OUR STORY

School-Based Therapy Assistant is made for Therapists, by Therapists.

We are practicing occupational therapists as well as the owners of School-Based Therapy Services, a leading provider of educationally relevant Occupational Therapy, Physical Therapy, Speech Therapy, BCBA and Child Study Team services. For the past two decades we have had the great privilege of working alongside children with differing abilities in the New Jersey public and private school settings. 

Prior to launching the Therapy Assistant, our organization was using paper and pencil, or at best spreadsheets to make our daily schedules and to complete required documentation. We searched the market for available products to meet our needs and found none tailored to therapists working solely in schools. 

So, we decided to create our own!

The years-long process and in-house trial period has seen various iterations and updates based upon feedback from seasoned therapists in the field. 

We feel we have finally created a product that can expand beyond the use of our small company and have decided to share the platform with therapists across the country. 

We hope School-Based Therapy Assistant allows you to spend more time engaged in activities you love and less time completing tedious paperwork.

Anna Lupinacci School Based Therapy Assistant

Anna Lupinacci, MS, OTR/L

Co-Founder, School-Based Therapy Assistant

Anna Lupinacci holds a BA in psychology, a MS in Occupational Therapy and is completing an EdD in Movement Sciences. Anna is a registered Yoga instructor, has extensively studied world religions and has a profound interest in the intersection of science and mindfulness-based practices. She is currently conducting original research on the utility of specific breathing techniques on perceived stress, physiological stress and motor performance.

Rob McMahon Therapy Assistant

Rob McMahon, MS, OTR/L

Co-Founder, School-Based Therapy Assistant

Robert McMahon has earned a BA in psychology and a MS in occupational therapy. He has over two decades of experience working with neurodiverse children and collaboratively creating programs with public and private schools, which promote mainstream education. Robert has extensive experience in working with students in large urban school districts (NYCDOE) as well as small suburban and rural settings.

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