Occupational therapy for an autistic child helps with sensory regulation, motor skills, daily routines, play, feeding, dressing, toileting, handwriting, and school participation. It matters because many autistic children struggle with everyday tasks, not only communication. For example, OT can help a child tolerate toothbrushing without panic.<\/p>\n\n\n\n
Your child screams when water touches their head. Socks feel \u201cwrong.\u201d Toothbrushing turns into a battle. At preschool, they avoid messy play, cover their ears during assembly, and struggle to sit for group activities.<\/p>\n\n\n\n
In our clinic, parents often ask, \u201cIs this behaviour, sensory, autism, or parenting?\u201d That question matters. Many autistic children are not refusing because they want to create trouble. Their body may be overwhelmed by sound, touch, movement, texture, smell, transition, or uncertainty.<\/p>\n\n\n\n
Occupational therapy looks at the child\u2019s real-life participation. The goal is not to make the child look \u201cnormal.\u201d The goal is to help the child feel safer, participate more comfortably, and build independence in daily routines.<\/p>\n\n\n\n
Also read: At-Home Occupational Therapy for Autism | Calming & Fun Ideas<\/a><\/p>\n\n\n\n Occupational therapy for an autistic child focuses on helping the child participate in daily life with more comfort, safety, regulation, and independence. It looks at sensory processing, movement, motor planning, play, feeding, grooming, dressing, handwriting, school participation, and family routines.<\/p>\n\n\n\n AOTA explains that occupational therapy enables people to participate in daily living and uses everyday activities to promote health, well-being, and participation. AOTA also states that OT services typically include an individualized evaluation, a unique intervention plan, and an outcomes evaluation.<\/p>\n\n\n\n In our clinic, we look at the child\u2019s whole day. Can the child eat, dress, bathe, play, sleep, join school routines, tolerate sensory input, use their hands, and recover after frustration? If these daily activities are hard, OT may be appropriate.<\/p>\n\n\n\n Micro-example one: a 3-year-old refuses hair washing because water on the face feels unbearable. OT may work on sensory tolerance, predictable steps, and parent strategies. Micro-example two: a 7-year-old understands schoolwork but cannot sit, copy, or manage noisy classrooms. OT may work on sensory regulation, posture, visual-motor skills, and classroom supports.<\/p>\n\n\n\n A weak OT plan gives random sensory games. A strong OT plan connects every activity to a real-life target.<\/p>\n\n\n\n Occupational therapy matters for speech and communication because a child must be regulated enough to listen, join, imitate, play, and communicate. If the body is overwhelmed, communication often collapses.<\/p>\n\n\n\n The CDC explains that speech-language therapy supports understanding and use of language, while occupational therapy teaches skills for independent living, including dressing, eating, bathing, relating to people, and sensory integration support.<\/p>\n\n\n\n In our clinic, we often see autistic children communicate better when their sensory and body needs are supported. A child who is covering ears, avoiding touch, running from transitions, or crashing into furniture may not be available for speech practice yet.<\/p>\n\n\n\n Micro-example one: a child cries every time bubbles come near their face. Before expecting \u201cmore\u201d or \u201cpop,\u201d OT may help the child tolerate the visual, sound, and movement experience. Micro-example two: a child pulls away during group play because the room is noisy. OT may support noise management, movement breaks, and seating so the child can join communication activities.<\/p>\n\n\n\n OT can support communication by improving:<\/p>\n\n\n\n What I tell families is simple: OT does not replace speech therapy. But when regulation, sensory processing, motor planning, or daily routines block communication, OT becomes a critical part of the plan.<\/p>\n\n\n\n An autistic child may need occupational therapy at any age if sensory, motor, self-care, feeding, play, handwriting, school, or regulation challenges affect daily life. The earlier the functional difficulty appears, the earlier parents should seek guidance.<\/p>\n\n\n\n Age alone should not decide therapy. A 2-year-old may need OT for feeding, sensory regulation, and play. A 6-year-old may need OT for handwriting, classroom participation, and transitions. A 12-year-old may need OT for hygiene, school organization, self-advocacy, and independence.