POTCA 2026 Conference Program

Abstract

This keynote moves beyond the familiar language of trauma-informed practice to explore the deeper complexity of what trauma is, where it comes from, and how it lives in the bodies and nervous systems of the children we serve. Drawing on neuroscience, developmental psychology, epigenetics, family systems theory, and depth psychology, it invites paediatric occupational therapists to expand not only how they understand trauma, but how they feel its weight in clinical work. Beginning with a challenge to any single definition — from van der Kolk’s neurobiological framing to Maté’s relational and existential lens — the keynote traces traumatic experience across biological, developmental, and multigenerational dimensions. It examines the science of epigenetic transmission, the critical role of right-brain-to-right-brain communication in early relational development, and the distinction between PTSD and Complex PTSD. Bowen Family Systems Theory illuminates how patterns of emotional functioning travel across generations, while Fraiberg’s concept of “ghosts in the nursery” reveals how unresolved parental trauma is enacted unconsciously in the parent-child relationship. Kalsched’s depth psychological account of the psyche’s self-protective response reframes the most defended and difficult clinical behaviours as coherent adaptations rather than pathology. Throughout, the clinical implications for paediatric OT are made explicit: sensory and somatic symptoms are not separate from relational trauma — they are its expression in the body. The session closes with an invitation for practitioners to examine what they bring to the therapeutic room, and to recognise attuned, regulated presence as foundational to healing. .

Learning outcomes

• Articulate multiple frameworks for defining trauma — including neurobiological, relational, existential, and somatic perspectives — and reflect on how their own working definition shapes clinical observation and intervention.
• Distinguish between PTSD and Complex PTSD (C-PTSD), and recognise the clinical presentation of chronic, relational, developmental trauma in the paediatric population, including its expression in affect dysregulation, disturbances in self-concept, and relational functioning.
• Explain the principles of epigenetic inheritance and transgenerational trauma transmission, including the biological mechanisms by which a parent’s or grandparent’s lived experience can shape the stress-response systems of the next generation.
• Describe the role of early right-brain-to-right-brain communicationin shaping attachment security, sensory processing, and nervous system regulation, and connect disruptions in this process to the somatic and sensory symptoms commonly presenting in paediatric OT caseloads.
• Apply key concepts from Bowen Family Systems Theory— including the Multigenerational Transmission Process and Differentiation of Self — to understand a child’s presenting difficulties within the context of the broader family system.
• Recognise the clinical significance of Fraiberg’s “ghosts in the nursery”concept and identify how unresolved parental attachment histories may be enacted unconsciously in the parent-child relationship.
• Identify the features of Kalsched’s Self-Care System and reframe highly defended or treatment-resistant behaviours in traumatised children as adaptive protective responses rather than pathology or defiance.
• Reflect on the role of the practitioner’s own attachment history and counter transference in clinical work with traumatised children and families, and identify the importance of reflective supervision and self-awareness as core professional competencies.

Presenter bio

Mironne is in her 35th year of practice as an occupational therapist, with extensive experience working across a variety of mental health settings in both the public and private sectors. She has worked closely with children and families navigating complex trauma and family systems, and has also supported countless clinicians through supervision and professional development. Mironne has spent many years lecturing in Occupational Therapy at the University of Sydney. In addition to her occupational therapy background, Mironne is a Couple and Family Therapist, a Certified Sandplay Therapist, and a Psychedelic Assisted Psychotherapist, bringing a deeply integrative and nuanced perspective to her work with families and clinicians. Mironne is one of those OT minds you could listen to for days and still walk away with more to learn. Her depth of thinking, clinical wisdom, and ability to make sense of complexity in families is truly exceptional. And beyond that, she is simply one of the loveliest humans you could meet

Abstract

In this workshop, participants will be introduced to the development of social skills, gain understanding of the sequence in which social skills develop and how to support children in a neuro-diversity affirming and evidence-based way with their social engagement. Content is in line with PRECI guidelines and the CRC Supporting Autistic Guidelines, and is supported by evidence including from lived experience research papers and systematic reviews. Using an ecological model, participants will gain strategies and practical therapy ideas that are ready-to-apply to your practice - at your clinic and in the daily routines and functional contexts of families. Participants will be able to walk away feeling confident in how to articulate their evidence-based approach with other professionals and parents on social engagement.

Learning outcomes

• Gain in-depth understanding of social development and sense of belonging in children
• Gain ready-to-apply therapy ideas
• Gain confidence in working with children on their social development

Presenter bio

Kobie Boshoff is an occupational therapist with over 30 years’ experience across clinical practice, leadership, academia, research, and mentorship in local and international contexts. Her work spans private, school-based, and community settings, across the lifespan, with particular experience with children. She leads workforce and system design initiatives that strengthen delivery of high-quality, evidence-informed services for families. Grounded in social justice, equity, and ecological perspectives of child development, her approach emphasises co-design, lived experience, innovation, and capacity building within education/care environments and with parents. Her career testifies of accumulated, integrated experience, and she currently serves as Director of Therapy at Motivate Kids, leading strategic service initiatives.

Abstract

As children with autism, ADHD, cerebral palsy, intellectual disability and other developmental conditions approach their teenage years, one question often emerges: "Are they ready to learn to drive?" For many paediatric Occupational Therapists, this can feel like unfamiliar territory. While driving is an important milestone that can open doors to employment, education and community participation, it is also one of the most cognitively demanding occupations we perform. Paediatric OTs are ideally placed to identify the functional skills that underpin future driving success, yet many are unsure what is within their scope, how to assess readiness, or when to refer to a driver-trained OT. In this practical session, Jenny Gribbin will introduce a structured framework to help paediatric OTs understand driver readiness in young people with disability and neurodivergence. Drawing on current research, the Austroads Assessing Fitness to Drive guidelines, and the internationally recognised Potential to Drive approach, Jenny will demonstrate how everyday occupational performance can provide valuable insights into future driving potential. Participants will leave with greater confidence to support families, identify appropriate next steps, and facilitate smoother transitions from paediatric services to adulthood and community mobility.

Learning outcomes

• Describe how conditions such as autism, ADHD, cerebral palsy and intellectual disability may influence readiness to learn to drive.
• Identify the cognitive, sensory, executive functioning and life skills that underpin safe driving and recognise how these can be observed within everyday occupational therapy practice.
• Differentiate the role of the paediatric OT from the role of the driver-trained OT, including appropriate screening, referral pathways and understanding NDIS considerations.

Presenter bio

Jenny Gribbin is an Occupational Therapist, Driver Assessor and Founding Director of Driving Well Occupational Therapy in Brisbane. She specialises in supporting adolescents and adults with medical conditions and disabilities to achieve safe, independent community mobility through occupational therapy driving assessments, Potential to Drive assessments and vehicle modification services. Jenny pioneered the implementation of the Potential to Drive approach in Australia and developed the award-winning Get Driving Toolkit, which has transformed practice for hundreds of Occupational Therapists and rehabilitation driving instructors across the country. She is a sought-after national presenter and educator, delivering practical workshops that equip health professionals with the knowledge and confidence to support clients through the complex journey towards driving independence.

Abstract

DETAILS

Learning outcomes

Presenter bio

PRESENTER_BIO

Abstract

Neurodiversity-affirming practice calls paediatric occupational therapists tiverseo move beyond deficit-based frameworks and toward relational, strengths-focused care. Yet for clinicians who also hold lived experience of neurodivergence, both personally or within their families, the integration of professional expertise and personal identity can feel complex, vulnerable, and at times risky. This presentation explores how embracing lived experience alongside clinical knowledge can deepen authenticity, strengthen therapeutic alliances, and enhance ethical, trauma-informed practice.

Drawing on contemporary neurodiversity research and reflective practice principles, this session examines the tension between traditional models of “professional neutrality” and the emerging recognition that transparency, reflexivity, and identity-conscious practice foster trust and safety. Participants will consider how lived experience can inform assessment, goal-setting, collaboration with families, and advocacy within schools and multidisciplinary systems, whilst maintaining professional boundaries.

