Speech Pathology

At Capable Kids, we only use a combination of the most up-to-date and cutting-edge standardised assessments combined with well-developed clinical observation and reasoning skills and collaborative interviewing with families and educators to ensure that your child is provided with a professional and comprehensive assessment service.

The Speech Pathology team are dedicated to ensuring they have the most up-to-date knowledge and often participate in pre-release testing for new tests. We have been involved in the CELF-5, CLEF-P3 and Bayley-4 standardisation projects and will participate in the CELF-P3 standardisation test in the coming months. Our comprehensive assessments will analyse your child’s receptive (comprehension) and expressive language skills, including vocabulary, sentence structure and discourse; articulation of sounds; oral function; feeding; voice; reading and written language or pre-literacy skills and social interaction ability. These findings are presented in a comprehensive report with specific recommendations.

At Capable Kids, we only use a combination of the most up-to-date and cutting-edge standardised assessments combined with well-developed clinical observation and reasoning skills and collaborative interviewing with families and educators to ensure that your child is provided with a professional and comprehensive assessment service.

The Speech Pathology team are dedicated to ensuring they have the most up-to-date knowledge and often participate in pre-release testing for new tests. We have been involved in the CELF-5, CLEF-P3 and Bayley-4 standardisation projects and will participate in the CELF-P3 standardisation test in the coming months. Our comprehensive assessments will analyse your child’s receptive (comprehension) and expressive language skills, including vocabulary, sentence structure and discourse; articulation of sounds; oral function; feeding; voice; reading and written language or pre-literacy skills and social interaction ability. These findings are presented in a comprehensive report with specific recommendations.

At Capable Kids, we only use a combination of the most up-to-date and cutting-edge standardised assessments combined with well-developed clinical observation and reasoning skills and collaborative interviewing with families and educators to ensure that your child is provided with a professional and comprehensive assessment service.

The Speech Pathology team are dedicated to ensuring they have the most up-to-date knowledge and often participate in pre-release testing for new tests. We have been involved in the CELF-5, CLEF-P3 and Bayley-4 standardisation projects and will participate in the CELF-P3 standardisation test in the coming months. Our comprehensive assessments will analyse your child’s receptive (comprehension) and expressive language skills, including vocabulary, sentence structure and discourse; articulation of sounds; oral function; feeding; voice; reading and written language or pre-literacy skills and social interaction ability. These findings are presented in a comprehensive report with specific recommendations.

Language development starts from infancy, and children with receptive language difficulties often present as being able to follow instructions and answer questions.

They can sometime be wrongly diagnosed as having attention or behavioural problems, because they have difficulty following the rules. As with all communication difficulties, receptive language difficulties should be investigates as soon as a concern is identified. If they are left untreated, the child risks falling further behind as they struggle to understand what is going on around them. Receptive language encompasses a range of skills starting at understanding labels, functions, associations between objects, identifying categories, similarities and differences and understanding multiple meanings. It also includes being able to interpret information presented in conversation and stories; draw inferences and make predictions. 

Expressive language difficulties include a wide range of symptoms, starting with children who are late to say their first words and use sentences, to children who have difficulty using the correct grammar and finding ‘the right word’ to use, to difficulty telling and writing stories and text types that are used at school. Children with expressive language difficulties often present as children who use non-specific language or have immature vocabularies. They may have difficulty with specific areas of grammar such as pronouns (he/she) or leave the little words (the, is) out of their words. They may use very simple sentences, or have difficulty using describing words in their stories. Expressive language difficulties go on to affect a child’s academic performance and should be investigated and treated as soon as a concern is identified.

Therapy techniques used at Capable Kids include:

• Lindamood Bell: Visualising Verbalising, Talkies and On Cloud Nine.
• The Derbyshire Language Scheme
• Hanen It Takes Two To Talk, More Than Words and Talkablity
• Language Stimulation Techniques
• Academic Language and Text Type Development

Language development starts from infancy, and children with receptive language difficulties often present as being able to follow instructions and answer questions.

