1. What is The Hanen Program?

Are you working with young children who are struggling to develop their communication skills? Then you’ll want to familiarize yourself with the Hanen Program “It Takes Two To Talk” and “More Than Words”. Once you graduate as a speech pathologist, both professional development courses are available for you! The former is typically used when a toddler’s language development appears delayed or disordered. The latter focuses specifically on autistic kids’ communication needs. You can pick which one best suits your caseload.

2. The courses sell out fast!

After graduating as a speech pathologist, you may be considering jumping into the Hanen program. As an aspiring health professional, it’s important to know that these professional development courses fill up fast! To give yourself a competitive edge in securing your place on the upcoming courses make sure you get your name down on their expression of interest list. That way when a spot opens up – you’ll be among those first notified. This means you’ll be giving yourself all the chances of getting set-up with these sought after skills early on in your career!

3. It’s a significant investment

Upgrading your professional skills is an important part of  enhancing the quality of your speech pathology practice.  These 3-day courses are a great investment! It’s evidence-based so you can be confident that what you learn will have lasting value. The prices for the Hanen Program range from $850 – $1000+.  It ain’t cheap so you need to consider this in terms of your professional development allowance. However, at the end of the day I can guarantee you, its worth every dollar for the invaluable learning these courses offer!

4. Hanen certified

Finishing the Hanen course gives you certification, allowing you to proudly call yourself a certified practitioner. The fun doesn’t stop there though! To stay on top of your game, membership fees and evidence that courses have been completed need to be provided. Nonetheless,  you get to provide treatment for parents as part of their child’s journey too. So remember all this when looking into what it takes to become an  instruction!

5. While you’re waiting to be trained

Written by Julie Sexton, Senior SLP and CEO of TalkHQ

The post Hanen program – 5 things you need to know appeared first on TalkHQ.

We’re here to provide your family with compassionate care and evidence-based advice tailored to your child’s needs. The blog below explains more about what we do and how we can help you and your child.

1. What a paediatric speech pathologist does

A paediatric speech pathologist is an allied health professional who focuses on helping children develop communication skills. At TalkHQ, we provide an array of services for families with infants, children and teenagers who are presenting with communication difficulties. Examples of spoken and written communication difficulties that we can help with include: speech sound disorders, language disorders, stuttering, dyslexia and other literacy difficulties, social skills and social communication, late talkers, and more. These types of communication conditions can occur in isolation or as part of another neurodiverse condition. For example, communication disorders can co-occur in conditions such as autism, ADHD, cerebral palsy, childhood apraxia of speech (CAS), or developmental language disorder (DLD). Speech pathologists work closely with families, other health professionals, teachers and daycare staff to help enhance your child’s communication skills across all settings.

2. Speech Pathology Services In Brisbane

TalkHQ Speech Pathology in Brisbane provides different service options for our families. We offer individual or group therapy sessions in our North Brisbane-based clinic. Our team also offers Talk Online telehealth sessions for families who need a more convenient way to access speech pathology support. Also, during the school holidays, we offer intensive therapy blocks and our Assessment Only Clinic for families who are strapped for time during the school term. Finally, our Bootcamp Talk Blocks are a great option for capacity building. Bootcamp Talk Blocks allows families to focus on upskilling in communication skills and strategies for 12 weeks at a time. So choose one (or more!) of these services – and join us at TalkHQ for a journey towards improved communication!

3. Funding options for Speech Pathology in Brisbane

Parents often want to know the different funding options available for accessing speech pathology services. If you have a child with a communication disorder, they may qualify for NDIS-funded speech therapy. TalkHQ is a registered NDIS provider. This means our speech pathologists can help NDIA-Managed, Plan-Managed, and Self-Managed funded children. There are different requirements for NDIS funding for children younger than six compared to older children. It is best to contact the NDIS directly to determine your child’s eligibility.

In addition, your child may be eligible for Medicare rebates through the Chronic Disease Management Plan (CDMP). This plan is available when the funding of at least two specialist health professionals is required. These services require a GP referral and treatment management plan to qualify for the rebate. Also, it’s worth noting that only five allied health services per calendar year can be provided per patient. Additionally, Indigenous children aged 0-18 years old may also qualify for rebates based on their Aboriginal or Torres Strait Islander descent. Again, a GP referral is required to access this type of Medicare rebate. Finally, TalkHQ healthcare providers are registered with all major health funds who can provide rebates for speech pathology. For more information about speech pathology fees, read our blog.

4. Your first appointment with a TalkHQ speech pathologist in Brisbane

Assessments in paediatric speech pathology are an essential first step on the road to helping your child’s communication development. Our assessments help us identify your child’s skills and difficulties and compare them to other children of the same age. Moreover, the assessment process determines the most effective goals for their therapy sessions. Parents and guardians play an essential role in the assessment process. They provide extra information about how the child communicates and engages with others in various environments and around different people. Here at TalkHQ, our paediatric speech pathologists typically use a two-session approach to ensure that each assessment is accurate and up-to-date with NDIS requirements. After this, we will discuss the results with you in our feedback session. With no waiting list, it means you can quickly start helping your child reach their communication potential.

5. Is there a waiting list for speech pathology in Brisbane?

Our TalkHQ paediatric speech pathology clinic in Brisbane is taking on new clients with NO WAITING LIST! If your child is having difficulties with their communication, you now have a speech pathologist nearby. Our qualified and caring team of health professionals can provide the assessment, therapy and support that your child needs. We are NDIS and provide the high-quality services you need to help your child. Don’t wait – contact us today to book an appointment!

Written by Julie Sexton, Senior Speech Pathologist and CEO of TalkHQ

The post Speech Pathologists in Brisbane appeared first on TalkHQ.

