Treatment

Our intervention programs are guided by existing and current evidence as much as possible to ensure positive changes occur and that the intervention works. 
​
WHAT TO EXPECT IN THERAPY SESSIONS
  • A relaxed, fun and engaging learning environment. 
  • Activities that are fun and meaningful, allowing the child to develop interest and confidence in their own learning. 
  • Provision of adaptive equipment or assistive technology.
  • Modifications to the task or environment.
  • Working closely with the child and family. Parent attendance is definitely encouraged, especially if the child is younger.
CLIENT-FOCUSED & SKILLS SPECIFIC 
​
We work closely with the student, the parent / carer, the student’s teacher, to identify and work on goals that are important to them. 

​Research tells us the more relevant the goal is for the client, and the closer it is to the actual skill being worked on (ie. task specific), the greater chance the student has in achieving that goal. 
COMMUNICATING INFORMATION TO OTHERS
​We use Seesaw, an exciting learning journal platform, to communicate what goes on in the sessions to relevant others. Email or text notifications are sent to everyone as soon as the information from the session is posted.
Comments can also be made, which is sent directly back to the therapist for approval.  Audio, videos, drawings, pictures, and uploaded files are used to share information from the session and to help enhance the student’s learning.
Children love watching the videos being replayed and / or listening to their own voice. It is completely confidential and secure and can be used as a way of monitoring the child’s progress in a very visual way. ​

Individual and Group Treatment

​We offer innovative, and exciting treatment services for both individuals and groups.
Colouring pictures are brought to life to make the skill of colouring  even more engaging and motivating for the child.
Hand skills are developed through the use of age-appropriate, novel and exciting games. We also educate the student about the importance of the  hand skill in relation to everyday life.
​Letter formation is developed through a series of 6 letter families, specifically designed by Christine Siddle. Each letter family has a theme and focuses on similar motor actions. For example, the ‘magic c family’ all begin by drawing the letter ‘c’.
Self-Care Skills are broken down into smaller, more manageable steps, and clever tricks and tools are also used to make that skill so much easier to do.
Visual schedules are extensively used to help students to stick to the group plan. 
(Activity readiness) Swings are used to help children better regulate their activity levels so they are ready to learn in the session. They are also used as rewards to encourage children to stick to the group plan.
Sensory Processing intervention focuses on making adjustments to environments and activities in order to increase participation. Working very closely with the child and family in coming up with user-friendly strategies for the different environments is paramount to success for the child at home, school, and in the wider community.
Spelling and reading are improved via tools such as visual structured charts (eg. THRASS, Oxford Phonemic Awareness Chart) to help children to become more familiar with the 44 sounds (phonemes) in the English language, and the 120 common spelling choices (graphemes). 
We use a variety of programs, sensory strategies and thinking based instruction to help students with attention, self-regulation and emotional control. Examples include the Zones of Regulation Program, sensory tools to ‘fidget and focus’, and thinking based strategies such as ‘following the group plan, keeping our body in the group, thinking with our eyes, and whole body listening’. 
​Social Thinking and Play Skills is a very big focus. The core concepts of Social Thinking are developed through a variety of ways using music, books, activities, games, play, superheroes, and movies. The concepts are broken down into smaller, teachable segments that kids can understand so they are better able to interpret thoughts, feelings and plans of others, make predictions about social behavior, interact more successfully in group situations, and be able to formulate and understand narrative language when writing stories, reading books, or when having conversations with others.

Handwriting and Fine Motor Group

This program is for Prep to Year 2 students and is ideal for students who are struggling with at least 3 of the following:
  • Pencil Grip
  • Drawing
  • Colouring
  • Cutting
  • Letter formation
  • Handwriting legibility

ABOUT THE GROUP

Students take part in a  7-week program at their school. In the first session, they complete a workbook that is used to assess the skills mentioned above. This helps us to cater more specifically to the needs of each of the students in the group.
 
Between weeks 2-6,  we target the student’s areas of need with some very clever and simple tricks that students can pick up easily and incorporate into their everyday routine at school and at home.
 
We also provide comprehensive feedback to both parents and teachers through Seesaw.