OT Toolbox

10/23/2026

Does one-on-one therapy automatically mean better services? Not necessarily!

School-based related services should be individualized and focused on helping students access, participate, and make progress in their educational environment.

Sometimes that’s direct intervention. Sometimes it’s collaboration, consultation, or support within classroom routines.

The goal isn’t more minutes. It’s meaningful progress!

Follow OT Toolbox | Sensory and Autism Specialist for more school-based therapy conversations.

SpecialEducation

10/20/2026

A low test score doesn’t automatically mean a student needs school-based OT!
We need to look at educational impact, classroom participation, and whether the student requires the expertise of a therapist to access their education.
Although it is a team decision, educational relevance should guide school-based therapy services. Follow OT Toolbox | Sensory and Autism Specialist for more tips on school-based therapy!

10/13/2026

“What about the other children?”
I hear this question at almost every behavior training I lead.
And while we absolutely need to consider the safety, learning, and needs of every student, I also think we’re missing an incredible opportunity when we only focus on how one child’s behavior affects everyone else.
Our classrooms are where children learn that people have different strengths, challenges, and support needs.
We aren’t just teaching academics. We’re teaching children how to live and work in a world full of people who are different from them.
And that’s a lesson worth teaching.
What’s your response when someone asks this question?
Follow OT Toolbox | Sensory and Autism Specialist for more practical conversations about behavior, inclusion, and supporting students in schools.

10/03/2026

“But what if the parents don’t do it at home?”

Sometimes families are in survival mode.

They’re managing work, appointments, meals, siblings, behaviors, homework, transportation—and a hundred things we may know nothing about.

Give families a break. ❤️

We can provide strategies, make carryover realistic, and partner with families—but a student’s support at school shouldn’t depend on what happens at home.

Instead, ask: What can WE do during the school day to help this student participate and be successful?

This is part of my new series: Questions I Get From Teachers & Therapists.

Follow OT Toolbox | Sensory and Autism Specialist for practical, school-based OT/PT strategies.

🌐 schoolbasedtherapy.com

09/23/2026

A strategy can be evidence-based and still not be the right fit. 👏

Before we hand a family or teacher another recommendation, we need to ask: Does this actually work within your routines, values, and environment?

As therapists, we bring our knowledge—but we are guests. Families know their child. Teachers know their students and classroom.

The goal isn’t to walk in with all the answers. It’s to listen, collaborate, and find strategies that people can actually use in real life.

What question do you ask before recommending a strategy?

Follow OT Toolbox | Sensory and Autism Specialist for more practical school-based therapy tips.

09/22/2026

I’ve had a lot of questions lately about co-regulation—so what does it actually look like?

Co-regulation isn’t just telling a child, “Take a deep breath” when they’re already overwhelmed.

It’s using our regulation to help them find theirs.

That might mean:

* lowering your voice and slowing down
* getting close without demanding interaction
* reducing your words
* helping them communicate “help” or “break”
* staying calm and predictable while they work through a big feeling

Especially with young children, self-regulation develops through co-regulation.

Before we ask, “How do I get them to calm down?” try asking:

“What can I do right now to help them feel safe, connected, and supported?”

Follow OT Toolbox | Sensory and Autism Specialist for more practical strategies for supporting regulation and behavior.

09/15/2026

Does a student who covers their ears, constantly moves, avoids certain activities, chews on objects, or becomes overwhelmed automatically need direct occupational therapy?

The answer is no.

These behaviors may indicate that a student needs support, but they do not independently tell us why the behavior is occurring or which service-delivery approach is appropriate.

Before recommending direct OT, the educational team should ask:

Where and when does the concern occur?
How is it affecting educational participation?
What sensory and non-sensory factors may be contributing?
What classroom and environmental supports have already been tried?
Can the student recognize and communicate their needs?
Does the student require specialized occupational therapy expertise?

I created a FREE one-page handout to help school-based therapists and educational teams work through these questions.

I also recorded a YouTube video explaining how to distinguish between:
✅ Universal classroom supports
✅ Individualized accommodations
✅ OT consultation
✅ Supplementary services
✅ Direct occupational therapy
The goal is not to make students appear calm, still, or typical. The goal is to help them access, participate in, and benefit from their education.

Download the free handout here:
https://stan.store/twarwick/p/sensory-needs-school-based-ot-free-download

Watch the full YouTube video here:
https://youtu.be/qL0C1cjpH9w

Please share this with a therapist, teacher, school psychologist, or special education team that regularly receives sensory-related referrals.

09/08/2026

🚨 School-based therapists: our words matter.

How often have you heard—or said—“They qualify for OT” or “They don’t qualify for PT”?

In school-based practice, our role is to evaluate, interpret the data, explain educational impact, and bring our professional recommendation to the table. But determining whether a related service is needed is ultimately an IEP team decision.

That’s why I’m trying to remove the word “qualify” from my school-based therapy vocabulary.

Instead:
👉 “The evaluation indicates a need for…”
👉 “I recommend the team consider…”
👉 “The data does not currently indicate a need for…”

It may seem like a small wording change, but it helps reinforce the therapist’s role as an expert member of the team—not the sole decision-maker.

What language do you use when discussing related service recommendations?
Follow OT Toolbox | Sensory and Autism Specialist for more practical tools for school-based therapists!

08/30/2026

🎉 I’m excited to share my YouTube channel: School-Based Therapy by Tara!

This channel is designed for school-based occupational therapists, physical therapists, educators, and other professionals who want practical strategies they can use right away.

I’ll be sharing videos about:

✅ School-based therapy practices
✅ IEPs, evaluations, and documentation
✅ Autism and behavior support
✅ Sensory processing
✅ Collaboration with teachers and families
✅ Systems that help therapists work more efficiently

Visit my channel, subscribe, and share it with another school-based professionals!

▶️ https://www.youtube.com/

What topic would you like me to cover in an upcoming video?

I help school-based occupational, physical, and speech therapists feel more confident, organized, and effective in the school setting. If you’re overwhelmed by large caseloads, IEP meetings, documentation, evaluations, behavior concerns, sensory questions, dismissal decisions, or unclear service e...

08/27/2026

Sometimes the skill isn’t the problem—the directions or setup may need to change.

Tearing paper is a simple way to work on:
✋ Hand and finger strength
🙌 Bilateral coordination
🤏 Fine-motor control
👀 Visual-motor skills

When this child needed more support completing the activity, we added clear visual placement cues. The visual helped answer, “Where does the paper go?” and made the task more concrete and predictable.

A small modification can make a big difference in participation, independence, and success. Follow OT Toolbox | Sensory and Autism Specialist for more ideas on school-based therapy!

Before changing the activity, try changing how the activity is presented. 💙