Secret 1: You don’t need to read all the words 

Yes, you read that right! When reading books with your child, it can be just as beneficial to talk about what’s happening in the pictures or make up stories on your own. You talk through each picture together and ask questions like “What does this mean?” or “What do you think will happen next?”. These question types give them an opportunity for active involvement. This builds their interest in becoming active listeners who want, more than anything else, meaningful connections between themselves and other people around them (and thusly improves empathy). This is so important, especially for children who hate reading!

Once your child shows some engagement with the pictures, you can refer to words in the text that match the pictures they are interested in. This can help them see that books help printed words come alive and have meaning. You can also play word games where they have to be the fastest to find the main character’s name on each page.

Secret 2: Get active!

Maybe your child hates reading because they don’t want to sit still. We often think of reading as a quiet time activity, but if your child finds it tricky to sit still, this doesn’t need to be the case!

Encourage your child to act out what’s happening in the story (either with their own body, or with toys) and play along with them – every game is more fun when the adults join in!

In the book “Dear Zoo”, you can practise roaring like a lion, jumping like a frog, slithering like a snake, or swinging like a monkey. This is a great way to build your child’s engagement with books and may also help you get some sneaky extra steps up on the side!

Secret 3: Go digital

While there’s nothing quite like a good paperback or hardcover book, technology has come a long way in storytelling. There are several digital options if your child hates reading print books. YouTube has read-along or animated videos for a range of picture books, which can not only make book reading more engaging for kids, but can also expand your library of picture books (for free!).

There are also other free online resources (like Storyline Online) or paid options (like Vooks) for book reading, so there’s an option available for you, no matter your budget.

Secret 4: Shared Reading

Shared book reading is a great way to build up your child’s language and literacy skills, especially if they hate reading!  Shared reading can be done individually at home with your child or at a whole class level.  A speech pathologist can also use this reading strategy with a small group of clients with the same reading goals. The adult leads the shared reading session and uses a variety of reading strategies to help the child develop the Big Six of Reading skills. Shared reading can effectively improve reading skills, as it allows the group to learn from each other and gain different perspectives on the material.

Remember that there’s no such thing as a “wrong” way to read together, as long as you’re both having fun!

Secret 5: Choose books at their level

If your child hates reading, it’s important to find books at a reading level that they can handle. Decodable books can be a great way to build your child’s reading skills. Once they see that they can read, they can build their confidence. This can help them to become more interested in reading. Plus, it helps reinforce their phonics skills. If you’re unsure what reading level your child is at, you can always ask their teacher or a speech pathologist for help. They will be able to assess your child’s reading level and recommend the best books for them.

These five secrets to get your kids engaged in reading may sound like a lot of work, but it will be worth seeing them love books as much as you do. And if you need help, we’re always here. If your child has trouble reading, book in for an assessment or our Sounds Write For Literacy groups so kids can learn phonics to build their reading skills systematically. For more information, contact us.

Written by Julie Sexton, Senior Speech Pathologist and CEO of TalkHQ

The post My child hates reading – What can I do? appeared first on TalkHQ.

Therapy Game Number 1.

My first number one tip is as simple as it gets: Peekaboo.
You can either play this joint attention therapy game very simply with your hands, or you can put a light tissue or a little cloth over your face, and then pull it down for the “Boo”. You can extend the joint attention by increasing the play partners.  For example, you cover your face first and then put the list cloth over the parent’s face.  Finally, if the child allows it, you could give them the cloth and see if they try to cover their face too.  In this way, it is a nice way to include the parents in the therapy session. It also demonstrates how this game can easily be done at home. For these reasons, Peekaboo is a fantastic game to support joint attention in play.

Therapy Game Number 2.

My second favourite joint attention game is singing and moving to the song “Row Row Row Your Boat”. I find kids love this game because it’s a movement game. When I sing this song, I actually get down on the floor and place the child in my lap. I sing and gently rock the child back and forth in time with the song. I find many of my autistic kids find the rocking motion is actually quite soothing for them. They really like it! After a few rocks or at the song’s end, I pause and wait for them to communicate. They may communicate their wants with a head turn, or they might move their body themselves. These movements are meaningful, and we need to respond appropriately. If you’re feeling slightly uncomfortable touching the child, you can demonstrate the activity with a doll.  Then, you can ask the parent to come down to the floor with their child and practice alongside you. This song activity is such a fun way to help with joint attention.  I have found that even kids who can be tricky to engage love this therapy game.

Therapy Game Number 3.

Another simple game is playing “Round and Round The Garden”. Children love this finger-play activity, and it’s a great way to teach cause and effect. You simply start drawing circles with your index finger on their palm while saying, ‘Round and round the garden like a teddy bear. One step, two steps, and then tickly under there’. The children quickly learn the sequence. Then they start expecting the tickle. They may indicate joint attention simply because they put their hand forward in your direction. Joint attention does not have to mean eye contact. It can be shared facial expressions, gestures or even head turns. These behaviours all communicate that they are wanting to engage in this one shared activity.

Therapy Game Number 4.

Game 4 is another movement-style game that supports joint attention: Ring a Ring a Rosie. This is therapy game is particularly great for your active kids. That is, children who seek movement but they don’t want to necessarily engage with you. I like to make this movement game very animated. When it is time for “We all fall down’, I gently place the child down and then I dramatically throw myself down on the ground next to them.  I find that because the play is so animated they want to play again. You can further support joint attention when you “freeze”. You lay frozen on the ground until the child indicates some form of communication for you to get up. I find this is a great technique to support joint attention.

Therapy Game Number 5.

“Open, Close Them” is another fun favourite we can use to support joint attention in children. It’s a simple action song of opening and closing your hands while singing the song: ‘Open, close them, open close them, give a little clap’. Sometimes if the child is open to it, you can use their hands to clap. Repeat, ‘Open, close them, open, close them, place them in your lap’. Next, I try to use their hands (if they can tolerate my touch), to step up their body to their chin, while singing, ‘Creep them, creep them, creep them, creep them, right up to your chin’. Then I sing, ‘Open up your mouth, but then’ and pause. When I sing, ‘Do not let them in,’ I tickle them under the chin, and the children love it. However, kids who are tactile defensive may find this activity too much for their sensory system. If this is the case, the whole-body kinds of activities would be better suited.

Therapy Game Number 6.

For children sensitive to touch, you can adapt the Peekaboo activity by using a weighted blanket or something similar. Then you can wrap them up in it, give them a nice, big squeeze, and then open it up and say “Boo!”. This therapy game can also be a nice little people game and really effective for joint attention.

Conclusion

I have found that these types of therapy games help children with developmental delays and/or autism build joint attention skills. If you’re currently studying Speech Pathology or are qualified, you can easily implement these therapy ideas in your early language therapy sessions. At Talk HQ, our dedicated team of Senior Speech Pathologists help upskill our early career speech pathologists by explicitly demonstrating therapy games such as these to help them learn how to target joint attention skills in therapy.

Want to learn more about paediatric speech pathology? Join our Student Hangout Facebook Group, specifically created for Speech Pathology Students who are currently studying and are passionate about our industry.

If you want a workplace that prioritises supporting your learning to provide quality therapy sessions, upload your resume today.

Written by Julie Sexton, CEO and Senior Speech Pathologist at TalkHQ.

The post 6 Therapy Games That Support Joint Attention appeared first on TalkHQ.

1. What are the difficulties with reading and spelling for people who have dyslexia or other specific learning disabilities

Reading and spelling are two of the most essential skills for success in school and in life. However, for people with dyslexia or other specific learning disabilities, these skills can be extremely difficult to master. According to the National Institute of Child Health and Human Development, dyslexia is a neurological disorder that affects reading skills. It is estimated to affect up to 1 in 5 children in Australia. People with dyslexia often have difficulty with phonemic awareness, word decoding, and word fluency. As a result, they may struggle with reading comprehension and spelling.

There are a variety of interventions that speech pathologists can use to help people with dyslexia or other specific learning disabilities. However, it is important to choose an intervention that is based on evidence. It is structured and sequential, and best of all, evidence based. You may hear speech pathologists talk about Synthetic Systematic Phonics (SSP) programs. Examples of SSP programs include the Orton-Gilligham Approach and the Sounds-Write Program. Both programs are research-based that have been shown to be effective for people with dyslexia or other specific learning disabilities. Private practice speech-language pathologists who use the Big 6 model can provide individualized instruction that addresses the unique needs of each client. With this evidence-based approach, people with dyslexia or other specific learning disabilities can improve their reading and spelling skills.

2. How can I do therapy to help kids with reading and spelling

Reading is such an important skill for kids to learn. Not only does it help them in school, but reading also opens up a whole new world of knowledge and understanding. Unfortunately, some kids have difficulty reading, and this can be a real struggle for them. Fortunately, speech pathologists can help. Speech pathology can involve various activities to help improve reading skills, such as working on phonemic awareness or implementing a specific SSP program. Decodable books are also great for SSP.  We love using the Little Learners Love Literacy series. They come in soft-cover books and as iPad apps.

3. What are examples of phonemic awareness activities

Here are examples of therapy to do for reading and spelling difficulties.

-identifying first sounds in words. For example, the clinician pulls a toy out of the bag and the child needs to say the name of the toy slowly and then work out does it start with a “p” or a “f” sound.

-identifying which two out of three words start with the same sound. An example activity would be using articulation cards (without words) and blu-tac them to the wall. The clinician says the name of each picture. The child works out the first sound in each picture. The child throws a ball at the two pictures that start with the same sound.

-identifying last sounds in words. My favourite activity for this goal is using a train picture with a target on the last carriage. The child picks a card out of the bag and says the sound. They point along the train at the same time as saying the word. The child stops on the target and says the last sound. When they get it right, they are rewarded with a turn of the Nerf gun to shoot the target and the clinician reinforces the learning by saying, “That’s right, “sh” is the last sound in bush”.

-blending sounds to make a word. The clinician puts out rhyming cards (no written words) and sounds out the words. The child blends the sounds and determines which card is correct. Every correct response earns them a sword. When they get all the swords, they play Pop The Pirate.

3. What should I consider when choosing a therapy program

When you are choosing a therapy program for your client, it is important to consider their individual needs. If they are struggling with reading, then a program that focuses on phonemic awareness and vocabulary might be a good fit. If they are having difficulty with spelling, then a program that emphasizes phonics and word families could be helpful. And if they are dealing with speech problems, then a speech pathologist may be able to recommend an appropriate therapy program. By taking the time to assess your client’s specific needs, you can ensure that they receive the best possible care.

4. How much progress can be made through therapy

Every child progresses at their own rate. Some learn to read quickly, while others need more time. With the help of a speech pathologist, your client can make progress and reach their full potential. It is important that when targeting synthetic, systematic phonics, the child practices reading and spelling in therapy sessions. Therapy must involve activities at the word, sentence, and paragraph levels. After all, a child gains meaning when reading and spelling words in context. Similarly, teachers target reading and spelling with sight words AND with readers. When reading and spelling activities are targeted at the right levels and learnings are reinforced daily, the child will improve much faster.