<\/p>\n\n\n\n WHO states that autistic people\u2019s abilities and needs vary and can evolve over time. WHO also notes that evidence-based psychosocial interventions can improve communication and social skills and positively affect well-being and quality of life.<\/p>\n\n\n\n Micro-example one: a 2.5-year-old who eats only crunchy foods, screams during hair washing, and avoids touch may need OT before school starts. Micro-example two: a 9-year-old who speaks well but cannot tolerate uniforms, assemblies, handwriting, or homework transitions may still need OT.<\/p>\n\n\n\n Do not wait for the child to \u201coutgrow\u201d daily distress. If the same routines break down every day, the child needs support.<\/p>\n\n\n\n Sensory routines are a major part of occupational therapy for autistic children because many children experience sound, touch, movement, light, texture, smell, or body sensations differently. The goal is not to force tolerance; the goal is safer participation.<\/p>\n\n\n\n The CDC lists sensory integration therapy as one OT-related support that may help improve responses to sensory input that is restrictive or overwhelming.<\/p>\n\n\n\n In our clinic, we first identify the sensory trigger. Is the child avoiding touch? Seeking pressure? Afraid of movement? Overwhelmed by sound? Under-responsive to body signals? Each pattern needs a different plan.<\/p>\n\n\n\n Micro-example one: a child covers ears every time the mixer starts. OT may help with warning cues, distance, headphones, and gradual tolerance. Micro-example two: a child crashes into sofas after school. OT may create a safe heavy-work routine before homework.<\/p>\n\n\n\n A PubMed-indexed systematic review by Schoen and colleagues concluded that Ayres Sensory Integration intervention for children with autism indicates evidence-based practice, but this should be applied through qualified OT assessment rather than random home activities.<\/p>\n\n\n\n Do not copy random \u201csensory diets\u201d from social media. A child who seeks spinning may become more dysregulated with too much spinning. A child who avoids touch may panic if messy play is forced too quickly. OT must individualize the plan.<\/p>\n\n\n\n Daily living routines are central to OT because childhood occupations include eating, dressing, bathing, toileting, grooming, sleeping, school preparation, and play. These are not small issues; they shape family life every day.<\/p>\n\n\n\n AOTA lists daily living activities such as bathing, dressing, and eating, caregiver and family training, planning daily routines, and returning to school and leisure activities among areas where OT can help.<\/p>\n\n\n\n In our clinic, we ask parents where the day breaks down. Morning dressing? Toothbrushing? Meals? Toilet training? Bedtime? School bag packing? OT should target the routines that create the most stress.<\/p>\n\n\n\n Micro-example one: a child refuses all shirts with collars. OT may help parents adjust clothing, prepare the body with deep pressure, and teach dressing in smaller steps. Micro-example two: a child cannot brush teeth without gagging. OT may adjust brush type, pressure, timing, taste, and visual countdowns.<\/p>\n\n\n\n Here is the hard standard: if therapy is not improving real routines at home, it is not enough. Clinic performance is not the endpoint. Home participation is.<\/p>\n\n\n\n Play and school routines are where many autistic children show OT needs. They may struggle with fine-motor control, gross-motor coordination, sensory overload, attention, transitions, imitation, or flexible play.<\/p>\n\n\n\n In our clinic, we treat play as serious developmental work. Play builds movement, problem-solving, communication, social flexibility, and confidence. If play is repetitive, rigid, unsafe, or limited, OT may support expansion without disrespecting the child\u2019s interests.<\/p>\n\n\n\n Micro-example one: a child lines up cars and becomes upset if anyone moves them. OT may join the car interest, then slowly add ramps, garages, turns, and pretend actions. Micro-example two: a child avoids playground equipment. OT may work on balance, motor planning, confidence, and gradual movement tolerance.<\/p>\n\n\n\n School-related OT may target:<\/p>\n\n\n\n CDC describes TEACCH as an educational approach based on consistency and visual learning, including visual routines and classroom structure. OT often works alongside these types of visual and environmental supports.<\/p>\n\n\n\n For school-age autistic children, the real question is not only \u201cCan they write?