Occupational Therapy

  • January 18, 2017



ACT Philosophy of Therapy and Education

ACT therapists provide a holistic approach for students and their families addressing behavioral, therapeutic and academic, needs for the home, community, and at school.  Our holistic approach includes six domains of health and wellness:  social, emotional, environmental, intellectual, physical and spiritual.

Each therapist is cross-trained to address possible behavioral issues that can affect the child’s ability to integrate successfully with family and peers in everyday life circumstances.

Each therapist is cross-trained to address applied academics so that the child not only learns the academic concepts, but also is able to practice the skills in the community and/or through hands-on classroom experiences.

Each therapist is crossed-trained to integrate or address the child’s specific therapeutic needs so that he/she has the opportunity to practice the skills in a variety of settings throughout their daily routines.



Occupational Therapy

Occupational therapists work across a broad spectrum of diagnoses and ages to help clients reach their maximum level of independence in everyday life activities (occupations).  For the child, their occupational roles include playing, going to school, preparing for the workforce, and participating in home and community activities. 

For children with academic, physiological, motor, social, and behavioral differences, many challenges are faced in the child’s occupational roles, which affect interactions with peers and family, learning, and integrating into the community. Domains that are addressed in the arena of occupational therapy include: activities of daily living, visual perceptual/visual and oculomotor skills, motor skills, cognition, sensory integration, social/emotional, and behavioral/coping skills.


  • At ACT, occupational therapists have a holistic perspective, in which all domains of the child’s life are taken into consideration. Occupational therapists might: Help children work on fine motor skills so they can grasp toys, develop handwriting and scissor skills, and/or keyboarding skills or play skills.
  •  Help children improve time management, organizational, or safety skills for activities of daily living tasks such as getting dressed, brushing teeth, feeding, cooking, shopping, etc.
  • Help children with sensory integration or behavioral difficulties learn self-regulation, coping skills, or behavioral strategies for calming, anxiety, aggressive behaviors, transitioning, and maladaptive behaviors.
  • Help children with motor incoordination acquire skills needed for typical play activities/social activities, hobbies, activities of daily living and academic skills.
  • Evaluate a child’s need for specialized equipment such as modified seating, handwriting tools, weighted vests or blankets for sensory diets or organizational tools.
  • Evaluate a child's need for specialized equipment such as modified seating, handwriting tools, weighted vests or blankets for sensory diets.
  •  Assess the child’s home and school environments to help caregivers and educators implement and determine strategies that can be used with family members and in the classroom setting.




< Back to Home >