Children can begin occupational therapy from infancy onward. We start developing our sensory systems in utero. Early intervention is key for building a robust foundation for higher skills. We accept referrals for babies, toddlers, preschoolers, and older children depending on developmental needs.

Occupational therapy is a lifespan profession that supports people from infancy through older adulthood. We support children from birth to adolescent years and adults with sensory processing differences.

Parents receive regular, clear feedback through brief verbal updates at the end of each session or concise weekly or fortnightly email summaries with practical home‑practice ideas. Formal progress summary reports and scheduled 30–60 minute review meetings (in person or via Zoom) are available on request for an additional fee. With parental consent, clinicians can liaise directly with schools to coordinate supports. All communication respects confidentiality and can be tailored to family preferences.

Yes, we support adults with sensory needs. We provide assessments and individualized therapy for sensory processing differences, including regulation strategies, environmental adaptations, and practical skills to improve daily functioning and wellbeing.

Pediatric occupational therapy helps children develop the skills needed for daily life: play, self‑care, school tasks, social participation and independence. We use play‑based, evidence‑informed approaches (sensory motor, regulation, executive‑functioning) tailored to each child’s profile to improve function at home, school and in the community.

Children with developmental delays, autism, ADHD, sensory processing differences, motor challenges (e.g., cerebral palsy), handwriting or school‑related difficulties, feeding or self‑care needs, or those struggling with regulation and social participation can all benefit. Referrals are welcome from parents, pediatricians, schools, or allied professionals.

Following an initial parent session, assessment typically includes standardized testing, questionnaires and clinical observation in clinic and/or school, a detailed report and parent/ school feedback sessions. Assessments usually take 2.5 hours with the child followed by scoring, report writing and feedback meeting. School or home observations are arranged as needed. You will receive a detailed report and recommended strategies for home and school.

An initial assessment establishes a clear baseline of your child’s strengths and needs across sensory, motor, social and daily‑living skills. It ensures therapy is evidence based, targeted, and effective by identifying priorities, setting measurable goals, selecting appropriate interventions, and informing the frequency and setting (clinic, school, home). In addition, it helps the caregivers to understand their child's areas of strength and support. Assessment also helps track progress objectively, supports school or insurance documentation, and guides family and teacher coaching for real‑world carryover.

We recommend an assessment so therapy is individualized and outcomes are maximised. Please contact us to arrange a comprehensive evaluation.

Sessions can be clinic‑based, school‑based, or at home depending on goals. Typical sessions last 50, 60 and 90 minutes and frequency is individualized. Families often notice early changes in regulation or participation within several weeks; meaningful skill gains generally occur over months with consistent intervention and carryover at home and school.

Fees vary by service (assessment, individual therapy, school sessions). We accept bank transfer, FPS and cheque. Some services may be eligible for private insurance reimbursement — please check with your insurer for coverage and pre‑authorization requirements.

Yes. Parent coaching is an integral component of pediatric occupational therapy that teaches caregivers practical strategies to support their child’s regulation, daily routines, play, and skill development. We do it very differently at Therapaeds. Reach out to learn more.

Not necessarily. Therapy is goal‑driven and time‑limited where possible; many children make sufficient gains to reduce or stop regular therapy, while others benefit from periodic or ongoing supports depending on need.

Determining factors:

• Goals met: When functional goals (self‑care, school tasks, participation) are achieved and maintained across settings, regular therapy can be reduced or discharged.
• Nature of the condition: Some developmental delays or diagnoses may require longer‑term or episodic support; others respond to short‑term intervention and carryover.
• Skill generalisation: Continued progress depends on skills transferring to home, school and community; caregiver and teacher support speeds this.
• Life stages & transitions: New demands (school transition, puberty, changing routines) can create a need for renewed or booster therapy.