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Occupational Therapy

What Are Executive Functioning Skills & Why They Matter for Kids

Author: Maisie Thompson, Paediatric Occupational Therapist
4 min read

You may have heard the term executive functioning skills before, especially when exploring ways to support your child’s development. But what does it really mean — and why is it so important for children?

In simple terms, executive functioning skills are a group of mental processes that help us plan, organise, focus attention, regulate emotions, and manage daily tasks. These skills act like an air traffic control system for the brain — helping children juggle demands, adjust to change, and function independently in a busy world.

While these abilities are essential, children aren’t born with them fully developed. Executive functioning builds gradually, with guidance, practice, and support over time.

What Are Executive Functioning Skills?

Executive functioning is made up of several interconnected skills, including:

  • Working memory: Holding and using information (e.g., remembering multi-step instructions).
  • Inhibitory control: Thinking before acting, staying focused, and managing impulses.
  • Cognitive flexibility: Adjusting when things change or when a new perspective is needed.
  • Planning and organisation: Setting goals and taking steps to reach them.
  • Emotional regulation: Managing big feelings in helpful, situation-appropriate ways.
  • Task initiation and completion: Starting and following through with tasks, even when they’re challenging.

These skills take time to mature, and it’s completely normal for children to need ongoing support as they grow.

Why Executive Functioning Skills Matter for Kids

Executive functioning skills support nearly every part of a child’s daily life. Here’s how they help:

1. Learning at School

From following directions to managing time and switching tasks, executive skills are essential for school success.

2. Social Interactions

Waiting for a turn, adapting in group play, or managing disappointment — all of these rely on emotional and cognitive control.

3. Everyday Tasks

Simple routines like packing a school bag or remembering homework involve planning and working memory.

4. Emotional Wellbeing

Being able to self-soothe, problem-solve, and adjust expectations helps children feel confident and capable.

It’s Not About Laziness or Misbehaviour

When children struggle with executive functioning, it’s easy to assume they’re being lazy or defiant. But that’s not the case. These challenges often signal that a child needs more support — not discipline.

For neurodivergent children especially, executive functioning skills may develop differently or need more intentional guidance. Compassion and understanding go a long way in creating a safe space to grow.

How Can We Support Executive Function Development?

These skills are like muscles — they get stronger with use. Here are simple, relationship-based strategies to help:

  • Break tasks into smaller steps
    What seems simple to an adult might feel overwhelming to a child. Step-by-step support makes things manageable.
  • Use visuals and checklists
    These tools reduce the mental load and encourage independence.
  • Create consistent routines
    Predictable patterns make daily life smoother and help children learn what to expect.
  • Offer extra time and flexibility
    Transitions can be tricky. Give advance warnings and provide a buffer when possible.
  • Model emotional regulation
    Children learn from watching adults. Use real moments to show how you calm down or adapt.
  • Celebrate effort over outcomes
    Praise the process — especially when children try hard, even if the result isn’t perfect.

Final Thoughts

Executive functioning skills don’t develop overnight. With time, guidance, and understanding, children can grow into these abilities at their own pace.

Instead of focusing on what’s not working, let’s ask: “What kind of support does this child need to succeed?” By creating supportive, connection-based environments, we help children thrive — not just academically, but emotionally and socially too.

If you feel like your child is struggling with executive functioning, talk to an occupational therapist for further guidance. Contact MoveAbout today. Check out our Facebook and Instagram pages for more education regarding sensory processing and regulation.

What Is a Sensory Diet in Occupational Therapy – and How Can It Help My Child?

By Michelle Cook, Paediatric Occupational Therapist
4 min read

If your child struggles with attention, emotional regulation, or sensory sensitivities, you may have heard the term “sensory diet” from an occupational therapist. But what exactly is it? And how can it help your child feel more settled, confident, and understood?

Let’s explore how a sensory diet can support your child’s daily life.

Understanding Sensory Processing

We all experience the world through our senses—sight, sound, touch, taste, smell, balance, body awareness, and internal sensations like hunger or temperature. Our brains naturally process this input to help us respond appropriately.

However, for some children, this process can be overwhelming or inconsistent. They may react strongly to certain sounds or textures, avoid touch, or constantly seek movement. These are signs of sensory processing differences, which can impact daily routines, behaviour, and emotional regulation.

What Is a Sensory Diet?

Despite its name, a sensory diet has nothing to do with food. Instead, it’s a personalised plan of sensory activities designed by an occupational therapist to help meet your child’s unique needs.

Just as a balanced diet supports physical health, a sensory diet helps regulate your child’s nervous system, promoting focus, calmness, and engagement.

How Does a Sensory Diet Work?

A sensory diet includes targeted activities based on your child’s specific sensory profile. These activities provide the input their body needs to feel regulated. Examples include:

✅ Swinging or jumping to support movement needs
✅ Deep pressure input, like bear hugs or weighted blankets
✅ Chewing crunchy or chewy foods for oral sensory input
✅ Quiet time in a dim space to reduce sensory overload

The goal is not to “fix” your child, but to help them feel safe, comfortable, and in control of their body.

Why Might My Child Need a Sensory Diet?

A sensory diet can be beneficial for children who are easily overwhelmed or under-responsive to sensory input. Some signs your child may benefit include:

🔹 Difficulty sitting still or focusing
🔹 Frequent meltdowns, shutdowns, or emotional outbursts
🔹 Avoiding or seeking out specific sensory experiences (e.g., covering ears, chewing on clothing, craving tight hugs)
🔹 Struggles with sleep, eating, or transitions between activities

It’s important to remember that behaviour is communication. A sensory diet helps us understand what your child’s actions are telling us and how to support them effectively.

Creating a Sensory Diet That Works for Your Child

At MoveAbout, we use a relationship-based, neuroaffirming approach. We collaborate with you and your child to create a flexible sensory diet tailored to your family’s routines and your child’s preferences.

There is no one-size-fits-all checklist. Instead, we focus on what helps your child feel calm, connected, and confident.

It’s Not About Controlling Behaviour

A sensory diet is not a behaviour management tool—it’s not about rewards or discipline. Instead, it’s a way to support your child’s nervous system so they can feel safe and successful in their everyday life.

When used consistently and with connection, a sensory diet can:

✔️ Reduce meltdowns and stress
✔️ Improve focus and learning
✔️ Support emotional regulation
✔️ Strengthen your relationship with your child

Supporting the Whole Child

Every child deserves to feel understood and supported. A sensory diet is one way we honour their needs while helping them navigate the world in a way that feels safe and empowering.

If you think your child might benefit from a sensory diet or want to learn more, we’re here to help.

Let’s work together to help your child thrive—just as they are.

If you feel like your child is struggling with emotional regulation or sensory processing, talk to an occupational therapist for further guidance. Contact MoveAbout today. Check out our Facebook and Instagram pages for more education regarding sensory processing and regulation.

Prosopagnosia in the Autistic Population: My Experience and How Small Changes Make a Big Difference

Author: Rachel Ottley, Clinic Manager & Paediatric Occupational Therapist
4 Min Read

Have you ever struggled to recognise a familiar face, even someone you see regularly? For many autistic individuals, this is a daily reality. Prosopagnosia, or face blindness, affects the brain’s ability to recognise faces—even those of friends, family, or colleagues. As an autistic adult with prosopagnosia, I’ve had to find strategies to navigate social interactions.

When I started working at MoveAbout, one simple but incredibly effective support was introduced: name tags. This small adjustment made it so much easier for me to get to know people. Another helpful strategy has been updating Zoom labels to show the actual name of the person speaking, rather than a generic account name. These accommodations, along with other neurodiversity-supportive measures at MoveAbout, have helped create a more inclusive and accessible work environment.

What Is Prosopagnosia?

Prosopagnosia is a neurological condition that makes it difficult or impossible to recognise faces. It exists on a spectrum—some people may only struggle with unfamiliar faces, while others may not even recognise their own reflection. This can make social interactions challenging, especially when facial recognition is assumed to be automatic.

For autistic individuals, prosopagnosia adds another layer of difficulty to an already complex social landscape. Many of us rely on logical patterns and contextual clues to navigate interactions. When faces don’t register as familiar, socialising can feel unpredictable and exhausting.

