactile experiences, as well as the body sensations felt.
• Carry items to aid transition from one place or activity to another.

​
Proprioceptive and Vestibular Systems

• Use movement with academic activities (eg say the alphabet while jumping on the trampoline, Touch body parts for counting like tapping head).
• Incorporate rhythmn and use a metronome (eg. stomp out syllables in a word).
• Provide flexible seating such as cushions, stools, beanbags, gymball etc.
• Incorporate movement breaks.
• Incorporate heavy work activities (eg. moving heavy books, lifting chairs, pushing a trolley).
• Practice stop/start/freeze activities.
• Incorporate resistance activities such as therabands, clothing pegs, elastic bands when seated.
• Incorporate weighted products such as lap blanket, weighted toys or vests.
• Incorporate linear movements (forward/backward, side to side, up/down) together with goal directed activities (eg. move one spot to the left seat and we write our name, move one spot to the right and we will count to 10, stand up and form a triangle with your fingers etc).
• Place items strategically to provide opportunities for movement within the classroom.

Oral Motor/Taste/Smell Systems

• Increase intensity with crunchy foods or flavour.
• Use silicon chewy pendants.
• Provide oral motor activities with a straw (sucking, blowing).
• Use a sports top drink bottle.
• Incorporate massage or use of an electric toothbrush.
• Provide opportunities to practice deep breathing (eg. five finger breathing, blow on the back of you hand, blow a pom pom in your cupped hand).
• Allow a child to chew gum as needed.
• Use scented markers or soaps.
• Name and discuss tastes and smells.
• Introduce candles or infusers in the child’s bedroom.

You asked and now it's here!

The Sensory Profiling Guidebook is a practical, neurodiversity-affirming resource designed to help therapists, educators, and caregivers make sense of sensory profiles and translate assessment insights into meaningful, everyday support. Grounded in Dunn’s Sensory Processing Framework and aligned with Sensory Profile 2™ interpretation language, this guidebook moves beyond labels to explain why sensory patterns show up the way they do — and what actually helps.

Inside, you’ll find clear explanations of each sensory profile, information about mixed profiles, real-world examples across home and school contexts, and regulation-focused strategies that support participation, learning, and wellbeing. Whether you’re an occupational therapist looking for intervention clarity, a teacher supporting diverse learners, or a parent wanting to understand your child’s responses, this guidebook bridges theory and practice with compassion and clarity.

This is not about “fixing” sensory differences — it’s about understanding nervous systems, supporting regulation, and creating environments where children can thrive.

Use the Sensory Profile Guidebook to analyze, interpret, explain and apply sensory processing information!

​Meltdowns, shutdowns, and sudden loss of skills are often seen as signs of failure or “behaviour problems.”

But what if they’re actually signs of a nervous system that has been pushed too hard for too long? Many autistic people and families recognise this experience, even if they haven’t always had the words to describe what’s happening underneath.

Before we dive into these terms, let's talk about language. Thirty years ago (when I was university) we were taught to say "person with a disability" as the least offensive way to describe a person.  It was a step up from terms that were used at the time. 

In its work, Autism CRC uses the terms autistic person, person on the autism spectrum, or person on the spectrum. Using identity-first language (autistic person) reflects the understanding that autism is a core part of identity and aligns with the preferences of many autistic individuals, including those working within Autism CRC’s national network. While language preferences are personal and varied, research and autistic-led organisations show a strong preference for identity-first language among autistic adults.

You might have come across terms like autistic burnout, masking, interoception, or monotropism and wondered why there suddenly seems to be a whole new language to learn. It may feel like these words appeared out of nowhere but they have grown out of research, clinical practice, and—most importantly—the lived experiences of autistic people trying to explain what life feels like from the inside.

Having this shared language helps shift the focus away from “behaviour” and toward nervous system needs, energy limits, and safety. It helps us notice when someone is overwhelmed rather than oppositional, exhausted rather than unmotivated, or self-regulating rather than “stimulating for no reason.” When we understand what’s really going on, we can offer support that reduces harm and burnout, rather than adding more pressure.

As an occupational therapist, I’m always learning. If these terms are new to you, I’d love for you to learn alongside me.

​Neurodiversity-Affirming Practice
An approach that respects neurological differences as natural variations of human diversity, rather than deficits to be fixed.