5. What are some of the challenges that come along with doing therapy for reading and spelling difficulties

When it comes to reading and spelling, every child has their own unique set of challenges. For some, the difficulty lies in identifying the individual sounds that make up words. Others may have trouble blending those sounds together to form words. And still others may have difficulty reading words that are not commonly used or spelled phonetically. These challenges can make reading and spelling quite frustrating for both children and parents alike. However, with the help of a speech pathology professional, these challenges can be overcome through teamwork. Speech pathologists help children by working one-on-one or in small groups and explicitly teaching skills at the breakdown level. In addition, they can also provide guidance and support to parents to ensure that progress is made at home as well. The best results are achieved when the speech pathologist works with the child’s teacher and parents.  Unless all key stakeholders are on the same page, reading and spelling will continue to cause confusion for the child.  Speech pathology is one piece of the pie.  The challenge can sometimes lie in getting all the team working together in the best interest of the child at the centre.

6. How can parents support students who are in therapy

Parents play an important role in supporting their child’s speech therapy. While the speech pathologist will work with the child on specific goals, there are many things that parents can do at home to support their progress. Shared book reading is a great way home practice activity to help them with their speech. Parents can also help them to practice writing their spellings with their fingers in a tray of uncooked rice. Kids love this type of multisensory learning!  Encouraging parents to take turns in leading your therapy activities can help them fully engage in the therapy process. It also helps parents confidently deliver home practice between sessions. Encourage parents to write down the home practice tasks. This will help them understand and remember what to do between therapy sessions. Your ability to clearly communicate and demonstrate home practice is crucial in empowering parents to support their children who are in therapy.

Want to learn more about implementing therapy programs for reading and spelling? Here are two things for you:

1. Send me a DM via Instagram with your questions. I would be happy to help.
2. TalkHQ has an entire Learning Portal of evidence-based training for our speech pathologists. Book a call to chat with me about TalkHQ’s unique professional development package. We can help support your clinical learning and career goals.

Written by Julie Sexton, Senior Speech Pathologist and CEO of TalkHQ.

The post How do I do therapy for reading and spelling difficulties? appeared first on TalkHQ.

1. Remember the ZPD!

Zone of Proximal Development, ZPD,  is something we all learn about at uni, but I think is easy to forget about. Basically, it refers to the skill level that sits between the child not being able to do the task and the child being able to do the task independently.

Choosing goals using ZPD means choosing goals that the child would be able to achieve with assistance from someone who has the skills or expertise to guide their learning, that is, a speech pathologist. 

Your sub-goals may then reflect the different levels of scaffolding that may be required to help the child progress to mastery. It all depends on the needs of the learner.

Therefore, when your client has many possible goals to work on, start with a goal that the child is close to mastering with guidance and encouragement from you and/or the parent. Often, the best starting goals are things that clients can do with some help!

2. Function first

When goal setting for complex clients, we really want bang for our buck!  I can’t count the number of families who have wanted their children to be polite and say ‘please’ and ‘thank you’, but we know that this is not much good if they can’t say, ‘drink’ or ‘help’.

It helps to think about the reasons WHY we need to communicate. That is, to request, to protest, to draw attention to something, to join in social interactions etc. 

When considering targets, in particular language targets, choose goals that will help them achieve functional language skills. Aim for word-learning of high-frequency vocabulary that can be used across several interactions. Even though there may be many areas that child needs help with, what one to two things will help them function/participate better at home or school? Can you identify a language function that would help them in more than one situation? For example, targeting personal narrative skills can help them build friendships at school as well as use tier-two vocabulary in a meaningful way! It can also help with the child’s conversation skills with their parents as they are often asked, “How was your day at school?” Goals that build functional communication are a great place to start! 

3. Motivation is key

Remember that your goal-setting will be a key factor in determining how motivated the client is in therapy. My mum taught me, ‘You can lead a horse to water, but you can’t make it drink!’  As a new graduate, I tried working on many goals that I judged as “helpful” for the client. Sometimes, the client didn’t understand how those goals would benefit them. Sometimes the outcomes I was aiming for weren’t a high priority for the client. 

One way to motivate clients is to involve them in setting their own goals. This way, they will be more likely to engage in the therapy process and see results. I always start by collaborating with my clients about their desired outcomes. 

I ask questions so that I can get a clearer understanding of how their communication difficulty is affecting their day-to-day functioning. Some examples of things I ask parents include:

“How is Johnny’s speech sound disorder affecting his ability to communicate at kindy?” 

“What does it look like when Harry can’t get his message across?” 

“How often is this an issue?” 

“Does this impact the family’s ability to go places?”

“If speech pathology was going to help Sarah in one particular part of her day, what would you want that to be?”

These types of questions help me to understand the impact of the child’s communication disorder. It also helps me identify which goals are most important to the client and their family. Therefore, this information allows me to tailor my goal-setting and therapy approach accordingly. When explaining each session goal, I refer to how it will help the child progress towards our agreed desired outcome. I find this process helps maintain the motivation for attendance, engagement during sessions and home practice. Ultimately, motivation is key to helping speech pathology clients reach their goals.

4. Regularly check in to see if the chosen goals are still a priority for the client/family.

Therapy is a dynamic process. Setting goals at the start of a child’s therapeutic journey does not mean you can only target those specific goals. It is important that you are responsive to the child and their family’s needs.

You need to stipulate a time frame for reviewing goals. At TalkHQ, we do this at least once each school term. We spend time with the carer/parent to review the goals that were chosen at the beginning of the Talk Block. We want to see if the goals targeted in therapy have a functional impact on the child’s day-to-day activities. Also, the family can communicate whether or not those goals continue to be a priority for the client/family.

This step is imperative to ensure that your therapy goals are synchronous with the family’s desired outcomes.

Written by Julie Sexton, CEO and Senior Speech Pathologist

The post My client has so many goals – where do I start? appeared first on TalkHQ.

