We offer many services in the Salt Lake Valley and the surrounding areas in private, public, and charter school settings. Below is a brief outline of all services that we provide. If you have any questions, please visit our contact us page.
  • Participation in the IEP team or 504 team evaluations and determination of eligibility
  • Occupational Therapy Evaluation including review of prior IEP’s, classroom observation, teacher report, and comprehensive occupational therapy evaluation of the child.
  • Participation in the development of the IEP or 504 plans, either of which determines goals and objectives for the child.
  • Provide assistance in understanding and remaining compliant with federal and state timelines for Related Services
  • Development of an intervention plan to outline the specific occupational therapy intervention that will assist the child in meeting goals and objectives.
  • Provision of indirect and direct Occupational Therapy Services
  • Reevaluation as indicated or required by parent or member of IEP team
  • Consultation from a Sensory Integration Perspective
  • In-services for staff on Sensory Tools for Classroom, OT for all kids, Sensory Breaks, SI in the schools
  • Specialization in Autism Related Occupational Therapy Services


Occupational therapy services in the school setting are offered in the following formats:

  • Direct service: Working with the student one on one, individually or in a group setting, in the therapy room or in the classroom
  • Consultation: Consultation with student’s parents and educational staff (teachers, speech and language therapists, physical therapists, psychologists, principals, and paraprofessionals).

Consultation may include suggestions for:

  • Adaptation and accommodation – of task, materials, or environment
  • Activity analysis – identify underlying skills needed for participation in activity, breaking task down into manageable segments
  • Interpreting the impact and effect of disability – how it may manifest itself in the classroom, playground, lunchroom
  • New perspective or frame of reference – provide another perspective of a student and his/her behaviors
  • Home and classroom programs – provide ideas for activities to do at home or in the classroom that will foster skill development and optimal level of alertness
  • Monitoring: Working with classroom teachers to monitor a child’s progress and to help implement data tracking system
  • Evaluations and screenings: Evaluating children with suspected disabilities in the following areas: fine and gross motor, visual perceptual, visual motor integration, sensory processing, and motor planning and sequencing.
  • Recommendations: Working with teachers and parents to recommend strategies, accommodations or modifications for children not on IEPs but having difficulties in the classroom.