What does TEACCH stand for?

TEACCH originally stood for Treatment and Education of Autistic and Related\nCommunication-Handicapped Children. It began as a program at the University of\nNorth Carolina and has developed into the UNC TEACCH Autism Program.

TEACCH is primarily an educational approach rather than a therapy. Structured\nTEACCHing provides ways of organizing environments, information, activities, and\nTEACCH and structured teaching have a substantial history of research and clinical\nuse, particularly in autism education. However, evidence varies depending on the\nspecific intervention and outcome being studied. It is more accurate to describe\nTEACCH as an evidence-informed educational approach with research supporting\naspects of its use, rather than suggesting that every TEACCH strategy has the same\nlevel of research evidence.

Does TEACCH replace other therapies?

No. A child may benefit from structured teaching alongside speech and language\ntherapy, occupational therapy, physiotherapy, behavioral or ABA services, and other\neducational supports.

Will my child always need visual schedules?

Not necessarily. Visual supports should be individualized and can be changed as a\nchild's understanding and independence develop. The goal is to increase\nindependence, not create permanent dependence on adult or visual prompts.

How is my child's progress measured?

Progress should be monitored against individualized goals and observable skills.\nTeachers and therapists can collect information about how independently a child\nperforms a task, how much prompting they require, and whether they can use the skill\nacross different people and environments.

What is the difference between special education and traditional education?

Special education provides individualized instruction and adaptations for children who\nrequire additional support to access and participate in learning. It may adapt the\ncurriculum, teaching methods, environment, communication, materials, pace, and level\nof support.\nNot necessarily. A child may have educational or developmental support needs even\nwithout a formal diagnosis. An assessment can help identify the child's strengths,\nneeds, and appropriate educational support.

What age group does the Special Education Program support?

The appropriate educational program depends on the child's developmental level,\nlearning needs, and goals. Programs should be matched to the individual child rather\nthan determined by age alone.

Can special education help children with autism?

Yes. Many autistic children benefit from individualized educational approaches that\nadapt communication, learning environments, teaching strategies, routines, and\nexpectations to their individual needs.

Does special education replace therapy?

No. Education and therapy have different but complementary roles. A child may benefit\nfrom special education alongside speech and language therapy, occupational therapy,\nphysiotherapy, behavioral or ABA services, or other supports.

Can parents participate in their child's education?

Yes. Parent collaboration can help children use and generalize skills across different\nenvironments. Families can share priorities, participate in goal setting and progress\ndiscussions, and learn strategies that can be incorporated into everyday routines.

Applied Behavior Analysis (ABA) is an approach based on principles of learning and\nbehavior. It can be used to teach new skills, strengthen functional behaviors, support\ncommunication and independence, and address behaviors that interfere with learning,\nparticipation, or safety.

Is ABA only for autistic children?

No. ABA is commonly used with autistic children, but behavior-analytic approaches can\nalso be applied to other developmental and learning needs. The appropriateness of\nABA should be considered based on the individual child's needs and goals.

At what age should ABA begin?

There is no single age at which ABA must begin. Early identification and intervention\ncan provide children with opportunities to develop important skills, but children of\ndifferent ages may benefit from individualized behavioral support.

How long does ABA therapy take?

The amount and duration of ABA vary considerably. They should depend on the child's\ngoals, needs, progress, family circumstances, and response to intervention rather\nthan following a fixed number of hours for every child.

Does ABA involve punishment?

ABA programs should prioritize skill teaching, positive reinforcement,\nsupport. Parents should ask providers what strategies they use, how they respond to\ndistress, and how they protect children's dignity, safety, and wellbeing.

Can ABA work with speech therapy and occupational therapy?

Yes. ABA can be coordinated with speech and language therapy, occupational\ntherapy, physiotherapy, special education, and other appropriate services. A\nmultidisciplinary approach can help different professionals work toward complementary\ngoals.

How do I know if ABA is helping my child?

Look for meaningful, observable progress in the goals that matter to your child and\nfamily. This may include improved communication, greater independence, increased\nparticipation, improved learning, or more successful ways of coping and responding.\nProgress should be monitored regularly, and the program should be adjusted if the child\nis not making meaningful progress.

Why Choose ABA at Hope Kids?