If you want more information, this blog will explain why we run the Assessment Only Clinic, what it entails, who it is suitable for, and other frequently asked questions about the assessment process.

Why is there an Assessment Only Clinic?

The Assessment Only Clinic is a TalkHQ initiative that was introduced as part of our waiting list management system. We started this service because parents told us they just wanted to know if their child’s communication is typical or atypical. They wanted answers instead of feeling stuck on a waiting list. Just as it sounds, this clinic is for children who are only offered appointments for our 3-part assessment process. The TalkHQ Assessment Only Clinic serves 2 purposes:

1. Allows the speech pathologist to give parents a clear indication of whether speech pathology intervention is required or not. For example, some parents may wait for months because they are concerned about their child’s development. Because of the Assessment Only Clinic, the parents are able to find out sooner that the assessment results show that the child’s speech errors are typical for their age. This means they no longer have to wait for therapy. Alternatively, the family’s concerns may be affirmed. The speech pathologist may also advise the family if other professionals need to be involved.
2. Following the assessment feedback session, parents understand the nature of their child’s communication profile and can benefit from single strategy sessions/group therapy while awaiting Talk Blocks of therapy.

When is the clinic held?

Our Assessment Only Clinic typically runs each school holiday period, and bookings are in advance. Sometimes, we have last-minute cancellations and we are able to see clients for assessment earlier. If this is the case, we will contact you via text or phone call to see if you are able to attend that day. You must respond by a specified time. If not, we contact the next family on the waiting list. This helps others have the opportunity to be seen sooner.

What is a speech pathology assessment for kids?

When communication difficulties are suspected in a child, a speech pathology assessment may be recommended. The assessment process is important in order to determine the severity and cause of the communication difficulties, as well as to develop an appropriate plan for treatment.

During a speech pathology assessment, the speech pathologist will assess the child’s communication skills in various areas, including receptive communication (understanding of spoken language), expressive communication (using spoken language), and social communication (using spoken language in play and social situations). The speech pathologist will also assess the child’s overall communication development by looking at his or her ability to communicate effectively in different contexts and with different people. In addition, the speech pathologist will take into account any other factors that may be affecting the child’s communication development, such as hearing impairments or developmental delays.

The speech pathology assessment is important for determining how best to help a child with communication difficulties. With the information gathered during the assessment, the speech pathologist can develop an individualized plan to help the child improve his or her communication skills.

How to know if your child needs a speech pathology assessment

If you’re worried about your child’s development, it’s important to seek professional help. A speech pathologist can assess your child’s communication skills and determine if there is a problem. Many communication disorders are highly treatable, so getting an assessment as soon as possible is important. Here are some signs that your child may need a speech pathology assessment if they:

– have difficulty understanding what others are saying.
– have trouble communicating their own ideas.
– is not using as many words as other children their age.
– are having difficulty pronouncing certain sounds.
– are not looking to play or engage with you.

If you notice any of these signs, don’t hesitate to contact a speech-language pathologist for an assessment. Early intervention is crucial for communication disorders, so the sooner you seek help, the better.

What to expect?

At TalkHQ, we perform a thorough assessment. We assess many aspects of the communication profile. This is because we use a strengths-based approach to therapy and parents and carers actively participate in the therapeutic journey. There are three steps to our assessment. First, we meet with the parents/carers for an in-depth chat about your concerns. Secondly, we meet with your child and conduct our assessment. We spend time scoring and analysing the results before meeting with you for a feedback session. At this final appointment, we discuss the findings and identify the next steps for you and your child. For more information about speech pathology assessments, read our recent blog.

Does NDIA fund speech pathology assessments?

The National Disability Insurance Agency funds speech pathology assessments for eligible participants. TalkHQ is a proud NDIS registered provider. We require a signed service agreement before we see your child. To check your eligibility for NDIS funding, click here. Read our recent blog to find out other ways to help fund your child’s speech pathology assessment.

Written by Julie Sexton, Senior SLP and CEO of TalkHQ.

The post Assessment Only Clinic appeared first on TalkHQ.

Many parents worry about this big milestone. We know it can be tough making the jump from kindergarten to Prep. That’s why we offer group therapy sessions to help kids make the transition. Our experienced speech pathologists will help your child feel comfortable and confident in their new school.

Sessions are tailored specifically for kindergarteners, so they can learn about Prep and meet other kids who are also making the jump. This is a great opportunity for your child to get excited about their new school and make friends before classes even start.

This blog will explain what our Prep 4 Prep Group Therapy program, how to sign up and 5 tips you can do to help your child.

What is Prep 4 Prep Group Therapy?

Our Prep 4 Prep group therapy program is designed to help your child get a head start on some of the learning of school. This group helps kids build skills they need for a smoother transition from Kindy into Prep. Our program curriculum includes activities that research shows are required to help with reading and spelling, including oral language, print awareness, phonological awareness, letter-sound links and vocabulary. Below, I explain what these skills are and why they are important for Prep.

Oral Language

Starting Prep, it is essential that children have a strong foundation in oral language. This is because oral language is the foundation upon which all reading and spelling skills are built. Children who have strong oral language skills are more likely to be successful readers and spellers. They are able to understand what they hear and see, and they are able to communicate their own ideas clearly. As a result, they are better equipped to learn the skills necessary to read and spell. For these reasons, it is clear that oral language is essential for starting Prep and for learning to read and spell.

Print Awareness

Print awareness is crucial for starting Prep and for learning to read and spell. It helps children to understand that print has meaning and that books are read from left to right, top to bottom. It also helps them to understand that sentences are made up of words and words are made up of letters, which is essential for learning to read and spell. Print awareness activities include identifying the title, the author, and which way to orient a book.