Through case reflections and practical strategies, attendees will explore how to: • Practise reflexivity while maintaining clinical integrity • Navigate disclosure safely and intentionally • Shift from behaviour-correction paradigms to participation-focused supports • Advocate within systems that remain grounded in neuronormative expectations including schools

Ultimately, this session positions authenticity as ethical leadership within paediatric occupational therapy. By integrating lived and professional identities, paediatric occupational therapists can model inclusive practice, challenge ableist assumptions, and contribute to systemic change that honours neurodivergent children as whole, capable individuals.

Learning outcomes

• Critically reflect on how lived experience can shape clinical reasoning and therapeutic relationships in neurodiversity-affirming paediatric occupational therapy.
• Differentiate between intentional, ethical self-disclosure and boundary-blurring in professional practice.
• Apply reflexive practice strategies to integrate personal and professional identities with integrity.
• Identify ways to shift from deficit-based or behaviour-correction approaches toward participation-focused, strengths-based supports.
• Develop practical advocacy strategies to challenge neuronormative systems within schools and multidisciplinary teams.

Presenter bio

Claire Britton is the founding CEO of Neuroinclusion and a neurodivergent occupational therapist with over ten years of clinical experiences. She champions neurodiversity-affirming practice across health, education, and corporate sectors, embedding curiosity before judgement and inclusion without requiring justification. Drawing on her lived experience as a neurodivergent mother and leader, she brings both professional expertise and authentic insight to her work. Claire’s mission is to foster systemic change so that difference is embraced as strength and equity becomes the standard for all ages.

Abstract

Effective Assistive Technology (AT) provision requires occupational therapists to consider the "24-Hour Child"—how positioning, mobility, participation, and engagement are supported across the child's entire day and in all environments, including home, school, transport, self-care, play, and community settings. This presentation explores the occupational therapist's role in applying clinical reasoning to identify functional goals and participation needs while working collaboratively with assistive technology suppliers, who contribute specialist equipment knowledge. We will examine how to balance the child’s need for postural support with providing opportunity to engage in functional activities across varying tasks in an age-appropriate way to promote meaningful engagement. The session will also provide practical guidance for planning and conducting successful AT trials. Participants will explore the benefits and challenges of trialling multiple devices and brands, balancing comprehensive comparison with child fatigue and family capacity. We’ll discuss how to support families to navigate the gap between mainstream and disability-specific equipment, particularly for younger children. The presentation aims to strengthen therapist confidence in collaborative AT prescription and equip clinicians with practical strategies to optimise outcomes for children and their families.

Learning outcomes

• Describe the concept of the "24-Hour Child" and identify key activities, equipment, and environments beyond the wheelchair that require consideration in a comprehensive AT prescription.
• Differentiate the respective roles and responsibilities of the treating therapist and AT supplier in the prescription process, and articulate what information each party needs from the other.
• Apply strategies for planning and conducting effective AT trials, including managing multiple equipment options, minimising client fatigue, and incorporating engagement and enjoyment into the trial process.
• Support families and carers through AT decision-making by weighing functional goals, environment of use, and competing preferences to reach an appropriate, prioritised equipment recommendation.

Presenter bio

Kate is the Clinical Educator at GTK. She comes from an occupational therapy background, with two decades of experience in varied settings, specialising in wheelchair seating and positioning. She finds the evolution of power wheelchair alternate drive technology fascinating, and looks forward to exciting innovations becoming more readily available in power wheelchairs. Kate really enjoys appointments with children who are trying out a wheelchair for the first time. She loves seeing the excitement in their eyes as they move independently for the first time – it’s contagious!

Abstract

The objective is to demonstrate how ‘Video Self Modelling’ (VSM) could be used with children to teach skills that are at the ‘just right’ challenge.The therapist administering this tool is bringing their experience of using the tool within specialist educational settings and private practice. Some children find it difficult to understand and visualise, and therefore produce the skill/behaviour to achieve independence in occupational activities. VSM is a therapeutic tool that aims to enhance occupational performance by supporting the child, through self-modelling, to learn new skills based on their goals. Historically, this has been used in education/psychology settings (Buggey and Ogle, 2011). Research shows this method to be effective in children with Autistic Spectrum Disorder, emotional and behavioural disorders (Seok et al., 2018) and neurodisabilities (Dowrick, 2011). The aim of VSM is to increase the likelihood of success through the most fundamental form of observational learning- the child seeing themselves achieve the task successfully. This coincides with developments in neurocognitive theories of mirror neurons and mental time travel (Dowrick, 2011).

Learning outcomes

Presenter bio

Nicole McGrath is a paediatric occupational therapist with 15 years of experience supporting children and families across private practice, special education, community and clinical research settings in Australia and the United Kingdom. She now runs her own practice, Cosy Corner Kids OT, based in Torquay. Nicole works collaboratively with children, families and schools to support participation, emotional regulation, executive functioning and everyday skill development. Nicole is completing a Professional Certificate in Educational Neuroscience through the University of Melbourne. Her studies complement her occupational therapy background and inform her interest in how children learn and develop skills. She has a special interest in task-based learning, using meaningful and challenging activities to build skills through active practice in everyday contexts. She values neuroaffirming approaches tailored to each child and family. Nicole is passionate about Video Self Modelling as an evidence-based therapeutic tool and has presented on it overseas at the Paediatric OT conference in London and the American Academy for Cerebral Palsy and Developmental Medicine in California. One of her aims is to have it more known and used in Australia.

Abstract

AI is arriving fast in allied health, and clinicians are right to ask how to use it safely, ethically and in a genuinely affirming way. This session steps back from any one platform and looks at what sits underneath all of them. We start with the risks that matter in paediatric practice: privacy, who owns the data, bias, hallucination, deficit-framed language dressed up as clinical neutrality, and the quiet one, over-reliance. Then we look at what good actually requires. Data sovereignty, where the family owns and controls their information and the provider never holds it. Transparency about how data is used and where it is stored. Security you can stand behind, and why ISO 27001 certification and Australian data hosting matter. Design that draws on verified sources rather than inventing answers. And language that affirms rather than pathologises, which families tell us matters a great deal and which no tool delivers by accident. We will use real examples, including what can go wrong. You will leave with a plain checklist of questions to ask of any AI tool before you trust it with a family's information, and a clear sense of what AI can extend and what only a clinician can do.

Learning outcomes

• Identify the key ethical and data risks of AI in paediatric and allied-health practice (privacy, data ownership, bias, over-reliance, hallucination) and how to mitigate them.
• Understand data sovereignty and transparency in practice: who owns the data, where it is stored, how it is used, and why ISO 27001 certification and Australian data hosting matter.
• Recognise deficit-framed AI output as an ethical risk rather than a style issue, and know what to ask a vendor about the language their tool produces.
• Apply a practical checklist of questions to ask before adopting any AI tool, and use AI to augment rather than replace clinical care.

Presenter bio

Laetitia Andrac is a neurodivergent leader, bestselling author, and co-founder of Understanding Zoe, an internationally VC-backed AI platform supporting neurodivergent individuals and the families and care networks around them. Understanding Zoe bridges research, technology, and lived experience to transform fragmented care into coordinated, strengths-based support across home, school, and work. With over 15 years leading strategy, AI, innovation, and transformation across organisations including Telstra, Monitor-Deloitte, Capgemini, Bloomberg Philanthropies, and the Government of France, Laetitia brings deep technology and commercial experience to mission-driven work. In 2025, Understanding Zoe won the Australian Technologies Competition in the Global Social Impact category and received Prix Mercure HEC APAC recognition. Laetitia was also named a LiftHer APAC Top 10 Women in Impact founder and led Australia's largest independent study of neurodivergent families (1,091 participants), published as "Making the Invisible Visible." As an autistic woman, mother, and strategist, Laetitia advocates for systems that move beyond accommodation to genuine inclusion, ensuring neurodivergent individuals and those who care for them are seen, supported, and empowered.