The Connection Between Autism and Prosopagnosia

Research suggests that prosopagnosia is more common in the autistic population than in neurotypical individuals. While not all autistic people experience face blindness, many report difficulty recognising faces, remembering names, or interpreting facial expressions. This can lead to misunderstandings, social anxiety, and even avoidance of certain situations.

Since autism already involves differences in social communication, prosopagnosia can make interactions even more challenging. People may assume we’re uninterested or unfriendly when, in reality, we’re simply struggling to identify them. It’s not about a lack of effort—it’s about how our brains process information.

My Experience with Prosopagnosia at Work

For as long as I can remember, I’ve struggled to recognise faces. If someone changed their hairstyle, put on glasses, or even wore a different outfit, I would often have no idea who they were. I learned to rely on other clues—voice, body language, or unique accessories—but these weren’t always reliable.

When I started working at MoveAbout, I was concerned about how I’d remember who was who. Meeting new colleagues is always a challenge for me because faces don’t stick in my memory the way they do for others. Fortunately, MoveAbout is an incredibly accommodating workplace. To support me, name tags were introduced, allowing me to identify people quickly without the stress of trying to memorise faces. This simple adjustment made it much easier to settle into my new role and build connections with my colleagues.

Another helpful change was on Zoom. Instead of using generic account names, we now update the Zoom label to display the actual name of the person speaking. This makes virtual meetings far more accessible for me, as I don’t have to rely on facial recognition alone to follow the conversation.

How Small Changes Make a Big Difference

These accommodations may seem minor, but they have had a huge impact on my ability to engage confidently at work. Name tags and Zoom labels remove the pressure of facial recognition, allowing me to focus on the interaction itself rather than worrying about whether I’ve misidentified someone.

MoveAbout has implemented several neurodiversity-supportive measures, fostering an environment where differences are acknowledged and accommodated. These adjustments don’t just benefit me—they contribute to a more inclusive workplace where everyone can thrive.

Supporting Autistic Individuals with Prosopagnosia

If you or someone you know experiences prosopagnosia, here are some ways to offer support:

  • Use name tags in workplaces, schools, or events to reduce the stress of facial recognition.
  • Update Zoom labels to display the actual names of participants instead of generic account names.
  • Be patient if someone doesn’t immediately recognise you—reintroducing yourself can be very helpful.
  • Offer alternative cues like reminding someone where you last met or mentioning shared experiences.
  • Understand that face blindness is real and not a sign of disinterest or rudeness.

By making small adjustments, we can create environments where people with prosopagnosia feel more comfortable and included.

Final Thoughts

Prosopagnosia is a challenging but often overlooked experience, especially within the autistic community. Simple supports—like name tags and Zoom label changes—can make a world of difference in reducing anxiety and improving social connections.

I’m grateful to work at MoveAbout, where neurodiversity is recognised and actively supported. When workplaces embrace accessibility and inclusion, everyone benefits.

Do you experience prosopagnosia, or know someone who does? What strategies have helped? Let’s keep the conversation going!

Contact MoveAbout today. Check out our Facebook and Instagram pages for more education regarding sensory processing and regulation.

Using the ABC Iceberg Behavioural Model to Predict and Prevent Emotional Dysregulation

Author: Emma Remaili, Paediatric Occupational Therapist
4-5 min Read

Emotional dysregulation can be challenging for children, parents, and professionals. Outbursts, withdrawal, or unexpected reactions often seem to come out of nowhere. However, behaviour is never random. The ABC Iceberg Behavioural Model helps us understand what’s happening beneath the surface, allowing us to predict and prevent emotional dysregulation effectively.

Understanding the ABC Iceberg Behavioural Model

This model combines two key frameworks: the ABC model (Antecedent, Behaviour, Consequence) and the Iceberg model of behaviour. Together, they reveal that what we see on the surface is just a small part of a much bigger picture.

The ABC Model

The ABC model looks at the sequence of events surrounding a behaviour:

  • Antecedent – What happens before the behaviour?
  • Behaviour – What does the child do?
  • Consequence – What happens immediately after the behaviour?