They can sometime be wrongly diagnosed as having attention or behavioural problems, because they have difficulty following the rules. As with all communication difficulties, receptive language difficulties should be investigates as soon as a concern is identified. If they are left untreated, the child risks falling further behind as they struggle to understand what is going on around them. Receptive language encompasses a range of skills starting at understanding labels, functions, associations between objects, identifying categories, similarities and differences and understanding multiple meanings. It also includes being able to interpret information presented in conversation and stories; draw inferences and make predictions. 

Expressive language difficulties include a wide range of symptoms, starting with children who are late to say their first words and use sentences, to children who have difficulty using the correct grammar and finding ‘the right word’ to use, to difficulty telling and writing stories and text types that are used at school. Children with expressive language difficulties often present as children who use non-specific language or have immature vocabularies. They may have difficulty with specific areas of grammar such as pronouns (he/she) or leave the little words (the, is) out of their words. They may use very simple sentences, or have difficulty using describing words in their stories. Expressive language difficulties go on to affect a child’s academic performance and should be investigated and treated as soon as a concern is identified.

Therapy techniques used at Capable Kids include:

– Lindamood Bell: Visualising Verbalising, Talkies and On Cloud Nine.

– The Derbyshire Language Scheme

– Hanen It Takes Two To Talk, More Than Words and Talkablity

– Language Stimulation Techniques

– Academic Language and Text Type Development

Language development starts from infancy, and children with receptive language difficulties often present as being able to follow instructions and answer questions.

They can sometime be wrongly diagnosed as having attention or behavioural problems, because they have difficulty following the rules. As with all communication difficulties, receptive language difficulties should be investigates as soon as a concern is identified. If they are left untreated, the child risks falling further behind as they struggle to understand what is going on around them. Receptive language encompasses a range of skills starting at understanding labels, functions, associations between objects, identifying categories, similarities and differences and understanding multiple meanings. It also includes being able to interpret information presented in conversation and stories; draw inferences and make predictions. 

Expressive language difficulties include a wide range of symptoms, starting with children who are late to say their first words and use sentences, to children who have difficulty using the correct grammar and finding ‘the right word’ to use, to difficulty telling and writing stories and text types that are used at school. Children with expressive language difficulties often present as children who use non-specific language or have immature vocabularies. They may have difficulty with specific areas of grammar such as pronouns (he/she) or leave the little words (the, is) out of their words. They may use very simple sentences, or have difficulty using describing words in their stories. Expressive language difficulties go on to affect a child’s academic performance and should be investigated and treated as soon as a concern is identified.

Therapy techniques used at Capable Kids include:

– Lindamood Bell: Visualising Verbalising, Talkies and On Cloud Nine.

– The Derbyshire Language Scheme

– Hanen It Takes Two To Talk, More Than Words and Talkablity

– Language Stimulation Techniques

– Academic Language and Text Type Development

Research suggests that most children sound be able to make themselves understood by strangers by the time they are 3 years old.

Children with speech delay or disorder have difficulty articulating the sounds required to form words and sentences. These children may not have babbled as infants, and may drop sounds off words, leave whole parts out of words or substitute sounds in words. This makes it difficult for others to understand them, leading to frustration and possible social isolation. Speech sound delays and disorders should be treated as early as possible, as there is a great deal of research to suggest that children with speech sound difficulties are at a significantly higher risk of having literacy and reading difficulties once they start school.

Capable Kids can provide therapy using the following techniques:

• Phonological therapy approaches
• Articulation therapy approaches
• PROMPT
• Cued articulation
• Nuffield Centre Dyspraxia Programme
• REST

Research suggests that most children sound be able to make themselves understood by strangers by the time they are 3 years old.