Abstract

Sensory modulation and sensory discrimination are two of the most clinically significant, yet misunderstood concepts in paediatric occupational therapy practice. Understanding their distinct neurobiological roles and, crucially, their transactional relationship with one another is fundamental to honouring each child’s unique sensory profile and supporting meaningful participation in daily life. This workshop introduces the Sensory Coin concept that positions modulation and discrimination as two sides of the same coin. Each influencing and influenced by the other. When a child’s nervous system is working hard to feel safe and regulate the intensity of sensory input (modulation), their capacity to extract meaning and detail from that input (discrimination) is naturally affected. This transactional dynamic and the role of nervous system safety within it have profound implications for how children engage in their everyday occupational roles, including ADLs, play, relationships, and learning. Drawing on contemporary neuroscience, trauma-informed principles, and the SenseUp Model™, this session explores the underlying adaptations that shape participation in occupational roles and translating this into meaningful, targeted interventions that are easily explained to and understood by caregivers and teams.

Learning outcomes

• Distinguish between sensory modulation and discrimination and how each uniquely shapes a child’s occupational participation.
• Articulate the translational relationship between them (Sensory Coin), including how nervous system safety influences a child’s capacity in a way that caregivers understand and build a trusting, collaborative approach to therapy.
• Apply a trauma-informed, strengths-based clinical reasoning approach to interpreting each child’s unique sensory profile.
• Translate understanding of the SenseUp Model™ into individualised and relevant therapy planning that honours the child and supports authentic participation.

Presenter bio

Kerry Evetts is a Master’s level occupational therapist with almost 3 decades of clinical experience across London, South Africa, and Australia. Based in Queensland, she is the founder of SenseUp Training, a globally recognised online education provider dedicated to upskilling occupational therapists in trauma-informed, neuroaffirming sensory integration practice. Kerry developed The SenseUp Model™, a unique five-level developmental framework grounded in nervous system safety, Ayres Sensory Integration theory, Polyvagal Theory, and interoception research. Her approach bridges the gap between complex sensory concepts and practical, relatable clinical application. To date, Kerry has trained over 3,500 occupational therapists worldwide through online courses, team training, and in-person workshops. She is a sought-after speaker at professional development events, including the World Federation of Occupational Therapy. Kerry’s mission is to ensure every sensory child feels understood, supported, and able to fully participate in life, whatever that looks like for them.

Abstract

Pathological demand avoidance (PDA) is an emerging area of practice in Australian paediatric OT clinics. Now recognised as a subtype of autism by the Autism CRC, it requires therapists to work in ways that are neurodiversity-affirming and regulation based. This presentation will outline an OT framework to guide clinical practice and is evidence-informed, consumer shaped and based in clinical neuroscience. Establish-Embody-Engage will give clinicians an understanding of PDA but also practical activities/focus areas for therapy sessions.

Learning outcomes

• Understand the neurobiological underpinnings of Pathological Demand Avoidance
• Introduce a framework for OT intervention with PDAers (Establish-Embody-Engage)
• See and experience what an OT intervention session looks like using this model

Presenter bio

Sarah Cavallaro is the Director and Principal Occupational Therapist of Exceptional Kids - a small private practice with a big heart for sharing our knowledge with others. She has worked with families and neurodivergent kids for over twenty years and has a passion for neurodiversity affirming practice. Sarah has completed training in inter-personal neurobiology and combines her love for science with her love for connection in clinical supervision groups for all levels of clinicians. She is also the co-host of OT podcast - Research and Reality.

Abstract

The most powerful tool in therapy is the therapist themselves. The therapeutic use of self refers to the intentional way clinicians use their presence, communication, and relational style to engage children in therapy. It has been described as the dynamic way a therapist modifies their body position, voice, or interaction in response to a child’s cues to support engagement (D’Arrigo et al., 2020). It may also involve purposeful actions to reduce fear or anxiety, guide a child through activities, and support changes in occupational performance within the therapeutic context (Holmqvist, Holmefur & Ivarsson, 2012).

This workshop explores the therapeutic use of self through the lens of the Intentional Relationship Model developed by Renée Taylor (2008). The model highlights the central role of the therapeutic relationship and the deliberate interpersonal strategies therapists use in practice. A key concept within this framework is interpersonal reasoning—the therapist’s ability to anticipate relational challenges and thoughtfully consider alternative therapeutic responses (Taylor, 2008).

Through discussion, reflection, and practical examples, participants will explore factors that contribute to engagement and disengagement in therapy. The workshop will examine how therapists’ interpersonal styles, and emotional attunement influence a child’s sense of safety, regulation, and willingness to participate.

Effective therapeutic relationships are not accidental. They are intentional, purposeful, and self-aware. Participants will leave with a deeper understanding of how consciously using themselves in therapy can strengthen connection, support engagement, and enhance outcomes for the children and families they support.

Learning outcomes

• By the end of this workshop, participants will be able to:
• Describe the concept of the therapeutic use of self and its role in supporting engagement and participation in paediatric therapy.
• Explain key concepts from the Intentional Relationship Model developed by Renée Taylor (2008) that inform relational practice.
• Apply practical strategies to adapt communication, body language, and interaction styles in ways that are intentional, purposeful, and self-aware during therapy sessions.
• Reflect on and evaluate their own interpersonal style and responses to strengthen therapeutic relationships with children and families.

Presenter bio

Cindy brings over 25 years of experience as an OT, supporting children and families in a variety of settings. She is passionate about attuning with a child, the therapeutic use of self and helping other OTs to develop their clinical reasoning skills in supervision and training. Cindy works, blogs and creates resources at Your Kids OT. She created APOT (Australian Paediatric OT FB group) in 2017 and loves supporting this online community!

Abstract

This panel is intended to foster an honest and open discussion of neurodiversity affirming practice and how it may actually look within therapy sessions and practice. The discussion may foster an understanding of the challenges that may come up during sessions, including addressing internalised ableism, but also some of the profound wins and changes that neurodiversity affirming practice can make for people who are neurodivergent.

Learning outcomes

• practical strategies to implement neurodiversity affirming care in sessions
• the challenges and barriers, and how they can be overcome
• managing ableism and what this may look like

Presenter bio

Meg Doherty is a late-diagnosed AuDHDer, mother, and dedicated occupational therapist. She is the founding director and principle Occupational Therapist of Eli's Place Allied Health. Throughout her extensive career over the past 7 years, Meg has utilized evidence-based practice with clients and their families to achieve their goals. Her personal journey with neurodivergence has deepened her commitment to neurodiversity-affirming practices, enriching both her professional and personal life. Meg brings a deeply informed and compassionate perspective to supporting neurodivergent families.

Abstract

Theratrak is a digital platform that enables allied health professionals to prescribe, track, and monitor custom home therapy programs efficiently. Theratrak is designed to support therapists, particularly in allied health and paediatric occupational therapy, by digitising therapy programs and enabling real-time tracking of participant progress. Founded by Laura Simmons, a paediatric occupational therapist, the platform addresses the administrative burden therapists face, allowing them to focus more on patient care rather than paperwork

Learning outcomes

Presenter bio

Laura has worked in the private health sector across Sydney for over 10 years. During this time, Laura noticed a distinct lack of innovative technology solutions targeting the ongoing care of clients outside of direct therapy - and how this is impacting the client’s overall treatment. Laura graduated from the University of Western Sydney with a Bachelor of Applied Science in Occupational Therapy BAppSc (OT) in 2012. Since graduating, Laura has been passionate about paediatrics and digital innovation, working in community, schools, and private clinics across Sydney. Theratrak is a global award-winning digital health platform that supports allied health therapists to create and track digital therapy home programs. Laura is passionate about seeing her participants succeed both in and out of therapy. She gets the most excited when her clients graduate from therapy and no longer need her services! Since launching Theratrak, Laura has participated in a number of professional, startup, technology and clinical development programs, including:

• SheStarts, a startup accelerator program run by BlueChilli which helped create the first Theratrak MVP (minimal viable product)
• Australian Clinical Entrepreneur Program, a 12-month industry-leading innovation program designed to advance clinician-led transformation
• SBE Springboard Life Science, a program for women-led companies to scale
• Kenneth Myer Innovation Fellow with the Sidney Myer Fund & the Myer Foundation, a program supporting breakthrough solutions to Australia's most pressing social and environmental challenges

• Autism spectrum disorder
• ADHD
• Motor coordination challenges
• ARFID (avoidant restrictive food intake disorder)
• Cerebral palsy
• Sensory processing
• Emotional regulation
• Play skills and engagement
• Behaviour management
• School readiness skills
• Motor skills delays, including fine, gross and visual-motor integration
• Attention and concentration
• Fussy eating and feeding challenges.