The Iceberg Model

This reminds us that behaviour is like an iceberg—only a small part is visible. Beneath the surface, there may be:

  • Unmet needs
  • Sensory sensitivities
  • Past experiences
  • Emotional responses

By combining these models, we gain a deeper understanding of why a child may struggle and how to support them proactively.

Predicting Emotional Dysregulation

Emotional dysregulation doesn’t happen randomly. By applying the ABC Iceberg Model, we can recognise patterns and early warning signs.

Identifying Antecedents

What triggers the behaviour? Is it a noisy environment, a change in routine, or a social demand? Recognising these patterns helps us anticipate when a child might struggle.

Observing Behaviour Changes

Subtle signs of distress often appear before a full meltdown or shutdown. Look for fidgeting, avoidance, changes in tone, or withdrawal.

Understanding the Iceberg

A child’s visible reaction might be frustration, but underneath, they could be experiencing sensory overload, anxiety, or difficulty processing language.

By tracking these elements, we can predict when dysregulation is likely and step in early to help.

Preventing Emotional Dysregulation

Once we understand what’s beneath a child’s behaviour, we can take proactive steps to support them before they reach a breaking point.

1. Address Underlying Needs

Behaviour is communication. Repeated struggles in certain situations may signal unmet needs such as:

  • Sensory sensitivities
  • Anxiety or overwhelm
  • Fatigue
  • Difficulty with transitions

Adjusting the environment, offering sensory supports, or providing clear expectations can make a significant difference.

2. Modify Antecedents

If a child finds noisy spaces overwhelming, we can provide noise-minimising headphones or a quiet retreat. If transitions are difficult, visual schedules or extra transition time can help. Small environmental changes can prevent distress before it escalates.

3. Teach Regulation Strategies

Helping children develop emotional regulation skills is key. Strategies like:

  • Breathing exercises
  • Movement breaks
  • A designated safe space

can help children manage emotions before they become overwhelming. These tools should be introduced when the child is calm so they can use them effectively in moments of distress.

4. Respond Thoughtfully to Behaviour

Our response influences what happens next. Reacting with frustration or punishment can increase distress. Instead, we can:

  • Validate emotions (“I see that you’re feeling overwhelmed.”)
  • Offer co-regulation (sitting close, using a soothing voice)
  • Guide them towards strategies that help them feel safe and understood

A Relationship-Based Approach

The ABC Iceberg Behavioural Model aligns well with a neuroaffirming and relationship-based approach. Instead of focusing on controlling behaviour, we focus on understanding and supporting the child.

When children feel safe, heard, and valued, they are more likely to develop their own regulation skills over time.

By using this model, we move from reacting to behaviour to creating environments where children can thrive. Emotional dysregulation becomes less about “challenging behaviour” and more about unmet needs that caregivers and professionals can address.

If you feel like your child is struggling with emotional regulation or behaviour, talk to an occupational therapist for further guidance. Contact MoveAbout today. Check out our Facebook and Instagram pages for more education regarding sensory processing and regulation.

Supporting Older Children Through DIR: The Power of Play in Skill Development

Author: Jake Robinson, Team Leader & Paediatric Occupational Therapist
5-7 min read

Introduction

Many older children and teens (ages 12–18) don’t fit into typical developmental expectations, yet they still need meaningful support. It can be frustrating when they are expected to do things they’re not ready for—both for the child and the adults supporting them.

The Developmental, Individual Differences, Relationship-Based (DIR) model helps us focus on a child’s developmental level rather than their age. This approach allows us to support them in ways that make sense for their unique needs.

For children who are still building foundational skills, play is a powerful way to help them grow—even in their teen years. Play isn’t just for young kids; it strengthens connections, builds essential life skills, and makes everyday tasks easier.

Why Developmental Levels Matter More Than Age

Many people assume that by adolescence, children have mastered basic skills like self-regulation, dressing, managing schoolwork, or socialising. However, for neurodivergent children or those with developmental differences, these skills may still be developing.

For example, a 14-year-old may struggle with emotional regulation and communication in ways that are more common in younger children. Yet, because they look older, they are often expected to manage personal care, school responsibilities, and social interactions without the right support.