\u201d It is \u201cCan they participate in the school day without constant distress?\u201d<\/p>\n\n\n\n Progress in OT for an autistic child should appear in daily life: smoother routines, better regulation, safer movement, improved self-care, stronger play, or more school participation. It should not be measured only by how well the child performs inside the clinic.<\/p>\n\n\n\n In our clinic, we track functional changes. Can the child tolerate toothbrushing for 10 seconds longer? Can they wear socks with less distress? Can they ask for a break instead of crashing? Can they copy one motor action? Can they join school assembly with headphones?<\/p>\n\n\n\n Micro-example one: your child still dislikes hair washing, but now tolerates water near the back of the head with a countdown. That is progress. Micro-example two: your child still needs help dressing, but now puts one arm into the sleeve independently. That counts.<\/p>\n\n\n\n Progress should be reviewed every 4\u20138 weeks. If the therapist cannot show what changed, what stayed hard, and what the next target is, the plan is too vague.<\/p>\n\n\n\n Do not use occupational therapy to force autistic children into looking \u201cnormal.\u201d The goal is participation, safety, regulation, independence, and quality of life, not masking or blind compliance.<\/p>\n\n\n\n WHO states that care for autistic people should be accompanied by accessibility, inclusivity, support, and participation from people living with these conditions. That should shape how therapy goals are written.<\/p>\n\n\n\n The biggest mistake is treating sensory distress as stubbornness. A child who screams during toothbrushing may not be \u201cnaughty.\u201d They may be experiencing taste, texture, pressure, smell, or loss of control as overwhelming.<\/p>\n\n\n\n Micro-example one: instead of forcing a child to touch shaving foam, start with dry textures they tolerate and build gradually. Micro-example two: instead of saying, \u201cStop crying and brush,\u201d use a visual timer, softer brush, predictable count, and a break signal.<\/p>\n\n\n\n Good therapy respects the child\u2019s nervous system while still building capacity.<\/p>\n\n\n\n Seek professional help when sensory distress, motor difficulty, feeding issues, dressing problems, toileting delays, unsafe movement, poor play participation, handwriting struggles, or school routine problems interfere with your autistic child\u2019s daily life. OT is especially important when the same routine causes repeated distress despite patient home support.<\/p>\n\n\n\n In our clinic, we recommend OT assessment when parents feel the day is built around avoiding triggers. If you cannot brush teeth, leave the house, dress for school, manage meals, or complete bedtime without repeated distress, support is needed.<\/p>\n\n\n\n CDC says current autism treatments seek to reduce symptoms that interfere with daily functioning and quality of life. It also notes that treatments can happen across education, health, community, home, or combined settings.<\/p>\n\n\n\n Here is the blunt clinical line: if your child\u2019s sensory and routine struggles are controlling the whole household, stop calling it a phase. Get an OT assessment.<\/p>\n\n\n\n Occupational therapy helps autistic children participate in daily life through sensory regulation, motor skills, self-care, play, school routines, feeding, and independence. Speech therapy helps with communication, language, AAC, social communication, and understanding.<\/p>\n\n\n\n In OT sessions, we may use movement play, obstacle courses, deep-pressure activities, fine-motor games, feeding routines, dressing practice, visual schedules, handwriting tasks, play expansion, and parent coaching. Every activity should connect to a functional goal.<\/p>\n\n\n\n Micro-example one: if a child cannot tolerate socks, the OT may work on tactile tolerance, clothing choices, body preparation, and a step-by-step dressing routine. Micro-example two: if a child crashes into furniture after school, OT may build a safe heavy-work routine before homework.<\/p>\n\n\n\n Speech therapy may run alongside OT when the child also struggles with requesting, refusal, understanding instructions, AAC use, or social communication. For example, OT may help a child regulate before mealtime, while speech therapy teaches \u201cmore,\u201d \u201call done,\u201d \u201chelp,\u201d or AAC choices.