Yu, J. J., Burnett, A. F., & Sit, C. H. P. (2018). Motor skill interventions in children with developmental coordination disorder: A systematic review and meta-analysis. Archives of Physical Medicine and Rehabilitation, 99(10), 2076–2099. https://doi.org/10.1016/j.apmr.2017.12.009
Haley, S. M., Coster, W. J., Dumas, H. M., Fragala-Pinkham, M. A., & Moed, R. (2012). PEDI-CAT: Development, standardization, and administration manual. CRECare.
Higgins, A. M., Neto, A. S., Bailey, M., Barrett, J., Bellomo, R., Cooper, D. J., Gabbe, B., Linke, N., Myles, P. S., Paton, M., Philpot, S., Shulman, M., Young, M., & Hodgson, C. L. (2021). The psychometric properties and minimal clinically important difference for disability assessment using WHODAS 2.0 in critically ill patients. Critical Care and Resuscitation, 23(1), 103–112. https://doi.org/10.51893/2021.1.oa10
Ottenbacher, K. J., Mann, W. C., Granger, C. V., Tomita, M., Hurren, D., & Charvat, B. (1994). Inter-rater agreement and stability of functional assessment in the community-based elderly. Archives of Physical Medicine and Rehabilitation, 75(12), 1297–1301. https://doi.org/10.1016/0003-9993(94)90276-3
Randell, E., Wright, M., Milosevic, S., Gillespie, D., Brookes-Howell, L., Busse-Morris, M., Hastings, R. P., Maboshe, W., Williams-Thomas, R., Mills, L., Romeo, R., Yaziji, N., McKigney, A. M., Ahuja, A., Warren, G., Glarou, E., Delport, S., & McNamara, R. (2022). Sensory integration therapy for children with autism and sensory processing difficulties: The SenITA RCT. Health Technology Assessment, 26(29), 1–140. https://doi.org/10.3310/TQGE0020
Rivard, L., Missiuna, C., McCauley, D., & Cairney, J. (2014). Descriptive and factor analysis of the Developmental Coordination Disorder Questionnaire (DCDQ’07) in a population-based sample of children with and without developmental coordination disorder. Child: Care, Health and Development, 40(1), 42–49. https://doi.org/10.1111/j.1365-2214.2012.01425.x
Heick, J. (2022). A comparison of balance performance of the Sensory Organization Test to the Head Shake-Sensory Organization Test in healthy adults. Neurology, 98(1 Suppl. 1), S3–S4. https://doi.org/10.1212/01.wnl.0000801764.85785.65
Kear, B. M., Guck, T. P., & McGaha, A. L. (2017). Timed Up and Go (TUG) test: Normative reference values for ages 20 to 59 years and relationships with physical and mental health risk factors. Journal of Primary Care & Community Health, 8(1), 9–13. https://doi.org/10.1177/2150131916659282
Medwell, J., Strand, S., & Wray, D. (2009). The links between handwriting and composing for Y6 children. Cambridge Journal of Education, 39(3), 329–344. https://doi.org/10.1080/03057640903103728
Westerveld, M. F., Armstrong, R. M., & Barton, G. M. (2020). Reading success in the primary years: An evidence-based interdisciplinary approach to guide assessment and intervention. Springer. https://doi.org/10.1007/978-981-15-3492-8
Zhou, E. Q. (2026). Foundations of reading: The interplay between phonological awareness and oral narrative competence across time [Master’s thesis, Boston University]. OpenBU. https://hdl.handle.net/2144/53241
Aplin, T., & Ainsworth, E. (2018). Clinical utility of the In-Home Occupational Performance Evaluation (I-HOPE) for major home modification practice in Australia. Australian Occupational Therapy Journal, 65(5), 431–438. https://doi.org/10.1111/1440-1630.12510
I am Ian, an AHPRA-registered Occupational Therapist (B.Nursing, M.Occupational Therapy) since 2014 with a professional background spanning children’s therapy, nursing and digital health consulting. I have worked in both private practice and public health, supporting children and young people with coordination, balance, sensory and learning difficulties.