Abstract

Many clinicians working with children encounter complex presentations, yet the underlying physiological factors are often overlooked in traditional training. Nobody Ever Told Me That is a practical, thought-provoking session designed to highlight the “missing pieces” that can influence children’s participation, health and development as well as impacting their neurodevelopment profile.

In this session, Pippa explores key physiological considerations that impact everyday clinical presentations. Using real-world examples and research-informed insights, the session focuses on areas such as sleep quality, gut health, nutrition and more and how these factors may contribute to challenges commonly seen in paediatric practice. Participants will learn how to recognise subtle “red flags”, ask the right screening questions, and better understand the connections between physiological regulation and functional performance.

Ideal for early career through to experienced therapists, this session aims to expand clinical thinking and provide practical strategies that can immediately enhance assessment and intervention. Attendees will leave with greater confidence in identifying potential underlying issues and supporting families to seek the right supports when concerns arise.

Learning outcomes

• understand the key physiological systems impacting clinical presentation
• recognise subtle and not so subtle clues that body systems are impacting function
• know how to support families to seek the right help

Presenter bio

Pippa van Wijk is an Occupational Therapist with more than 30 years of experience working with children and families, and a long-standing passion for helping kids who have feeding challenges. She is the OT half of the Brisbane Feeding Clinic, where she works alongside a speech pathologist to support children with mealtime issues. She also travels to Central Queensland several times a year as part of a Child Development Project supporting educators, parents and children in regional communities.

A significant part of Pippa’s work is supervising and mentoring OTs, as well as running practical workshops to help therapists build confidence and skills in feeding therapy and everyday OT practice. She’s based in Brisbane and loves supporting clinicians to feel more capable and connected in their work.

Abstract

Challenging behaviour and participation difficulties often emerge when there is a mismatch between the needs, interests, and capacities of the child and the expectations of the activity or environment.

This session introduces a practical shift from reacting to behaviour toward reasoning through it.

Drawing on the ABC-IDEAS framework and a neurodevelopmental, relationship-based lens, this presentation explores behaviour as meaningful communication shaped by individual differences, developmental capacities, and context. Rather than focusing on surface-level responses, participants will learn how to identify and address the underlying mismatch driving behaviour.

Through clinical examples and real-world application, this session will demonstrate how small shifts in how we interpret behaviour can lead to more effective support, stronger relationships, and improved participation across settings.

This is not about lowering expectations or removing structure. It is about aligning expectations with the child’s current capacities, while supporting growth over time.

Attendees will leave with a clear framework for understanding behaviour, greater confidence in their clinical reasoning, and practical strategies they can apply immediately in home, school, and therapy environments.

Learning outcomes

• Recognise behaviour and participation challenges as a mismatch between the child and the demands of the activity or environment
• Shift from subjective, reaction-based interpretations of behaviour toward more objective, structured reasoning
• Move from a person-focused lens to a more holistic and comprehensive understanding of behaviour
• Identify key factors influencing behaviour, including individual differences, developmental capacities, and environmental context
• Begin to adopt a more neuroaffirming, relationship-based approach to supporting behaviour

Presenter bio

Dave Jereb is a paediatric occupational therapist, author, and co-founder of MoveAbout Therapy Services, with clinics in Sydney, the Central Coast, and Newcastle. With over 20 years of experience, he is passionate about helping families and professionals rethink how we understand and respond to challenging behaviours.

His book, Challenging the Story: A Surprisingly Simple Approach to Supporting Children with Challenging Behaviours, became an Amazon international bestseller. Dave is the creator of the Challenging the Story of Behaviour course, which provides a child and family-centred, relationship-based approach to supporting behaviour and participation through the ABC-IDEAS framework.

Abstract

Many children with complex disability experience challenges accessing everyday spaces within their own home including the bathrooms, bedrooms, entryways, or play areas that were never designed with their needs in mind.

Home modifications can make an enormous difference to a child’s independence, safety, comfort, and participation in family life. However, understanding how home modifications work under the NDIS can often feel confusing and overwhelming for families and therapists alike.

In this session, Occupational Therapist Sarah Collison will provide a practical overview of how home modifications for children are assessed, recommended and funded within the NDIS.

Learning outcomes

• Understand the role of the Occupational Therapist in assessing a child’s functional needs and translating these into home modification recommendations.
• Explain the typical process involved in home modification projects, including assessment, design drawings, builder engagement, quotations, and submission to the NDIS.
• Identify common challenges that arise during home modification projects and learn practical strategies for navigating these.

Presenter bio

Sarah Collison is an Occupational Therapist and the Director of Verve OT, specialising in assistive technology, home modifications, and complex functional assessments for NDIS participants. She leads a team of 55 OTs servicing the Sydney and Blue Mountains regions, delivering in-home and community-based supports to NDIS participants.

As a trainer and presenter, Sarah has educated thousands of OTs across Australia, equipping them to confidently navigate the complexities of the NDIS. She is the founder of Verve OT Learning, an education hub that empowers OTs to deliver high-quality, evidence-based services.

Sarah is also the facilitator of the NDIS OT Community of Practice, a network of over 11,500 OTs, fostering collaboration, knowledge sharing, and advocacy for better participant outcomes. In addition, she is the co-host of the OT Unplugged podcast, where she brings real conversations and practical insights to OTs navigating the NDIS space.

Abstract

Sensory modulation and sensory discrimination are two of the most clinically significant, yet misunderstood concepts in paediatric occupational therapy practice. Understanding their distinct neurobiological roles and, crucially, their transactional relationship with one another is fundamental to honouring each child's unique sensory profile and supporting meaningful participation in daily life. This workshop introduces the Sensory Coin concept that positions modulation and discrimination as two sides of the same coin. Each influencing and influenced by the other. When a child's nervous system is working hard to feel safe and regulate the intensity of sensory input (modulation), their capacity to extract meaning and detail from that input (discrimination) is naturally affected. This transactional dynamic and the role of nervous system safety within it have profound implications for how children engage in their everyday occupational roles, including ADLs, play, relationships, and learning. Drawing on contemporary neuroscience, trauma-informed principles, and the SenseUp Model™, this session explores the underlying adaptations that shape participation in occupational roles and translating this into meaningful, targeted interventions that are easily explained to and understood by caregivers and teams.

Learning outcomes

• Distinguish between sensory modulation and discrimination and how each uniquely shapes a child's occupational participation.
• Articulate the translational relationship between them (Sensory Coin), including how nervous system safety influences a child's capacity in a way that caregivers understand and build a trusting, collaborative approach to therapy.
• Apply a trauma-informed, strengths-based clinical reasoning approach to interpreting each child's unique sensory profile.
• Translate understanding of the SenseUp Model™ into individualised and relevant therapy planning that honours the child and supports authentic participation.

