 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.  Seeker Characteristics In the classroom, a child who may have a seeker sensory pattern more than others may demonstrate some of these characteristics. They may try to find ways to generate sensory experiences and interact with their environment. They may find it difficult to satisfy their need for sensory input and it may interfere with other tasks. Visual System This child may be constantly looking around their environment, noticing everything which may distract them from someone speaking with them. They may be aware of people, objects, changes in positioning of things, movement, furniture, classroom decoration, etc. This child may be constantly getting out their chair to look at things or people more closely. They may seem like they are visually scanning new environments or people to take in the visual information. This child may also create their own visual stimuli (eg. Flapping, flickering, blinking, spinning fidgets, spinning their pen). They may look at things in motion (eg. fans, washing machines). Auditory System This child may create their own sounds (eg. clucking, humming, groaning, lip smacking).They may also talk to themselves or repeat information given to them. They may seek sounds from their environment (eg. Tapping pencil, clicking a pen, kicking furniture, flicking light switches). They may enjoy toys or video games that make sounds. They may listen to music or tv shows constantly and at a high volume. They may enjoy noisy classrooms and find it more difficult in quiet spaces to remain quiet (eg. library or bathroom). Tactile System This child may love messy play, fidget toys, and exploring different textures with their hands. They may play with their hair or explore their own body with touch (sometimes inappropriately in public). This child may touch people and objects with difficulty controlling impulses (eg. touching items on the teacher’s desk or in a shopping aisle). They may have difficulty with the amount of pressure or force they use (eg. breaking pencils, pushing too hard onto the page, throwing items instead of placing). They may seek cuddles or rough play (eg. push, pull, bump, crash, head butt). This child may sit too close to other children, stroke their hair (or their own), or bump into others frequently. They may accidently hurt other children. Proprioceptive and Vestibular Systems This child may seek movement constantly (eg. climbing, running, pushing, pulling, jumping, swinging, kicking, stomping, etc.). This may build in intensity and the child can seem more dysregulated, silly, hyperactive and clumsy. They may seem easily distractable and constantly on the move. This child may have difficulty sitting on the floor during story time. They may not line up with other children when requested. They may appear to have difficulty controlling movement so that they are crashing, falling over, leaning or bumping into others or furniture. They can appear reckless without concern for other people think or what they are doing, seeking intensity of input. This child may also seem to have poor body awareness. They may request strong hugs or rough play. They enjoy lifting, pulling or pushing objects. This child may climb furniture, playground equipment or trees with disregard for safety. Oral Motor/Taste/Smell Systems This child may chew, lick, suck or bite edible and non-edible items. This might include items in the classroom (eg. pencils and erasers), their own body (eg. hair, fingers, fingernails) or their clothing (eg. collar, sleeves). They may clench or grind their jaw and teeth. They may lick or purse their lips regularly. They may attempt to bite other people. They may enjoy food that has strong flavours (ie. sour, spicy, intense). They may also enjoy crunchy or chewy food. At home... This child may have difficulty completing daily tasks as they are focused on creating sensory experiences. They may appear impulsive and unaware of danger. This may cause them to have more accidents. These behaviours can be a source of frustration for parents as the child may not respond to verbal requests. This child may also find slowing down their arousal for sleep time to be difficult. They may have difficulty sitting with the family for meal times or to watch television.  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.
Visual System
Auditory System
Tactile System
Proprioceptive and Vestibular Systems
Oral Motor/Taste/Smell Systems
 For more information:
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!  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/
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 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.
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  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/  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.