• Focus on support, access, and accommodations, not normalization
• Value autistic communication, regulation, and play styles
• Reduce masking and harm
• Prioritise felt safety, autonomy, and consent
• Incorporate lived experience alongside evidence-based practice

Core Identity & Frameworks
Autistic / Autistic Person
Uses identity-first language to recognise autism as an integral part of a person’s identity, not something separate from them.
Neurodivergent
A term for people whose neurological development or functioning differs from societal norms (e.g. autistic, ADHD, dyslexic).
Neurotypical
Describes people whose neurological development aligns with dominant social expectations. It indicates difference, not superiority.
Neurodiversity Paradigm
A framework that views neurological differences as natural human variation rather than deficits to be cured.
Autistic Joy
Deep enjoyment, regulation, or wellbeing experienced through interests, routines, sensory experiences, or authentic connection.

Stress, Burnout & Energy
Autistic Burnout
A state of physical, emotional, and cognitive exhaustion caused by prolonged stress, sensory overload, masking, and unmet support needs. May include skill loss and increased sensitivity.
Spoon Theory
A metaphor describing limited daily energy. Each task uses a “spoon,” and once spoons are gone, functioning becomes difficult.
Atypical Burnout
Burnout that does not follow the typical workplace model. It may include skill regression, increased autistic traits, shutdowns, meltdowns, reduced speech, or executive functioning collapse. Rest alone is often insufficient—support needs must change.

Attention, Thinking & Executive Skills
Monotropism
An autistic attention style involving deep focus on a small number of interests or tasks at a time.
Executive Function
Cognitive skills that support planning, initiation, emotional regulation, flexibility, and working memory.
Monotropic Split
When attention is forced to split between competing demands (e.g., sensory input, social interaction, instructions), causing stress, overload, or shutdown. The brain is pulled away from its focused channel, which can feel disorienting or exhausting.
Monotropic Spiral
A cycle where stress or overload narrows attention even further, reducing flexibility and increasing distress. As capacity drops, demands feel heavier, which further intensifies focus or shutdown—creating a self-reinforcing spiral.

Nervous System Responses
Meltdown
An involuntary nervous system response to overwhelming sensory, emotional, or cognitive load. Not a tantrum or behaviour choice.
Shutdown
A nervous system response involving withdrawal, reduced speech, or reduced movement to conserve energy and cope with overload.
Allostatic Load
The cumulative wear on the body from prolonged stress and adaptation demands.
Meerkat Mode (Hypervigilance)
A state of constantly scanning the environment for safety or unpredictability. The child or adult may seem tense, alert, or unable to relax. This uses a lot of energy and often develops in overwhelming environments.
Stimming (Self-Stimulatory Behaviour)
Stimming refers to repetitive movements, sounds, or actions that help a person regulate their nervous system, manage sensory input, express emotion, or maintain focus. Common examples include hand-flapping, rocking, pacing, tapping, humming, or repeating words or phrases.

Stimming is a natural and meaningful form of self-regulation. It can support calm, concentration, communication, and emotional safety, and should not be discouraged unless it is unsafe or harmful.

Social Understanding & Communication
Double Empathy Problem
The mutual misunderstanding that occurs between autistic and non-autistic people due to different communication and social styles.
Gestalt Language Processing (GLP)
A language development style where language is learned in meaningful chunks rather than single words.
Echolalia
Meaningful repetition of language used for communication, processing, or regulation.
Selective / Situational Mutism
Context-dependent inability to speak due to anxiety or nervous system shutdown (not a choice). “Sometimes speaking” or “non-speaking” are also used as descriptors.

Masking, Demands & Autonomy
Masking
The conscious or unconscious suppression of autistic traits to meet social expectations. Long-term masking increases stress and burnout.
PDA (Pathological Demand Avoidance / Pervasive Drive for Autonomy)
An autistic profile characterised by an anxiety-based need to avoid demands and protect autonomy. Avoidance reflects nervous system distress, not defiance. You can read more about PDA here. 

In full transparency, AI was used to assist with the collation of these definitions and reference list below.  If you would like a copy of the definitions in a handout format, you can access this HERE. This handout would be suitable to share with parents, educators and other health professionals to assist with them understanding Autistic Language.​

​Did you know all of these definitions? Do you use them? 

As an OT, learning the language autistic people use to describe their experiences has been a key part of moving toward neurodiversity-affirming practice. When I understand concepts like burnout, masking, or double empathy, I’m less focused on fixing behaviour and more focused on what a nervous system is communicating. That shift changes everything. It helps me to get curious, and ask, “What support would make this feel safer or easier right now?”

If this language is new to you, that’s okay. Neurodiversity-affirming practice isn’t about getting it perfect — it’s about listening, learning, and being willing to see things differently. Start small. Stay curious. Even small shifts in understanding can make a meaningful difference for autistic people, families, and for us as practitioners too.
​
Until next time,
Cindy
​xx

Let's get started with 2026! 

