Getting dressed. Feeding ourselves. Toileting. Brushing our teeth.

These self-care tasks require coordinated fine and gross motor movements.

Using pencils and crayons to draw.  Cutting paper with scissors.

These tasks with “tools” require coordinated fine and gross motor movements.

Playing football. Dancing, Completing puzzles. Playing a board game.

These leisure activities require coordinated fine and gross motor movements.

We need to move our bodies in a coordinated way to perform fine and gross motor tasks, at home, at school and in the community.   

When considering fine and gross motor movements, we can look at how the body works as a whole.  This might include using both legs together for jumping, eyes and hands together for catching and throwing, hands and eyes together for drawing, left and right hand together to manipulate paper for cutting.  We may also focus on smaller components like the hand and fingers to move a small item into a container.

When choosing an occupational therapy assessment, we consider several factors including the age of the child, the reason for testing and reporting, standardised or criterion-referenced tests, skills-based or functional focus, observations by parents and teachers and practical considerations (eg. time, child’s attention, environment, training, access, online administration and scoring).

Sometimes it is difficult to make a choice.

A real comparison is only possible through experience and knowledge of several assessments.  It is also guided by the population of children (or adults) that you currently serve.  Your decision may change with these factors. 

​The Bruininks-Oseretsky Test of Motor Proficiency – Third edition (BOT-3) and the Movement Assessment Battery for Children – Third edition (MABC-3) are two popular motor-based assessments.  In this article, we compare these assessments to help therapists to make an informed decision about which to use. I provide an objective and subjective comparison. 

The BOT-3 and MABC-3 are well-known and respected standardised tests.  They each have important functions to guide clinical reporting and decision making. Both assessments include goal directed tasks and some test items are very similar. There are also some significant differences between the tests.

I particularly like the comprehensive in-depth analysis of fine and gross motor skills of the BOT-3.  There are more pencil and paper tasks as well as scissor skills task which the MABC 3 does not have.  This is explained as the authors of the MABC 3 were instrumental in the development of the Detailed Assessment of Speed of Handwriting (DASH-2) which has also been standardised on the same population as the MABC 3, bringing these instruments closer together. Therefore, if I require information about an individual’s pencil control, I would choose the BOT-3 or use a supplementary test with the MABC 3 to make these observations.

The BOT-3 includes subtests with specific examination of bilateral coordination – same side and opposite side synchronization as well as crossing the midline. This is valuable information about an individual’s movement patterns. Strength subtests also include familiar (dare I say “classic”) measurements of prone extension and supine flexion, which have been recognised as important indicators of motor skills.

Both the BOT-3 and MABC 3 acknowledge that there are non-motor factors that affect motor performance.  The BOT-3 includes subtests which provide information about motor planning and coordination.  Examiners can also record background and behavioural observations, considerations, accommodations, attention, fluidity of movement, effort and understanding.   The MABC 3’s record form provides for specific qualitative observations of posture/body control (ie. posture, grip/grasp, coordination, consistency of hand use, fluency), adaptations to task requirements (ie. space, time, force) and fourteen non-motor factors (such as attention, impulsivity, anxiety, persistence, etc) that might affect movement. The prompts provided are helpful, especially to those who are new to assessment observations. Significant recording of non-motor factors may also prompt consideration of further testing of executive functioning skills.

The MABC 3 checklists are unique in providing parent, educator or self-reporting of movement and coordination.  These checklists include observations/reporting of manual dexterity related to personal care, home and classroom participation, drawing/writing/keyboarding.  They also include aiming/catching and balance/locomotion information.  It is useful to know the functional implications of fine and gross motor difficulties and may inform future goals for OT. Similarly to the MABC 3 Test, the checklists ask the person completing to make comment on the fourteen non-motor factors that may also affect movement. The self-reporting for older children and adults can be especially valuable information gathered with the MABC 3.  This can help identify personal insights about strengths and weaknesses.