Earlier in my career, I worked with children and young people aged from five to eighteen. This involved assessment, individual therapy programs, parent education and helping families understand the underlying skills affecting schoolwork, sport, self-care and social participation. I have also completed advanced training in vestibular rehabilitation at Emory University in Atlanta, Georgia, and have experience in balance, coordination and movement development. My work with vestibular & balance rehabilitation has incorporated special programs for cerebellar hypoplasia. I welcome enquiries in this niche area of cerebellar disorders.
This is a video of one of my clients who inspired me to study occupational therapy and create balance coordination protocols.
My approach is practical and thorough. I look beyond completed successful tasks to understand how a person is using their body, processing information and organising the steps needed to complete it. From there, I set meaningful goals and develop structured programs that target these steps.
I established Coordinated OT because I believe people should not be defined by where their skills are today. Everyone is on a continuum in terms of development — some may feel behind and some ahead — however no matter where you are, there are areas where you may want to improve. With the right assessment, focus and appropriate support, skills can continue to develop even where it seems impossible (see Holly!), and activities that once felt difficult can become more manageable, and conducted with increasing confidence and independence.
Me with three of my children, enjoying a family holiday at The Entrance!
Outside of work, you will usually find me listening to Hope 103.2 or out bushwalking in the Blue Mountains.
We work with children from preschool through the school years and into early adulthood. Support is shaped around each young person’s stage of development, helping them strengthen everyday, learning, movement and social skills so they can keep progressing with greater confidence.
Our services for adults and older adults is currently being developed. This section of the website is under construction, but you are welcome to contact us if you would like to discuss your needs in the meantime.
You do not need a formal referral or confirmed diagnosis to contact Coordinated OT. Tell us what has been happening, what you or your child are finding difficult, and what you would like to improve. We can discuss whether occupational therapy may be helpful and explain the most suitable next step.
Before you book
Appointment fees
Coordinated OT charges $193.99 per hour, based on the current national NDIS occupational therapy rate.
30-minute appointment: $97.00
60-minute appointment: $193.99
Where appointments take place
Appointments may take place at your child’s home or school, depending on the purpose of the appointment, location and time of day. We do not currently operate from a clinic.
Therapy and home practice
Appointment frequency is recommended individually. Sessions may be weekly or fortnightly, or a review may occur once every six weeks.
Your child’s program will contain manageable activities to practise between appointments. Progress is reviewed regularly, and the program is adjusted as skills develop and goals change.
Payment and funding
NDIS
Coordinated OT currently works with:
self-managed NDIS participants
plan-managed NDIS participants
We cannot currently accept NDIA-managed funding.
Before services begin, we will provide a service agreement explaining the hourly rate, proposed services and any applicable charges for travel or non-face-to-face work.
Medicare
Eligible clients with a GP Chronic Condition Management Plan and occupational therapy referral may receive a Medicare rebate.
The current Medicare benefit for an eligible occupational therapy appointment is $63.40. Coordinated OT’s standard appointment fee still applies, and the family is responsible for paying the remaining gap.
Medicare applies to the eligible appointment and does not provide a separate rebate for program preparation or report writing. NDIS funding cannot be used to pay a Medicare gap.
Private health insurance
Some private health insurance policies provide rebates for occupational therapy under extras cover. The availability and amount of any rebate will depend on your insurer, level of cover and the service provided.
We recommend checking with your health fund about:
whether occupational therapy is included
annual limits
waiting periods
eligible services
rebate amounts
Coordinated OT can provide an invoice or receipt containing the information required to make a claim. Medicare and private health insurance cannot both be claimed for the same service.
Current availability
We are currently operating a waiting list. Please contact us for current availability and an indication of when an appointment may be offered.
You are welcome to ask questions before deciding whether to proceed. Contacting Coordinated OT does not commit you to booking an assessment or commencing therapy.
How to Book a Visit
If you would like to book, please either phone, email or click the book online button. We are now actively taking bookings for the week of 14th September 2026 and beyond. Please let us know what the time and location is that you would prefer for your appointment. If you require a sooner appointment please let us know and we will do our best to make time for you and your child, as we understand that sometimes there is some urgency.
Where the phone is not answered please leave a message and we will return your call between appointments, or let us know the best time to call back. Bookings will be available online shortly, please be patient as we integrate our online bookings system with our practice software.
