Anxiety is a state of worry or fear about a real or perceived threatening event or situation, which often impairs physical and psychological functioning.
Articulation is how one makes sounds in words.
- Auditory Processing
Auditory processing is the ability to perceive, interpret and respond to sound (auditory) stimuli. For example; a child who experiences difficulty processing auditory stimuli may be respond negatively to noise that you would not typically expect to bother someone, such as a vacuum cleaner. Alternatively, a child may have a decreased awareness of auditory stimuli and may not respond when their name is called.
A baseline is a measurement taken at one point in time against which future scores will be compared to measure progress. For example, before speech therapy begins, a therapist might measure how many objects a child can name. They might then measure this again one month, two months and three months after therapy has started to see how much progress the child has made.
- Body Awareness
Body awareness is the ability to recognise different parts of your own body, and their relative position.
Cognition refers to the mental process of acquiring knowledge.
- Developmental Age
A child’s developmental age will indicate where a child is socially, emotionally, physically, and intellectually on their path of development, as compared to typical behaviors and characteristics of that age.
- Early Intervention
Early intervention means doing something, or intervening, as early as possible to work on your child’s development and support needs.
- Explicit teaching
Explicit teaching involves setting aside a block of time to work on a specific skill or task.
- Expressive Language
Expressive language is how one expresses their needs, wants, thoughts, and feelings.
- Fine Motor Skills
Fine motor skills refer to the use of small muscle of the hands and fingers that allow us to manipulate and control objects and materials. This includes tasks that involve grasping (for example using a crayon or pencil), manipulating objects (using scissors) or activities that require hand-eye coordination (like threading, writing, doing up buttons and zips).
- Gross Motor Skills
Gross motor skills refer to the use of the large muscle groups of the body that enable us to maintain an upright posture and coordinate the two sides of the body. Gross motor skills allow us to run, skip, climb and jump.
- Gustatory Processing
Gustatory processing is the ability to perceive, interpret, and respond to taste (gustatory) information. For example; a child who has difficulty processing taste information may have a self-limited diet, alternatively, they may crave strong flavours excessively such as spicy or sour.
- Joint Therapy Session
A joint therapy session is when there are two or more therapists working with your child at the same time. This is generally two therapists from different disciplines.
- Key Word Signing
Key word sign is the use of manual signs and natural gesture to support communication. Key word sign is used to encourage and support language development in children with communication difficulties.
- Low Registration
A low registering child does not register sensations at a typical level and does not seek out sensory stimulation. For example, a child that does not register auditory input at a typical level, may not notice when their name is being called.
- Motor Planning
Motor planning is the ability of the brain to plan and organise an action before it is carried out.
- Multidisciplinary Team
A multidisciplinary team includes members from different healthcare professions with specialised skills and expertise. The members collaborate together to make treatment recommendations for your child.
- Non-Verbal Communication
Non-verbal communication refers to elements of communication such as gesture, facial expression, and body language.
- Olfactory Processing
Olfactory processing is the ability to perceive, interpret, and respond to smell (olfactory) information. For example; a child presenting with an olfactory processing issue may smell objects excessively, alternatively, they may be over sensitive to smell information and actively avoid it.
- Opportunistic Teaching
Opportunistic teaching is using everyday ‘opportunities’ or activities to teach and practice the skills outlined in your child’s therapy plan.
- Percentile Rank
Percentile rank is another way of explaining where your child’s score sits in comparison to other children their age. For example, if your child receives a standard score of 85 which is at the 16th percentile, this means that your child’s score was better than or equal to the score of 16% of other children his or her age. Another way of looking at it is that if 100 children completed this test and you lined them up from the person with the lowest score to the person with the highest score, your child would be standing in position 16.
- Pragmatic Language
Pragmatic language refers to the social use of language and includes the ability to understand verbal (tone of voice) and non-verbal cues (eye gaze, body language, facial expression) as well as the social rules of language (turn taking, staying on topic, showing interest in others’ conversation).
- Proprioceptive System
Proprioception is the ability to understand where your body is in space. The receptors for this system are located in the muscles and joints of the body. For example; a child who experiences difficulty with the processing of proprioceptive information may have a decreased perception of pain, or seek movement excessively and appear to always be ‘on the go’.
- Receptive Language
Receptive language is how well one understands language, this includes information that is given verbally or in written form.
- Self-Care Skills
Self-care skills can also be referred to as ‘independence skills’. This include skills such as dressing, toileting, bathing, eating, and sleeping.
- Sensory Avoiding
A sensory avoiding child is one who actively avoids sensory stimuli. For example a child who is sensitive to tactile (touch) information may not be able to wear certain clothing types such as wool.
- Sensory Processing
Sensory processing is the way in which the brain receives, organises and responds to sensory information for everyday use. It also includes our ability to plan our actions and movements.
- Sensory Seeking
A child who is a sensory seeker does not register sensations at a typical level so may seek out sensory stimulation with increased frequency and intensity. For example a child who does not register taste information at a typical level may seek out spicy, salty, or very sweet foods.
- Sensory Sensitive
A sensory sensitive child is easily overwhelmed by small amounts of sensory input. For example: a child with a sensitivity to auditory input may notice sounds that others do not register.
Sequencing is the ability to follow a set of steps within a task.
- Skill Generalisation
Skill generalisation is the ability to take a skill learned in one environment and successfully transfer it to another. For example a child first learns to use the toilet at home and then is able to use the toilet at kindergarten.
- Social Skills
Social skills enable us to interact with people within our world and understand social rules. For a child, this begins with skills such as turn-taking, saying hello, and waiting.
- Spatial Awareness
Spatial awareness is the ability to perceive the position of your body in space.
- Standardised Assessment
A standardised assessment is a tool that has been designed to determine a child’s developmental level when compared to other children of the same age. Standardised assessments give a clear score that can be used as a baseline for therapy.
- Tactile Processing
Tactile processing is the ability to receive, interpret, and respond to touch (tactile) information. For example; a child who has difficulty processing tactile information may not tolerate the feel of certain fabrics on their skin. Alternatively, they may not notice touch in the way they would be expected to.
- Team Around Child
The team around your child is anyone who plays an important role in your child’s development. Starting with the parents/carers, this may also include; therapists, teacher, respite worker, siblings, grandparents etc. The ‘team’ will vary depending on the child’s needs.
- Verbal Communication
Verbal communication refers to speaking, either with or without aids for support.
- Vestibular System
The vestibular system is located in the inner ear and is responsible for our balance, understanding of motion, and spatial awareness. For example; a child who experiences vestibular processing issues may become distressed when their feet leave the ground, alternatively, they may crave vestibular input and spin or rock excessively.
- Visual Perception
Visual perception is the ability to understand, interpret and remember what one sees and respond accordingly.
- Visual Processing
Visual processing is the ability to perceive, interpret, and respond to visual stimuli. For example; a child who has difficulty processing visual information may be easily distracted by visual stimuli within their environment or become focused on a certain part of an object such as watching the wheels of a toy truck spin.