The MABC 3 has been designed with practicality in mind.  The provision of the pre-measured walking lines makes set up simple and the rolling trolley bag with compartments has been thoughtfully considered. It makes transporting the assessment from one site to another ergonomic and compact.  This compares with the BOT-3 which requires you to bring a suitable tape measure and painter’s tape to prepare the area for testing. As a mobile therapist, I appreciate the ease of setting up the MABC-3, however if I had a clinic this would be a moot point as either test could be prepared for multiple clients in the one space. The BOT-3 is considerably more light weight than the BOT-2 as the heavy balance beam is no longer needed, although it can also still be used if you have it already. 

​The MABC 3 would be my choice for younger children and those with known difficulties with attention, language and behavioural considerations. As the test items have been designed for specific age groups, they are more engaging and there are less multiple-step tasks. Each subtest does not require a lot of verbal instruction. Set up and modelling is easy to do and the activities themselves are engaging.  The manipulatives are different sizes to suit the different age ranges. Colour coding is helpful to know which record forms and checklists to use.  The “drawing circles” response sheet also needs to match with the correct age band. Consequently, there needs to be familiarity with differences in administering the correct subtests according to age and different items used within the kit.   
​
The BOT-3 items are administered to all age groups. This makes administration simple with one response booklet, one record form and one set of items to become familiar with conducting. I am personally very familiar with the BOT-2 so learning the BOT-3 was not a big jump.  I reach for the BOT-3 particularly for school age children where I want to assess and report on their motor skills. The manipulative fine motor skills tasks are easy to administer. The children themselves loved the timed challenges, often determined to beat their own scores.  The visual motor integration information is useful when considering the implication for school functions such as copying from the board, reading and writing. Some of the bilateral coordination and gross motor tasks may be more difficult for younger children to follow, especially if they have language delays or inattention. 

The BOT-3 and MABC 3 are both important motor skills assessments.  As discussed, making the choice between the assessments will depend on the factors that are most important to you and your clients.   I recommend that you have both assesssments in your OT toolkit to provide you with choice when you need it. Consider the population that you serve (especially as it may be different to mine).

The BOT-3 and MABC 3 are available from Pearson Assessments.  

For more information on the BOT-3, please visit PearsonAssessments.com/BOT3.
For more information on the MABC 3, please visit PearsonAssessments.com/MABC3.

This is a sponsored article.  All opinions are my own and drawn from experience using both assessments in occupational therapy practice. If you are a therapist, save this one for reference or share the article with your colleagues to help them with a side by side comparison of these assessments. 

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/
​

What happens when you ask a child to take deep breaths? 

Do they sound like they are hyperventaliting? Do they take one breath and say that's enough? Do they take a shallow breath? 

We know that breathing is an important regulation tool.  It helps to lower one's heart rate, blood pressure, reduce stress hormones, improve oxegnation to the body. 

These sensory based activities were designed to engage your child with breathing for regulation and calming affects.  The movement activities also activate sensory signals to the body via proprioceptive and vestibular input.  Information may be highlighted about where our body is in space, help us to feel grounded and balanced.  We may also bring alertness to parts of the body through deep pressure (squeezing, clenching) or stretching.  

There are 8 sealife regulation activities.
1. Puffer Fish Puff
2. Clam Cuddle
3. Turtle Tongue
4. Star fish Stretch
5. Shark Scowl
6. Blobfish Bob
7. Jellyfish Jiggle
8. Seal Showtime

This printable was first released in 2016 for newsletter subscribers and contained the first four animals.  It has now been updated and contains a variety of  visual prompts for individual and classroom use. 

• Single page summary
• Two page spread of the 8 activities
• Single page with each of the individual activities
• Two pages of palm-sized cards
• Two colouring pages
• Two matching pages

I'm making an early start with Australian OT week 2025 celebrations with the release of this FREE updated printable! 

We are also in the final days for you to get a FREE ticket to the 2025 Sensory Summit:Unpacking Sensory Needs, One Case at a Time (hosted by Precision CPD).  This online conference is being held next week Oct 27-29 (Eastern Standard Time)! 