In Australia, January is the "calm before the storm" as we anticipate the beginning of the school year (usually late Jan/early Feb).  I've been enjoying a wonderful summer break but it is time to get organised.  I've been decluttering and organising my office - you can see some of the results over on IG and FB as I share a tour of my office across a series of videos.  I'll share a close up here on my website in the near future but you can get a head start HERE (IG) or HERE (FB). 

I've turned my attention to getting organised with my clients for 2026.  If you have been following me for a while, you will know that I give out workbooks to each child that I see.  For each new year and each new OT child; I provide a workbook to record things we do each week.  We may draw or write directly into the book.  I use scrapbooks that are larger than A4 as we also paste in craft activities or worksheets. This book also works as a communication tool with parents when they are not present for sessions and can be sent home with homework. 

I enjoy designing new covers and the children whom I have seen over multiple years look forward to seeing what the design is for the year. Mr Z and Mr A have been with me for 7 years now (yes, that's a LONG time).  This year, I have decided to add some additional pages that can be used in flexible ways such as an "all about me" record, positive affirmations, steps to achieve a goal, drawing, etc.   

Additionally, a start of the year means that a review with families and teachers is needed to set or confirm goals. My resources this year include some planning pages to ask parents and teachers about their priorities. 

You can obtain the 2026 client resources (scroll through the slideshow below for a closer look) at the YKOT shop for FREE. You can also still access previous OT workbook covers. 

But wait, that's not all!

I'm also getting myself organised with a small update to my therapy planner.  This year I've created some pages including a "multi client" planner page... often I set out for the day as a mobile therapist and plan for the whole day. I bring a limited number of toys, games, resources and have an overall plan as to how I will us them. Most of the time, I have some children working on the same goals so it's easier for me to plan across the day (or even week). 

The other addition that I've included this year is a "client planner page".  I couldn't think of a better name but basically this is my to-do-list for all clients, mostly for the beginning of the year.  I might include things like - create workbook, email/phone/meet parents, confirm goals, check funding,  review consent forms, contact school, complete school paperwork, etc. 

The 2026 planner contains neutral interior papers. It is undated and you can print the pages on demand. 

• 1 quote page
• Therapist details
• Important contacts
• Yearly overview
• Therapeutic use of self-reflection
• Personal reflection
• CPD record
• Supervision records x 2
• Daily, weekly, monthly schedules
• Client list
• Client attendance
• Client planner page
• Goal tracker
• Session planner x 3
• Waiting list and Intake form
• To do list
• Projects page
• Resource wish list
• Notes pages: dot grid, blank, lined
• 2026 Calendar page (with Australian holidays)

I know that I may be in the minority here with a paper planner, however you can also use ADOBE to insert information on the PDF file.  Scroll through the slideshow below to see the contents of the planner. 

Are you ready for 2026?

What do you have planned? Do you have any professional development goals? How will you achieve occupational balance? 

Are you a parent/teacher who wants to know about something in particular (if so, I'm impressed if you have made it through this article but you can download the free resource to use with your child too)?

Make sure you download the FREE client resources and check out the therapy planner too. 

I would love to know how you use the "flexible pages" or if you want to share any of your answers to the questions. Let me know by tagging @yourkidsot on social media or email me cindy@yourkidsot.com.

Until next time,
Cindy

When I started this blog, website, business in 2014... I didn't really have a plan. 

I thought I would share a few ideas, my experience and see what happens. 
I created resources that I used in my own OT practice and shared those too. 

The frequency, the content, the form of sharing was all unplanned... well that's not true... I tried to plan but couldn't stick to it.  When content flowed from my inspiration, from collaboration, from the children I worked with... it went to that plan. A bit adhoc and a bit episodic but always authentic. 

So in 2025, my plan was to give my blogs more structure (ie. OT Bingo) and have a more consistent approach. It worked for several months but then... you know, life happens... and I fell into my old ways. To be honest, I think you all preferred my old ways, so that's what I've stuck to.  I've never been afraid of trying new things and learning from mistakes. I have enough self-awareness to know that what I do may be temporary and people will come and go ... but I appreciate each and everyone of you who come back time and again! Thanks for your ongoing support!

On that note, let's recap some highlights of 2025!