At Hope Kids Special Education School in Cambodia, we aim to provide ABA\nservices that are individualized, measurable, functional, and integrated with the\nchild's broader educational and developmental program.\nOur focus is on helping children develop skills that have practical value in everyday life,\nincluding communication, learning, social participation, adaptive skills, emotional\nregulation, and independence.\nABA is not used as a one-size-fits-all program. Goals, teaching strategies,\nreinforcement systems, and levels of support are adapted to the individual child and\nreviewed as their skills develop.\nWhere appropriate, ABA is coordinated with our wider services, including special\neducation, Structured TEACCHing, speech and language therapy, occupational\ntherapy, physiotherapy, and early intervention.\nOur goal is to help children develop meaningful skills that increase participation,\nindependence, and quality of life at home, at school, and in the community.\nIf you would like to learn more about ABA services in Phnom Penh, Cambodia,\ncontact Hope Kids Special Education School to discuss your child's individual needs.\nOur team can help you understand whether ABA or another combination of educational

At What Age Can a Child Begin Occupational Therapy?

Children of different ages can benefit from occupational therapy. Early intervention may\nbe appropriate when developmental or functional difficulties are affecting participation,\nbut OT can also support older children and adolescents.

Does My Child Need a Diagnosis to Receive OT?

Not necessarily. An occupational therapy assessment can identify functional difficulties\nand determine whether OT may be appropriate based on the child's individual needs.

Is Occupational Therapy Only for Fine-Motor Skills?

No. Fine-motor development is one area of OT, but pediatric occupational therapy can\nalso address self-care, sensory processing, motor planning, play, school\nparticipation, regulation, and independence.

Does OT Include Sensory Integration?

It can. Sensory integration and sensory processing approaches are one area of\npediatric occupational therapy. The specific approach should be selected based on\nassessment findings and the child's functional needs rather than used automatically for

Is Sensory Integration Therapy only for children with autism?

No. Sensory integration and processing difficulties can occur across a range of\ndevelopmental profiles. Therapy should be considered based on the child's individual\nsensory and functional needs rather than diagnosis alone.

Does every autistic child need Sensory Integration Therapy?

No. Autism does not automatically mean that a child requires sensory integration\ntherapy. An assessment should determine whether sensory processing or integration\ndifficulties are affecting the child's participation and whether intervention is appropriate.

Is Sensory Integration Therapy the same as Occupational Therapy?

Sensory integration is an area within occupational therapy. Occupational therapists may\nuse sensory integration approaches alongside other interventions addressing self-care,\nfine-motor skills, school participation, motor planning, play, and daily living\nactivities.

What qualifications does Hope Kids have in Sensory Integration?

Hope Kids' Program Director, Ranjani Poobalan, has completed the USC Chan\nSensory Integration Continuing Education (CE) Certificate Program through the\nUSC Chan Division of Occupational Science and Occupational Therapy at the\nUniversity of Southern California, USA. The program provides training in sensory\nintegration theory, assessment, and intervention principles based on the work of A. Jean\nAyres.

Can Sensory Integration Therapy help with behavior?

Sensory processing difficulties may sometimes contribute to difficulties with participation\nbehavior-reduction treatment. Functional assessment should be used to understand\nwhat is contributing to a child's difficulties and determine the most appropriate support.

Can parents use sensory strategies at home?

Yes. When appropriate, therapists can recommend individualized strategies that fit\nnaturally into family routines. These should be based on the child's assessment and\nfunctional needs rather than using generic sensory activities.\nSensory Integration Therapy in Phnom\nPenh, Cambodia\nIf your child experiences sensory processing or sensory integration difficulties that affect\nlearning, self-care, movement, play, regulation, or everyday participation, an\noccupational therapy assessment can help determine what support may be appropriate.\nHope Kids Special Education School provides individualized sensory integration\nand occupational therapy services for children in Phnom Penh, Cambodia.

What age is considered early intervention?

Early intervention generally refers to services for babies and young children with\ndevelopmental delays or disabilities, although the exact age range varies between\nprograms and countries.\nAt Hope Kids, the appropriate program is determined according to the child's\ndevelopmental needs and goals rather than age alone.

Why is early intervention important?

Early identification can help families understand their child's developmental needs and\nopportunities for learning through relationships, play, communication, movement, and\neveryday routines.

Does my child need a diagnosis to receive early intervention?