It is your last chance to grab the Early Bird VIP rate. Three days of learning is inspiring, but it can also be overwhelming. And once the summit ends, it’s easy for strategies to slip away in the busyness of life.
The VIP Ticket is the best way to make the most of the Sensory Summit.
Here’s what you get:

•  Accredited (for US readers) CEUs for OTs, PTs, SLPs, and EI providers (10 contact hours) 
•  Podcast access for flexible listening
•  Printable workbook + bonuses
•  Lifetime access to all sessions

 Early Bird VIP pricing ends Oct 26 (midnight EST).
Register free — or upgrade now before it’s too late.

Note: Pricing for the VIP ticket is in $US. I earn a small commission from sales of this ticket. 

Until next week when we will continue (since I've already started) to celebrate OT week!
​

Cindy is a registered occupational therapist practising in Sydney, Australia.  Cindy's children are a constant source of inspiration and learning.  She 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/

OTs value every child as an individual.

OTs value learning at an individual’s own pace.

OTs value a child achieving their own milestones.

There is also value in comparing a child’s strengths and challenges with others or with developmental expectations. Choosing the right standardised occupational therapy assessment can be an important step in understanding a child. The best assessment is not just about picking a well-known test—it’s about matching the tool to the child, the purpose of assessment, and the context.
​
Whether you are a therapist reading this, a parent or educator - this article may help to inform you through the process of why we choose certain assessments over others.  If you make it to the end of the article, I will also give you a hint about what is coming next. 

1. Age and Developmental Stage
Most assessments have specific age ranges they are designed for.

• Younger children (0–5 years): Assessments may focus on developmental milestones, play skills, sensory processing, and early motor development.
• School-aged children: Assessment tools may also focus sensory processing, participation in daily activities, classroom participation, fine motor skills, visual-motor integration, handwriting, attention, executive functioning skills, social emotional development and self-care.
• Teens and adults: Assessments may continue to test the same areas as younger children and they may also focus on functional daily living skills, vocational readiness, or independent living.

​
2. Reason for Testing and Reporting.
An OT assessment should be driven by the why. Some of the reasons for testing include:

• Identifying developmental delays
• Supporting diagnosis (e.g., autism spectrum disorder, developmental coordination disorder)
• Recording a baseline and tracking progress over time
• Guiding therapy goals and intervention
• Providing evidence for funding or school support plans
• Research purposes

Establishing a clear purpose ensures the assessment chosen will provide the right type of information. There should also be a clear understanding about who will receive results of the assessment reporting.  Is the audience a funding body, parent, education or medical staff? Will multiple people be reading the report information? 

3. Standardised vs Criterion-Referenced

• Standardised (Norm-Referenced): Compares a child’s performance to a large group of peers the same age. This is helpful for identifying whether skills are above, below, or on par with age expectations.
• Criterion-Referenced: Measures a child’s performance against a set standard or skill list, without comparing to peers. This is useful for tracking progress or measuring mastery of specific skills over time.

4. Skills-Based or Functional Focus
Some assessments measure underlying skills, such as:

• Fine motor control (e.g., grasp, dexterity, handwriting)
• Gross motor skills (e.g., balance, coordination)
• Visual-motor integration (how eyes and hands work together)
• Sensory Processing (eg. how a child responds to sensory input)
• Executive functioning (eg. how a child perceives, plans, recalls and performs)

Some assessments evaluate a child’s functional participation, looking at how skills are applied in daily life (e.g., dressing, feeding, school tasks).  

OTs will choose the assessment depending on whether the goal is to understand how a child performs, how well they participate or how much assistance they may need.

5. Observations from Parents, Teachers, Caregivers and Therapists
Standardised assessments provide structured information, but they don’t capture everything about a child’s everyday functioning. This is where questionnaires and interviews are invaluable.

• Parent/teacher questionnaires help understand behaviour, sensory preferences, participation, and independence in real-life settings.
• Observations can highlight differences between structured testing situations and natural environments.
• Observations between home and school can also reveal how the child is participating in these environments. 
• Observations by therapists can provide insight into functional participation, sensory processing, environmental factors, accomodations already in place, social impact, social skills, non-motor factors (eg. motivation, regulation, perseverance, attention). 