Children with speech delay or disorder have difficulty articulating the sounds required to form words and sentences. These children may not have babbled as infants, and may drop sounds off words, leave whole parts out of words or substitute sounds in words. This makes it difficult for others to understand them, leading to frustration and possible social isolation. Speech sound delays and disorders should be treated as early as possible, as there is a great deal of research to suggest that children with speech sound difficulties are at a significantly higher risk of having literacy and reading difficulties once they start school.

Capable Kids can provide therapy using the following techniques:

– Phonological therapy approaches

– Articulation therapy approaches

– PROMPT

– Cued articulation

– Nuffield Centre Dyspraxia Programme

– REST

Stuttering, often referred to as stammering or fluency disorder, is a motor speech problem where a person may repeat single sounds (the b-b-b-boat) or whole words (I want want want that toy) in their conversations

Stuttering is also characterised by prolongations of sounds (I took too long) or blocking, where the person speaking can’t get anything out. Research suggests the when treated early before a child goes to school, stuttering can be completely or significantly remediated. However, as a child gets older, it becomes significantly more difficult to treat. Some children will grow out of stuttering; however, the likelihood of this decreases if your child has been stuttering for more than 6 months, or if there is a family history of stuttering. We currently use a number of treatment protocols which are selected for each individual child based on their needs, family situation, length and type of stuttering. These include the Lidcombe Program, the Westmead Program, self-imposed time out and prolonged speech techniques. 

Stuttering, often referred to as stammering or fluency disorder, is a motor speech problem where a person may repeat single sounds (the b-b-b-boat) or whole words (I want want want that toy) in their conversations

Stuttering is also characterised by prolongations of sounds (I took too long) or blocking, where the person speaking can’t get anything out. Research suggests the when treated early before a child goes to school, stuttering can be completely or significantly remediated. However, as a child gets older, it becomes significantly more difficult to treat. Some children will grow out of stuttering; however, the likelihood of this decreases if your child has been stuttering for more than 6 months, or if there is a family history of stuttering. We currently use a number of treatment protocols which are selected for each individual child based on their needs, family situation, length and type of stuttering. These include the Lidcombe Program, the Westmead Program, self-imposed time out and prolonged speech techniques. 

Children who are slow to develop reading may have difficulty hearing and identifying the sounds in words, blending sounds together to form words, comprehending what they read or reading fluently.

Reading and literacy difficulties impact on all areas of a child’s academic progress as well as their confidence in social situations. Literacy difficulties are extremely treatable and should be addressed as soon as possible.

• Capable Kids uses the following techniques to develop your child’s literacy skills:
• MULTILIT
• PreLIT
• Phonological Awareness Therapy
• Reading comprehension therapy including Cars and Stars.
• Lindamood Bell LiPS program
• Spelling instruction
• Sounds Write

Children who are slow to develop reading may have difficulty hearing and identifying the sounds in words, blending sounds together to form words, comprehending what they read or reading fluently.

Reading and literacy difficulties impact on all areas of a child’s academic progress as well as their confidence in social situations. Literacy difficulties are extremely treatable and should be addressed as soon as possible.

Capable Kids uses the following techniques to develop your child’s literacy skills:

• MULTILIT
• PreLIT
•  Phonological Awareness Therapy
• Reading comprehension therapy including Cars and Stars.
• Lindamood Bell LiPS program
• Spelling instruction
• Sounds Write

The Capable Kids Feeding Clinic is for children with diagnosed feeding disorders such as Paediatric Feeding Disorder or Avoidant/Restricted Food Intake Disorder (ARFID) and those who may need extra support with feeding. Our Feeding clinic is unique in that we can offer input from the Speech Pathology, Occupational Therapy and Psychology teams to assist families and young people in reaching their goals. Our therapy team have engaged in training around the different models of feeding therapy, such as Sequential Oral Sensory (SOS) and Responsive Feeding. We offer a comprehensive, family-oriented assessment process and then work with you to develop strategies and goals that work for your child and family.

