Redefining Behavior: Supporting Children by Understanding Their Needs
Dr. Audrie Vantangoli G'25, OTD, OTR/L - Founder, Get a Grip Therapy
Dr. Audrie Vantangoli has built her career around a simple but powerful belief: there is no such thing as a “bad” child. As the founder of Get a Grip Therapy, she works with children and families to uncover the root causes of behavioral challenges—often hidden in sensory, developmental, and environmental factors—and helps them build the skills needed to thrive. Through her work as an occupational therapist, educator, and entrepreneur, she is reshaping how families and schools understand children’s behavior and development.
Can you share your educational background?
I originally earned my bachelor’s degree in psychology from Westfield State University. After graduation, I worked in a residential home for children, which is where I was first introduced to occupational therapy. I went on to earn my master’s degree in occupational therapy from Bay Path University in 2012, and in 2025, I completed my Doctor of Occupational Therapy degree there as well.
What has your career looked like?
I began as a school-based occupational therapist in a setting where I was able to provide comprehensive services. Over time, I realized that many children were not receiving the support they truly needed within the traditional school model, especially in areas like emotional regulation and behavior.
That realization led me to open my own private practice, where I could better address those foundational needs.
Can you tell us about your practice?
I founded Get a Grip Therapy in Ware, Massachusetts, in 2023. Creating a brick-and-mortar space was important to me—I wanted children and families to feel safe and supported. Most of my clients come through referrals, including connections with the Department of Children and Families.
My work focuses on pediatric occupational therapy, particularly with children aged 5 to 11, though I see a wide range of ages. Many of the children I work with are navigating behavioral challenges that are often tied to underlying sensory or developmental needs.
You work with many children experiencing behavioral challenges. How do you approach that?
I’m very comfortable working with behavior because I truly believe there’s no such thing as a bad child. Behaviors often stem from unmet needs, underdeveloped skills, or stressors that are either internal or external.
Occupational therapy is rooted in mental health. Many of the behaviors I see are connected to things like visual processing challenges, body awareness, or sensory regulation. When we address those underlying issues, we can help children participate better in everyday activities.
What drew you specifically to pediatric occupational therapy?
I loved working in geriatrics, but I found it emotionally difficult—I would build strong relationships with patients, and then sometimes lose them. With children, I feel a deep connection. I can see their growth and progress, and there’s so much joy in that. Being part of that development is incredibly rewarding.
What was the focus of your doctoral capstone?
My capstone focused on sensory strategies to prevent maladaptive behaviors in the classroom. I developed a teacher training program that helps educators better understand sensory regulation, behavior, and the nervous system. Through this work, I found that many teachers receive very little training in behavior, even though it’s a significant part of their daily experience. My training provides practical, trauma-informed strategies they can use in the classroom. It’s now a continuing education program approved by DESE, and I offer it to schools across the region.
What are some of the biggest challenges in your field right now?
One of the biggest challenges is awareness: many people don’t realize how much occupational therapy can help in areas like behavior and emotional regulation.
There are also systemic challenges. Insurance companies often focus strictly on medical needs, while the issues I see are more complex and interconnected. It can take time to help families, educators, and even other providers understand how different disciplines overlap.
How has technology impacted children’s development?
That’s an interesting question. I think children today have fewer opportunities to explore their environments physically. Whether it’s technology, safety concerns, or changes in play spaces, kids aren’t engaging in the same kinds of movement-based experiences. We’re also seeing changes in vision, like increased astigmatism, which can affect how children read or interact in the classroom. For example, reading a book or seeing the blackboard. As technology continues to have an impact, no doubt it will play a role in how children regulate themselves and participate in daily activities.
Can you share a success story that stands out to you?
One child I worked with struggled with regulation and body awareness. They couldn’t sit through a meal and were constantly moving and climbing. This was particularly challenging for the family. We introduced strategies like deep pressure and a vibration cushion. Over time, the child was able to sit through meals. That kind of progress, of helping a child participate in everyday life, is incredibly meaningful. Once participation improves, we can build the skills needed for long-term success.
What do you see as the root of many behavioral challenges?
I often think about a “pyramid of learning,” where sensory regulation and the nervous system form the foundation. Many children are experiencing challenges that haven’t been addressed at that foundational level.
There are also broader factors such as how safe children feel in their environments, their sense of belonging, and their emotional experiences. All of this is deeply connected to neuroscience and how children regulate themselves.
How do you collaborate with other professionals?
Even though I run a private practice, collaboration is a huge part of my work. I regularly connect with speech therapists, physical therapists, and other occupational therapists. We learn from each other and work together to support the whole child. Communication, for example, is foundational, so collaborating across disciplines helps ensure we’re addressing all aspects of a child’s needs.
What qualities make a great pediatric occupational therapist?
You have to love working with children and you have to love playing! Children learn through play, so you need to be able to engage with them in that way. Flexibility is also key. Every interaction is either a successful intervention or an opportunity to learn. Building rapport, understanding each child, and meeting them where they are, that’s what makes the work effective.
How has your Bay Path education influenced your journey?
The relationships I built in my doctoral program were incredibly valuable. I still stay in touch with my cohort and professors, and we continue to share ideas and support one another. The flexibility of the doctoral program allowed me to balance being a full-time mom, working full-time, and running a private practice. Earning my doctorate has also strengthened my voice in the field. Being recognized as “Doctor Vantangoli” brings a level of credibility that helps others truly listen and ultimately allows me to make a greater impact on children’s lives.