Instead of asking, “What should a 14-year-old be able to do?”, we should ask, “What support does this child need to take the next step in their growth?” Meeting them where they are reduces frustration, builds confidence, and supports skill development in a way that feels natural.

The First Four DIR Levels: A Foundation for Growth

The DIR model has six levels, but for older children who are still developing foundational skills, the first four are the most relevant. These levels help us understand how to support emotional regulation, communication, and problem-solving—essential skills for daily life.

Level 1: Feeling Calm and Connected

Some older children still struggle to stay calm and focused, making everyday tasks—like getting dressed or brushing teeth—difficult. Before teaching new skills, we need to help them feel safe and regulated.

Ways to support this level:

  • Use sensory-friendly strategies like deep pressure (hugs, weighted blankets) or movement breaks.
  • Identify and reduce triggers that cause stress.
  • Build trust through fun, low-pressure activities.

Example: A 16-year-old who avoids brushing their teeth might not be “defiant”—they may dislike the sensation of the toothbrush. Instead of forcing the task, we can start with sensory play, like experimenting with different textures or playing with water, to make it more comfortable.

Level 2: Building Connection and Motivation

At this stage, relationships and emotions play a key role in learning. If a child feels connected and engaged, they are more likely to participate in activities and develop new skills.

Ways to support this level:

  • Prioritise fun and connection before focusing on tasks.
  • Use their interests to spark engagement (e.g., incorporating superheroes into daily routines).
  • Adapt the environment to support focus and comfort.

Example: If a 13-year-old refuses to get dressed, we can turn it into a game—“Let’s pretend we’re getting ready for a secret mission!” This makes the task playful instead of stressful.

Level 3: Back-and-Forth Communication

Communication isn’t just about talking—it includes gestures, facial expressions, and body language. When children struggle with this, daily routines and social interactions can be challenging.

Ways to support this level:

  • Encourage non-verbal communication (pointing, pictures, or sign language).
  • Play turn-taking games to strengthen social skills.
  • Use role-play and storytelling to practice real-life situations.

Example: If a teen struggles to ask for help in the bathroom, we can practice through role-play. Using dolls, characters, or a pretend scenario can help them feel more confident.

Level 4: Problem-Solving and Flexibility

At this level, kids begin to handle longer conversations, solve problems, and think flexibly—essential skills for independence. However, these can be difficult for children with executive functioning challenges.

Ways to support this level:

  • Play pretend games that involve problem-solving (e.g., “What would we do if we ran out of shampoo?”).
  • Use visual schedules or checklists to support planning.
  • Encourage turn-taking games to build flexible thinking.

Example: Cooking requires planning and problem-solving. Instead of jumping straight into real cooking, we can start by playing “restaurant” or “chef”, helping children practice sequencing and decision-making in a fun way.

Why Play Is Important for Older Children

Play is often seen as something for young kids, but it remains a powerful tool for older children and teens. It makes learning more engaging and reduces stress.

Benefits of play-based learning:

  • Encourages engagement – When something is fun, kids want to participate.
  • Builds coordination – Activities like board games or sports improve motor skills.
  • Supports communication – Interactive games help with social skills.
  • Strengthens planning skills – Strategy games improve organisation and flexibility.

Example: If a teen struggles with getting dressed, we can turn it into a game—playing “fashion designer” or setting a one-minute outfit challenge.

Making Daily Life Easier Through Play

Many everyday tasks can be taught in a playful, engaging way:

  • Hygiene: Water play can make toothbrushing or bathing less stressful.
  • Dressing: Costume play or “beat the clock” challenges can make getting dressed more fun.
  • Cooking: Pretend cooking and hands-on food play help with kitchen skills.

When we bring play into daily routines, learning feels natural and enjoyable.

Conclusion: Meeting Children Where They Are

Instead of focusing on what a child “should” be able to do at a certain age, we need to recognise their individual developmental level. Play-based learning is not just for young children—it’s a valuable tool to help older children and teens build independence, confidence, and essential life skills.

By using the DIR model and focusing on relationship-driven, engaging experiences, we can help older children thrive in their own way and at their own pace.

If you feel like your child is struggling with play and skill development, talk to an occupational therapist for further guidance. Contact MoveAbout today. Check out our Facebook and Instagram pages for more education regarding sensory processing and regulation.