6. Practical Considerations
Sometimes the “right” assessment is influenced by practical factors:

• Time available: Some assessments take 10 minutes, others over an hour.
• Child’s attention and tolerance: The tool should suit the child’s energy, mood, and regulation levels. The option to present the assessment in small segments may be considered.
• Environment: Space, equipment, and quiet may be necessary.
• Training requirements: Some assessments require specialised training or certification.
• Access to the assessment tool: It is not feasible for every assessment to be available, and an OT may need to choose the best from what is accessible.
• Online reporting: Some assessments may now be conducted online via a link or a shared screen. Some reports may be generated online. 

​ 7. Combining Multiple Tools
No single assessment will answer every question. OTs often combine:

• A standardised motor skill test
• A criterion-referenced functional checklist
• Parent/teacher questionnaires
• Interviews
• Clinical observation in natural settings

This combination provides a richer, more accurate understanding of the child’s abilities and needs.

In choosing assessments, occupational therapists consider the whole child —developmental stage, assessment purpose, skill type, and the child’s real-world participation—before selecting the most appropriate combination of tools.

The ultimate goal? We don’t just want a score, but we are looking for meaningful insights that guide intervention and help children thrive in the activities that matter most.

If you found this article helpful, you may also like to read this application of the occupational performance model. 
 
If you made it to the end of this article, well done! You may want to save it for future reference. It may be particularly helpful if you are a new graduate or student OT.  A little teaser for next week where I do a deep dive comparing two popular assessment tools - the BOT-3 and the MABC 3. There may be some extra "sensory" content coming your way too . 

Until then,

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/

Sensory. 

When you hear the word "sensory", what do you think of? Do you think of rice, sand or shaving cream?  These things may provide sensory experiences but "sensory" is much than that!

We all interact with the world around us. Taking in sensory information, interacting with it and managing a balance to perform our daily activities. 

Or do we? 

Some of the children we see, struggle with this. 

What is a neurological threshold? Are we trying to reach it or not? Why? 

What is the self-regulation continuum? 

Last year, I shared information about the Winnie Dunn's Sensory Profile framework (keep reading as I'm also giving you an overview in this article), but I feel like we need to go back to the beginning... well the theoretical background.  Dunn describes this framework as an explanation of the "interplay between neurological thresholds and self-regulatory behavioural responses to explain how we process sensory information".  

The "neurological threshold" is the nervous system's responsiveness to stimuli.  A "low" threshold means that only a low amount or intensity of stimuli is needed as they nervous system is easily activated for awareness and response.  This child may be seen as hyperresponsive.  A "high" threshold means that more intense stimuli is needed before the nervous system responds. A child may be seen as hyporesponsive. 

Sensitization is the process that enhances the awareness of important stimuli, screening anticipated harm or danger in the environment while engaged in play or learning. We need to be able to respond quickly to risky situations that could hurt us.

Habituation is the process of recognising familiar stimuli that does not require further attention, allowing focused attention of the task at hand without becoming distracted, agitated or inattentive. There is comfort and security found in familiar sights, sounds, people, routines, textures, schedules and expectations that reassure us.

Modulation is the balance of activation needed so that a child can be alert to selected information while screening out other stimuli in order for functional participation in everyday life. The child selects the appropriate responses to environmental cues.

The children we see for occupational therapy may have difficulty processing sensory information … eg. could be alert to sensory information that interferes with tasks, could be unaware of sensory information, may perceive something as dangerous when it isn’t, or can’t get enough sensory information.

Winnie Dunn's sensory profile framework looks at the interplay between the neurological threshold and the self-regulation continuum to bring you four profiles.  These profiles can be further divided into "under responsive" and "over responsive" but that information is for another day.  

When a child responds much more than others in these profiles we see the following:

• The "bystander" may miss sensory cues, has a high threshold (takes a lot for them to notice) and passive response (may need help to interact with stimuli). 
• The "sensor" reacts more quickly and more intensely to sensory cues, has a low threshold (high level of awareness of their environment (may need help to cope with stimuli).
• The "seeker" is busier and more engaged in sensory experiences, has a high threshold (manages more input than others but is difficult to satisfy) and actively pursues these experiences. 
• The "avoider" is more likely to retreat from unfamilar situations, has a low threshold (prefers activities or environments with limited sensory experiences)  and may actively withdraw, be disruptive or try to control their environment. 

