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The biggest worry for any parent is the question of whether their child needs occupational assistance.  The simple checklists for pre-school, and school aged children will help to identify children who may need assistance.

If the child/student is experiencing 2 or more problems on this checklist, contact us to discuss the child/student’s needs.

Pre-school children

MY CHILD:

  • Frequently says “I can’t” or “I won’t”.
  • Tires easily.
  • Falls frequently or bumps into furniture/people.
  • Avoids painting, pasting or playdough activities.
  • Avoids sand and/or water play.
  • Has trouble with or avoids drawing, colouring, cutting, or doing puzzles.
  • Breaks toys or crayons easily.
  • Is overly active or unable to slow down.
  • Avoids jumping, swinging or having feet off the ground.
  • Appears clumsy or awkward when running, skipping, hopping, etc.
  • Over-reacts to touch, taste, sounds or odours.
  • Avoids playground activities (e.g. Slides and climbing frames).
  • Has trouble making friends the same age.
  • Has trouble socialising with peer group.
  • Starts many tasks but finishes few.

School aged children

MY CHILD:

  • Needs more practice than other children to learn new skills.
  • Reverses letters (after year 2).
  • Has messy writing.
  • Writes very slowly in comparison with peers.
  • Dislikes handwriting.
  • Is unable to dress self without help.
  • Has poor organisational skills.
  • Slumps at desk or tires easily.
  • Has trouble paying attention.
  • Has trouble following instructions.
  • Is overly active or unable to slow down.
  • Avoids jumping, swinging or having feet off the ground.
  • Appears clumsy or awkward when running, skipping, hopping, etc.
  • Over-reacts to touch, taste, sounds or odours.
  • Avoids sporting activities.
  • Has trouble making friends the same age.
  • Has trouble socialising with peers.

Thanks for taking the time to contact us.  One of our staff will get back to you shortly.

We often see preschool children with parents that have questions about whether or not their child is ‘ready for school’.  At Kid-Eze Therapy Services our occupational therapists are able to assist preschoolers in a number of areas to help them to become ready for starting school.  We can also see children individually for short, intensive blocks of therapy to better prepare them for school.

Some skills that are useful for starting school

  • Organising self and belongings (e.g. bag, pencils).
  • Sitting at a table.
  • Asking for help.
  • Moving smoothly between tasks.
  • Maintaining attention.
  • Following directions (including initiating, problem solving and completing a task).
  • Toileting (including managing clothing and washing/drying hands).
  • Cutting with scissors.
  • Playground skills: throwing and catching, jumping, climbing.
  • Playing with peers and participating in group activities.
  • Managing clothing (e.g. buttons, zips, shoes, socks, jumper).
  • Recognising and perhaps writing first name.
  • Labelling common colours, shapes, and numbers.
  • Eating (e.g. scooping with a spoon, managing lunchbox / plastic wrap / packets / drink bottle).

Some tips to help your child become ‘school ready’

  • Develop routines in ‘tidying up’: label belongings and teach the child that everything has a place.
  • Allow your child to sit in ‘good sized furniture’; if the child’s feet don’t reach the floor, support them on a box.
  • Rather than giving the answer, try prompting questions to help your child to problem solve e.g. “What is happening?” “What else could you try?”
  • Make cutting easier by cutting straws, cardboard, playdough and thicker textures of paper.
  • Playing with tongs, tweezers and spray bottles will develop a similar action required for scissors.
  • Practice throwing and catching with balloons or scarves.
  • Become familiar with playgrounds, the different pieces of equipment and the different ways to play on these (can you visit the school playground after school or on the weekends?)
  • Have fun dressing teddies/dolls or playing ‘dress ups’.  Oversized clothes can be easier.  Include large buttons and a toggle on zippers if needed.
  • Use short crayons and chalk, and wide pencils and paint brushes to encourage a functional grip.
  • Try stencils, mazes, rubbings, and tracing activities to work on pencil skills.  Also try and be creative with drawing and writing mediums e.g. stick in sand, finger in shaving foam, water on a brick wall.
  • Explore ‘print in the community’ (e.g. logos, street signs, labels).
  • Keep a ‘Memory Book’ of trips/experiences that include photos, drawings, tickets, ‘writing’/scribed explanations.
  • Have paper names that the child can glue onto their work.
  • When spending time with books, reinforce print is read left to right and top to bottom by using your finger to follow the words as you read.
  • Keep toys in zip lock bags and jars to allow natural practice of finger skills.

