Your child's first occupational therapy session is a chance to discuss the everyday activities they need help with and work out a useful next step. The therapist may ask questions, observe agreed activities and explore the child's interests. The appointment should be explained in language you and your child can understand.
You do not need to arrive with a perfect account of every concern. A few specific examples from home or school are a useful starting point. Tell the therapist what your child wants to do, what is difficult and what already works well.
Before the appointment
Ask what the first session includes and whether you should bring any particular materials. Explain the child's age, the reason for referral and any communication or access needs. If another professional has suggested OT, share the relevant question or report through the appropriate process.
For an in-home appointment, provide entry and parking information. If the child finds new people or environments difficult, discuss how the introduction can be planned. You can ask whether a support person should attend and what their role will be.
Talking with your child
Give an explanation that suits their age and communication style. You might describe the therapist as someone who will learn about activities they enjoy and tasks they want help with. Avoid framing the visit as a test or telling the child they must prove they can do something.
If the therapist provides information about the session in advance, review it together when helpful. Tell the therapist about words, pictures or other communication methods that your child understands comfortably.
Choosing useful examples
Focus on activities rather than broad labels. For example, 'opening lunch containers is difficult' or 'getting dressed takes a lot of help' gives the therapist a clearer question than simply saying the child is clumsy or not independent.
Useful details include:
- Which parts of the task the child manages.
- When difficulty occurs and whether it varies.
- The amount and type of help needed.
- How the child feels about the activity.
- Materials or approaches that have helped before.
School information can be useful with consent. Ask the teacher for practical observations about the activity, rather than assuming the child behaves or performs identically in every setting.
During the session
The therapist may use play or familiar activities to gather information. They should explain how the activity relates to the concern. You can ask what they are observing and why a particular task has been selected.
Your child does not need to perform an activity that feels unsafe or distressing. Tell the therapist if the pace, environment or demands are not working. Breaks and adjustments can help the session provide useful information without unnecessary pressure.
The therapist may discuss an initial goal or identify a need for more assessment. Not every question can be answered during a first appointment. Ask which findings are clear and which require further information.
Agreeing on the next step
A useful plan identifies the priority, the proposed approach and what the family can realistically manage. You should understand whether the next step is another assessment, a small practice activity, coordination with school or another professional's input.
Ask about costs and timing before additional work is arranged. If a report is required, explain its purpose and deadline. A general first session should not be assumed to include all reporting needed for a funding application.
Questions parents can ask
What if my child does not engage with the planned activity?
Tell the therapist what you notice. The task or setup may need adjustment. A difficult first interaction is information about how to plan a more accessible appointment, not proof that therapy cannot be considered.
Should I help during the session?
Ask the therapist which role would be useful. Your input about the routine matters, while the child also needs room to communicate their preferences and abilities.
Will we receive homework?
The therapist may suggest a small activity, but the plan should fit your circumstances. Explain what is manageable and ask how the activity connects with the agreed goal.
How do we arrange a session with Ergo?
Make a referral with your child's age, location, everyday concerns and preferred contact arrangements. We can discuss the suitable service and appointment options.