We may also see a combination of these responses. 

I am currently working on creating a guidebook with more information about sensory profiling and intervention strategies.  This continues to be a work in progress, however it is progressing! Stay tuned! Thank you for those of you who periodically email to check if it is still coming - :) 

If you love learning about sensory processing, then make sure that you have obtained your FREE ticket to the upcoming SENSORY SUMMIT. I'm not presenting, however the speakers are very engaging and experienced. They bring you practical case studies this year with examples of how to implement strategies for every day life.  I've been told that there are already 5000 registrants! Don't miss out!

The FREE event is being held October 27-29 (Northern Hemisphere dates).  

If you want the most out of the experience, the VIP ticket ($US) is at a discount before the event begins. I receive a commission from any VIP tickets that you purchase using my link. 

The VIP Ticket includes:

• Accredited CEUS for OTs, PTs, SLPs, and EI providers (10 contact hours)
• Private podcast feed for flexible listening
• Workbook and speaker bonuses
• Lifetime access to all sessions.

Register and upgrade HERE!

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/

Linear vestibular input can be categorised into three groups. Here are examples of activities within these categories.
* Forward and backward movements

• Swing (traditional, hammock, platform, tyre)
• Flying fox, zip line
• Slide, monkey bars, 
• Jogging, walking
• Crawling
• Bike riding, scootering
• Swimming
• Rocking horse, rocking chair
• Facilitated movements with a gym ball, scooter board

* Up and Down movements

• Hopper ball (bouncing on a gym ball)
• Jumping, jumping on a trampoline, jump rope (skipping)
• Seesaw
• Pogo stick
• Sit ups

* Side to Side movements

• Rocker boards, balance board, 
• Dancing
• Side stretches
• Side steps
• Crab walks sideways
• Rocked by parent side to side

​Rotary vestibular input includes spinning around and turning the head (and fluid in the inner ear). This type of input is generally alerting and stimulating, helping with balance, muscle tone and body awareness. 

It differs from linear vestibular input and can be either organising or disorganising depending on the indiidual's sensory needs. Excessive or intense input can lead to overstimulation, while some children with sensory processing challenges may be under-responsive and seek this input.  Combining vestibular and proprioceptive input can be regulating. 

Vestibular rotary activities can vary with an individual rolling (forward, backward, log), turning (like a spinning topy), orbital (like a merry-go-round) on an axis and upside down/inversion (like cartwheel). It can vary intensity system is very powerful and input should be closely supervised, especially sensory seekers who may not know their own limits. 

Alerting or arousing vestibular movements may include a change in head position, speed change, direction change or rotary head movements. These movements increase arousal for an activity, helping to elevate or keep adequate alertness throughout the task. 

Discriminating or mapping vestibular movements help a child to develop anticipation of a task sequence and reduce distraction from the task.  Routines can provide a sensory pattern so that the child knows what is occuring and what will come next  (expectations).  Linear and repetitive head movements  can support body awareness in space and calm a child who is overstimulated. 

Signs of sensory overload should be closely monitored. These may include nausea, dizziness or disorientation. 

I am sharing more sensory information this month!  

In the meanwhile, if you are looking for more information and expertise on sensory processing, I want to let you know about the upcoming Sensory Summit: Unpacking Sensory Needs, One Case at a Time, hosted by Precision CPD.

This event is designed for professionals working with kids who want to move beyond quick fixes and build real clinical reasoning skills for sensory practice across the whole multidisciplinary team. The speakers will use case studies to provide practical applications that will inspire you, whether you are an experienced therapist or just starting out. 

The FREE event is being held October 27-29 (Northern Hemisphere dates). Register for the FREE TICKET HERE!
If you want the most out of the experience, the VIP ticket ($US) is at a major discount before the event begins.
The VIP Ticket includes:

• Accredited CEUS for OTs, PTs, SLPs, and EI providers (10 contact hours)
• Private podcast feed for flexible listening
• Workbook and speaker bonuses
• Lifetime access to all sessions.

Register and upgrade HERE!

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/
​