<\/p>\n\n\n\n Useful approaches may include:<\/p>\n\n\n\n The CDC notes that developmental approaches can be combined with behavioural approaches, and that ESDM is used with children aged 12\u201348 months through play, social exchanges, and shared attention in natural settings.<\/p>\n\n\n\n A strong plan is not \u201cOT versus speech versus behaviour therapy.\u201d A strong plan asks which skill is blocking daily life and which specialist should address it.<\/p>\n\n\n\n Different therapy approaches support different needs in autistic children. The right plan depends on the child\u2019s sensory profile, motor skills, communication, behaviour, age, daily routines, and school needs.<\/p>\n\n\n\n In our clinic, many children need a combined plan. A 3-year-old may need OT for sensory regulation, speech therapy for communication, and parent coaching for home routines. A 9-year-old may need OT for handwriting and school regulation, speech therapy for social communication, and psychological support for anxiety.<\/p>\n\n\n\n The wrong question is, \u201cWhich therapy is best for autism?\u201d The better question is, \u201cWhich therapy matches my child\u2019s biggest barrier right now?\u201d<\/p>\n\n\n\n Occupational therapy helps an autistic child participate better in daily routines such as eating, dressing, bathing, toileting, play, handwriting, and school. It also supports sensory regulation, body awareness, coordination, and independence. OT does not cure autism or erase autistic traits. It helps the child function with more comfort, safety, and confidence.<\/p>\n\n\n\n No. Sensory processing is a common OT target, but OT also works on fine motor skills, gross motor coordination, feeding, dressing, toileting, handwriting, play skills, school participation, and daily routines. Some autistic children need OT mainly for sensory regulation, while others need help with self-care or motor planning. A good OT assessment should identify the exact functional barrier.<\/p>\n\n\n\n An autistic child can start OT whenever sensory, motor, feeding, play, self-care, or routine difficulties affect daily life. Some children benefit as toddlers, especially if bath, feeding, dressing, or play are difficult. School-age children may need OT for handwriting, classroom regulation, organization, or independence. The decision should be based on functional need, not age alone.<\/p>\n\n\n\n OT can reduce some meltdowns when they are linked to sensory overload, transitions, motor difficulty, or routine stress. The therapist helps identify triggers, adjust the environment, build regulation tools, and teach predictable routines. OT does not guarantee that all meltdowns disappear. The goal is to reduce distress and improve recovery, communication, and participation.<\/p>\n\n\n\n Your child may need one, two, or all three depending on the concern. OT helps with sensory regulation, daily living, motor skills, feeding, and school participation. Speech therapy helps with communication, language, AAC, and social interaction. Behaviour therapy may help when unsafe or high-frequency behaviours need structured support. A multidisciplinary assessment is the safest way to decide.<\/p>\n\n\n\n Parents can practise OT-informed routines at home, but they should not guess the full therapy plan without guidance. Home practice may include visual schedules, sensory regulation routines, dressing steps, feeding support, play expansion, or fine-motor activities. The therapist should explain why each activity matters and how to adapt it. Good OT makes parents more confident, not more confused.<\/p>\n\n\n\n Occupational therapy for an autistic child should make daily life more manageable, not more pressured. Start with one routine that breaks down most often: dressing, meals, bath, schoolwork, sleep, or play. Write down what happens before, during, and after the difficulty. Then book an OT consultation and ask: \u201cWhat skill or sensory need is blocking participation here?\u201d<\/p>\n\n\n\n About Author:<\/p>\n\n\n\nWhat occupational therapy for an autistic child looks like<\/h2>\n\n\n\n
What parents notice<\/th> What OT may assess<\/th><\/tr><\/thead> Covers ears often<\/td> Sound sensitivity and regulation<\/td><\/tr> Avoids messy play<\/td> Tactile sensitivity<\/td><\/tr> Crashes, jumps, pushes constantly<\/td> Proprioceptive and vestibular needs<\/td><\/tr> Struggles with dressing<\/td> Motor planning, sensory comfort, sequencing<\/td><\/tr> Refuses toothbrushing or haircuts<\/td> Oral\/tactile sensitivity and routine stress<\/td><\/tr> Poor pencil grip or handwriting<\/td> Fine motor and visual-motor skills<\/td><\/tr> Clumsy movement<\/td> Balance, coordination, body awareness<\/td><\/tr> Meltdowns during transitions<\/td> Regulation and predictability<\/td><\/tr> Limited play flexibility<\/td> Motor planning, sensory interests, engagement<\/td><\/tr> Feeding selectivity<\/td> Sensory, oral-motor, routine, and safety factors<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n Why occupational therapy matters for speech and communication<\/h2>\n\n\n\n
