Ruth Waldrop Occupational Therapist

03/05/2026

We didn't get the building we wanted. Yet.

Heavenly Father,
Thank You. Not for the building we hoped for, but for the reminder that You are the one who finds, who opens doors, and who closes them with purpose.

We came to You with open hands, and asked that Your will — not ours — be done. And so we trust that this closed door is Your loving guidance, redirecting our steps toward something greater than we imagined.

Fill us with patience that does not grow weary, with faith that does not waver in the waiting, and with joy — this joy — that defies what the world calls disappointment.

Lord, You know the building. You know the walls that will hold our mission, the doors that will welcome the vulnerable, the rooms that will be filled with Your presence through our OT work.

So we wait — not in worry, but in joyful anticipation — knowing You are already there, in that place, preparing it for us.
Let it be done according to Your will.

Amen. 🙏

03/04/2026

There's something quietly profound about the work we do — the way progress in OT doesn't announce itself loudly. It arrives in small, honest moments: a child who tolerated a texture they once fled from, a hand that steadied around a tool it couldn't hold last month, a child who looked up from his cars and made a sound toward another person. You have to be paying attention to catch it, and you are.

Those aren't small things. Those are a nervous system learning to trust the world a little more.

The transformation you're describing is real, and so is the investment that makes it possible.

01/27/2026

Fine motor skills through play! https://www.theottoolbox.com/building-fine-motor-skills-through-play/

01/26/2026

01/26/2026

Executive functioning isn't just one thing!

via Lively Minds Tutoring

01/25/2026

01/25/2026

01/25/2026

Fine motor ideas to support grasp, strength, and coordination skills...Need more ideas and the WHY behind these activities? Here is what we do in OT sessions and WHY: https://www.theottoolbox.com/fine-motor-skills/

01/25/2026

I've referenced this pyramid of learning many times! And it's been recently updated to include the interoception system.

You can read more about each sensory system here > https://www.growinghandsonkids.com/a-comprehensive-guide-to-sensory-processing.html?utm_campaign=meetedgar&utm_medium=social&utm_source=meetedgar.com

Get your printable copy of the pyramid here > https://play-spark.com/products/pyramid-of-learning-informational-handout?utm_campaign=meetedgar&utm_medium=social&utm_source=meetedgar.com

Reference: Pyramid of Learning (Taylor, Trott) 1991.

01/18/2026

SECOND CHANCE SUNDAY

A Child’s Voice – After School, I Need You to Know
The Child Who Masks

Earlier today I shared the swan model.

The one that looks calm on the surface, gliding through the school day — while underneath, it’s paddling fast just to stay afloat.

This is that same child, speaking now.

When I come out of school, I’m not being “dramatic”.
I’m not suddenly difficult.
I’m not undoing all the good behaviour you were told about.

I’ve been holding it together all day.

I’ve pushed feelings down so I didn’t stand out.
I’ve copied others so I could fit in.
I’ve kept my stims small and hidden.
I’ve smiled when I didn’t feel OK.
I’ve tried to remember every rule so no one got cross.
I’ve ignored what felt too loud, too bright, too much.

And by the time I reach you, there’s nothing left in the tank.

What looks like defiance, tears, shutdown, or anger after school is often exhaustion from masking.

If this feels familiar, you’re not alone — and neither is your child.

To SAVE, click on the image, tap the three dots, and choose Save.
If you’d like the boy version, comment BOY below.

My Masking Toolkit supports parents and educators to understand masking, recognise the hidden load, and reduce the pressure children carry just to be accepted. Link in comments below ⬇️ or via Linktree Shop in Bio.

01/18/2026

When screens feel like the safest place
For many autistic young people, the digital world offers something the real world rarely does: predictability. Screens reduce the sensory and social demands that can overwhelm an already hardworking nervous system.

When the world is too loud, bright or fast
Real-life environments are full of unpredictable sounds, movements and social cues. Screens give autistic children control — over brightness, volume, pace and interactions — helping their sensory system settle rather than overload.

When communication becomes easier
Online spaces often feel more manageable because they remove the pressure to interpret facial expressions, tone or fast back-and-forth conversation. Screens offer clarity and time, reducing social anxiety and supporting genuine connection.

When 'special interests' come alive
Autistic passions are powerful regulators. Screens allow uninterrupted exploration of these interests, offering joy, comfort and identity-building in a world that often misunderstands them.

When understanding creates compassion
Seeing screen engagement through an autistic lens shifts us away from fear-based narratives.