Why Do Children Have Meltdowns After School? Understanding & Supporting Their Needs

Author: Daniella Galla, Paediatric Occupational Therapist
5 min read

Introduction

If your child comes home from school exhausted, emotional, or overwhelmed, you’re not alone. Many children experience after-school restraint collapse—a release of pent-up emotions after a long day of holding it together.

For children in their first year of school, autistic children, and those with sensory processing differences or learning challenges, this can be even more pronounced. Understanding why it happens and how to support your child can make all the difference.

Why Do Children Have Meltdowns After School?

Emotional Exhaustion

School requires children to focus, follow instructions, manage social interactions, and regulate emotions. By the time they get home, they may feel drained, making them more prone to meltdowns.

Sensory Overload

Schools are full of bright lights, constant noise, and busy hallways. For children sensitive to sensory input, this can be overwhelming. Even though home offers relief, the sudden shift to a quieter environment can still feel jarring.

Masking and Bottled-Up Emotions

Many children suppress their true emotions at school, trying to fit in and meet expectations. Once they’re home—where they feel safe—those emotions may spill out in big ways.

Transition Challenges

Moving from structured school routines to a more relaxed home environment can be difficult. The lack of clear expectations at home may leave children feeling unsettled, leading to frustration and outbursts.

Hunger and Fatigue

Many children don’t eat much at school or are too busy to notice their hunger. Low blood sugar, combined with exhaustion, can make after-school meltdowns more likely.

How to Support Your Child After School

Understanding the causes of after-school meltdowns can help you implement strategies to provide comfort and regulation.

1. Prioritise Connection

After a long day apart, reconnecting with your child is key. Spend a few minutes doing something they enjoy—playing, reading, or simply sitting with them while they decompress. This reassurance can help them feel safe and supported.

2. Offer a Sensory-Friendly Snack

A nutritious snack can stabilise blood sugar and support sensory regulation. Crunchy foods like carrot sticks, apples, or popcorn provide oral proprioceptive input, which can be calming. Cold foods, such as yoghurt or smoothies, can be refreshing and alerting. Experiment with different textures and temperatures to see what helps your child regulate.

3. Create a Transition Routine

A predictable after-school routine can ease the shift from school to home. Consider including:

  • A few minutes of quiet time
  • A snack
  • Free play or outdoor time before structured activities

4. Allow for Movement

After sitting still for most of the day, many children benefit from movement. A trip to the park, a bike ride, or stretching exercises can help regulate their nervous system.

5. Provide a Calm and Safe Space

A designated calm zone at home can be helpful. This might be a cosy corner with pillows, books, or sensory tools like weighted blankets or fidget toys.

6. Encourage Emotional Expression

Help your child name and express their emotions. Some may prefer to talk through play or drawing rather than direct questioning. Let them know it’s okay to feel overwhelmed and that you’re there to support them.

7. Reduce Immediate Demands

Jumping straight into homework or chores after school can feel overwhelming. Giving children some downtime first can prevent power struggles and resistance.

8. Consider Sensory Needs

If your child is prone to sensory overload, try strategies like dim lighting, noise-cancelling headphones, or deep-pressure activities (such as bear hugs or weighted blankets) to help them regulate.

9. Limit Screen Time Initially

Screens may seem like an easy way to help children unwind, but too much stimulation can make regulation harder. Encourage hands-on or movement-based activities before introducing screen time.

10. Be Patient and Empathetic

After-school meltdowns are not misbehaviour—they signal that your child feels safe enough to let their guard down. Your calm and understanding presence can make a big difference in helping them regulate.

Final Thoughts

After-school meltdowns are a natural response to a long and demanding day. By understanding the underlying causes and establishing a supportive routine, you can help your child navigate this transition more smoothly.

Every child is different, so it may take some trial and error to find what works best. The most important thing is to create a safe space where they feel understood, supported, and able to process their emotions.

If you feel like your child is struggling with emotional regulation or engagement, talk to an occupational therapist for further guidance. Contact MoveAbout today. Check out our Facebook and Instagram pages for more education regarding sensory processing and regulation.