Therapy Techniques

At Lindfield Speech Pathology and Learning Centre each child's therapy is individualised according to their needs.  The report you will receive following the assessment will outline recommendations specific to your child. 

The following progams may be incorporated in your child's therapy; 

We also use various software programs in conjunction with individual therapy to further develop a child's skills such as the Fast ForWord program, Cogmed and the Cellfield program.

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The Spalding Method

We use The Spalding Method to develop children's literacy skills.

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The Spalding Method helps children spell, read and write by teaching them how to:
  • write letters and numbers
  • link letters and sounds
  • ‘sound out’ words by breaking them into syllables and sounds
  • apply spelling and reading rules
  • develop a ‘sight vocabulary’
  • use words in grammatically-correct, meaningful sentences.

The Spalding Method uses multisensory instruction (children hear, say, write and see each word) and helps develop higher-level thinking skills (such as analysis and reasoning).

To purchase Spalding resources please go to our Learning Store.

Lindamood-Bell Programs

We use the Lindamood Phoneme Sequencing Program to help children and adults with literacy problems.

Lindamood Phoneme Sequencing Program (LiPS)

The Lindamood Phoneme Sequencing Program develops phonological awareness skills. It teaches students to see, feel and hear speech sounds in a sequence. This enables students to 'sound out' reading and spelling words more efficiently.

The Seeing Stars Program

The Seeing Stars Program develops symbol imagery for phonemic awareness, sight words and spelling.

Visualising and Verbalising

The Visualising and Verbalising program develops students' comprehension skills by teaching them to visualise (make a movie in their head). It teaches students to picture what they hear or read, then use critical thinking skills to identify main ideas, make inferences, make predictions, evaluate information and draw conclusions.

These programs complement each other and are used in an integrated manner.

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MULTILIT

Making Up Lost Time In Literacy (MULTILIT) is a highly effective program for improving the reading of low-progress readers.

It is a remedial reading program for children who are struggling with literacy focusing on phonics, sight words and the reading of connected text.

The Lindcombe Program

The Lidcombe Program is a behavioral treatment with a goal of no stuttering. The treatment agents include praise for stutter-free speech and acknowledging and asking for self-correction of stuttered speech.

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The treatment is done by the parent in everyday life situations.

The clinician trains the parent to do the treatment each week in the clinic. The treatment happens in structured conversations before occurring in everyday, unstructured conversations. Parents collect stuttering ratings each week and compare them with the clinician’s stuttering measures.

The goal of stage 1 is no stuttering. The goal of stage 2 is for parents to maintain treatment effects in the long term, with increasing independence from the clinician.

PROMPT

PROMPT (Prompts for Restructuring Oral Muscular Phonetic Targets) is a technique that embodies neuromotor principles, somesthetic (kinesthetic and proprioceptive), auditory and visual information to provide feedback to the speech system.

The PROMPT clinician gives input to all areas by using touch, pressure, specific placements, creating auditory and visual awareness and by being sensitive to timing.

Orafacial Myology

Orofacial Myology is treatment of the orofacial muscles (muscles of the tongue, lips and jaw) to improve muscle function and tone so that normal growth and development can take place.

Orofacial Myology is appropriate for individuals with:

  • A tongue thrust swallow pattern
  • An incorrect tongue rest posture (i.e. open mouth posture)
  • An incorrect chewing pattern • Abnormal respiratory patterns (i.e. mouth breathing)
  • Incorrect speech patterns (e.g. interdental production of ‘s’
  • Habits such as thumb sucking
Often several professionals (such as an Ear, Nose & Throat Specialist, Specialist Dentist and Orthodontist) need to be consulted to help eliminate barriers that can compromise therapy progress.

Augmentative and Alternative Communication 

An Augmentative and Alternative Communication (AAC) system involves the use of symbols, signing and electronic devices to aid communication in children who have little or no speech.  The Clinicians at our Centre implement the following AAC systems: 

Makaton

Makaton is a system that uses signing and natural gesture to support communication.

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PECS

PECS (Picture Exchange Communication System) is a system that involves using pictures in exchange for a desired item.

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Boardmaker

Boardmaker is a communication and learning tool designed to enhance the language and learning process for students of all levels by using computer generated picture symbols.

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Visual Timetables

Visual timetables display a planned sequence of the sessions activities.

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Study Skills

We help high school students and adults develop effective study skills and critical thinking skills.

High school students need effective study skills

High school students need to be able to:

  • take effective notes during class
  • write well-organised, well-edited assignments and essays
  • prepare for multiple choice, short-answer and essay examinations
High school students need critical thinking skills High school students also need to develop critical thinking skills such as:
  • differentiating facts from opinions
  • distinguishing relevant from irrelevant information
  • making plausible inferences and predictions
  • identifying problems and generating solutions
  • evaluating the credibility of sources
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Computer Programs

At Lindfield Speech Pathology and Learning Centre we use various software programs in conjunction with individual therapy to further develop a child's skills. These computer programs are delivered via our related company LearnFast Australia - Improving student learning capacity with neuroscience programs since 1999.

The Social Express

The Social Express Program is a fun, easy-to-use engaging online program for children with social learning challenges. Each Webisode lesson addresses important social-emotional skills chidren need to successfully navigate our social world. The Social Express Program teaches children how to think about and manage social situations to help them develop meaningful social relationships and succeed in life. See more.

Kiko's Thinking Time

Kiko’s Thinking Time trains cognitive skills necessary for school readiness including executive functions, with a focus on memory, attention and reasoning plus emotional inhibition and early numeracy concepts. See more.

Fast ForWord

Fast ForWord is a proven reading and learning intervention that applies neuroscience principles of brain plasticity to help children, adolescents and adults achieve their full potential.

It improves memory, attention and ability to follow instructions plus language and reading skills including phonological awareness, decoding, vocabulary, spelling and comprehension. See more.

Reading Assistant

Reading Assistant is a computer based reading program that is designed to improve a student's reading ability. Every educator knows that students benefit from extra reading practice, especially when it is combined with immediate feedback and support from a teacher.

With Reading Assistant students receive individualised reading coaching every time they use the software, making the most of each instructional minute. See more.

Cogmed

Cogmed Working Memory Training is an evidence-based, computerised training program designed by leading neuroscientists to improve attention, concentration, focus, impulse control, social skills and complex reasoning skills by substantially and lastingly improving working memory capacity. Cogmed users range from young children to senior adults.

Cellfield

Cellfield is a language based intervention which uses visual exercises to stimulate visual attention, visual processing and working memory, as well as acoustically modified sound to assist auditory perception. It aims to strengthen auditory and visual skills associated with reading.