Not necessarily. A child may have developmental or functional concerns before\nreceiving a formal diagnosis. An assessment can help identify areas of need and\ndetermine what support may be appropriate.

How do I know if my child needs early intervention?

If you have ongoing concerns about your child's speech and language,\ncommunication, social interaction, learning, motor development, behavior,\nself-care, or developmental milestones, speak with a qualified healthcare,\ndevelopmental, educational, or therapy professional.\nDevelopmental screening can help determine whether further assessment or support\nmay be appropriate.

How often will my child attend therapy?

There is no single schedule that is appropriate for every child. Frequency depends on\nthe child's needs, goals, developmental profile, response to intervention, and\nfamily circumstances.

Can parents participate in early intervention?

Yes. Parent and caregiver involvement is an important part of early intervention.\nFamilies can help children practice communication, play, self-care, and learning skills\nnaturally within everyday routines. WHO specifically emphasizes caregiver support and\nresponsive caregiving in early childhood development.

Is it too late to start intervention if my child is older?

No. Early identification and support are valuable, but developmental, educational, and\ntherapeutic support can benefit children at different ages. The CDC specifically notes\nthat intervention can be helpful at any age.\nEarly Intervention in Phnom Penh,\nIf you have concerns about your child's speech and language, communication,\nsocial interaction, learning, behavior, motor development, sensory processing, or\nindependence, an early developmental assessment can help you understand what\nsupport may be appropriate.\nHope Kids Special Education School provides individualized early intervention\nservices in Phnom Penh, Cambodia, with access to a multidisciplinary range of\neducational and therapy programs.\nDepending on the child's needs, services may include:\nSpecial Education • Speech & Language Therapy • Occupational Therapy •\nPhysiotherapy • ABA & Behavioral Support • Structured Teaching (TEACCH) •\nSensory Integration Therapy • Parent Training

What is Play Therapy?

Play Therapy is a therapeutic approach that uses play as a primary medium for\ncommunication and intervention with children. Trained professionals use play\nintentionally to help children work toward emotional, social, developmental, or\nbehavioral goals.

Is Play Therapy the same as playing with a child?

No. Play Therapy involves intentional therapeutic use of play within a professional\ntherapeutic relationship. Simply giving a child toys or playing games during a therapy\nsession does not automatically make it Play Therapy.

Is Play Therapy only for children with autism?

No. Play Therapy may be used with children experiencing emotional, social, behavioral,\ndevelopmental, or communication difficulties. The appropriate intervention depends on\nthe child's individual needs.

Can Play Therapy help children with autism develop social skills?

Play can provide opportunities to practice communication, joint attention,\nturn-taking, cooperation, social interaction, and flexible participation. Goals\nshould be meaningful to the individual child rather than focused on making their play\nPlay can provide children with developmentally appropriate opportunities to explore\nemotions, communicate experiences, and practice coping strategies. The specific\ntherapeutic approach should be matched to the child's needs.

What age can children benefit from Play Therapy?

Play-based approaches can be adapted for different ages and developmental levels.\nFormal Play Therapy is primarily used with children, while play-based approaches can\nalso be incorporated into developmental and educational programs for older children\nwhere appropriate.

Can parents participate in Play Therapy?

Yes. Parent involvement can help children use communication, social, emotional, and\ndevelopmental skills outside therapy sessions.

How long does Play Therapy take?

There is no fixed number of sessions. Duration depends on the child's goals, needs,\nresponse to intervention, and the type of therapeutic approach being used.\nPlay Therapy in Phnom Penh, Cambodia\nIf your child is experiencing difficulties with communication, social interaction,\nemotional regulation, play, behavior, learning, or developmental skills, Play\nTherapy may provide a meaningful way to support their development.\nHope Kids Special Education School provides individualized Play Therapy and\ndevelopmental support for children in Phnom Penh, Cambodia.\nDepending on the child's needs, Play Therapy may be coordinated with Early\nIntervention, Special Education, Speech and Language Therapy, Occupational\nTherapy, ABA and Behavioral Support, Structured Teaching (TEACCH), and other\ndevelopmental services.

How do I know if my child needs Speech & Language Therapy?

Consider an assessment if your child has ongoing difficulty with speaking,\nunderstanding language, expressing needs, communicating with others,\nfollowing instructions, or participating in communication-based activities.\nA speech-language professional can assess your child's communication skills and\ndetermine whether therapy may be appropriate.

