Eastwood OT

11/14/2025

New research linking Early Screen time to sensory differences - toddlerhood should be a time of sensory exploration in the ‘real’ world and playing with others, lesrning to form connections.

For children under age two, television screen time is associated with sensory differences later in toddlerhood, a new study finds.

10/19/2025

Sharing this review of research looking at Sensory processing symptoms in ADHD. I see this complexity and intensity of challenges in many of my young clients
https://www.jaacap.org/article/S0890-8567(25)00209-6/fulltext?fbclid=IwRlRTSANhOvJleHRuA2FlbQIxMQABHhk5pdn9NGdoIzuV7mU3PLHVqxVw79gcF0YUBCr2q_Uo6Lt_vCVYNAMCPhCE_aem_L88qbXnM-E1-ftQV4NxASw

To evaluate the association between attention-deficit/hyperactivity disorder (ADHD) and atypical sensory processing patterns.

08/22/2025

I love this infographic. I have seen what the right music can do to shift a kid into a better movement pattern, an improved state of regulation, increased flexibility (mostly cognitive 😆) and a more positive affect!

Such a great infographic explaining how music helps the brain! 🎵

via Kennedy Center

03/26/2025

As an OT working with these amazing kiddos for over 20 years, these areas of overlap are so intuitive. Such a nice way of presenting this information.

Really helpful infographic!
--->> https://www.katyhigginslee.com/resources

11/11/2024

Co-regulating with a child who doesn’t like hugs requires creative, non-physical ways to help them feel safe and calm. Instead of hugs, you can offer gentle verbal reassurance, deep breaths together, or sit quietly beside them until they’re ready to engage.

Activities like coloring, listening to soothing music, or playing with sensory toys can also help regulate their emotions. The key is to meet them where they are, offering calm and consistent presence without forcing physical contact.

By respecting their boundaries, you’re teaching them that their comfort matters and that there are many ways to feel connected and supported.

Credit:

11/11/2024

This is a great illustration to remember how different kids need to be supported in different ways

Co-regulating with a child who doesn’t like hugs requires creative, non-physical ways to help them feel safe and calm. Instead of hugs, you can offer gentle verbal reassurance, deep breaths together, or sit quietly beside them until they’re ready to engage.

Activities like coloring, listening to soothing music, or playing with sensory toys can also help regulate their emotions. The key is to meet them where they are, offering calm and consistent presence without forcing physical contact.

By respecting their boundaries, you’re teaching them that their comfort matters and that there are many ways to feel connected and supported.

Credit:

11/11/2024

Good afternoon. I am the owner of the Eastwood OT clinic in Ladner, British Columbia. I am looking to add another paediatric OT to our small committed team. Mentorship and collaboration will be provided. The clinic is focused on providing individualized services that are founded on strong connections with the children. We have a wide range of client presentations and support them with their physical and mental health needs. Services are offerred in the clinic sensory rooms and also within some private school settings. This is a contract position, with percent of billing and billable rate based on level of experience. Position could start immediately as a maternity leave, with some time for overlap, and then could be extended to a regular position after the one year due to high demand for our services.
Please email me directly at Megan@eastwoodot.com with any inquiries and please feel free to forward to anyone who might be a good fit.

07/08/2024

https://chng.it/GGrQnvFS9L

59 signatures are needed, let’s get there by the end of the day?

11/10/2023

Such good examples of the stress responses I see everyday working in schools!

Good Morning AGP,

I like to refer to charts like this often to remind myself that some of the behaviors we see as teachers could be due to students’ trauma histories. Although a trauma history may not always be the cause, there is often no way of knowing, which is why our responses should always be sensitive to the possibility.

When a child with a trauma history is triggered by a real or perceived threat, the survival instincts of fight, flight, or freeze responses could be activated. During fight, flight, or freeze, the neocortex part of the brain that controls language, reasoning, planning, and reflection are not accessible.

Three actions to keep in mind if you think a student may be operating from the primitive part of the brain are: validate, mirror, and emphasize. Validation takes practice, as it is often our instinct to say “it’s ok”, or “no, you’re really good at this”. A child in fight, flight, or freeze needs validation for how they are feeling in the moment before they can regulate and access the part of the brain where reasoning occurs.

Later I’ll post a video about how to validate, mirror, and emphasize.

- A Teacher at Ana’s School