An assessment is not a pass-or-fail exercise. It gives us a clear picture of what a child or adult can do now in real life! We want to know what takes extra effort and which underlying skills may be affecting the activity that matters to you.
We begin with the goals and everyday experience, then select the observations and formal measures that answer relevant clinical questions. Age-based information can show how a child’s skills are maturing in relation to peers, while functional and performance measures can help an adult regain independence or help an athlete work towards a higher level of skill.
The result is a useful baseline and a clear picture of where to begin.
No one needs every test listed below. The right assessment depends on your age, goals, daily activities and the questions we would like to answer.
For children, assessment can show which skills are still maturing and what foundational skills may need more practice before the next step becomes manageable. For an adult, it may clarify the effect of an injury, health condition or environment on daily life.
Standardised scores are considered alongside observation, the person’s own experience and information from family, school or other clinicians. We explain the findings in plain language and connect them to a practical plan.
And remember we aim to conduct tests with sensitivity, so let us know if your child may be sensitive about getting things ‘wrong’ or is worried by the idea of a ‘test’. We always aim to make it more like a fun activity.
Everyday function, independence and support needs
PEDI-CAT
The Pediatric Evaluation of Disability Inventory Computer Adaptive Test (PEDI-CAT) looks at how a child or young person manages everyday activities across daily activities, mobility, social/cognitive skills and responsibility. Its computer-adaptive format selects relevant questions efficiently and helps establish a functional baseline that can be reviewed as independence and responsibility develop. The measure was developed through Boston University research.[2]
Vineland-3
The Vineland Adaptive Behavior Scales, Third Edition, examines how a person uses communication, daily living and socialisation skills in ordinary life; a motor domain may also be used where appropriate. It helps distinguish what a person may understand from what they are consistently able to organise and carry out in daily routines, which is useful for planning support and tracking functional development.
WHODAS 2.0
The World Health Organization Disability Assessment Schedule 2.0 provides a broad picture of functioning across different areas including; communication, mobility, self-care, relationships, life activities and participation. It is particularly useful with adults when we need to understand how a health condition affects life as a whole rather than looking only at a diagnosis; Australian research led through Monash University supports the reliability, validity and responsiveness of the 12-item version in relevant clinical populations.[3]
Functional Independence Measure (FIM)
The FIM describes how much assistance a person needs for core motor and cognitive activities in rehabilitation, including self-care, transfers, mobility, communication and social cognition. It is most useful when the clinical question is the person’s present burden of care and whether that level of assistance changes over time, rather than a comparison with same-age peers. The measure was developed through the University at Buffalo’s rehabilitation program.[4]
I-CAN
The Instrument for the Classification and Assessment of Support Needs (I-CAN) is a structured, person-centred assessment for people with disability aged 16 years and over. It considers support required across health and wellbeing, daily activities and participation, helping translate a person’s real-world needs and goals into a clearer support plan. It may only be administered by a trained and certified I-CAN assessor.
Sensory processing and regulation
Sensory Profile 2
The Sensory Profile 2 uses reports from the people who know the child in daily life to describe patterns in how they notice, seek, avoid or respond to sensory information. It can help connect behaviour seen at home or school with particular environments and routines, so recommendations target a meaningful activity instead of applying the same “sensory program” to every child. Sensory questionnaires describe patterns; they do not diagnose a condition on their own. Evidence for sensory interventions is mixed, so goals should remain functional and individual—for example, tolerating the classroom, completing dressing or recovering after overload—rather than promising to “normalise” sensory processing.[5]
Infant/Toddler Sensory Profile 2
The Infant/Toddler Sensory Profile 2 is a caregiver questionnaire for the earliest years of life. It looks at a young child’s responses to sensory experiences within feeding, sleep, movement, play and other routines, helping identify practical changes and early developmental supports that may make participation easier.