Is Speech Therapy only about teaching children to talk?

No. Speech is only one part of communication. Speech and language therapy can\nsupport understanding language, expressing ideas, social communication, speech\nclarity, functional communication, and AAC.

Can Speech Therapy help children who are not speaking?

Yes. Speech-language professionals can support children who use few or no spoken\nwords. Intervention may include gestures, signs, pictures, AAC, or other\ncommunication systems, while also supporting speech development where\nappropriate.

Will using AAC stop my child from learning to speak?

There is no reason to withhold functional communication while waiting for speech to\ndevelop. AAC can provide children with a reliable way to communicate and may support\noverall communication development. ASHA recognizes AAC as an important\ncommunication option for children and adults who have difficulty communicating through\nspeech.\nYes. Speech and language therapy can support autistic children with functional\ncommunication, language, social communication, speech, play, conversation, and\nAAC, depending on their individual needs.

At what age should my child start Speech Therapy?

Children can benefit from speech and language support at different ages. If you have\nconcerns about your child's communication development, you do not need to wait for\nthem to “grow out of it” before seeking professional advice.

Can parents participate in Speech Therapy?

Yes. Parent involvement can help children practice communication skills throughout\neveryday routines and can support generalization beyond therapy sessions.

How long does Speech Therapy take?

There is no fixed number of sessions. The duration depends on the child's\ncommunication needs, goals, progress, and response to intervention.\nSpeech & Language Therapy in Phnom\nPenh, Cambodia\nIf your child is experiencing difficulties with speech, language, communication, social\ncommunication, or understanding and expressing language, a professional speech\nand language assessment can help identify their strengths and support needs.\nHope Kids Special Education School provides individualized Speech & Language\nTherapy in Phnom Penh, Cambodia, supporting children with developmental delays,\nAutism Spectrum Condition, communication difficulties, and other developmental needs.\nOur services may include support for speech development, language, functional\ncommunication, social communication, and AAC, depending on each child's\nindividual profile.

Does my child need to be artistic?

Art Therapy is a therapeutic approach that intentionally uses art-making within a\ntherapeutic relationship to support emotional, psychological, social, or developmental\ngoals.\nNo. Artistic ability is not required. The focus is on participation, exploration,\ncommunication, and the therapeutic process rather than producing technically skilled\nartwork.

Is Art Therapy the same as an art class?

No. An art class generally focuses on learning artistic skills or creating artwork. Art\nTherapy uses creative processes as part of a therapeutic intervention.

Occupational Therapy for Children: What Does Pediatric OT Do?

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Hope Kids provides affordable, inclusive, and professional education for children with autism and special needs in Phnom Penh and across Cambodia.

What Is Occupational Therapy for Children?

When parents hear the term occupational therapy, they sometimes wonder:

“What does occupation have to do with my child?”

In occupational therapy, an “occupation” means the meaningful activities people need or want to do in everyday life.

For children, this can include:

Playing
Learning
Eating
Dressing
Toileting
Brushing teeth
Writing
Using classroom materials
Participating with peers
Managing routines
Becoming more independent

The American Occupational Therapy Association describes occupational therapy as helping people participate in everyday activities and includes areas such as self-care, school, leisure and family routines.

What Does a Pediatric Occupational Therapist Do?

A pediatric OT looks at how a child is functioning in everyday activities.

This may involve:

Fine motor skills
Hand use
Coordination
Self-care
Play
School participation
Visual-motor skills
Attention and organization
Sensory processing
Functional independence

The therapist considers not only the child's skills, but also the environment and the demands of the activity.

What Skills Might OT Address?

Fine Motor Skills

For example:

Holding and manipulating objects
Drawing
Using scissors
Buttoning
Using utensils
Opening containers
Handwriting-related skills

Self-Care

OT may support:

Dressing
Eating
Toileting
Bathing
Brushing teeth
Handwashing

School Participation

Support may involve:

Sitting and participating in classroom activities
Using school tools
Writing
Organizing materials
Following classroom routines
Completing functional tasks

Play

Play is a major part of childhood development.

OT may help children participate in play that involves:

Motor skills
Problem solving
Fine motor coordination
Imagination
Social interaction
Turn-taking

What Is Sensory Processing?