The Capable Kids Feeding Clinic is for children with diagnosed feeding disorders such as Paediatric Feeding Disorder or Avoidant/Restricted Food Intake Disorder (ARFID) and those who may need extra support with feeding. Our Feeding clinic is unique in that we can offer input from the Speech Pathology, Occupational Therapy and Psychology teams to assist families and young people in reaching their goals. Our therapy team have engaged in training around the different models of feeding therapy, such as Sequential Oral Sensory (SOS) and Responsive Feeding. We offer a comprehensive, family-oriented assessment process and then work with you to develop strategies and goals that work for your child and family.

The Capable Kids Feeding Clinic is for children with diagnosed feeding disorders such as Paediatric Feeding Disorder or Avoidant/Restricted Food Intake Disorder (ARFID) and those who may need extra support with feeding. Our Feeding clinic is unique in that we can offer input from the Speech Pathology, Occupational Therapy and Psychology teams to assist families and young people in reaching their goals. Our therapy team have engaged in training around the different models of feeding therapy, such as Sequential Oral Sensory (SOS) and Responsive Feeding. We offer a comprehensive, family-oriented assessment process and then work with you to develop strategies and goals that work for your child and family.

Children with language and other communication difficulties often have difficulties with social interactions. 

This can cause challenges in one-on-one, group play and learning situations. These difficulties may include difficulties with turn-taking, impulsivity, perspective taking and relating to other people. Capable Kids use various social skills programs and techniques, including the Secret Agent Society and PEERS program. At Capable Kids, we respect that different neurotypes have different communication styles, which are equally valid. For many of our older clients, we describe these differences as similar to that of an X-Box and Play Station; both are excellent systems but operate on slightly different codes. When developing social communication goals, we do so with the family and young person, with the understanding that learning social skills outside of your natural communication style is like learning a new language. It can be a valuable skill when needed, but it does not always have to be used and can be exhausting. Therefore, a lot of what we do in social skills interventions is educating and advocating for understanding different ways to interact socially and recognising that these are equally valid.

Autism Spectrum Disorder results from neurological differences which affect behaviour, play, socialisation and communication skills.

Autism is a neurological difference that impacts how a child or young person perceives, organises and interacts with the world. Autistic children and adolescents think, move, interact, sense and process information differently than “neurotypical” or typically developing individuals do. Although the medical model of autism characterises it as a disorder, the neurodiversity-affirming community recognise that autism, along with other neurological differences such as ADHD, anxiety, specific learning difficulties, personality disorders/conditions, Tourette syndrome and neurotypicality. At Capable Kids, we focus on empowering children and families to reach their goals, which align with each family’s values and priorities. Child psychological and physical safety are the priorities at Capable Kids, and therapy goals can include problem-solving to assist your child in particip

The Speech Pathology team at Capable Kids are passionate about assisting your child to reach their full potential. Individual and group sessions are available in the clinic, at home and your child’s school or preschool. Joint sessions with other disciplines are also available.

Voice disorders can have a huge impact on a child’s social and emotional wellbeing. The most common cause of a voice disorder in children is Vocal Nodules. These can arise from behaviours such as yelling when playing, screaming, reflux, and excessive throat clearing that cause the vocal folds to vibrate next to each other too tightly causing the Vocal Nodules to develop; you could think of them like blisters on your ankles from shoes rubbing!

There are many other voice disorders that may rise in children as well and with consultation from your ENT and potential subsequent voice therapy we aim to alleviate or remove the vocal pathology and the qualities of the voice that impact on a child’s development and wellbeing. Qualities in a child’s voice that may indicate a voice disorder include, hoarseness, breathiness, strain, and a loss of voice. Voice therapy includes a range of indirect therapies such as assessing a child’s vocal hygiene (i.e. vocal habits) and direct therapies such as vocal exercises to promote safe and efficient usage of your child’s vocal cords.