Phonological Awareness

Starting Prep is an exciting time for children as they transition from play-based learning to more formal academics. An important part of this transition is developing phonological awareness – the ability to hear, identify and manipulate the individual sounds in words. For example, a phonological awareness activity is blending and segmenting words like cat = “c-a-t”. This skill set forms the foundation for learning to read and spell, and research has shown that children who develop phonological awareness are more likely to become successful readers and spellers. For parents, you can do several things to help your child develop phonological awareness. Talking about the sounds in their name, making up silly rhymes, sounding out words, and reading Dr Seuss’ “ABC” book are great ways to build their phonological awareness.

Letter-sound links

When they begin Prep, they start from scratch regarding their literacy skills. It is essential that they understand the importance of letter-sound links. Letter-sound links provide a foundation for learning to read and spell. By understanding how letters and sounds correspond with one another, students can begin to build up their literacy skills; this is the letter A, representing the “ah” sound. Letter-sound links help students to remember words more easily. When they can see the link between the word and the letters that make it up, they are more likely to remember how to spell it correctly. For all these reasons, letter-sound links are essential for starting Prep students. If they can grasp this concept early on, it will stand them in good stead for the rest of their schooling journey.

Vocabulary

Exposing your child to a bigger vocabulary helps expand their ever-growing brain and really helps them when they are starting school. A large part of starting school is understanding and following directions. This is where vocabulary comes into play. If your child has a limited vocabulary, they will likely have difficulty understanding what their teacher is saying. This can lead to frustration and a feeling of not being ‘smart enough’. Furthermore, a child with a limited vocabulary will also have difficulty reading and spelling words correctly. This can be extremely frustrating for a child who wants to do well in school but struggles with literacy. On the other hand, a child with a strong vocabulary will be better equipped to understand their teacher and comprehend what they are reading. As you can see, vocabulary is an important part of reading comprehension and spelling.

What’s involved in the Prep 4 Prep groups?

Each of our groups runs for 1 hour each day for 4 days. It is important that your child attends each day of the groups.  Groups run for 4 days.

How do children learn to read and spell?

Learning to read and spell actually starts before Prep. Children are starting to learn about books, print, letters, letter sounds, and how to write letters in kindergarten. Reading and spelling are written communication skills that are learned. Talking and listening skills are typical developing skills in kids. Typically. they need good oral language skills BEFORE they can learn written communication. Read more about how kids learn to read here.

Do parents sit in the sessions as well?

Parents will wait in the reception. At the 50-minute mark, the speech pathologist will bring the children out to the parents and explain what was covered in the group. Because of confidentiality, specific feedback about your child’s performances is shared via the See Saw app. This is a REALLY important feature of the groups. A big component of speech pathology is coaching parents (and kids) on how to use particular techniques to help build and strengthen specific skills. These ten-minute daily tricks/tips in the family home make a world of difference to your child’s reading and spelling.

How many children are in each group?

We only allow 3-4 children per group to maximise learning.

How do I enrol in Prep 4 Prep?

Contact Us here, and our support services team will be in touch to add your child to the group. Alternatively, click this link and you will be taken to our online booking system. and you can select the location and time that suits you. For private paying clients, we require a deposit of $96. Once enrolled in the group, we will send you a confirmation email, case history and payment details.

What if the groups are already full?

You can register your expression of interest. We will contact you when the next round of groups becomes available. To ensure your child’s place, we recommend paying a deposit.

How much does group therapy cost?

Each session costs $96. This includes a $10 non-refundable administration fee.

How much is the deposit?

The deposit is $96, payable at the time of booking. NDIA-funded clients will need to submit a completed service agreement to secure their child’s place.

What if my child can’t attend the group?

We understand that life happens and plans can suddenly change. You must contact us to let us know you cannot attend. Your child can attend a group at a later date.

If you are no longer interested in attending the groups, you will receive a refund of $86.

Other tips to get your child prepped for Prep

You can also do other things to help your child prepare for Prep. Here I share my top 5 tips:

1. Make sure your child is getting enough sleep

It’s hard to believe that starting Prep is just around the corner. Suddenly, your child will be immersed in a world of learning, and it’s important to ensure they’re getting enough sleep. A good night’s sleep helps children to focus at school and sets them up for a lifetime of healthy habits. Unfortunately, many kids don’t get enough sleep, and this can lead to problems with behaviour, concentration and learning. You can take a few simple steps to help your child get a good night’s sleep. Establishing a bedtime routine is a great way to wind down before sleep, and making sure there’s no screen time for an hour before bed will help too. With a little bit of planning, you can help your child get the sleep they need to thrive at school and beyond.

2. Read to them every day

One of the best ways to help your child adjust to starting Prep is reading to them daily. Reading not only helps to develop their language skills but also encourages them to be inquisitive and imaginative. It can be a fun and bonding activity that you can enjoy together. It also encourages a love of reading, which will help them throughout their academic career. Make reading time a special part of your day, and watch your child’s love of learning grow. What’s more, reading before bed can help to calm and relax your child, making it easier for them to drift off to sleep. So make sure you carve out some time each day to share a story with your little one – it will make all the difference to their starting Prep experience.

3. Help them learn to describe things

When starting Prep, many children are still learning how to describe things. This can be frustrating for them, as they are not always able to communicate what they want or need. However, you can do a few things to help them learn to describe things more effectively. First, provide them with concrete examples. For instance, if you ask them to describe a toy, show them a picture of the toy and point out its key features. Second, encourage them to use specific and descriptive language. Help them to brainstorm a list of adjectives that they can use to describe the object. Finally, give them plenty of opportunities to practice describing things. Ask them to describe what they did today, what they had for lunch, or what they can see outside the window. With a little bit of help, your child will soon be an expert at describing things!