Sensory processing refers to how the nervous system receives and responds to information from the environment and the body.

Children may experience sensory information differently.

For example, a child may find:

Loud noises overwhelming
Certain textures uncomfortable
Movement highly stimulating
Crowded environments difficult
Certain clothing unbearable

Another child may actively seek movement or particular sensory experiences.

Sensory differences can affect participation in everyday activities.

Does Every Child With Sensory Differences Need Sensory Therapy?

No.

This is an important distinction.

AOTA recommends that sensory-based interventions be based on documented assessment of the child's specific sensory difficulties rather than provided automatically.

The question should be:

“How are these sensory differences affecting the child's ability to participate?”

For example, if a child cannot tolerate the classroom because of particular sounds, understanding the sensory difficulty may help the team identify appropriate supports.

What Is Ayres Sensory Integration?

Ayres Sensory Integration® is a specific occupational therapy approach.

It is not simply a collection of sensory activities.

The approach involves individualized assessment and intervention based on the child's particular sensory and motor needs. AOTA describes ASI as individualized and play-based, provided following an evaluation.

This distinction matters because “sensory play” and Ayres Sensory Integration are not interchangeable terms.

What Happens During an OT Assessment?

An OT may look at:

What the child can currently do
Where difficulties occur
Fine motor abilities
Gross motor coordination where relevant
Self-care
Play
School participation
Sensory processing
Environmental demands
Family priorities

The assessment should lead to meaningful goals.

For example:

Instead of:

“Improve fine motor skills.”

A functional goal might be:

“Use a spoon independently during meals.”

Or:

“Fasten large buttons with minimal assistance.”

Or:

“Participate in a classroom table activity for an appropriate period with agreed supports.”

How Long Does a Child Need OT?

There is no universal answer.

The appropriate frequency and duration depend on:

The child's needs
The goals
Progress
Participation
Family priorities
Environmental supports

Goals should be reviewed rather than continuing therapy indefinitely without checking whether it remains useful.

What Can Parents Do at Home?

Parents can support OT goals through everyday routines.

For example:

Dressing

Let your child complete the steps they can already do before helping.

Meals

Encourage appropriate participation with utensils and simple food preparation tasks.

Handwashing

Use a visual sequence showing each step.

Play

Choose activities that naturally practise the child's target skills.

Independence

Give your child enough time to attempt a task before stepping in.

The aim is not to turn every household routine into therapy.

It is to create opportunities for children to practise useful skills naturally.

How Hope Kids Can Help

Hope Kids provides occupational therapy as part of its broader developmental and educational support.

Depending on the child's needs, OT may address self-care, fine motor skills, play, school participation, sensory processing and functional independence.

Intervention is individualized rather than assuming that every child requires the same activities.

Frequently Asked Questions

Is OT only for children with autism?

No. Pediatric OT can support children with many different developmental, physical, learning and functional needs.

Does OT help with handwriting?

It can, when handwriting difficulties are related to skills that fall within occupational therapy's scope.

Does OT help with dressing and toileting?

Yes. Self-care and daily living activities are important areas of pediatric OT.

Is sensory integration the same as sensory play?

No. Ayres Sensory Integration is a specific occupational therapy intervention that involves assessment and individualized treatment.

Does every child need sensory activities?

No. Sensory interventions should be based on the child's documented needs and functional goals.

Can parents be involved in OT?

Yes. Family involvement can help children practise meaningful skills across everyday environments.

8. What Is Sensory Processing and Why Does It Matter?

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Meta Description: Learn what sensory processing means, common sensory differences in children, how they can affect daily life, and when occupational therapy may help.

Suggested URL: /en/articles/sensory-processing-in-children

What Is Sensory Processing and Why Does It Matter?

Have you ever noticed that your child:

Covers their ears when there is a loud noise?
Refuses certain clothes?
Avoids messy textures?
Seems constantly on the move?
Loves spinning or jumping?
Becomes overwhelmed in crowded places?
Has difficulty sitting during certain activities?
Seeks strong movement or pressure?

You may have heard these behaviors described as sensory processing difficulties.

Sensory processing is about how the nervous system receives, interprets and responds to sensory information from the body and environment.

Every child has individual sensory preferences.

The important question is whether sensory differences are affecting the child's ability to participate in everyday activities.

What Are the Different Sensory Systems?