From 1 July 2008, as part of the Australian Government’s $190 million Helping children with autism package, new Medicare items will be available for eligible allied health professionals (general psychologists, speech pathologists and occupational therapists) to provide assessment and treatment services to children with autism or any other pervasive developmental disorder (PDD).

The new items are in addition to existing Medicare items. Eligible children are able to access the new Autism Medicare items in addition to the Enhanced Primary Care and Better Access to Mental Health items.

Assessment items

Medicare items are available for eligible occupational therapists to collaborate with referring consultant psychiatrists and consultant paediatricians in the diagnosis of, and/or the preparation of an ASD treatment and management plan for children aged under 13 years. Eligible children will be able to receive up to four (4) of these services, in total, with the referring practitioner having responsibility for how these services are allocated to allied health professionals.

Treatment items

Medicare items are available for eligible occupational therapists to provide ASD treatment services to children aged under 15 years (where the child has received an ASD treatment and management plan from a consultant psychiatrist or consultant paediatrician prior to their thirteenth birthday).

Eligible children will be able to receive up to twenty (20) of these services, in total, with the referring practitioner again having responsibility for how these services are allocated to participating allied health professionals.

Reporting Requirements

On completion of a course of treatment (up to 10 treatment services) a written report must be provided to the referring consultant psychiatrist or paediatrician by the occupational therapist.

The report does not need to be detailed, but should include information on:

  • The treatment provided
  • Recommendations on future management of the child’s disorder
  • Any advice provided to third parties (e.g., parents, schools).

A written report must also be provided to the referring psychiatrist or paediatrician at the completion of any subsequent course(s) of treatment to the child.

Medicare Safety Net

Families will be able to put their out of pocket costs for these items, the amount between the Medicare rebate and the amount charged by the occupational therapist, towards the Medicare Safety net. More information on the Medicare Safety Net is available on the Medicare Australia website - http://www.medicareaustralia.gov.au/public/services/msn/index.jsp

Further information

Further information on these new Medicare items can be found on the Department of Health and Ageing website at ─ http://www.health.gov.au/autism
Alternatively phone Medicare Australia on 132 150 OR phone the “Helping Children with Autism” Helpline – 1800 289 177.

 

This area of the site is restricted.  You must be a member of Kid-Eze Therapy Services to access these pages.


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We provide assessments and reports (if appropriate) for funding applications that are needed by both Government and Independent schools and preschools.

Comments from some of our clients…


  • “The therapy was quite amazing, it was more than we hoped for.”
  • “Thank-you Christine, the time you spent talking to us eased our mind and [our child] is now joining in more at school.”
  • ”[Our child] enjoyed the one on one session with Christine, she had fun most of the time.”
  • “We have kept going with all the execises recommended, [our child] is also wanting to play outdoors more (e.g. skipping and swinging).”
  • “Watching Christine help [our child] gave us the tools for us to help at home.”
  • “We will continue to use the strategies provided.”

An example of how we have helped

The following is a before and after example of how our assessment and treatment works.

Before treatment
Handwriting example before treatment

After treatment
Handwriting example after treatment

Preparing your Pre-schooler for school

We often see preschool children with parents that have questions about whether or not their child is ‘ready for school’.  Whilst this question entirely depends on the child, there are a range of skills and tips that are useful in determining and preparing the child for starting school. 

Medicare Rebates

Some clients are now able to claim medicare rebates for up to five allied health consultations per calendar year (this includes occupational therapy sessions).  These clients must have an Enhanced Primary Care plan developed by their GP to state that they are eligible and being managed. 

The GP must use an allied health referral form to refer the client, & the allied health professional must be registered with Medicare. Please note all of our therapists at Kid-Eze Therapy Services are registered medicare providers. More information on this initiative is available from Medicare on phone 132 150 or visit http://www.hic.gov.au .  Alternatively, you are more than welcome to contact us for further information, as there is some eligibility criteria that your child must meet.

Medicare Items for Autism

From 1 July 2008, as part of the Australian Government’s $190 million Helping children with autism package, new Medicare items will be available for eligible allied health professionals (general psychologists, speech pathologists and occupational therapists) to provide assessment and treatment services to children with autism or any other pervasive developmental disorder (PDD).

