The process
What to expect
There are no surprises in the process. It looks like this:
Initial call with the parents
A free phone call where you describe what you're seeing, and I ask questions to understand the picture.
- What is worrying you and what you've already tried
- How it looks at home, in kindergarten or at school
- Whether occupational therapy is the right framework — and if not, where to turn
- What the sensible next step is, with no pressure to commit
First meeting with the child, including assessment
A session at the home clinic in Ra'anana. Children experience it as an enjoyable activity, not a test.
- Getting to know each other at your child's pace
- Tasks and activities chosen according to the reason for referral
- Observation of how your child approaches a task, not only the result
- Additional information from you, and sometimes from the educational setting
Building a strategy and meeting with the parents
After the assessment I bring everything I saw into one picture and present it to you in plain language.
- What is working well and what is challenging
- What is likely sitting underneath the difficulty
- Realistic, meaningful goals
- Recommendations for home and the educational setting — even if therapy doesn't start
Treatment begins when appropriate
Not every child needs treatment. When they do, we start at an agreed pace and review progress along the way.
- Regular sessions with clear goals
- Ongoing parent updates and tools for home
- Adjusting the plan according to what actually happens
- An honest conversation about finishing once goals are met
What assessment looks at
Assessment is not the same for every child. It is shaped by the reason for referral and by the individual child, and may look at different developmental abilities: fine and gross motor skills, visual-motor integration, planning and organisation, attention and endurance, regulation, and everyday functioning.
Alongside structured tools, a central part is clinical observation: how your child handles difficulty, what happens when a task becomes challenging, and what changes their performance.
The point isn't only to identify what's hard
It's relatively easy to say a child struggles with writing. The important question is why — because the answer determines what will help.
The same complaint can come from entirely different sources, and each one leads somewhere different. So assessment aims at understanding, and the recommendation follows from it.
Professional background
- B.O.T. in Occupational Therapy, Tel Aviv University
- Two years at Clalit's Tel Aviv Child Development Centre
- Experience assessing and treating children aged 0–9
- Current clinical focus: ages 2–9
- Hebrew and English
- Home clinic in Ra'anana
Not sure exactly what your child needs? You can start with a conversation.
You don't need to diagnose the difficulty yourself. You can simply describe what you're seeing, and we'll start from a shared understanding of whether an occupational therapy assessment or treatment is appropriate.