Every therapist at the center is trained in the same structure and follows the same documentation standards. This ensures that the work with your child happens consistently — and that information reaches you transparently and continuously.
Request a consultation →What makes a center truly a team is not the number of specialists — but how far they work by the same logic. In our case this is not accidental. It is built deliberately and maintained every day.
All therapists go through shared training in the center’s structure of work.
We follow the same behavioral principles in communicating with the child and the parents.
The preparation of sessions, the documentation of progress, and the feedback are unified for everyone.
Even if a therapist changes, the child does not lose pace, because the approach remains consistent.
The structure of our work requires a clear distribution of roles. This is not “everyone does everything” — it is a coordinated system in which every position has a specific function.
Iva Petkova is responsible for the strategic work at the center — the initial consultations, the assessment of development, and the preparation of individual therapy plans. External supervisors are also involved in preparing and following up on some of the plans, further supporting the quality of the team’s work.
The therapists who work with the children are responsible for conducting the sessions according to the set individual plan. They prepare the activities, observe the child’s reactions, document progress, and adapt the work to the specific session.
The therapy assistants work according to a predefined plan and under supervision. They do not improvise — they follow a clear structure tailored to the child’s goals. New team members go through training and work under direct observation until they build the necessary independence.
The team includes three therapy areas and a virtual coordinator who supports organization and communication.
The team is led by Iva Petkova, who draws up the occupational therapy plans at the center. Under her direction work two occupational therapy assistants.
Occupational therapist and early childhood development consultant, leader of the individual consultations at the center
Over 10 years of practice with children and families, focused on the 0–7 age range. Author of therapy plans and lead specialist for the initial individual consultations. Works under supervision while completing her international certification as an applied behavior analyst.
Occupational therapy assistant
A pharmacist by primary qualification, with a completed postgraduate qualification in occupational therapy in inclusive education. Has practical experience working with children, delivers occupational therapy plans under supervision, prepares the sessions, and keeps documentation of the child’s progress.
Occupational therapist in training, under direct supervision
A psychologist and resource teacher by primary qualification, with seven years of experience with children with special educational needs. Actively in the process of qualifying in the field of occupational therapy. Works under direct supervision and delivers assigned therapy plans.
The applied behavior analysis team works on attention, communication, cooperation, acquiring new skills, and coping with difficult moments in daily life.
Behavior therapist under supervision
A psychologist by primary qualification. Undergoing international certification training as an applied behavior analyst. Has 2 years of practical experience. Works under direct supervision.
Certified behavior technician, under supervision
A psychologist by primary qualification with 7 years of experience with children with special needs. Completed certification as a behavior technician; currently in the process of the next level of certification. One and a half years of experience as a behavior technician, working under direct supervision.
A speech therapist with 7 years of speech therapy practice and a completed professional qualification. She has additional training in Applied Behavior Analysis, which lets her work with children who have combined difficulties.
Speech therapist
Has seven years of speech therapy practice and a completed professional qualification as a speech therapist. Has additional qualification and experience in applied behavior analysis. Works under supervision.
Virtual administrator of the center
Coordinates everything that is not direct work with the children: schedules and arranging meetings, subscriptions, communication between parents and therapists, and the center’s marketing. She is the link that keeps the center’s system working.
Information about the work with the child does not stay in the therapist’s head. It is documented, organized, and reaches you in a predictable way.
Every therapist leaves written feedback immediately after the session — what we worked on, how the child managed, what to work on at home. It is uploaded to the child’s personal folder.
Every child has their own documentation folder — an individual plan, session feedback, reassessments. You can return to it at any time and share it with other specialists.
At regular intervals we hold structured meetings with parents. We review progress, discuss what is working and what is not, and reassess the goals. It is a rhythm built into the work.
For the behavioral and speech therapy sessions we use specialized software that records the child’s correct responses and mood in real time. You receive concrete data, not general impressions.
You are invited to attend the sessions. Not to watch a “performance,” but to see how we work, learn the logic, and be able to continue the work at home.
A commitment to quality cannot come only from within. We maintain it with external mechanisms that ensure our work is under constant scrutiny.
We work with external supervisors — independent specialists who periodically support the team, take part in discussing complex cases, and help maintain a professional standard. For us, supervision is not a formality, but an important part of quality work.
The entire team, including myself, regularly goes through international training and qualifications. This is a requirement at the center, not a recommendation.
Beyond individual training, we also run systematic training for parents — both for our clients and for those who are not.
As a parent at our center, you can expect:
Written feedback after every session in the child’s personal folder.
Concrete guidance for work at home that builds on the session.
Periodic meetings to review progress.
Access to the child’s full archive at any time.
The same professional standard, regardless of which therapist works with the child.
The assurance that the work is under external supervision.
The first step is always the same — an individual consultation with me. It's where you'll receive a clear assessment, a concrete plan, and direction on what comes next.
Request a consultation →