The new items are in addition to the above existing Medicare items. Eligible children are able to access the new Autism Medicare items in addition to the Enhanced Primary Care and Better Access to Mental Health items. 

There are a range of Assessment and Treatment options available under these Medicare Items.

Our clinic is situated in the beautiful Dandenong Ranges, in Olinda, and was purpose-built to meet our specific needs.

We have a diverse range of suspended swings, gross motor equipment, toys and games, assessments, and a diverse range of technology solutions as well.

Scooter ramp

Scooter ramp

Flying fox

Flying fox

Fun swings

Type swing Hammock

Target throwing skills board

Target throwing skills

Christine Siddle

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Our Occupational Therapist, Christine, has over 20 years of experience in working with children of all ages with a diverse range of diagnoses and in a variety of settings. She is also a registered ‘Medicare’ and FaHSCIA provider. Christine is the owner of the business and has over 20 years experience working with children of all ages and a diverse range of diagnoses. She has worked in Australia & the UK in a variety of settings (including early intervention programs), and has done sensory integration training both in the UK and USA. She is now THRASS trained and has an extensive knowledge about the use of the iPad and relevant applications for her clientele, and is especially keen on keeping up to date with the latest technology and treatment innovations for her clients. Her interests include scrap booking, writing and spending time with her family, which includes her husband Moss, and her 2 children, Oliver (8) and Sophia (6).

Christine Siddle

Jacquie Jackman

Jacquie is our administrative assistant.  She carries out the daily duties required for the smooth operation of our service and also assists with our group sessions, which she really enjoys.  She has a background in working with children, having worked previously as an Integration Aide. Jacquie loves going to the beach if time permits, however much of her spare time at the moment is spent assisting her husband with renovations to their home.
Jacquie Jackman

Accredited Occupational Therapists

The ‘Accredited OT program’ is driven by The Australian Association of Occupational Therapists; the professional association that occupational therapists in Australia subscribe to. Members of the Accredited OT program are required to actively undertake ‘Continuing Professional Development’ to keep their skills and knowledge up to date, in order to deliver an excellent standard of practice.  This means regularly partaking in activities such as special interest groups, research, private study, courses, conferences, workshops, and supervision. Kid Eze-Therapy Services employs accredited Occupational therapists with the aim to provide a professional, ethical and quality service.  Accredited Occupational therapists are identifiable by the letters ‘Accredited OT’, the Accredited OT logo and the certificate on the wall! If you would like further information regarding this, please ask us or visit the website: http://www.ausot.com.au

If you would like further information about any of our services, then don’t hesitate to contact us using the online form below.

We offer treatments for both individuals and groups.  We provide various service levels to match different financial situations and needs. Services can be provided at either your child’s home, kinder / school, or in our relaxed and friendly therapy rooms.

T Swing T Swing

image

Who we offer assessments for…

Assessment and intervention approaches are constantly changing or being updated, as is the evidence surrounding them. Some assessments are no longer valid or meet the needs of our clientele. Hence, we have fine-tuned our existing assessments and have purchased some new assessments in order to continue to provide the best possible service.

One of the major changes is that we no longer refer to our assessments as ‘screening’ assessments. Rather, they are ‘skills-based’ assessments because they do offer a comprehensive assessment of a specific skill area. We have also adjusted the prices and time taken to do the assessment to reflect the inclusion of standardised testing and more ’user-friendly’ report formats.

Christine Siddle with her two childrenKid-Eze Therapy Services provides occupational therapy to help children do more things at a level expected for their age, so they can be more and fulfil their potential.

What does an Occupational Therapist do?

Paediatric Occupational Therapists aim to help children become more confident & successful with skills they need to perform at home, school or in play.  When looking at a child’s performance of an activity, we take into account the child’s motor, sensory, thinking & social abilities. 

Once the nature of the difficulties are understood appropriate intervention programs are developed that will improve performance of these required skills. This may mean that therapy is provided at the clinic, school/kinder or at home.  Individual sessions or group programs may be used depending on what is most appropriate for the child.

Our therapists help to develops skills and provide strategies that relate directly to the area in which the child is having difficulty.  Activities for the children are meant to be fun and meaningful, allowing the child to develop interest and confidence in their own learning.