4. Encourage them to build their independence by giving them chores

As any parent knows, starting Prep can be a big adjustment for kids. They suddenly have to learn to do things for themselves, from tying their shoelaces to remembering to put their homework in their school bag. Giving them chores to do around the house builds their independence. Even simple tasks like setting the table or emptying the plastic cups from the dishwasher can help them to feel more confident and independent. You can give them more responsibility as they get older, such as taking out the rubbish or feeding the family pet. Not only will this help to lighten your load, but it will also give them a sense of accomplishment and pride. So next time you’re feeling overwhelmed, why not ask your kids to lend a hand? You might be surprised at how much they’re capable of.

5. Show them it is OK to make mistakes

Making mistakes is part of life. We all do it, no matter how hard we try to avoid it. But starting Prep (or kindergarten) is a big deal for kids. They’re learning so much new stuff, and they want to do everything perfectly. So when they make a mistake, it can feel like the end of the world. That’s why it’s so important for parents and teachers to show kids that making mistakes is OK. It’s all part of the learning process. If we never made any mistakes, we would never learn anything new. So next time your child makes a mistake, help them to see it as a positive learning experience. It’s a chance to grow and become even smarter and more capable than they were before.

Following these tips can help your child feel confident and prepared for starting Prep.

Written by Julie Sexton, Senior SLP and CEO of TalkHQ

The post Prep 4 Prep Group Therapy appeared first on TalkHQ.

Our Prep Easy program is suitable for Prep students who struggle with reading and spelling. This group targets skills that are required to learn to read and spell in Prep. Our Prep Easy includes activities that help build the following skills: oral language, phonological awareness, phonics, and vocabulary. This blog explains what each of these skills are and why they are important in developing reading and spelling skills in Prep.

Oral Language

It is estimated that starting Prep, most children know approximately 6,000 words. By the end of Year 2, this number will have increased to around 20,000 words. It is therefore evident that the development of oral language skills is integral to a child’s ability to read independently and spell correctly. Furthermore, children who have strong oral language abilities are better able to comprehend what they read and are more likely to become proficient readers.

In order to develop strong oral language skills, children need opportunities to listen to and engage in conversations with others. They also need opportunities to practice using new words and structures in a variety of contexts. Providing children with such opportunities helps them build their vocabulary and understand how spoken language works. This, in turn, lays the foundations for effective reading and spelling. Therefore, it is clear that oral language development is essential for starting school with the skills required for success in learning to read and spell.

Phonological Awareness

Phonological awareness is hearing, identifying, and manipulating individual sounds, or phonemes, in spoken language. It is an important foundation for learning to read and spell. When children start Prep, they have usually had a lot of exposure to spoken language and are starting to develop phonological awareness naturally. However, some children may need extra support to develop this important skill. Many games and activities can help children develop phonological awareness, and it is never too late to start. Learning phonological awareness can help children to become better readers and spellers, so it is well worth the effort.

Phonics

There are many reasons why phonics is important for Prep students to learn to read and spell. Firstly, phonics help students understand the relationship between letters and sounds. This is essential for being able to read words correctly. Secondly, phonics help students identify the different sounds that makeup words. This is important for being able to spell words correctly. Finally, phonics helps students to read faster and with greater fluency. This is because they can use their knowledge of letter-sound relationships to ‘sound out’ unknown words. In summary, phonics is essential for learning to read and spell. without a strong foundation in phonics, students will struggle with these important skills.

Vocabulary

Prep is a time of great learning and growth. We want kids to continue to develop a “mature” vocabulary as they progress through school. A strong vocabulary is important for two key reasons. Firstly, it helps children with reading comprehension. If they are familiar with the words used in a text, they are more likely to understand what they are reading. Secondly, a strong vocabulary helps children with spelling. When they know the meaning of words, they are more likely to be able to spell them correctly. So, starting Prep with a strong vocabulary will set your child up for success in both reading and writing.

What’s involved in the Prep Easy groups?

Each of our groups runs for 1 hour each day for 4 days. It is important that your child attends each day of the groups.  Groups run for 4 days.

Do parents sit in the sessions as well?

Parents will wait in the reception. At the 50-minute mark, the speech pathologist will bring the children out to the parents and explain what was covered in the group. Because of confidentiality, specific feedback about your child’s performances is shared via the See Saw app. This is a REALLY important feature of the groups. A big component of speech pathology is coaching parents (and kids) on how to use particular techniques to help build and strengthen specific skills. These ten-minute daily tricks/tips in the family home make a world of difference to your child’s reading and spelling.

How many children are in each group?

We only allow 3-4 children per group to maximise learning.

How do I enrol in the groups?

Contact Us here and our support services team will be in touch to add your child to the group. Alternatively, click this link and you will be taken to our online booking system. and you can select the location and time that suits you. For private paying clients, we require a deposit of $96. Once enrolled in the group, we will send you a confirmation email, case history and payment details.

What if the groups are already full?

You can register your expression of interest. We will contact you when the next round of groups becomes available. To ensure your child’s place, we recommend paying a deposit.

How much does group therapy cost?

Each session costs $96. This includes a $10 non-refundable administration fee.

How much is the deposit?

The deposit is $96, payable at the time of booking. NDIA-funded clients will need to submit a completed service agreement to secure their child’s place.

What if my child can’t attend the group?

We understand that life happens and plans can suddenly change. You must contact us to let us know you cannot attend. Your child can attend a group at a later date.

If you are no longer interested in attending the groups, you will receive a refund of $86.

Written by Julie Sexton, Senior SLP and CEO of TalkHQ

The post Prep Easy Group Therapy appeared first on TalkHQ.

Secret 1: Produce their target wrongly. 