Presenter bio

Kerry Evetts is a Master's level occupational therapist with almost 3 decades of clinical experience across London, South Africa, and Australia. Based in Queensland, she is the founder of SenseUp Training, a globally recognised online education provider dedicated to upskilling occupational therapists in trauma-informed, neuroaffirming sensory integration practice.

Kerry developed The SenseUp Model™, a unique five-level developmental framework grounded in nervous system safety, Ayres Sensory Integration theory, Polyvagal Theory, and interoception research. Her approach bridges the gap between complex sensory concepts and practical, relatable clinical application.

To date, Kerry has trained over 3,500 occupational therapists worldwide through online courses, team training, and in-person workshops. She is a sought-after speaker at professional development events, including the World Federation of Occupational Therapy.

Kerry's mission is to ensure every sensory child feels understood, supported, and able to fully participate in life, whatever that looks like for them.

Abstract

Interoception is increasingly recognised as central to understanding behaviour, regulation and participation. However, many clinicians report uncertainty when it comes to applying this knowledge in everyday practice and translating it into meaningful support for families and educators. This facilitated session focuses on practical application rather than theory. Through case discussion, guided reflection and shared problem-solving, participants will explore how interoceptive differences present within real functional situations, including toileting, eating, emotional regulation and engagement. Clinicians will work through how to interpret what they are seeing, what to prioritise, and how to respond in ways that move beyond isolated activities. The session will also explore how to communicate interoceptive concepts in clear, functional ways that support carryover across home, school and community environments. Participants will be encouraged to bring their own clinical questions and experiences, with space to test ideas, refine reasoning and consider how to embed interoception into everyday routines, language and supports. This session is designed for clinicians who are familiar with interoception and are looking to strengthen their confidence in using this knowledge in practical, flexible and collaborative ways.

Learning outcomes

• Identify how interoceptive differences present within everyday functional situations
• Use an interoceptive lens to guide clinical decision-making in real time
• Integrate interoceptive supports into everyday routines and interactions
• Explain interoceptive concepts to families and educators in clear, functional ways

Presenter bio

Rachel has been supporting children and families since 1993, working across Australia and the UK. She’s passionate about helping children navigate learning and daily activities through relationship-based practice in natural settings. Over 30+ years, Rachel has integrated approaches from sensory processing to neurodiversity-affirming practice, parent coaching to clinical supervision. She believes in working within natural routines and building genuine partnerships with families. Rachel is also deeply committed to empowering fellow paediatric OTs, supporting colleagues to reflect on and enhance their clinical reasoning.

Abstract

Introduction In order for caregivers to be an effective co-regulation partner, they need to be able to modulate their focus during emotionally heightened times; anchoring themselves in the child’s long term needs and goals to avoid being hijacked by the perceived immediate need. Co-regulation is a fundamental pillar of childhood development, enabling children to form and maintain healthy relationships and develop self-regulation skills. Occupational therapists are uniquely placed to foster co-regulation within family systems, as caregiving is an occupation that facilitates and enables childhood occupations.

Implementation This presentation introduces the concept of Shifting Focus: staying anchored to long term needs, a practical tool designed to help caregivers remain anchored in the bigger picture rather than being pulled into the urgency of the moment. By intentionally shifting attention, caregivers can regain access to the tools and capacities they already possess, supporting a more reflective and attuned response.

Discussion More often than not, caregivers report that they know what they’re meant to do to co-regulate with their child, but putting it into practice is where the challenge lies. This tool serves as an enabling factor for caregivers to implement their co-regulation skills.

Conclusion The importance of co-regulation in relation to childhood development cannot be overstated. By upskilling and empowering caregivers to shift their focus to long term needs in order to co-regulate with their children, therapists create greater impact. When caregivers do better, children do better.

Learning outcomes

• 1. An understanding of the elements of co-regulation and its importance to childhood healthy development.
• 2. An awareness of the tool of Shifting Focus: staying anchored to long term needs, as an enabling factor of co-regulation.
• 3. An understanding of how you can utilise this concept in your practice.

Presenter bio

Jackie is the founder, Director, and Practice Principal of Kid Link OT, which she established in 2013 following her graduation from Deakin University in 2008. An endorsed Mental Health practitioner, Jackie leads the strategic, operational, and clinical direction of the service, while remaining actively involved in day-to-day practice. Her clinical interests include mental health, school inclusion, parent coaching, and social participation, with a strong commitment to neurodiversity-affirming, evidence-informed care. Jackie is a sought-after supervisor and mentor, supporting both clinicians and practice owners, and consults regularly with organisations, schools, and companies. She is passionate about positive workplace culture and building services and that genuinely make a difference.

Abstract

Pathological Demand Avoidance (PDA) is increasingly recognised as an Autistic profile, characterised by an extreme avoidance of everyday demands driven by anxiety. Avoidance can extend to external, internal, and self-imposed expectations, and is often interwoven with ADHD, emotional dysregulation, and trauma-related responses. This clinical conversation brings together occupational therapists with both lived and professional experience to unpack the complexities of supporting children and young people with PDA traits. A facilitated panel discussion will explore how demand avoidance can be understood through an occupational lens, through recognising the “four Fs” (fight, flight, freeze, fawn) as adaptive responses that shape participation and engagement. Discussion will focus on how OTs can centre safety, co-regulation, and collaboration, leading to transformation of outward resistance into trust, empowering children and young people to engage meaningfully in therapy and daily occupations.

Learning outcomes

• Describe Internalised and Externalised PDA traits.
• Reframe PDA through a relational and occupational perspective.
• Apply low-demand, safety-first strategies that reduce perceived threat.
• Enhance use of declarative language and AAC to increase autonomy and genuine engagement.
• Co-construct therapy environments that honour regulation, trust, and agency.

Presenter bio

Kate is an AuDHD paediatric occupational therapist and Director of Outcomes Therapy, with nearly two decades experience supporting children with multiple/complex physical disabilities, alongside neurodivergent families across sectors. She specialises in relationship-based, neuroaffirming practice, clinical and professional supervision, and is a strong advocate for ethical, evidence-informed systems that truly support children, families, and clinicians.

Abstract

Occupational therapists are increasingly seeking innovative, meaningful and engaging ways to support children and their families. Aquatic therapy provides a unique therapeutic environment that can facilitate participation, skill development, regulation and engagement through the natural properties of water. While often viewed as a specialised intervention, aquatic therapy aligns strongly with core occupational therapy principles, offering opportunities to address functional goals through occupation-based and relationship-centred practice. This presentation will explore water as a therapeutic medium and its application when working with children and adolescents. Drawing on current evidence, clinical experience and case examples, participants will learn how the aquatic environment can support children with a range of developmental, sensory, physical and psychosocial needs. The presentation will highlight the therapeutic properties of water, practical intervention approaches, considerations for service delivery and strategies for transferring skills from the pool into everyday occupations and participation. Beyond the aquatic setting, participants will be encouraged to consider the role of the environment as a key contributor to engagement, participation and occupational performance. Through discussion of occupational therapy theory, evidence and clinical experience, the presentation will examine how thoughtful selection and adaptation of environments can create opportunities for children to access meaningful occupations in ways that may not be possible within traditional therapy settings. Aquatic therapy will be presented not only as an intervention, but as an example of how occupational therapists can think creatively about context, challenge assumptions about where therapy occurs and harness the power of environment to support meaningful outcomes.

Learning outcomes

Attendees will leave with a deeper understanding of how aquatic therapy can complement and expand occupational therapy practice, while gaining practical ideas and renewed confidence to utilise environments more intentionally to support participation, engagement, and occupational performance.

• An understanding of why water is a powerful therapeutic medium for supporting engagement, participation and occupational performance.
• Increased confidence in articulating the occupational therapy rationale for aquatic therapy.
• Practical strategies for using aquatic environments to address functional and participation-based goals.
• A deeper appreciation of the role environment plays in therapy outcomes.
• Inspiration to think creatively about where therapy occurs and how environments can be leveraged to support children and families in meaningful ways.