An evidence based approach to assessment and treatment is used to ensure that positive changes are occurring and ongoing communication with parents and teachers is always encouraged.

Client-centred approach

Our goal is to provide a client-centred and occupation-focused approach. This means that we focus first on what our clients want, need, and/or are expected to perform in order to fulfil their occupational roles competently and with satisfaction. We don’t like to jump in too quickly to interpret the cause of the child’s problems. Rather, establishing a good rapport with the child and family and determining what tasks are meaningful and purposeful to them, are essential starting points. 

Assessment of meaningful tasks

Fine motor skills with chalkboardOnce we have identified what is important for those involved, we will arrange to observe the child doing those actual tasks (assessment). For instance, if the child is having trouble catching and throwing balls, we will observe him/her doing just that. We then define those actions that the child performed well and those that proved difficult. For example, is the child having problems catching and throwing balls because they have problems tracking the ball? Is it because they have trouble recalling how to get into a good catching position, or do they have trouble anticipating how and where to move when the distance changes? This information is then conveyed into a meaningful report for the family, school and other professionals involved with the child.

Evidence-based Intervention Programs

Our intervention programs are guided by existing and current evidence as much as possible. Hence the term “Evidence Based Practice”! We develop skills and strategies that relate directly to the occupation in which the child is having difficulty, and the occupations that the child has identified as needing improvement. Consultation, education, provision of adaptive equipment or assistive technology, teaching alternative or compensatory techniques, or modifying the task or the physical or social environment may also be required. Activities are meant to be fun and meaningful, allowing the child to develop interest and confidence in his/her own learning.

The emphasis of Kid-Eze Therapy Services is on providing paediatric occupational therapy services. If you are concerned that your child / student is having trouble doing things that other children routinely do at school, kinder or home, then this site will be of interest to you.


Latest news View all news »

22
September

18 REASONS WHY YOU SHOULD CHOOSE US

2014 by Christine Siddle - 0 comments

1. Christine has over 22 years experience in paediatric Occupational Therapy and she is the only therapist working at our clinic.

2. Christine has worked and trained in Australia, the United Kingdom, and the USA, and has worked in a variety of settings including the Department of Education (Qld), rural and remote areas, community and child health centres, hospitals, early intervention programs, schools (primary and secondary), and preschools (to name a few).

3. Christine has worked with children of all ages from birth to 18 years so has developed a very good understanding of child development. She has also worked with a variety of diagnoses including Autism, Aspergers, Downs Syndrome, Fragile X, Cerebral Palsy, development delays, learning disabilities, intellectual disability, muscular dystrophy, selective mutism, arthrogryposis and many more. She also has treated children at the clinic from as far away as Alexandra and Mansfield, and even had a child visit from Darwin.

4. Christine has a child with special needs (cerebral palsy) so can appreciate how much disability can impact on family life.

6. Christine is married with 2 children, who are 11 and 9 respectively; is the school PFA president, and also the major fundraise organiser for a community charity event that is run annually. So she fully comprehends the time constraints placed on a busy family. Consequently, she provides more family friendly strategies that are easy to incorporate into everyday tasks. We also know that skills based tasks are more effective than exercise based programs, and the research also supports this as well.

7. Our clinic is situated in the beautiful Dandenong Ranges and is within walking distance from a fantastic vet, deli, bakery, toy and gift store. Our clinic also has lots of accessible parking as well.

8. We are community minded. As a business we support a small local school (Sassafras Primary) and an animal charity (Living Legends) as part of a community charity fundraising event that is run annually.

9. Christine has developed a fine motor program that incorporates many of the proven strategies that are used in the clinic. This can be purchased by schools to implement in small groups or as part of the classroom curriculum.

10. We endeavour to keep up to date with the latest technology and apps, and incorporate these seamlessly into our intervention sessions to benefit both clients and their families.

11. Christine is registered with medicare, and is a Better Start and FaHSCIA provider. She is also affiliated with many other private health funds as well.

12. Christine has authored a childrens picture book and has written one non-fiction and 3 fictional stories. Her passion is creative writing which is just one area she can address with your child.

13. We offer brainstorming assessments if you are uncertain as to whether Occupational Therapy Intervention is required or not. If intervention is required, we can then discuss appropriate intervention strategies and just how much therapy would ideally be required.

