Every profession has its own language, and therapy is no different.
During your time at Irvine Therapy Services, you may hear words that are new or unfamiliar. We’ve gathered some of the most common terms our therapists use and explained them in the same way we would if we were sitting together during a therapy session.
Our hope is that these simple explanations help you better understand your child’s development, feel more confident during the therapy process, and become an active partner in your child’s journey.
These are the ideas that guide every therapy session at Irvine Therapy Services.
Neurodiversity – We believe every brain develops differently. Neurodiversity recognizes these differences as natural variations of being human. Every individual has unique strengths, challenges, interests, and ways of experiencing the world.
Neuroaffirming – A neuroaffirming approach respects and celebrates neurological differences rather than trying to change who someone is. Instead of asking, “How can we make this child appear more typical?” we ask, “How can we better understand this child and support them in participating in meaningful ways?”
Relationship-Based Therapy – We believe meaningful learning happens through trusted relationships. When children feel safe, connected, and understood, they are more likely to explore, problem-solve, communicate, and grow.
Child-Led Therapy – Children learn best when they are engaged and motivated. Rather than directing every activity, we follow a child’s interests and use those moments to support development through meaningful play.
Play-Based Therapy – Play is how children naturally learn about themselves, others, and the world around them. Therapy uses play intentionally to support development while making learning joyful, motivating, and meaningful.
Strengths-Based Approach – Every child has strengths. We build upon what children already do well while supporting areas that are still developing, helping them gain confidence along the way.
Co-Regulation – Children first learn to regulate with someone before they learn to regulate by themselves. Through calm, supportive relationships, adults help children develop the emotional and sensory regulation skills they eventually use independently.
Self-Regulation – Self-regulation is the ability to manage emotions, attention, energy, and behavior in different situations. It is a skill that develops over time through relationships, experiences, and practice.
Just-Right Challenge – Learning happens best when activities are challenging enough to promote growth, but not so difficult that they become frustrating. We carefully adjust activities so children experience success while continuing to build new skills.
Parent Coaching – Parents are an essential part of the therapy team. We partner with caregivers by sharing ideas, strategies, and observations so progress continues beyond the therapy room.
These terms help explain how the brain and body work together.
Sensory Integration – Sensory integration is the brain’s ability to organize information from the senses so we can successfully move, learn, play, communicate, and participate in everyday life.
Sensory Processing – Sensory processing refers to how the brain notices, interprets, and responds to information from our senses, including touch, body position, movement, sound, vision, taste, smell, and our body’s internal signals.
Vestibular System- The vestibular system is our sense of movement and balance. It helps us know how our body is moving through space and supports balance, posture, eye movements, and attention.
Proprioception – Often called our “body awareness” system, proprioception tells us where our body parts are without needing to look. It helps us grade force, coordinate movement, and feel grounded.
Interoception – Interoception is our “inside sense.” It helps us notice what is happening inside our body, such as hunger, thirst, needing the bathroom, feeling tired, excited, or anxious.
Motor Planning (Praxis) – Motor planning is the brain’s ability to sequence and organize an action to carry out an idea. It plays an important role in everything from climbing on the playground to handwriting, dressing, sports, and everyday routines.
Sensory Sensitivity – Sometimes referred to as sensory hyper-reactivity, some children experience sensation as uncomfortable or overwhelming. It can impact how they engage in daily activities and interact with others. They may avoid certain clothing, textures, grooming activities, or unexpected touch because their nervous system processes these sensations differently. Loud, unexpected, or busy environments may feel overwhelming, making it more difficult to focus, communicate, or stay regulated. They might limit their diet because different food textures, tastes, and smells can be too much.
Some of these terms are commonly used by our speech-language pathologists and occupational therapists.
DIRFloortime®- DIRFloortime is a developmental, relationship-based approach that follows a child’s interests to support communication, emotional development, problem-solving, and meaningful relationships through joyful interactions.
Gestalt Language Processing – Some children learn language in larger chunks or phrases before learning individual words. This is called Gestalt Language Processing and is one of many natural ways children develop communication.
Echolalia – Echolalia is the use of words or phrases a child has heard before. These phrases are often meaningful and can serve many purposes, including communicating, connecting with others, regulating emotions, or processing language.
Scripting – Scripting is the use of familiar words, phrases, or conversations that have personal meaning to an individual. Scripts may come from books, movies, songs, or everyday experiences and can support communication, emotional regulation, learning, and social connection. For many Gestalt Language Processors, scripting is a natural and meaningful part of language development.
AAC (Augmentative & Alternative Communication) – AAC includes tools that support communication, such as picture systems, communication books, speech-generating devices, or apps. AAC helps individuals communicate more effectively and does not prevent speech from developing.
Expressive Language – Expressive language is how we share our thoughts, ideas, feelings, and wants with others using words, gestures, signs, pictures, or communication devices.
Receptive Language- Receptive language is our ability to understand what others say and communicate.