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 [email protected]. Until next time, Cindy   I am unwritten Can't read my mind I'm undefined I'm just beginning The pen's in my hand Ending unplanned Staring at the blank page before you Open up the dirty window Let the sun illuminate the words that you could not find* 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!  I break tradition Sometimes my tries are outside the lines We've been conditioned to not make mistakes But I can't live that way* 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!  Live your life with arms wide open Today is where your book begins The rest is still unwritten The rest is still unwritten The rest is still unwritten* * 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 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/  As we approach Christmas, I'm sharing a little last-minute festive cheer. I've shared these on social media and didn't want you to miss out. Just to bring a smile. Q. Why did Santa visit the OT? A. He needed help with his "elf-regulation". Q. Why was the reindeer great at handwriting? A. Because he always used proper "deer-election". Q. Why did the gingerbread man get extra tongs practice? A. He kept crumbling under pressure. Q. Why was the snowman good at copying shapes? A. Because he has excellent "ice-hand coordiantion". Q. What did the Christmas tree say when learning about interoception? A. I'm feeling light headed ... oh wait, that's my star. Q. How did the Christmas lights know they needed a break? A. They started blinking.
If you are looking for some final stocking stuffers or maybe resources to watch out for during the Boxing Day sales ... here are a few of our favourite things (the ones that my OT kids request repeatedly) and few things on my own wishlist! Favourite Things:
My Wish list!
I've set myself a challenge to declutter and organise my current OT resources before I purchase anything new. My wish list also reflects my current caseload with children with a scope covering fine motor skills, executive functioning skills, writing and social emotional development. Wishing you all a safe, restful Christmas and holiday period!  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/  🎄 End-of-Year OT Poem 🎄 The school year’s nearly over — OTs far and wide agree, We’re a mix of tired, wired, overjoyed… and dreaming to be free! Some are finishing reports, eyes twitching from the strain, Some are stuffing last-minute resources into any box they can contain. Some are buzzing with excitement — “HOLIDAYS ARE NEAR!” While others whisper softly, “I just need one more week this year…” Some are overwhelmed and buried in assessments they forgot, And one is daydreaming beach trips… (okay fine, that’s all of us. A lot.) A few are already celebrating — tinsel wrapped around their head, And one heroic OT proclaims, “My paperwork is done!” … The rest glare in dread. But through the chaos, laughs, and coffee cups that never end, We’re grateful for our kiddos — every moment we got to spend. For progress, patience, teamwork, and each family we hold dear-- Thank you for the memories. Merry Christmas, and cheers to next year! 🎄✨ It would not be Christmas here at YKOT without some new FREE printables! Although my previous Christmas printables continue to be popular, I can't help but create new ones to use with children I have been seeing over a number of years! In the 2025 FREE CHRISTMAS PRINTABLE, you will find:
If you are new, you may want to also collect more freebies! * 2024 collation of previous writing and social emotional learning printables * Christmas tree cutting craft * 2024 Christmas Breathing tools You can read more about these printables in previous blog posts found HERE. You may also like to see some of the other Christmas activities that I have been sharing on social media: * 3 simple Christmas Cards * Christmas Roll Stamp Draw * Christmas Washi Tape Mazes * Christmas Fine Motor Fun * Christmas Alphabet Letter Pegs * Pipecleaner ornament threading Wishing everyone who celebrates Christmas a wonderful time with loved ones, peace and joy. I celebrate Christmas as a Christian and enjoy the hope that this brings. Until next time (where we wrap up the year), 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/  If I asked you what makes handwriting readable, what would you say? Writing on the line? Recognisable letters? Spacing between letters? Spacing between words? Would you include punctuation? Capitalisation? Spelling? As an OT, we are often asked about functional handwriting. What does that really mean? It can mean scribble on the page for a toddler. Writing one's own name for a child who is learning their own identity. It can mean completing a form so that the letters stay in the small boxes provided. It can mean keeping up with classmates to write a story of suitable length and within a set time frame. It can mean taking notes while the teacher is explaining new information. It can mean writing adequately under exam pressures. There is lot of literature that report higher grades for students who have more readable writing. But what about the early years when a child is learning to hand write? Is it important? What is "orthography" and why do we need to know about it? Mathwin, K., Chapparo, C., & Challita, J. (2024) define orthography to encompass all features children learn when writing sentences by hand. They include adherences to the rules for the correct use of the symbols (alphabet-letters) so that others can read and understand the writer's message. These rules include:
Orthrographic representation of letter(s) requires knowledge of the alphabet (ie. letter recognition for upper and lower case, letter name, sound-letter representations). There is value in having alphabet knowledge prior to handwriting, integrating phonics instruction with handwriting, including spelling instruction with handwriting, using multisensory strategies and in using cognitive strategies (mental practice, self monitoring, self evaluation). Handwriting is cognitively demanding! Cognitive load theory (CLT) provides a framework and information processing theory of the cognitive demands during classroom writing tasks and includes intrinsic CL (task complexity), extraneous CL (instructional design) and germane CL (motivation and mental effort required by the learner). When the cognitive load is too high, the ability to access and add information to long term memory is compromised. (Sweller, Ayres & Kaluga, 2011 cited in Staats, Oakley & Marais, 2019). Handwriting requires the retrieval of orthograhic representations from long term memory, holding the information in working memory, applying the motor plan, establishing the size and placement of the letter and then doing the actual handwriting. There is a hierarchy of handwriting tasks which can affect legibility. Pairwise comparison of writing tasks with differing cognitive loads for the same student can reveal potential challenges so this is useful as part of a handwriting assessment. Automatic access to organised schemas can be developed wtih deliberate practice, allowing working memory to be accessed for understanding and learning new information. "Automaticity" refers to the effortless execution and absence of conscious awareness in the component skills necessary to free up cognitive resources for higher-order process (Malpique, A. A., Valcan, D., Pino-Pasternak, D., Ledger, S. & KelsoMarsh, B. (2023). Poor legibility reflects a lack of automaticity (Fogel, Rosenblum, Barnett, 2022). Limited handwriting automaticity constrains focus on other complex aspects of writing (eg. ideation and word selection) and can predict writing performance (Malpique, A., Pino-Pasternack, D., Ledger, S., Valcan, D., Asil, M. (2024).
What are the practical implications for OTs and others supporting children with handwriting?! Occupational therapy intervention has traditonally worked on many aspects of handwriting, integrating fine motor skills, visual motor integration, motor planning, multi-sensory strategies with cognitive strategies. Executive functioning skills are promoted including self evaluation and monitoring. Phonics and spelling instructions are often referred to our speech therapist and teacher colleagues. A "just right challenge" of cognitive load can help to maintain legibility when a student is learning to handwrite (Stats, Oakley & Marais, 2019). Copying is less cognitive demanding that dictation which in turn is less demanding than composition. This heirarchy can be considered when assisting a student to maintain legibility. Occupational therapists also consider the prompt hierarchy for levels of support. There is value in teaching subsets of handwriting legibility to match their cognitive load capacity. Here are a couple more suggestions. Top Tip Handwriting: Bump the line! Handwriting Size and Spacing At the end of this article, I have listed the references used. This is not a systematic review of the literacture and presents a quick overview of this topic. Introducing “Legibility Legends”- a series of handwriting books created to focus on key aspects of legible writing, including staying on the writing line, using correct spacing between letters and words, recognising letter sizes, and applying capital letters and punctuation correctly. Friendly legends such as robots and unicorns guide children through these skills. Each book also includes a progress record sheet, handwriting checklists, and a range of multi-sensory and guided activities. In this NEW book "Unicorns are Neat", join unicorns Lucy (who loves lines), Sofia ("Don't skip Letter sizes."), Cupcake ("Capital letters count!"), Pippa ("Punctuation Please") and Sweetheart ("Don't be a space invader.") as they help your children with neat writing through a series of guided activities The workbook contains:
INTRODUCTORY OFFER INCLUDES FREE COPY OF "ROBOTS ROCK WRITING"! Please note: Robots Rock Writing has been updated with corrections and new activities after being first published in 2024 (an increase from 76 to 114 pages). Offer ends 1st December 2025. No need for a code, simply purchase "Unicorns are Neat" for both products. 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/ Reference List: Fogel Y, Rosenblum S, Barnett AL. Handwriting legibility across different writing tasks in school-aged children. Hong Kong Journal of Occupational Therapy. 2022;35(1):44-51. doi:10.1177/15691861221075709 Malpique, A. A., Valcan, D., Pino-Pasternak, D., Ledger, S. & KelsoMarsh, B. (2023). Shaping young children's handwriting and keyboarding performance: Individual and contextual-level factors. Issues in Educational Research, 33(4), 1441-1460. http://www.iier.org.au/iier33/malpique.pdf Malpique, A., Pino-Pasternak, D., Ledger, S., Valcan, D., & Asil, M. (2024). The effects of automaticity in paper and keyboard-based text composing: An exploratory study. Computers and Composition, 72, 102848. https://doi.org/10.1016/j.compcom.2024.102848 Mathwin, K., Chapparo, C., & Challita, J. (2024). Handwriting accuracy of beginning writers and its impact on the readability of their sentences. Journal of Occupational Therapy, Schools, & Early Intervention, 18(1), 59–81. https://doi.org/10.1080/19411243.2024.2315582 Staats, C., Oakley, G. & Marais, I. (2019). A legibility scale for early primary handwriting: Authentic task and cognitive load influences. Issues in Educational Research, 29(2), 537-561. http://www.iier.org.au/iier29/staats.pdf  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.