14. Our treatment goals focus on what you want your child to be better at, and we also involve the student (if old enough), and the teacher, to ensure that the goals are more likely to be achieved. We also help your child to generalise their skills to home, school and the wider community.

15. Christine have a very good understanding of the funding requirements required for preschool and primary school; having experienced this first hand with her son when he transitioned to kinder and to primary school. She is also frequently required to write supporting documentation for VCE special consideration, especially if use of a laptop / alternative writing medium is required.

16. She is THRASS and Sensory Integration trained and regularly incorporates these approaches into her intervention when required in effective and family-friendly ways.

17. We closely liaise with other allied health practitioners, GP’s, paediatricians, teachers, social workers, optometrists, and we receive many referrals from them as well. Christine has even had the opportunity of treating some of their children.

18. Our clinic hosts an amazing engineered designed swing frame, where we can attach our different swings in various exciting ways to get your child ready for the tabletop tasks and often the more challenging part of the therapy session. We even have a Wii and various games to practice various gross motor skills in a fun and engaging way.

27
March

CLASSROOM VISIT

2014 by Christine Siddle - 1 comment

I visited a Primary School to talk to the students about what an Occupational Therapist does. This is what some of the students wrote about my visit:
She had lots of scissors. We learnt some people need right handed ones and some need left. We also learnt that there are always scissors for different problems. By Clea and Hayley.
Christine taught us how we naturally colour in. She told us that when we coloured in an edge we would normally turn the piece of paper around so we would still be colouring in straight on the paper and when we started getting in the middle of the picture you are colouring you go side to side. By Mila and Tempest.
Christine talked about holding our pen and she showed us lots of different ways to hold the pen. She had a whole kit of pens and stuff that can help us do better writing. It was fun. Taye and Jordan.
Today we learnt about finger actions like what you’re meant to us: fingers not your hand. There are lots of different actions and they are all really basic. There is push and pull, clockwise and anticlockwise. There are so many strategies and it’s really easy. By Jakob and Alyssa.
Christine came to talk about her job. She helps kids do things like writing, cutting and all other sorts of things. By Fin.
Christine showed us the equipment that she uses in her job, like vibrating pencils, different types of pencil grips and special scissors. She gives kids things like light-up pens for students to keep their focus. She gives them tests to see how fast they write and how neat they can write. Sometimes she needs to give them a pencil grip. By Taya.
Christine Siddle talked to us about pencil grips. There are lots of them. There’s prickly, soft animals and most of them are awesome. She helps kids a lot. Pencil grips help you. By Lachie.

25
February

USE OF AN IPAD TO SUPPORT STUDENTS STRUGGLING WITH LITERACY

2014 by Christine Siddle - 1209 comments

The iPad is a wonderful tool that can allow students who are struggling with literacy to reach their full potential. Christine Siddle (paediatric Occupational Therapist) recently attended a one day workshop covering just this topic; looking at various apps which may help to support secondary school students with reading, writing, and organisational skills. Many of these apps would also be suitable for middle to upper primary school years. Christine also combines the technology with other sensory and thinking based strategies, such as THRASS, to help improve students to break down and decode words more effectively when spelling / reading / writing. She also has over 22 years of experience in helping students in primary and secodary school level to improve fine motor skills, particularly in relation to handwriting. Please call us if you are interested in helping your school aged child to improve their literacy and handwriting skills, because we will endeavour to do it in an innovative and engaging way.

04
February

IPADS & APPS TO HELP CHILDREN REACH THEIR FULL POTENTIAL

2014 by Christine Siddle - 145 comments

The iPad is a continual changing device with its many updates, but can be very effective in helping children reach their full potential for learning in the classroom. Christine Siddle continues to keep abreast of the latest apps and iPad updates, and frequently integrates this into her treatment sessions to ensure that the student is engaged in the learning process, but also experiences success in areas they are struggling with. At the end of last year, she attended a workshop about the latest iPad apps to help promote more positive social, communication and academic skills of primary school aged students. This meant exploring a number of video and photo apps useful in creating social stories, among other things. On Monday 24th February, she will be attending an iPad workshop specific to secondary school students; looking at apps to foster learning / academics. Christine also has a child with a physical disability who attends a mainstream school, so has also had personal experience at implementing these strategies in a practical way both at home and at school. Please contact us if you are interested in booking in for either a brainstorming, a skills based, or a more comprehensive assessment. We currently have times available for this term, but they do book out quickly, so please contact us as soon as possible to ensure we can accommodate your preferred day and time.