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At what age does an autistic child need occupational therapy<\/h2>\n\n\n\n
Age Range<\/th> What to expect<\/th> Red flag if missing<\/th><\/tr><\/thead> 12\u201324 months<\/td> Explores toys, tolerates basic care routines, begins self-feeding<\/td> Extreme distress with touch, feeding, bath, or dressing<\/td><\/tr> 2\u20133 years<\/td> Joins simple play, uses spoon, tolerates transitions with support<\/td> Constant crashing, severe sensory distress, unsafe climbing<\/td><\/tr> 3\u20135 years<\/td> Participates in preschool routines, messy play, dressing help<\/td> Cannot join group routines or avoids many sensory experiences<\/td><\/tr> 5\u20137 years<\/td> Begins handwriting, self-care, playground participation<\/td> Poor pencil control, clumsy movement, daily meltdowns<\/td><\/tr> 7\u201310 years<\/td> Manages school tools, homework setup, social play<\/td> Sensory overload, handwriting pain, poor organization<\/td><\/tr> 10\u201313 years<\/td> Builds independence, hygiene, school planning, self-advocacy<\/td> Cannot manage daily routines without major distress<\/td><\/tr> Any age<\/td> Skills grow with support and practice<\/td> Skill regression, unsafe behaviour, or daily functioning collapse<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n During sensory routines: help the child feel safe in their body<\/h2>\n\n\n\n
Sensory pattern<\/th> What parents may see<\/th> OT support<\/th><\/tr><\/thead> Sound sensitivity<\/td> Covers ears, cries in crowds<\/td> Noise plan, warning, headphones, gradual exposure<\/td><\/tr> Touch sensitivity<\/td> Avoids messy play, tags, haircuts<\/td> Texture play, clothing changes, graded tolerance<\/td><\/tr> Movement seeking<\/td> Jumps, spins, climbs constantly<\/td> Safe movement and regulation plan<\/td><\/tr> Pressure seeking<\/td> Tight hugs, crashing, pushing<\/td> Heavy work, deep-pressure alternatives<\/td><\/tr> Oral sensitivity<\/td> Food refusal, gagging, toothbrushing distress<\/td> Feeding and oral sensory support<\/td><\/tr> Visual overload<\/td> Distress in busy rooms<\/td> Reduce clutter, visual structure<\/td><\/tr> Poor body awareness<\/td> Trips, bumps, presses too hard<\/td> Proprioceptive activities and motor planning<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n During daily living routines: build independence without battles<\/h2>\n\n\n\n
Daily routine<\/th> OT goal<\/th><\/tr><\/thead> Dressing<\/td> Tolerate clothes, sequence steps, improve motor planning<\/td><\/tr> Feeding<\/td> Expand safe participation, reduce sensory distress<\/td><\/tr> Toothbrushing<\/td> Build oral tolerance and predictable steps<\/td><\/tr> Bathing<\/td> Reduce fear of water, sound, and touch<\/td><\/tr> Toileting<\/td> Support body awareness, routine, clothing management<\/td><\/tr> Sleep routine<\/td> Improve regulation and predictability<\/td><\/tr> School prep<\/td> Build organization and independence<\/td><\/tr> Haircuts\/nail cutting<\/td> Gradual sensory tolerance and safety plan<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n During play and school routines: support learning through participation<\/h2>\n\n\n\n
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What progress looks like<\/h2>\n\n\n\n
Sign of progress<\/th> What it means clinically<\/th><\/tr><\/thead> Fewer meltdowns during one routine<\/td> Regulation strategy is helping<\/td><\/tr> Tolerates one new texture briefly<\/td> Sensory flexibility is emerging<\/td><\/tr> Uses a break card or gesture<\/td> Communication and regulation are linking<\/td><\/tr> Dresses with fewer prompts<\/td> Motor planning and independence are improving<\/td><\/tr> Eats one new texture safely<\/td> Feeding participation is expanding<\/td><\/tr> Sits for short learning task<\/td> Body readiness is improving<\/td><\/tr> Uses pencil with less fatigue<\/td> Fine-motor control is improving<\/td><\/tr> Joins playground activity<\/td> Confidence and gross motor skills are growing<\/td><\/tr> Recovers faster after distress<\/td> Self-regulation is improving<\/td><\/tr> Parents know what to do at home<\/td> Carryover is improving<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n What not to do<\/h2>\n\n\n\n