My first secret to getting lots more productions is to allow the child to correct my ‘mistake’. For example, when I’m using a play-based activity to practise the ‘l’ sound, I might name the toy “Luke”. Then during the game, I pretend to forget the target sound. I’ll say, “This is … hmmm, what sound are we practising again?” The child says “l”. Then I’ll say, “Oh that’s right, so this boy’s name is… hmmm would it be Wuke or Luke?” The kiddos love being able to correct me! I pretend I need more help with it, so they keep telling me, “Luke! Luke! His name is Luke”. As you can imagine, there are LOTS of times they need to remind me of his name in the one game.

We can do this for grammar goals too. We know that providing a closed choice of the target and the error is an evidence-based cueing strategy. P.S. For a great research study about this, check out Smith-Lock et al., 2015. If they say the error, I ask them, “Wait a second… Is it runned or ran?” They then typically choose the target production. I then hold up my fingers and they have to tell me the correct target again and again and again. I encourage them by saying “I keep forgetting, what did the boy do?” Each time they say the correct target, I put my finger down. This is how I get lots of correct productions in my therapy. This can get a few more production practices in, particularly if the child has decided they don’t want to practise any more. The kiddos just love correcting their speech pathologist! 

Secret 2: Play a game with pieces.

I also use games with pieces to get a child to practise their target sounds.  Playing a game will always motivate children. I generally use games like the Shopping List Game, Pop Up Pirate, Pop the Pig or Don’t Break the Ice for my speech sound sessions. These games have lots of pieces and create the opportunity for lots of practice. If I am using the Shopping List Game or Pop Up Pirate, I might put the different game pieces on their Minimal Pair or articulation picture cards and they need to practice their target (sound, word or sentence level).

I learned this trick from one of the professional development (PD) workshops I attended.

(Side note, click here for ideas on the best PD courses to attend as an early career speech pathologist.)

Once the child practises 3-5 times (and I provide the necessary feedback), they can then pick up the piece. In the Shopping List game, the grocery item tiles ight be put upside down on their target picture card. The child then practices a few times and turns over a tile (doughnuts) and gives it to the person who needs it. The first person to fill their Shopping List or Pop the Pirate wins. 

Pop the Pig has lots of burger colours and a way to randomise the child’s practice is placing these burgers onto their cards. If they roll purple on the dice, they need to practise the word with the purple burger and then feed it to the pig. 

In Don’t Break the Ice (or the Kmart equivalent) I will get the kiddo to practice their target sounds and then give them anywhere from 1 to 5 pieces of ice, keeping it random to keep them on their toes. Once they have all the pieces, we play the game. Practising your targets equals a spin of the spinner and a turn to break the ice and win the game. 

Each of these games creates some fun competition but also helps motivate the child to keep practising. 

Secret 3: Manipulate the activity so that you get more productions in therapy.

When playing games or using toys, I manipulate the activity to ensure the child is getting in practice. This might mean that I randomise how many pieces they get for practising their targets. They might practise their word 3-5 times and get 2 pieces of ice and next time they might get 4  for the game. The game thus goes longer or speeds up depending on the length of your session as well as their practices. 

I also love using this for children who are working on things like requesting. I might make sure that the game or activity has lots of pieces so that I can hold onto them to get the kiddo to practise requesting. Also, I choose toys that are tricky to open or have a complex element. This ensures that although there are lots of fun things to play with and use, there is always an opportunity to get productions (speech or language) when they pick up any activity. 

Secret 4: Be flexible to get more productions in therapy!

Flexibility also provides another secret way to get lots of productions in your therapy sessions.  It is important to remember that sometimes the activity you pick is not going to work for the child. Maybe it did last week but this week it just isn’t cutting it. Always remember to be flexible in your thinking and planning so that you have something up your sleeve and you can get those practices in. Figure out the chid’s motivator and go with it. Going back to the 100 Trials for Speech Sheet or getting the practices wrong can sometimes be all you need to increase their production number. Think about your clients; have a plan B (and depending on the kiddo maybe plan C or even D). Remember, sometimes fun just looks like the child getting 100 speech productions or x number of language productions and then playing a game. The number of times I use activities as a reward or bubbles as the movement breaks in between their productions is too many to count. 

Secret 5: Follow Adventures in Speech Pathology

My last secret way to get lots of productions in therapy is to follow “Adventures in Speech Pathology” on Instagram. Rebecca is always posting so many fun and engaging ways to get speech trials. I LOVE using her 100 Trials for Speech sheets. I have about 4 copies laminated in my resource cupboard always ready to go. Firstly, I think about my goals for the session so that I can support the child in their productions. We don’t want them just repeating their words! The children practise their targets and when they get a particular number, they can use a stamp to represent these practices on the sheet (5 practices = 5 stamps). Sometimes stamping the sheets is motivating enough on its own! 

My children also love to create a competition with these cards. I draw a line across the page giving us both 50 pictures each. They then practise their words or sentences with the goal of getting more than me. As they mark theirs off, we can start to see who will win. If they win, I then ask them to help me get my 50 practice stamps. This gets at least 50 trials in one activity!

There are lots of ways you can get productions in sessions. I encourage you to open a resource cupboard and think how you can use different activities for speech and language sessions and how exactly they will help you achieve the session goal. Happy practising! 

written by Kate Larkin and Julie Sexton

Smith-Lock, K.M., Leitão, S., Prior, P., Nickels, L. (2015). The effectiveness of two grammar treatment procedures for children with SLI: A randomized clinical trial. Language, Speech, and Hearing Services in Schools. https://doi.org/10.1044/2015_LSHSS-14-0041

The post 5 Secret (or not so secret) Ways to Get Lots of Productions in Therapy appeared first on TalkHQ.