An 3 year old boy presenting with a mild stammer and some speech sound errors was referred to speech and language therapy by his parents. The parent’s goal was to reduce dysfluency and ensure he was easily understood by unfamiliar listeners.

The boy showed repetition of whole words and was sometimes unintelligible, otherwise he had typical development in all other areas.

Parent-child interaction therapy (PCI) was recommended and carried out, and phonological therapy was carried out after parent-child interaction therapy.

The child was in therapy for approximately one year with breaks during school holidays and when the family were travelling.

The SLT used a holistic approach to achieve positive outcomes from the client including:

  • Reduction in dysfluency; He is now fluent 90% of the time, with minimal impact on everyday life.
  • Speech sound development is now within normal limits for his age and he is understood by everyone including those outside the immediate family.
  • Due to early intervention and continued work at home, the child’s dysfluency and speech sound errors resolved with no reported impact on socialization or everyday success

An 8 year old girl with Downs Syndrome was referred for occupational therapy by her mother. The parent’s goal was to see their daughter reach her learning potential and for her to be able to transition into a supportive educational setting. The girl presented with delays in cognitive development, motor skills (fine and gross motor), communication, social skills, play skills and handwriting.

The occupational therapist used a holistic approach to achieve positive outcomes for this client, including:

School readiness skills: the child developed her handwriting skills, starting with consolidating letter/number formations, writing words and copying sentences, progressing to sequencing and copying her own sentences through sight words.

Developmental play/visualisation skills: These skills were supported using the DIR Floortime model to work on shared attention, following the lead of others and generating play ideas. The girl’s ability to draw objects and people also developed as visualisation and copying skills improved.

– Independence: This grew as she became more aware of her world, and her ability to sustain shared attention, follow sequences in tasks and self-organisation (e.g. belongings and organising the environment for play).

 – Sensory Processing/Learning Profile: The girl’s sensory processing preferences guided the therapist to develop a multisensory learning profile and to support her presentation of information.

Task Analysis: The occupational therapist also provided support as needed to break down tasks from school so that the girl could achieve them.

The girl’s progress during therapy had positive impacts on the development of her play, self-care and academic progress. Due to nature of Down Sydrome, this client had therapy over many years. The occupational therapist thoroughly enjoyed supporting the girl and her family to achieve shared goals.

A 6-year-old girl with ADHD was referred for occupational therapy by her parents and teacher. She presented with delays in her attention, social and play skills, motor skills (fine and gross motor), and handwriting.

The occupational therapist worked closely with her family and teachers to facilitate growth in these areas. She worked with her both individually and in a group and paired setting. Individual sessions focused on developing her motor skills. This encouraged her to participate in sport such as dancing and tennis. Her fine motor skills were developed and she enjoyed writing and creating her own stories. Group and paired sessions facilitated her social thinking skills helping her to understand how others think. This helped the girl to play and make friends, understand social boundaries, and make better sense of the world around her.

The occupational therapist enjoyed supporting this girl through therapy and building a relationship with her and her family. She accessed services at ASCD for three years before moving back to her home country where she is flourishing in a mainstream school.