Movement, balance and coordination
DCDQ’07
The Developmental Coordination Disorder Questionnaire 2007 (DCDQ’07) is a parent-completed screening questionnaire for children aged 5 to 15 years. It compares everyday movement performance—such as ball skills, handwriting and general coordination—with what is expected at the child’s age, helping decide whether a fuller motor assessment is warranted; it does not diagnose developmental coordination disorder by itself. The DCDQ’07 has been studied by the CanChild research group and in Australian university research.[6]
Sensory Organization Test (SOT)
The Sensory Organization Test is a computerised balance assessment that changes the accuracy of visual and surface information while a person stands. It helps show how effectively the person uses and re-weights visual, somatosensory and vestibular information to maintain balance, providing a more specific starting point for balance rehabilitation or performance training than observation alone.[7]
Timed Up and Go (TUG)
The Timed Up and Go measures the time taken to stand from a chair, walk three metres, turn, return and sit down. It is a quick measure of overall functional mobility and can contribute to assessment of balance, walking and change over time, but it should be interpreted with the person’s age, health and other findings rather than used alone as a prediction of falls.[8]
Upper Extremity Functional Index (UEFI)
The UEFI is a questionnaire in which an adult rates the difficulty they have using an arm or hand during everyday activities. It provides a practical baseline after an upper-limb injury or condition and can show whether improved strength, movement and confidence are translating into activities that matter outside the clinic.
Handwriting, fine motor and developmental observation
The Print Tool handwriting assessment
The Print Tool, associated with the Handwriting Without Tears approach, examines features such as memory, orientation, placement, size, start, sequence and control in printed letters and numbers. It helps turn a general concern such as “messy writing” into specific teaching and therapy targets and provides a consistent way to review progress. Handwriting Without Tears may then be used as one intervention approach; it should not be presented as the assessment itself. University of Warwick research has found that handwriting automaticity can affect children’s ability to compose written work, which is why assessment needs to consider efficiency as well as appearance.[9]
Structured drawing and visual-motor observation
A drawing task can provide useful observations about pencil control, planning, body awareness, spatial organisation and how a child approaches an unfamiliar task. The original Goodenough Draw-a-Person test should not be used on its own to estimate intelligence or diagnose emotional problems; where cognition is the question, a current formal cognitive assessment and an appropriately qualified practitioner are required.
Reading and phonological skills
These tools provide focused information for program planning. They do not replace a comprehensive assessment of reading accuracy, fluency, vocabulary, comprehension, language, vision and educational history when broader learning concerns are present.
Burt Word Reading Test
The Burt Word Reading Test is a brief, individually administered list of words that increase in difficulty. It gives a broad estimate of single-word recognition and a useful baseline for selecting instruction, but it does not measure reading comprehension and its age-equivalent score should never be treated as a complete description of a child’s reading ability.
Educheck: Neale Phonemic Skills Screening Test
This screening task samples letter-sound knowledge and the ability to apply those sound patterns when decoding words and non-words. The pattern of responses can show whether practice should begin with individual correspondences, blending, common letter groups or applying phonics more fluently in unfamiliar words.
Johnson Basic Vocabulary
The Johnson Basic Vocabulary word list samples recognition of frequently encountered written words. It can help identify which high-frequency words have become automatic and which still require direct teaching, but results need to be considered separately from decoding and comprehension.
The SPAT-R examines awareness and manipulation of the sound structure of spoken words, including syllables, rhyme and individual phonemes, with additional tasks involving non-word reading and spelling. The profile helps identify the sound-based skill that should be taught next rather than simply giving more undirected reading practice; Australian university authors describe it as a norm-referenced measure for the early years of schooling.[10]
Phonological Awareness for Older Students
This set of tasks is intended for students beyond the early primary years who still find the sound structure of words difficult. It samples more age-appropriate phoneme blending, segmentation, deletion and manipulation skills so intervention can address an unfinished foundation without giving an older student materials that feel childish. Phonological awareness supports learning to decode, but it is one part of literacy. Vocabulary, oral language, fluency and comprehension also need to be considered when building a useful reading plan.[11]
Cognitive screening
Kaufman Brief Intelligence Test, Second Edition Revised (KBIT-2 Revised)
The KBIT-2 Revised is a brief, individually administered measure of verbal and non-verbal cognitive abilities for people aged 4 to 90 years. It helps identify how a person uses language-based knowledge and solves unfamiliar visual problems, allowing therapy and learning activities to be pitched at a challenging but manageable level. As a screening measure, it does not provide a stand-alone diagnosis; results are considered alongside adaptive functioning, developmental and educational history, language and cultural background, and everyday performance.[13]
You receive a written plan for therapy sessions and practice at home, school or in the community. Activities are explained clearly, kept manageable and fitted around the routines that already exist.