2025 Popular Blog Posts:
​* Sensory Profile Language 
* Vestibular Sensory Activities
​* A Comparison of the BOT 3 and MABC-3 Assessments
* Understanding Repetitive Play Patterns

2025 Original Popular reels: 
* Fine Motor Skills for Typing and More! - Part 2 (Instagram and Facebook) With over 550K +views (5K+ likes, 3K+ bookmarks, 1K+ shaes), this is the most watched reel of 2025.  The original was posted in 2024 with an update of progress featuring the same child addressing hypermobility concerns.  
* Occupational therapy principles (Instagram and Facebook) including regulation before expectation, respect, connection, sensory needs met, therapeutic use of self, active engagement and participation, client-centred and holistic. 
* Stop the Rolling Ball (Instagram )  - A simple body awareness activity, providing time to think and getting the body ready with a plan to stop the ball. Practical way to apply executive functioning skills in a slow achievable manner. 
* Metronome Steps (Instagram and Facebook) focusing on attention and concentrating with auditory processing.  A multi-sensory activity with proprioception, vestibualr, auditory, visual and tactile systems engaged with a highlight of interoception skills introducted by monitoring heart rates. 
* Metronome Pencil Control (Instagram and Facebook) using reptetive rhythmic beats to help focus and change handwriting speed. 
* Whole Body Balance and Crossing the Midline (Instagram and Facebook) - - A whole body activty using theraband as a balance beam, paper cups and balls. We work on balance, body awareness, crossing the midline, coordination, motor planning, impulse control and executive function skills while providing sensory input. ​
* Visual Prompt for Pencil Grasp (Instagram and Facebook) using patty pans to create a cute visual prompt for pencil grip.  
* Drawing shapes (Instagram) - Visual motor integration using a physical shape to use as guide to develop skills interpreting what is seen to coordinate with drawing. 

FREE Printables: I gave away 6 freebies!
* Workbook Covers
* Fingerprint drawing fun
​* Animal Walks 
* Toilet Time Interoception Visual Supports
* Quick Ways to Calm Down 2025 Edition
* Christmas 2025 Printable

NEW Resources: I launched 4 new printable products!
​* Growth Mindset
* Out of the Box Thinking and Drawing (Flexible thinking)
​* Body Scan Check: Interoception Awareness for Children
* Unicorns are Neat Handwriting Legibility

A major 2025 highlight for me personally (and professionally) was taking a trip to the US in April. Attending the AOTA conference in Philadelphia was an OT bucket-list activity! You can read more about my experience HERE.  Meeting my online colleague, Miss Jaime OT was a pleasure.  I'm so pleased to share what a genuine and passionate OT she is in real life! Long time followers will know that we have been working on a book together for 8 years and we are more than certain that this dream will become a reality in 2026! Exciting!

Here are a few more highlights:
* I have collaborated with a number of companies and affiliate programs in 2025.  You supported these collaborations, so I will continue to share these. 
* My direct OT services saw me work with a number of families in my local area; focusing on one preschool and 4 main schools. 
* I have enjoyed supervising a number of individual occupational therapists and a work experience student. Get in touch if you are an Australian OT who would like supervision in 2026.
* I presented in person on the "Therapeutic Use of Self" at a speech therapy clinic. 
* After 11 years, I finally had some professional bio photos taken thanks to TeaLily Photography.   
* I also continue to drive the Australian Paediatric OT FB Group as part of the admin team.  We have exciting plans for this group too. 
* Meeting fellow OTs in.real.life. Seriously the best!

Thank you again for your support in this small corner of the internet. Your likes, emails and comments are always valued. I always love hearing from you! Thank you for purchasing from the YKOT shop and TPT store, or from affiliate links.  Facebook now pay me a very small amount with your views and likes...  this all helps to support me financially to maintain this website. 

What else can you expect in 2026... it is mostly unwritten but will come! 

Happy New Year and see you in 2026! 

​* Source: LyricFind
Songwriters: Danielle A. Brisebois / Natasha Anne Bedingfield / Wayne Steven Jr Rodrigues
Unwritten lyrics © Kobalt Music Publishing Ltd., Sony/ATV Music Publishing LLC

Cindy is a registered occupational therapist practising in Sydney, Australia.  She has two growing children who are a constant source of inspiration and learning.  Cindy loves working creatively to help children to reach their potential, finding opportunities in everyday living and making learning fun. She is also addicted to making printables (even when they take a long time to complete).  Cindy is the author of the Occupational Therapy blog Your Kids OT.  Read more articles from Your Kids OT at https://www.yourkidsot.com/blog

Cindy is a contributing author of the Functional Skills for Kids Therapy Team.  They have together published THE HANDWRITING BOOK, THE SCISSORS SKILLS BOOK and THE TOILETING BOOK.

​The information on this site is general in nature. The activities are safe for most children, however, you should consult an Occupational Therapist or health professional to address specific movement, sensory or other medical conditions. Affiliate links are used throughout this website to promote recommended products. Your Kids OT receives a small commission if any purchases are made through these links. Please see my disclosure policy for more details. ​​​
YKOT shop:  https://www.yourkidsot.com/store/c1/Featured_Products.html
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