Presenter bio

Samantha Harris is an Occupational Therapist, and the Director of H2OT Allied Health, based on the Sunshine Coast, Queensland. She leads a small, values-driven team supporting children and adolescents aged 0–18 with disability and developmental differences across home, community and aquatic environments. Samantha has a strong clinical interest in aquatic therapy, using the water as a dynamic medium to support regulation, engagement, skill development and participation in everyday activities. She is passionate about creating innovative, family-centred therapy approaches that are practical, evidence-informed and meaningful to her clients and their families.

Abstract

Goal setting is a central component of paediatric occupational therapy, where translating meaningful goals into clear, actionable intervention can be complex and tricky to know where to start. This workshop introduces a practical framework for creating goals and linking them with intervention planning through the use of treatment mapping. Grounded in a family-centred approach, it explores how therapists can collaboratively develop functional long-term, short-term, session-based, and parent-focused goals that are meaningful and achievable.

Attendees will be guided through the therapy journey, from initial assessment and case conceptualisation to goal selection and intervention planning. The workshop will explore key tools and frameworks and demonstrate how to break goals into measurable steps using treatment maps. Case examples will help participants to identify priorities, support parent engagement, and create clear pathways for outcomes to support occupational participation for children and their families.

Learning outcomes

• Explore where goals fit into the therapy journey (including use of OT models and case conceptualisation)
• Understand the important facets of goals and goal setting (including parent relationships) and be able to set functional long term goals, short term/discrete and session goals
• Decide what type of goal to set
• Determine a Treatment Map to achieve the goal

Presenter bio

Hanna Corfield is an Occupational Therapist who runs a small clinic dedicated to providing tailored, relationship-based support for children and their families. With a strong focus on each child being “one of a kind,” Hanna integrates evidence-based approaches including sensory integration, play therapy, and cognitive based interventions such as PRPP and COOP into her practice.

Hanna'a main passions lie in supporting children to do what they want to do in their everyday life through building child and family capacity with collaborative, strengths-based care; and supporting clinicians' approach case conceptualisation and goal setting. Hanna has worked across private practice, Education, and CYMHS across her career and is currently creating her clinic dream in Brisbane's Bayside.

Abstract

Assessment is an essential step in the therapeutic process, and OTs working in paediatrics are some of the most prolific users of standardised assessment tools. During this interactive forum we will explore questions about why, and how, clinicians are choosing and using particular standardised assessments in their current practice. We will also look to the future and discuss how our use of assessment tools might evolve, as dynamics - both within and outside our profession - change. This is an opportunity to exchange ideas on this important topic with peers from across the country - active participation is encouraged, so we can all learn from one another.

Learning outcomes

Presenter bio

Melinda is an occupational therapist and member of the Australian Association of Occupational Therapists. Her clinical special interests are sensory processing, cognitive, motor and learning difficulties in children and the impact these have on occupational performance. She has worked in a variety of clinical settings in Australia, the USA and UK including community health, schools, rehab and private practice. She now provides support and guidance in standardised assessment and interpretation to both professionals and students across Australia and New Zealand. Melinda is regularly called on to provide professional development both locally and internationally to her occupational therapy peers as well as other allied health and education professionals. She has presented at state and national conferences in Australia, New Zealand, the UK and Singapore and runs regular webinars that attract listeners from all over the world. Melinda was involved in the research and development of DriveSafe DriveAware, an iPad app for screening cognitive fitness to drive. She is the product manager for DriveSafe DriveAware and the book ‘Sensory Modulation & Environment’ by world-renowned sensory modulation expert Tina Champagne. She has demonstrated expertise in written and verbal communication, workshop facilitation and content development. She is a natural problem solver and enjoys the challenge of finding manageable solutions to complex issues. Melinda complemented her occupational therapy degree with a Masters of Business Administration in 2014. She uses her combined clinical and business skills to bring unique insights that benefit both the clinicians she assists and the company she represents.

Abstract

Prescribing assistive technology for children is one of the most high-stakes — and underserved — areas of paediatric occupational therapy practice. With funding complexities, evolving family needs, developmental considerations and professional scope boundaries all converging in a single recommendation, many OTs — even experienced clinicians — report uncertainty about whether their approach is truly best practice.

This presentation introduces a structured, family-centred framework for paediatric assistive technology prescription, guiding OTs from the moment of referral through to fitting, delivery and long-term follow-up.

Drawing on over a decade of clinical experience supporting children with cerebral palsy, spina bifida, muscular dystrophy and developmental delay, the presenter will move beyond product demonstrations to explore the occupational therapy process underpinning confident, defensible AT decisions.

Attendees will explore how to conduct assessments that genuinely account for function, safety, caregiver capacity and the family's stage in their disability journey. The presentation addresses a critical and often overlooked dimension of paediatric AT: goal setting that reflects a child's developmental trajectory, participation aspirations and anticipated growth — not simply their current presentation.

Whether you are new to paediatric AT or looking to strengthen your foundations, this session offers practical tools, real-world case insights and a replicable framework you can apply with greater clarity and confidence from your very next referral.

Learning outcomes

• Apply a clear OT process to AT prescription for children from referral to implementation.
• Build confidence in prescribing common paediatric equipment safely and effectively.
• Incorporate family-centred practice and consider the family’s stage in their disability journey.
• Identify key paediatric-specific factors including growth, development, and participation goals.

Presenter bio

Kate McMahon is Director and Senior Occupational Therapist at Kids + Co.Lab, a paediatric practice supporting children with complex disabilities and their families across the Sunshine Coast. She has over a decade of experience working with children with cerebral palsy, spina bifida, muscular dystrophy and developmental delay, specialising in assistive technology assessment and prescription.

Kate runs a values-led practice, prioritising family-centred care, inclusion and participation in all aspects of service delivery. She also provides clinical supervision and mentorship to paediatric OTs, supporting their professional growth through reflective, evidence-informed guidance that strengthens confidence, capability, and outcomes for children and families.

Abstract

This panel is intended to foster an honest and open discussion about what multidisciplinary collaboration actually looks like in paediatric practice, while still maintaining our professional integrity, ethical responsibilities, and occupational therapy identity. The discussion will explore the realities of working alongside other disciplines, including navigating differing opinions, role overlap, conflicting recommendations, varying therapeutic models, and the pressure that can sometimes arise within team environments. The panel will also explore how occupational therapists can remain grounded in their clinical reasoning, values, and scope of practice while still engaging in collaborative, respectful, and effective interdisciplinary care. Alongside the challenges, the discussion will highlight the significant benefits that strong multidisciplinary relationships can have for children, families, and clinicians when collaboration is approached thoughtfully and ethically.

Learning outcomes

• practical strategies for collaborating with other disciplines while maintaining occupational therapy identity and scope of practice
• understanding common challenges and tensions that can arise within multidisciplinary work and ways these can be navigated
• recognising the unique contribution occupational therapy brings within interdisciplinary teams
• strategies for managing conflicting recommendations, differing clinical perspectives, and professional boundaries
• reflecting on professional integrity, ethical practice, and advocacy within collaborative care environments

Presenter bio

Jamine is an Occupational Therapist who believes every child deserves access to excellent and affirming therapy, regardless of where they live or how complex their needs are. That belief has shaped the way she practises, the team she has built, and the communities she works in. She has spent over a decade specialising in working with children with complex and co-occurring conditions, where occupational therapy, medical, and developmental needs intersect. As a director and co-owner of More Than Able Therapy, she leads clinical services across an interdisciplinary team spanning the Sunshine Coast, Western Australia, and regional and rural Queensland, including outreach within First Nations community health and education teams. Jamine is passionate about clinical education, supervision, and supporting other therapists to feel confident in complex work. For her, the best therapy happens when the people around a child genuinely work together, not just alongside each other. Outside of work, Jamine is a coffee lover, a sourdough baker, and a very average gardener. Her golden retriever Ted is always close by contributing exceptional vibes.