Which one to choose?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/ Quick Ways to Calm Down: Sea Life Sensory Solutions (2025 Updated Edition Free Printable)24/10/2025  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.
I'm making an early start with Australian OT week 2025 celebrations with the release of this FREE updated printable! Tips for implementation: 1) Print and display the poster size visual prompts. They are the perfect tool to use in a calm down corner of the classroom. 2) Print, cut and paste the round hand-size prompts. These may be accessible to a child in their pencil case or pocket. 3) Introduce the actions to individual children or to a whole classroom when everyone is already calm. Demonstrate/model the actions. Practice. 4) Affirm that all feelings are valid. When experiencing strong feelings like anger, a child may like to “scowl” like a shark. 5) Use a selection of options in a sequence. Eg. Shark scowl, Clam cuddle, puffer fish. Your child does not need to do all of the actions on one occasion. You may pick one or more. 6) No equipment is required so once the child has learnt some of the techniques, then you can recall the animal to act out the solution in any setting. 7) Encourage holding a position for 5- 10 seconds and breathe. You can repeat the action a few times (or more) to help with calming. 8) Encourage slowing down of movements. If the child starts fast (eg. jellyfish jiggle), then encourage repetition until a slower speed can be achieved. Calm down strategies can be used in conjuction with other sensory strategies. Regulation is needed before cognitive strategies can be implemented effectively. Make sure you get your copy of this FREE printable! Quick Ways to Calm Down: Sealife Sensory Solutions (2025 edition)
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:
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. Factors an OT considers when choosing an assessment.1. Age and Developmental Stage Most assessments have specific age ranges they are designed for.
2. Reason for Testing and Reporting. An OT assessment should be driven by the why. Some of the reasons for testing include:
3. Standardised vs Criterion-Referenced
 4. Skills-Based or Functional Focus Some assessments measure underlying skills, such as:
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.
6. Practical Considerations Sometimes the “right” assessment is influenced by practical factors:
7. Combining Multiple Tools No single assessment will answer every question. OTs often combine:
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/ |
About me...Hi, I'm Cindy ... an Occupational Therapist who enjoys working creatively with children. We work on client-centred principles of respect, connection, regulation before expectation, meeting sensory needs, active engagement and participation, Read more about me here. 
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Disclaimer: The information on this site is general in nature and should be used for educational and entertainment purposes. 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. This blog does not replace formal therapeutic professional advice given by a health professional or medical practitioner. Reviews and endorsements of products will only be made based on my expertise and personal opinion; and deemed worthy of such endorsement. The opinions shared in sponsored content will always be my own and not that of the advertising company or brand. Content, advertising space or posts will be clearly identified if paid, affiliated or sponsored. Affiliate links may be found throughout this website in advertising. This means that if you follow through with a purchase from these links, Your Kids OT will receive a percentage of the sale. Your Kids OT undertakes to meet the requirements of the "Social Media Policy" as published by Australian Health Practitioner Regulation Agency (AHPRA). Further information about this policy can be found here.
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AuthorHi, I'm Cindy and I am an Occupational Therapist. I enjoy working creatively with children to see them reach their potential. Read more about me here. 
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