People often think only about the five senses:

Sight
Hearing
Smell
Taste
Touch

But sensory processing also involves information from systems related to:

Vestibular Processing

Information related to movement and balance.

Proprioception

Information from muscles and joints that helps us understand where our body is and how it is moving.

Interoception

Information from inside the body, such as hunger, thirst, temperature or the need to use the bathroom.

Children can respond differently across these systems.

What Might Sensory Differences Look Like?

A child who is sensitive to sound may:

Cover their ears
Avoid noisy places
Become distressed during assemblies
Struggle in busy classrooms

A child with tactile sensitivity may:

Avoid certain fabrics
Refuse messy play
Dislike hair brushing
Become distressed by particular clothing

A child who seeks movement may:

Jump frequently
Spin
Run
Climb
Seek opportunities to move

These behaviors do not automatically mean a child has a sensory processing disorder.

How Can Sensory Differences Affect Everyday Life?

Sensory differences can sometimes interfere with:

Eating
Dressing
Sleeping routines
School participation
Play
Community outings
Personal care
Social activities
Learning

For example, a child who finds the school environment overwhelmingly noisy may have difficulty participating in classroom learning.

The challenge is therefore not simply:

“The child doesn't like noise.”

It may be:

“The child cannot participate comfortably in this environment because of how they experience sound.”

That functional distinction matters.

Is Sensory Processing Common in Autistic Children?

Sensory differences are frequently reported among autistic children, although sensory differences can also occur in children without autism.

Autism should therefore not be diagnosed based on sensory behavior alone.

A child's complete developmental profile needs to be considered.

Does Every Sensory Difference Need Treatment?

No.

Children are allowed to have preferences.

A child liking pressure, movement or quiet spaces does not automatically mean something needs to be changed.

Professional support may be appropriate when sensory differences are significantly interfering with the child's ability to participate in meaningful activities.

What Does Occupational Therapy Do?

An occupational therapist may assess:

Sensory responses
Motor skills
Daily activities
Play
School participation
Environmental demands
Functional impact

AOTA emphasizes individualized assessment and intervention for sensory integration and processing, and specifically advises against providing sensory-based interventions without documented assessment of sensory difficulties.

What Is Ayres Sensory Integration?

Ayres Sensory Integration® is a specific, individualized occupational therapy intervention.

It is based on the work of occupational therapist and psychologist A. Jean Ayres and includes assessment, clinical reasoning and play-based intervention.

AOTA describes ASI as an individualized intervention provided after evaluation and emphasizes postgraduate training for fidelity to the approach.

It should not be confused with simply giving a child sensory toys or activities.

What Can Parents Do at Home?

Start by observing patterns.

Ask:

When does the difficulty happen?

What sensory information is present?

What happens immediately before the child becomes distressed?

What helps?

Is the child able to participate after the environment is changed?

For example, if your child struggles in crowded restaurants, possible supports might include choosing a quieter time, sitting in a less stimulating location, preparing the child beforehand or providing an appropriate communication strategy.

The goal is not to force a child to tolerate every sensory experience.

The goal is to support meaningful participation.

How Hope Kids Can Help

Hope Kids provides occupational therapy and sensory-focused support based on individual developmental and functional needs.

Sensory needs may be considered alongside communication, motor skills, self-care, play, learning and participation.

Where appropriate, occupational therapy may incorporate sensory integration approaches as part of an individualized intervention plan.

Frequently Asked Questions

Occupational therapy supports children with self-care, fine motor skills, sensory processing, play, school participation, and independence in everyday activities.

Children can benefit from occupational therapy at different ages. Early intervention can be helpful when there are concerns about motor development, sensory processing, or daily living skills.

Sensory processing is how the nervous system receives, interprets, and responds to sensory information. Differences in sensory processing can affect a child's ability to participate in everyday activities.

Consider an assessment if your child has difficulty with fine motor tasks, sensory sensitivities, self-care skills, or participating in age-appropriate activities.

Occupational therapy supports children with self-care, fine motor skills, sensory processing, play, school participation, and independence in everyday activities.

Children can benefit from occupational therapy at different ages. Early intervention can be helpful when there are concerns about motor development, sensory processing, or daily living skills.

Consider an assessment if your child has difficulty with fine motor tasks, sensory sensitivities, self-care skills, or participating in age-appropriate activities.

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