Abstract

Children’s ability to participate in everyday occupations is deeply influenced by their capacity for regulation and feelings of safety within their their own bodies, relationships and environments. Drawing on Polyvagal Theory, this presentation explores how understanding the autonomic nervous system can enhance occupational therapy practice with children who experience challenges with regulation, engagement, and participation.

This session will translate key concepts of neuroception, autonomic state, and co-regulation into practical, occupation-focused strategies. Attendees will examine how behaviours often labelled as “challenging” can be reframed as adaptive nervous system responses to perceived threat or safety. Through this lens, occupational therapists can move beyond behaviour management toward interventions that prioritise connection, safety, and relational engagement.

Using case examples and clinical scenarios, the presentation will demonstrate how polyvagal-informed approaches can be embedded within everyday therapy contexts, including play, transitions, and routine-based interventions. Emphasis will be placed on the therapist’s role in co-regulation, the therapeutic use of self, and environmental modifications that support a child’s movement toward regulated states.

Participants will leave with a deeper understanding of the interplay between arousal and participation, along with practical tools to support children’s regulation in a way that is developmentally attuned, trauma-informed, and occupation-centred. This approach aims to enhance not only individual outcomes but also the relational quality of therapeutic interactions, fostering greater engagement, resilience, and wellbeing.

Learning outcomes

• Understand more about the anatomy and physiology of the vagus nerve particularly in how it influences the body.
• Improve knowledge about neuroception and how to harness this powerful sense to support outcomes in therapy.
• Participants will be challenged to move away from the notion of regulation being an end state and shift their thinking about how they measure regulation.
• Consider how taking a poly-vagal informed lens can help us frame progress - to shift our thinking toward 'to go slow is to go fast'.

Presenter bio

Melissa is a Mental Health Endorsed Paediatric OT with over fifteen years of experience working within Private Practise and community organisations. Melissa founded Inside Out Therapy a Neurodiverse Affirming Practise which runs across three sites in Brisbane. Melissa is passionate about creating strong and robust teams who work through a relational approach to therapy where regulation and connection are at the centre of all they do.

Abstract

As a health profession, occupational therapy has embraced the paradigm of evidence-based practice (EBP) as a way of assuring the quality of the approaches used in practice. Despite recognising multiple sources of evidence, the contemporary approach to EBP often privileges empirical evidence over evidence arising from lived experience. The individualised and non-linear focus of occupational therapy makes it difficult to establish direct causal effects arising from particular interventions and in practice many clinicians often use non-empirical sources of evidence arising from professional experience and client perspectives to inform decisions. While this approach has a certain appeal to clinicians who have become frustrated by the lack of research consensus on some issues, it comes with risk of unconscious bias, selectivity and misrepresentation. This presentation explores the paradigm of EBP from an epistemological perspective and proposes ways of drawing together empirical and non-empirical evidence to provide services that are well-informed, effective and individually designed.

Learning outcomes

• Understand the difficulty in applying a medically derived version of evidence-based practice to the practice of occupational therapy
• Recognise the risk of cognitive bias that arises when practice evidence is not critically appraised
• Understand the need to integrate empirical and non-empirical forms of evidence when providing high quality occupational therapy services

Presenter bio

Craig Greber is a 'pracademic' who divides his career between practice, management, teaching and research. He spends far too much time thinking about the nature of human occupation and the things we do as therapists to promote and enable it. Craig values the evidence that arises from experience, including the knowledge that comes from clients and peers, and he has made many (mostly unsuccessful) attempts to articulate the complex reasoning occupational therapists use when providing client-centred services. This presentation considers the place of practice evidence as an important adjunct to empirical research in informing service delivery.

Abstract

This presentation explores paediatric sensory processing through both a clinical and lived experience lens, combining case study discussion with reflective insights from lived experience of sensory overwhelm and traumatic brain injury (TBI). Through real-world examples, attendees will explore auditory and visual overwhelm, nervous system responses, window of tolerance, therapeutic regulation strategies, and the impact of navigating complex systems while dysregulated. The session will also discuss tools such as Sensate and broader regulation-based approaches, while considering what sensory overload can actually feel like from the inside. Blending clinical reasoning with reflective practice, this presentation invites therapists to deepen empathy, reconsider assumptions around behaviour and participation, and strengthen neuroaffirming, regulation-focused intervention approaches.

Learning outcomes

• By the end of this session, participants will be able to:
• Identify how sensory overwhelm may present in paediatric clients across different environments and contexts
• Describe the relationship between sensory processing, nervous system regulation, and window of tolerance
• Reflect on how lived experience perspectives can deepen clinical understanding and therapeutic relationships
• Apply regulation-focused and neuroaffirming approaches when supporting children experiencing sensory overwhelm
• Consider the emotional and functional impacts of navigating environments and systems while dysregulated
• Explore practical clinical strategies and tools that may support regulation and sensory processing, including environmental modification and sensory-based interventions

Presenter bio

Deb Hopper is a highly experienced paediatric occupational therapist with 29 years of dedicated practice supporting children, families, and professionals. Renowned for her practical, hands-on strategies, Deb specialises in helping children manage anxiety, sensory processing, and learning difficulties. She is the author of Teaching Kids to Manage Anxiety: Superstar Practical Strategies, two children’s sensory books, and the School Environment Sensory Checklist. Deb empowers occupational therapists, educators, and parents to demystify children’s behaviour by encouraging curiosity over criticism. She supports OTs Australia-wide through professional supervision and her membership program, The Kids OT Pod, running since 2019. As a sought-after speaker and writer, Deb’s work features in national newspapers, including The Daily Telegraph, and international publications such as Autism Parenting Magazine. She is the founder of Life Skills 4 Kids and a respected voice in the paediatric occupational therapy community.

Abstract

Occupational Therapists bring extensive knowledge and therapeutic tools to their work with children with developmental differences and their families. These resources usually have greatest impact when grounded in strong relational foundations. When practitioners listen first, contract clearly, and collaborate with families to determine what matters most, professional expertise can become more meaningful, targeted, and sustainable.

The Canadian Model of Occupational Participation introduced the concept of mutual competence: the shared confidence and capability that arises when practitioner and family each bring their expertise to a partnership of equals. While widely endorsed, mutual competence can be difficult to enact consistently in everyday practice.

This interactive workshop explores contracting as the mechanism through which mutual competence can be operationalised across early childhood intervention contexts. Contracting involves collaboratively identifying priorities, forming shared hypotheses about what may help, clarifying what support will look like, and agreeing on how progress will be reviewed. By contracting together around what truly matters, practitioners and families can move beyond a focus on fixing developmental differences toward supporting meaningful participation, identity, and wellbeing.

Drawing on clinical experience and implementation research of the PAIR Model, this workshop demonstrates how explicit contracting strengthens engagement, goal alignment, and outcomes across early childhood, parenting, and interdisciplinary services. Relational principles will be explicitly linked to participation and capability-building, demonstrating how connection enhances the effectiveness of our supports rather than replacing them.

Attendees will leave with practical tools they can implement immediately, including the PAIR contracting map, collaborative goal-setting proforma, and strategies to support transfer of skills from low-stress to high-stress contexts.

Learning outcomes

• Attendees will leave this keynote with practical, transferable tools to enhance connection and capability in their own practice. Learning outcomes:
• Increased understanding of mutual competence and how the PAIR Model and contracting map can offer a clear structure for early conversations that centre what matters;
• Practical tools for collaborative goal setting: language examples to help determine meaningful, workable goals and embedding person-centred evaluation language;
• Low-stress to high-stress transfer strategies, applying knowledge of arousal and learning to support skill generalisation and co-regulation across daily life.