Progress is reviewed against the starting point and goals. As a skill becomes easier, the program moves forward; if something is not working in real life, we adjust it.
Research supports purposeful, repeated motor practice, particularly when it is directed towards the task a child wants to improve. A systematic review from Edith Cowan University found short-term improvements in motor competence for children with developmental coordination disorder, with stronger effects in higher-frequency programs.[1]
Building the skills behind confident writing and classroom tasks.
Handwriting is a complex task. A child needs to maintain a stable sitting position, control their shoulder and arm, coordinate small finger movements, remember letter shapes and organise their work on the page—all while thinking about what they want to say.
When writing is difficult, children may work slowly, tire quickly, press too hard or too lightly, form letters inconsistently or avoid written tasks altogether. The difficulty is not always caused by a lack of effort. There may be an underlying issue with posture, hand strength, coordination, pencil control, visual–motor skills or motor planning.
I look beyond the finished handwriting sample to understand how the child is performing the task. This includes their sitting position, pencil grip, hand movements, letter formation, writing speed and ability to organise their work on the page.
Therapy may include targeted hand and finger activities, posture and shoulder-stability exercises, explicit practice of letter formation, adjustments to the writing setup or alternative ways of recording schoolwork. Practice is kept purposeful and manageable so that writing does not become another daily battle.
The aim is for writing to become more comfortable, efficient and readable, allowing the child to concentrate more on their ideas and less on the physical effort of putting them onto paper.
Practical strategies for calm, focus and everyday coping.
Some children become overwhelmed by noise, movement, touch, busy classrooms or unexpected changes. Others seek extra movement and find it difficult to slow their bodies down, remain seated or concentrate. These behaviours are not simply a child being difficult—they can tell us something important about how the child is processing and responding to their environment.
I take time to understand what is happening for the individual child. We look at when difficulties occur, what the child’s body may be seeking or avoiding, and how this affects learning, play, sleep, family life and participation at school.
Therapy may include movement and balance activities, body-awareness exercises, practical calming strategies, changes to routines or adjustments to the child’s environment. The aim is not to remove every difficult sensation. It is to help the child recognise what their body needs and develop strategies that make everyday situations more manageable.
Parents and teachers are included wherever possible because the most useful strategies are the ones that can be carried into the child’s ordinary day. Together, we develop a practical plan suited to the child, rather than applying the same sensory program to everyone.
We may work on:
Managing busy or noisy environments
Settling after becoming overwhelmed
Remaining comfortable and attentive during classroom tasks
Recognising early signs of overload
Developing useful movement and calming routines
Helping parents and teachers understand the child’s sensory needs
Building movement skills, balance and confidence for sport and play.
Children who find catching, throwing, running, jumping or learning new physical skills difficult can quickly lose confidence. They may avoid sport, stay at the edge of the playground or decide that they are simply “not good at” physical activities.
Coordination is not one isolated skill. It draws on balance, timing, posture, body awareness, eye–hand coordination, motor planning and the ability to adjust a movement while it is happening. I assess these underlying skills so that we can identify where the difficulty begins rather than repeatedly practising the final activity without addressing the cause.
My background includes many years of working with children who have coordination, balance and motor-learning difficulties. Therapy is structured and progressive, but it also needs to feel achievable. We break complex movements into manageable parts, practise them carefully and then bring the parts back together into useful real-life skills.
The goal is not necessarily to create an elite athlete. It is to help each child become more capable, willing and confident—whether that means joining a playground game, catching a ball, riding a bicycle or participating more comfortably in school sport.
Building connection skills and confidence in social situations.
Social participation involves much more than knowing what to say. A child also needs to notice what is happening, understand the expectations of the situation, manage their emotions, respond to other people and cope when an interaction does not go as planned.
Some children want friends but find it difficult to join a group, maintain a conversation, take turns or recognise when somebody else has lost interest. Others manage well in familiar situations but become uncertain in the playground, at parties or when working in a group at school.