05
June

JUST THE WRITE HANDS FINE MOTOR PROGRAM - NEW IN 2013

2013 by Christine Siddle - 95 comments

image

“Just The Write Hands” Fine Motor Program was designed for all primary school aged students to develop better precision and control when manipulating fine motor tools; improved confidence and success with tabletop skills such as drawing, colouring, cutting and pasting; improved confidence to form the lowercase letters correctly and automatically across all writing tasks, improved writing legibility & functional pencil grip.
FORMAT OF THE PROGRAM
The format of the group has been designed around 6 x 1 hour sessions, and ideally, for about 4- 6 students per group. It is felt that more individualised instruction can be provided for those students who are struggling with their fine motor skills if done in a small group environment. However, you can readily adapt any of the activities to accommodate more students, if necessary, or you can implement many of the user-friendly strategies within a larger group setting, such as the classroom. It may even be used for individual students.
STUDENT EVALUATION
An evaluation booklet for the students has been designed to be implemented prior to, and at the completion of the group. This booklet also asks the student what they think about their own colouring, writing, cutting skills etc. in order to provide greater insight about the student’s awareness of their fine motor abilities.
STRUCTURE OF THE SESSIONS
Each session is divided into 3 main categories:
HAND SKILLS
The first part of the session focuses on various ‘hand skills’ as part of an exciting, novel game and / or warm-up. Playing various fine motor games are a fun and motivating way to practice essential hand skills so students can move fingers / hands more smoothly and with greater control and accuracy in whatever they choose to do. Many researchers have identified this skill as a contributing factor to precise and rapid manipulation of a writing tool for efficiency in handwriting. There also seems to be a strong relationship between in-hand manipulation skills and colouring accuracy.
VISUAL AND FINE MOTOR SKILLS
The second part of the session focuses on important tabletop skills that are needed for everyday school-related tasks, and includes cutting, drawing, and colouring. Each task has been carefully analysed, and after many years of practice from a clinical and school basis, has been designed to help provide the students with the best chance of putting these strategies into everyday practice in other situations as well, which ensures the best learning of the strategies. The strategies are also very simple and easy to remember and use.
HANDWRITING (LETTER FORMATION)
Despite the increasing use of computers in schools, handwriting remains a very important skill for recording information, expressing one’s thoughts on paper and communicating ideas to others. Also, regular assessment is based on handwritten work. By the time a student reaches the final years of primary school, they should be able to produce legible, fluent handwriting that they can employ flexibly in different situations. When the mechanics of handwriting become automatic, the student can better focus on writing content and composition. Hand skills and visual and fine motor skills are important foundation skills, but students also need to have the confidence to form letters correctly and automatically, without having to stop and think about how each letter is formed. That is why this program focuses more specifically on letter formation.
COST OF PROGRAM & WHAT DOES IT INCLUDE?
The entire program costs $650 and includes the following: Teacher’s manual, parent information handouts, student evaluation / screening booklets, all the games / activities mentioned in the program, drawing workbook, handouts, letter formation worksheets (for the group), letter formation worksheets (for homework), pencil grips, specialized scissors, and novelty pens / pencils. The only thing you have to provide is ‘blank paper’.

FINALLY…Christine Siddle has been a paediatric occupational therapist for about 20 years now, and has worked on these areas with many different children; some with a diagnosis, but many without. She has worked in different educational settings both here and abroad. She has tried many different strategies, until finally discovering these strategies which have proven to be very effective. Christine has used a similar group format in various local schools, and has also used them at our clinic on an individual basis, to great effect. This program is specifically designed for other therapists, integration aides and teachers to administer, but can also be used by parents as well.

Please contact us if you are interested in purchasing this program.

Unsure if a child needs assistance? Use our simple online checklists.

Helping children at all age levels

We can help children to...

  • Experience success with tasks they find difficult to do (eg. handwriting, socialising, dressing, organising self, paying attention, fine and gross motor skills)
  • Feel better about themselves
  • Develop more positive attitudes and less frustration towards their work
  • Gain more positive attention or recognition from their peers and others
  • Achieve key developmental and learning milestones
  • Play and socialise better with their peers.

Meet our helpful and friendly staff