Presenter bio

Dr Jacqui Barfoot is an occupational therapist, researcher, and training provider with more than 20 years’ experience in early childhood and family-centred practice. As a Research Fellow at The University of Queensland’s Child Health Research Centre, she is part of nationally funded projects translating relational principles into practice. Jacqui developed the Phased Approach to Including a Relational Focus (PAIR) Model and an associated training package to help practitioners embed collaboration, and capability-building in their work with children and families. Her research and teaching advance a relational model of occupational therapy that integrates evidence, empathy, and partnership to achieve meaningful and sustainable outcomes. Jacqui is committed to translating her research to the broader community and has delivered a Tedx Talk with more than 13,000 views, and performed at the Brisbane Comedy Festival and Woodford Folk Festival.

Abstract

Technology is now embedded into every aspect of family life, and is having profound effects upon the development of children and family relationships. Neurodivergent children are often especially drawn to technology as it enables them to experience success, learn and relate to others in particular ways. Clinicians often feel ill equipped to support children and families to develop healthier and more balanced habits around tech usage. Our approaches need to be carefully tailored to account for the family’s values around tech usage and their capacity to work on this issue, and need to take into account the child’s underlying neurological processes at work.

Learning outcomes

• Understand how a child’s nervous system is impacted by tech usage.
• Know tips and tricks for how to support families to develop balanced routines around tech usage.
• Be able to reflect on our own use of tech

Presenter bio

Veronica Sarunic, Director and Principal Occupational Therapist of Client Centred Therapy Services, has over 30 years of clinical experience, bringing a depth of knowledge and expertise to her practice. Veronica is deeply passionate about supporting families and young people to thrive, and she approaches her work with a holistic and compassionate lens. A lifelong learner, she regularly undertakes professional development and training to continually refine her clinical practice and supervision skills.

Abstract

Therapy outcomes depend not only on what we do in the room, but on how well the therapy we design fits the family carrying it forward. When there is a mismatch between what we plan and what a family can actually hold, even sound clinical work fails to translate. This session introduces a practical framework for building therapy that fits. Drawing on the Caregiver Capacity Continuum, therapeutic contracting, and block planning, participants will explore how to read caregiver readiness, set up the therapeutic relationship with clarity and collaboration, and build plans that are sustainable in real family life. Through clinical reflection and practical frameworks, attendees will leave with tools they can apply from their next initial appointment.

Learning outcomes

By the end of this session, participants will be able to:

• Identify factors that influence caregiver capacity and recognise how capacity presents across a continuum
• Adapt their clinical approach to match the caregiver’s current level of readiness and engagement
• Apply therapeutic contracting to set clear expectations and build collaborative therapeutic relationships from the outset
• Build therapy plans that account for family capacity, context, and sustainability
• Reflect on how their current practice sets families up, or doesn’t, for meaningful carry-over

Presenter bio

Alyce Svensk is a paediatric occupational therapist and founder of The OT Coach Australia. She develops the OT workforce through mentoring, supervision, national workshops, podcasts, and the OT Coach Academy. Alyce is known for practical clinical frameworks, reflective leadership, and strengthening therapist confidence across Australia.

Abstract

“Deep conversations” are part of paediatric occupational therapy, whether we feel fully prepared for them or not. Families often share grief, fear, burnout, guilt, trauma, uncertainty, and overwhelm within our therapy spaces, sometimes quietly and sometimes all at once. As therapists, we can find ourselves holding emotionally charged conversations about diagnoses, functional impacts, school experiences, family stress, future planning, and the realities of daily life. These moments require more than clinical knowledge. They require safety, attunement, regulation, boundaries, and the ability to stay present without trying to “fix” everything.

Learning outcomes

• Explore the emotional realities families bring into paediatric occupational therapy conversations
• Understand the role of co-regulation, therapeutic presence, and psychological safety in difficult discussions
• Develop practical strategies for responding to grief, overwhelm, anger, guilt, and uncertainty in parents and caregivers
• Reflect on therapeutic boundaries and how to remain supportive without overholding or rescuing
• Identify ways therapists can protect their own nervous systems and reduce emotional burnout when navigating emotionally heavy clinical work
• Strengthen confidence in having honest, compassionate, and relationally safe conversations with families within paediatric practice

Presenter bio

Isabel (Izzy), is an OT and family therapist who is driven by her values of kindness, integrity and authenticity. She believes firmly in inclusion and neuro affirmation- and enjoys working with autistic and ADHD peas. She has particular special interest in parent coaching- as a trained circle of security facilitator, she understands the importance of supporting parents, see it as an essential part of the therapy process. Izzy also has expertise in Telehealth and believes that good therapy should be easy and accessible to everyone- no matter your postcode. Izzy applies a range of sensory, and trauma informed frame works and is always ultimately guided by a child centred approach.

Abstract

Praxis is more than coordination or “clumsiness.” It is the foundation that allows children to generate ideas, plan actions, organise their bodies, adapt to challenges, and successfully engage in everyday occupations. Difficulties with praxis can significantly impact play, self-care, emotional regulation, participation at school, social confidence, and independence, yet these challenges are often misunderstood, oversimplified, or missed altogether.

Learning outcomes

Develop an understanding of praxis and the components involved in motor planning and execution

Presenter bio

Leah Snowdon is a paediatric occupational therapist with a deep clinical interest in praxis, motor planning and the complex interplay between body, regulation and participation.

Leah brings thoughtful clinical reasoning, grounded practice and a strong understanding of how motor challenges present in real-world paediatric settings. Her work supports therapists to look beyond surface behaviours and identify the motor, sensory and planning components influencing a child’s functional engagement.

At POTCA 2026, Leah will be presenting on praxis. Breaking down what it really looks like in everyday therapy sessions, how it intersects with regulation and participation, and how to translate theory into practical intervention strategies that therapists can apply immediately in their work.

In addition to presenting, Leah is the Presenter and Program Coordinator for the conference. She has played a central role in shaping the program, liaising with speakers and curating a schedule that reflects the clinical depth and practicality that underpins this event.

Leah’s contribution extends beyond her session, she has been instrumental in building a conference designed for therapists working on the ground, navigating complex clinical presentations every day.

Abstract

Parents will often say, “they just play with my child,” without realising the depth of clinical reasoning, therapeutic observation and skill development occurring underneath play.

Learning outcomes

• Identify the layers of clinical reasoning occurring within play-based occupational therapy, including observation of regulation, sensory processing, motor skills, praxis, executive functioning, communication and participation.
• Recognise how occupational therapists use observation, therapeutic use of self and moment-to-moment adaptation during play to grade challenge, respond to the child and work towards meaningful therapeutic goals.
• More clearly articulate the therapeutic intent behind play-based intervention to parents, caregivers and other professionals, demonstrating why it is never just play.

Presenter bio

Rebecca Lockyer is an Occupational Therapist with over thirteen years of experience in paediatric practice, having worked exclusively in private practice environments across disability, neurodiversity and family-centred care.

Abstract

Behind difficulties with toileting are often multiple overlapping layers including sensory processing differences, interoception, anxiety, trauma histories, motor planning challenges, emotional regulation, constipation, communication differences, demand avoidance, executive functioning difficulties, environmental barriers and relational dynamics.

Learning outcomes

• Identify the interacting layers that may contribute to a child’s toileting difficulties, including sensory processing, interoception, regulation, anxiety, communication, motor, medical, environmental and relational factors.
• Use a layered clinical reasoning approach to look beyond toileting behaviour and explore what may be driving avoidance, distress, withholding, dependence or difficulty participating in toileting.
• Apply neurodiversity-affirming, regulation-focused and participation-based principles to develop practical toileting supports that consider nervous system safety, positioning, sensory and interoceptive needs, demand reduction and the child’s environment.
• Prioritise intervention within a complex toileting presentation, identifying what needs to be addressed first, what can be supported concurrently, and when collaboration with other professionals is required

Presenter bio

Rebecca Lockyer is an Occupational Therapist with over thirteen years of experience in paediatric practice, having worked exclusively in private practice environments across disability, neurodiversity and family-centred care.