I begin by understanding the child’s experience rather than assuming there is one “correct” way to socialise. We identify the particular situations that are difficult and practise useful skills in ways that are clear, respectful and relevant to the child’s life.
Therapy may involve role play, structured activities, problem-solving, emotional regulation and supported practice in real situations. Where appropriate, I also work with parents and schools to reduce unnecessary barriers and help the people around the child provide consistent support.
The aim is not to change the child’s personality. It is to give them greater confidence, understanding and choice when connecting with other people.
Developing independence in the tasks of everyday life.
Everyday tasks such as dressing, tying shoelaces, using cutlery, organising a school bag or completing a morning routine can require a surprising number of skills. When one part of the process is difficult, the whole task may become slow, frustrating or dependent on adult help.
I look carefully at how the child approaches the task. The difficulty may relate to hand strength, coordination, sequencing, attention, sensory discomfort, motor planning or simply not having been shown the task in a way that makes sense to them.
Rather than repeatedly telling a child to “try harder” or assuming that laziness is the problem, we break the activity into achievable steps and identify the right point to begin. Therapy may include understanding and practising the task, developing the underlying physical skills, adapting equipment or changing how instructions are presented.
Where possible, practice is incorporated into normal home and school routines. Short, frequent practice is often more useful than an occasional long session, particularly when the child knows exactly what to do and can see their own progress.
The goal is practical independence. Success might mean completing the entire activity alone, needing fewer prompts or confidently managing one more part of the routine.
Vestibular rehabilitation therapy based neuromotor (VRTn) programs are tailored for clients with Cerebellar Hypoplasia and Ocular Motor Apraxia (OMA) / Saccade Initiation Failure (SIF), to assist with balance and reduce ataxia. These are a mixture of standalone exercises and equipment enhanced exercises.
The Spida
The Spida is an addition to our therapy modules. Developed originally in Poland, the Spida allows therapists to carry out exercises in a variety of positions and orientations. By means of bungee cords, the client is supported against gravity, and this enables therapists to isolate, exercise and align different parts of the client’s body.
The Spida provides a secure environment for the client to experience new movements and provides the feeling of independent balance. Exercises help clients gain and develop balance and movement synergies that in turn help in the development of balance.
Spida therapy helps with movements such as reaching, grasping, leaning and holding. It also provides an avenue through which muscle tone may be improved in the lower limbs. Clients may achieve the correct body positions for crawling, sitting, kneeling and standing, as well as changing between these positions independently. Through the use of the Spida, clients learn to shift body weight in a controlled manner, resulting in greater mobility and independence.
SpidaGlida
We have recently iterated on the Spida and created the SpidaGlida. This works the same way, but allows for gait training more specifically. In the example below, it was installed and used in a client’s garage to ensure they had the ability to practise when they had the time.
Practical solutions supporting safety and independence for disability and ageing.
The right equipment or home modification should make everyday life safer and easier without unnecessarily taking away a person’s independence. A recommendation needs to suit the individual, the activity, the home and the people who provide support—not simply look suitable in a catalogue.
I begin by understanding what the person needs or wants to do and what is currently getting in the way. This may involve observing mobility, transfers, personal care, access into the home or the way a particular room is used. I also consider the physical environment, available space, the needs of carers and whether the proposed solution will remain useful over time.
Recommendations may range from straightforward assistive equipment to more involved home modifications. Depending on the situation, this can include rails, ramps, bathroom changes, access solutions, seating or equipment to support daily activities.
Where building work is required, clear measurements and practical communication are important. My clinical background, together with my strong interest and practical experience in building and property maintenance, helps me consider both the person’s functional needs and how a proposed solution will work within the home.
The objective is a safe, practical and proportionate solution that supports independence and fits the way the person actually lives.
You do not need a formal referral to contact us. Simply get in touch and tell us what has been happening, what you are concerned about, or what you would like to see improved.
Next Coffee Catch-up
Tuesday, 8 September 2026, 7:00am to 8:00am
River Cafe Parramatta
Shop 9, 330 Church Street, Parramatta NSW 2150
“Join us for a relaxed coffee and conversation beside the Parramatta River.”
