SERVICES
STUTTERING
Stuttering is a neurological fluency disorder which interferes with the flowing and effortless speech most of us take for granted. The cause of stuttering is not known. It is a physical condition and not caused by psychological factors such as anxiety, stress or parenting practices. Stuttering tends to fun in families, starts between 2-3 years of age, can either start suddenly or gradually and often worsens when a person is emotional or tired. People who stutter often exhibit overt behaviours such as repeating sounds or words, stretching or ‘blocking’ when speaking. Less noticeable behaviours associated with stuttering can include fear of negative evaluation, fear or anxiety, or avoiding challenging sounds or words. People may feel a ‘lack of control’ when speaking, which is often frustrating and difficult to manage.
Therapy for young children aims to regain fluent speech and maintain or build positive communication attitudes. The speech therapist trains parents to deliver intensive treatment, and supports them with problem solving to ensure best outcomes. Some children will continue to stutter despite treatment. Therapy for older children, teenagers and adults aims to lessen the difficulties with speaking, establish some control, and/or increase ease and confidence with talking. The overall goal is great communication!
SPEECH SOUND DISORDERS
Speech develops gradually as children learn to speak more and more like adults. There is variation from child to child, but there are certain ‘milestones’ to provide a guide for normal development. Children who are hard to understand by those around them should be seen by a speech pathologist for evaluation. This usually includes analysis of speech sounds including interpretation of errors or differences, intelligibility in conversation, and structure and function of the oral motor muscles.
Speech sound disorders can consist of phonological patterns, characterized by predictable and rule-based patterns of sound errors, and articulation errors, which involve difficulty producing specific speech sounds due to motor-based challenges. Many children will experience a combination of both phonological and articulation difficulties.
Speech therapy supports children to acquire speech sounds and to communicate effectively in all speaking situations. Intervention consists of direct teaching with a child, as well parent-coaching to support home practice.
Early intervention for speech delays/disorders is especially important because of the known link between speech sound errors and literacy difficulties.
LITERACY
The development of reading and writing is essential in the early years of schooling. Early literacy skills form the foundation for all learning. Difficulties with literacy often stem from weak skills linking sounds with the letters which represent them. Some children have a specific learning disorder (eg. dyslexia) which affects reading and writing development. For children with literacy difficulties, additional support is needed by a speech therapist to help them understand the connection between sounds and letters, to read fluently, to understand the information in text and to spell accurately.
Literacy intervention requires systematic and explicit teaching to learn to read and spell. Students who are struggling with their early literacy skills should be assessed by a speech pathologist and receive the necessary support to give them the best chance at reading and writing success.
LANGUAGE
Language skills include the ability to use words to convey meaning, and to be able to understand what is being said. Language learning difficulties can impact a child’s communication in many ways. They may have trouble getting their message across, or answering questions, following instructions or understanding conversations or stories.
Language therapy supports children to develop their expression and comprehension through teaching, direct practice and parent-coaching. Therapy aims to support young children who are late to talk, slow to progress or have specific learning difficulties such as DLD - Developmental Language Disorder.
Additionally, language difficulties should be addressed early, as the development of literacy is highly dependent on oral language skills.
Assessment & THerapy
A thorough assessment of a person’s communication provides essential information about their current abilities, difficulties and the impact of these in their daily life. This facilitates a discussion about the individual's or family's goals for therapy and the recommended timing of intervention.
As well as verbal feedback, a detailed report will be provided, which may be passed on to educators or other professionals.
If therapy is agreed upon, sessions are typically 40mins, and a weekly schedule is recommended to achieve best outcomes. Goals of therapy are a collaborative decision, and client-centred. For children, parents are included in therapy and clear instructions are given for home practice. This ensures maximum and efficient progress in improving skills and supporting communication.
Services are available in-person at our Highett clinic, onsite at Haileybury College Brighton campus and St Leonards College Brighton East campus, and via Zoom for telehealth sessions.