What not to do<\/th> Better option<\/th><\/tr><\/thead> Force sensory exposure suddenly<\/td> Use graded, respectful desensitisation<\/td><\/tr> Chase eye contact as a main goal<\/td> Build engagement and communication<\/td><\/tr> Use weighted items without guidance<\/td> Ask OT about safety and fit<\/td><\/tr> Copy generic sensory diets<\/td> Use an individualized OT plan<\/td><\/tr> Ignore daily routines<\/td> Target real family problems<\/td><\/tr> Expect instant tolerance<\/td> Track small functional gains<\/td><\/tr> Punish meltdowns without assessment<\/td> Identify trigger and teach replacement skills<\/td><\/tr> Use OT instead of speech\/medical support<\/td> Build a multidisciplinary plan<\/td><\/tr> Accept \u201ccure\u201d claims<\/td> Demand ethical, evidence-informed goals<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n When to seek professional help<\/h2>\n\n\n\n
Warning sign<\/th> Recommended action<\/th><\/tr><\/thead> Severe distress with bath, dressing, toothbrushing, or grooming<\/td> OT assessment for sensory and routine support<\/td><\/tr> Very restricted food textures or mealtime distress<\/td> Feeding\/OT review and paediatric guidance<\/td><\/tr> Constant crashing, climbing, pushing, or unsafe movement<\/td> Sensory-motor and safety assessment<\/td><\/tr> Poor balance, clumsiness, or motor planning difficulty<\/td> OT gross-motor and coordination assessment<\/td><\/tr> Difficulty holding crayons, spoons, scissors, or pencils<\/td> OT fine-motor assessment<\/td><\/tr> Daily meltdowns during transitions<\/td> OT regulation and visual routine plan<\/td><\/tr> Cannot participate in preschool or school routines<\/td> School-based\/paediatric OT support<\/td><\/tr> Toileting or dressing independence is very delayed<\/td> OT daily living skills intervention<\/td><\/tr> Sensory needs block speech or learning sessions<\/td> Combined OT and speech therapy plan<\/td><\/tr> Regression in motor or daily living skills<\/td> Prompt medical\/developmental review<\/td><\/tr> Aggression or self-injury during routines<\/td> Multidisciplinary behaviour and safety plan<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n How speech therapy or occupational therapy works on autism support<\/h2>\n\n\n\n
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Comparing therapy approaches<\/h2>\n\n\n\n
Approach<\/th> What it focuses on<\/th> Best for<\/th><\/tr><\/thead> Occupational Therapy<\/td> Sensory regulation, motor skills, daily living, school participation<\/td> Children with sensory, self-care, motor, or routine difficulties<\/td><\/tr> Speech-Language Therapy<\/td> Communication, language, AAC, social communication<\/td> Children with speech, language, or interaction needs<\/td><\/tr> Ayres Sensory Integration<\/td> Sensory processing and adaptive responses<\/td> Children whose sensory needs affect participation<\/td><\/tr> DIR\/Floortime<\/td> Emotional connection, regulation, child-led interaction<\/td> Children who need engagement before demands<\/td><\/tr> TEACCH<\/td> Visual structure, routines, environmental support<\/td> Children who benefit from predictability<\/td><\/tr> NDBI<\/td> Natural routines, play, communication, development<\/td> Young children with developmental needs<\/td><\/tr> ESDM<\/td> Social engagement, imitation, play, communication<\/td> Toddlers\/preschoolers with autism<\/td><\/tr> CO-OP<\/td> Goal-plan-do-check problem solving<\/td> Older children with motor planning goals<\/td><\/tr> ABA-based Support<\/td> Skill-building and behaviour support<\/td> Unsafe or high-impact behaviour patterns<\/td><\/tr> Parent Coaching<\/td> Carryover in home routines<\/td> Families needing practical daily strategies<\/td><\/tr> AAC\/PECS<\/td> Alternative communication systems<\/td> Children with limited or unreliable speech<\/td><\/tr> Special Education<\/td> Learning access and classroom adaptation<\/td> School participation and academic support<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n Questions Parents Ask<\/h2>\n\n\n\n
1. How does occupational therapy help an autistic child?<\/h3>\n\n\n\n
2. Is occupational therapy only for sensory issues?<\/h3>\n\n\n\n
3. What age should an autistic child start OT?<\/h3>\n\n\n\n
4. Can OT reduce meltdowns in autistic children?<\/h3>\n\n\n\n
5. Does my child need OT, speech therapy, or behaviour therapy?<\/h3>\n\n\n\n
6. Can parents do occupational therapy activities at home?<\/h3>\n\n\n\n
Citations used in the article<\/h2>\n\n\n\n
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