Irvine Therapy Services

Using sensory integration to help children succeed since 1980


At Irvine Therapy Services, Inc., we believe that good services begin with in-depth assessments. We utilize a variety of assessment tools as part of our occupational therapy evaluation process. The occupational therapist evaluating the child will select the most appropriate tools based on the needs of the child as well as the concerns shared by the parent(s) and/or teacher(s). Typically, we start with a developmental and sensory history. We choose appropriate standardized test instruments. Additional information about the child’s functioning in home and school environments, when appropriate, is collected through standardized questionnaires.

Irvine Therapy Three steps to success


We provide assessments tailored to areas your child might be having difficulty in. These include Sensory, Gross and Fine Motor, Visual Perception, and Writing.

Provide therapy

After the assessment we take the recommendations to create an individualized plan to provide the therapy your child needs to meet the goals. Some of our therapies include direct occupational therapy, listening programs, and sensory integration


Upon completion of our individualized plan we reassess your child to see if they have met their therapy goals. If they have not we reevaluate and set new goals for your child. When your child has met the goals of our therapy we continue to provide guidance if new issues arise.




Occupational therapists (OTs) work with children and their families to promote active participation in the meaningful, everyday activities—occupations—that support their overall growth and development. Children who have challenges participating in home, school, or community activities may need an occupational therapy (OT) evaluation in order to determine whether or not they can benefit from occupational therapy services.


MY CHILD HAS difficulty participating in

Activities of Daily Living (ADLs)

feeding/eating, bathing, dressing (including manipulating fasteners on clothing), grooming, toileting

Instrumental Activities of Daily Living (IADLs)

safety procedures/emergency responses, meal preparation, handling money, management of personal possessions and environment

Education and Work

completing schoolwork; participating in the classroom, on the playground, or at snack/lunch

Play and Leisure

appropriate play activities, participation, exploration, imagination, and development of interests

Social Participation

developing and maintaining relationships with family members, friends, and other acquaintances; successfully interacting in the community

MY CHILD HAS delays with any of the following skills:


gross motor, fine motor, oral motor, visual motor; generating, sequencing and executing a motor plan

Sensory Perception

registration of sensory input, appropriate response/reaction to sensory input or sensory-based activities, adequate integration of sensory information to inform motor actions and activities

Self Regulation

sustaining attention, coping with everyday life, emotional regulation, maintaining daily biological rhythms

Social Skills

forming friendships, having successful social interactions with peers, initiating and maintaining interaction, turn-taking, cooperating, negotiating conflict, understanding non-verbal communication (eye contact, gestures, facial expressions)

Cognitive Function/Executive Function

problem-solving, organization, time management, concentration, self-confidence, self-control, and academic learning