Speech
Speech refers to the sounds we produce using our lips, teeth, tongue and cheeks. As children develop, it is expected they will have some difficulty producing their sounds. As they become older however, children’s speech is expected to become clearer so they can be easily understood by others.
Common signs of speech sound difficulties include:
- Using the wrong sounds in words (e.g. “tar” for “car”)
- Mixing up sounds in words
- Only saying part of a word (e.g. “nana” for banana”)
- Lisps
- Slushy-sounding speech
- Your child is not easily understood by others
We assess, diagnose and treat the cause of speech sound errors using individual and evidence-based techniques that suit your child.
Receptive Language
Receptive language is the ability to understand spoken or written words. Receptive language skills are important to help your child learn how to follow instructions, identify concepts, understand new information and take part in a conversation with others.
Signs of receptive language difficulties can include:
- Difficulty following instructions
- Difficulty responding to ‘no, wait, stop’
- Not responding to questions (e.g. “what did you do at school?”)
- Unable to follow or understand a story
- Not understanding the meaning of words
Expressive Language
Expressive language is the ability to use spoken or written words. Expressive language skills are important to help your child form complete sentences and communicate their ideas, thoughts and messages with others.
Signs of expressive language difficulties can include:
- Using short, simple sentences compared to other children the same age
- Mixing up the order of words in sentences
- Using words in the wrong context
- Using simpler words compared to other children the same age
- Using incorrect grammar
- Difficulty using pronouns (e.g. he, she, they)
- Unable to hold or continue a conversation with others
- Difficulty telling a story
Stuttering
Stuttering is a speech disorder that occurs when the normal flow of speech is interrupted. Children with stuttered speech may suffer from anxiety or withdraw from social and academic situations if they are aware of their stuttering.
Signs of stuttering can include:
- Repeating sounds, syllables, words or phrases
- Prolongations (extensions) of sounds in words
- Blocks in words or sentences
Depending on your child’s age, awareness and abilities, your clinician will determine the best treatment approach for your child to increase their speech fluency.
Literacy
Literacy includes reading, writing and spelling. It refers to the ability to identify and produce rhymes, segment words into sounds and syllables, identify sounds in words, blend sounds together and manipulate sounds in words. Literacy is important for your child’s academic success, as well as their participation in everyday activities, such as reading a book, filling out a form or reading a sign.
Signs of literacy difficulties can include:
- Difficulty identifying letters and their sounds
- Guessing words when reading
- Skipping over words
- Difficulty sounding out words
- Difficulty spelling words
School Readiness
School readiness focuses on developing the skills your child needs to make a smooth transition to school.
Alongside early literacy and academic skills, such as learning to recognise letters, numbers and other basic concepts, our programs also ensure your child has the skills to follow the structure and routines of the school day. This can include participating in group and table-top activities, appropriate attention and concentration abilities, planning and sequencing skills as well as developing play and social skills.
Our programs also focus on the language skills required for the school environment, such as being able to follow instructions, ask for help and have conversations to make friends.
Multimodal Communication
Multimodal communication refers to the different ways we use communication with others. Multimodal communication is sometimes referred to as augmentative and alternative communication (AAC). For some children who have difficulty using verbal communication, other methods may be used to communicate their needs, wants and ideas.
Some examples of multimodal communication include:
- Key Word Sign
- Visual supports and aids
- Low tech AAC (e.g. language boards, communication books, Picture Exchange Communication System)
- High tech AAC (e.g. text-to-speech generating devices such as Proloquo2Go and LAMP Words for Life)
Parent / Carer Training
As families, you know your child best and are able to help your clinician learn more about your child. You are also the people that your child communicates and spends the most time with every day.
At Speak and Succeed, we value how important a child’s family and support network is in developing their communication skills. You can be involved by:
- Sharing your child’s preferred toys and activities so therapy is fun and engaging for them
- Help set goals for your child’s therapy
- Help develop strategies with your clinician to practice outside of therapy sessions with your child
- Providing feedback to your clinician about your child’s progress, what is working and what can be changed to suit your child and your family
Your clinician will work with you to explain, demonstrate and provide feedback to help you feel supported and comfortable in taking an active role in your child’s therapy. They will also help you plan ways to build your child’s communication within your everyday routines to make practicing easy and convenient for you.
Social and Play Skills
Social skills are verbal and non-verbal skills we use to communicate with others. These can include sharing, taking turns, understanding and interpreting body language and facial expressions, asking and answering relevant questions and understanding social rules. Some children require extra help to learn these skills to play and interact with others appropriately.
Common signs of social skill difficulties may include: