What attracted me to speech pathology profession was the broad range of focus areas it supports, including voice quality, fluency, specific speech sounds, social skills, behaviour, swallowing and feeding, literacy, listening, alternative communication devices and language (just to name a few). Every individual has their own personality and preferences. I strive to ensure every assessment and therapy consultation is tailored for the clients by making it fun and engaging so that they are motivated and goals can be achieved at a faster rate.

There are a lot of reasons why PAHS stands out from other practices – it focuses on strengths rather than weaknesses and looks at clients holistically in all areas of their lives. Sessions can be adaptable to ensure that each adult and child is comfortable. This can mean receiving therapy whilst in the ball pit or with a sleeping goat on their lap, or even playing games and roleplay!

PAHS also aspires to provide services that are engaging and interesting while prioritising comfort and safety of the clients. One such recently explored avenue is animal assistive therapy. PAHS has a large collection of animals – chickens, goats, rabbits, guinea pigs and soon to be a miniature pig. I know myself, that I am far calmer when patting a rabbit or listening to a cat purr, or even feeding the guinea pigs.”

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Has your little one started school for the first time and is acting out, crying, or throwing fits over going to school?

Transitions are tough on the whole family, but going to school for the first time, or struggling at school, can be detrimental to a child’s wellbeing and as a parent, you’re probably asking, “What Can I Do?” Rest assured, even when situations seem hopeless, you can use this advice from child psychologists to get through this rough patch. 

Listen

The first thing parents must do is listen, rather than immediately act or jump into problem solving. As parents, our first instinct is to try to protect our little ones, especially when their social and verbal skills may not be expressive quite yet. However, even kindy kids can explain what’s wrong and why they hate going to school if you take the time to listen. 

Ask the Right Questions 

Don’t bombard your child with dozens of questions and overwhelm them the second they get off the bus or you pick them up from school. A great time to talk is over dinner, or while doing a fun, lighthearted activity. Promote open communication with your child by asking open ended questions that require more than one =-word answers such as “tell me about your favorite part of the school day today?” rather than “how was school?” 

Open ended questions help your child start to think critically about their day and reflect upon their personal experiences. They also help the child to process their emotions and experiences to be able to express themselves better. This skill will help your child to be a great communicator also! 

Get to the Root of the Problem

Often, children do not actually hate school, but are having a negative experience that is making them not want to attend. Sometimes this can be a bully picking on them, a class they are particularly struggling with, friend problems, or other personal issues. Young children in school for the first time may be experiencing separation anxiety from their parents which is totally normal. 

Ask for School Support 

If you talk to your child and realize that the reason why they hate school is not something that can be solved through parenting alone, do not hesitate to reach out to the school and ask for support. This is especially vital when there is bullying involved or when your child is struggling. Many schools offer tutoring programs and parents can set up conferences with teachers to discuss learning strategies. 

Many schools also have guidance counsellors and school child psychologists on staff that can offer supports to parents and children. Counsellors can visit with your child during the school day and provide a safe place for your child to talk about their feelings and what they are experiencing during the day. School counsellors can also help provide referrals for extra support outside of the school system when needed. 

When Your Toddler Struggles with Change 

One of the biggest reasons why four-year-old don’t like school is because they are struggling with change in their environment and routine. They are going from being home or daycare and getting to play all day with people they love and trust, to a super structured environment where expectations are different, and everyone is a stranger. This kind of big change can be scary for anyone, especially a four-year-old. 

Preschool aged children often struggle with separation anxiety or have trouble working through change. One way you can help make the school transition easier on your preschooler is by setting and keeping a daily routine. Routines help children to understand expectations and what’s coming next which reduces uncertainty and anxiety in children. Following a daily routine also reinforces that school is temporary and that mom or dad is coming back. 

When you chat with your preschooler about going to school, keep the conversation light and fun, focusing on all the fun, positive parts of the school day that your little one enjoys. During the weekends remind your child they get to see their friends again on Monday, ask them about what they are looking forward to, or even get excited about their lunch! 

Your child won’t hate school forever if you listen, ask questions, get to the root of the problem, and ask for school supports when necessary. When these things aren’t enough, there are child psychologists in your area that can provide more assistance to your family. 

The post My Kids Hate School What Can I Do? appeared first on Pearsons Services.

There are a lot of reasons why PAHS stands out from other practices – it focuses on strengths rather than weaknesses and looks at clients holistically in all areas of their lives. Sessions can be adaptable to ensure that each adult and child is comfortable. If this means receiving therapy whilst in the ball pit or with a sleeping goat on their lap, so be it!

Speech pathology is an incredibly broad profession and can help with voice quality, fluency, specific speech sounds, social skills, behaviour, swallowing and feeding, literacy, listening, alternative communication devices and language (just to name a few). This is what attracted me to speech pathology initially.

The large range of focus areas means that every day at work, I will be looking at something different! My main goal for every assessment and therapy consultation is to make it fun! Each session is tailored to the personality so that the client is motivated and goals can be achieved at a faster rate. 

An area of interest for myself is animal assistive therapy. PAHS has a large collection of animals – chickens, goats, rabbits, guinea pigs and soon to be a miniature pig. I know myself, that I am far calmer when patting a rabbit or listening to a cat purr. This is an exciting avenue that PAHS is exploring and I can’t wait to be a part of it.” 

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We would like to welcome Jamie to our team!  Jamie is a speech pathologist who has a special interest in working with children and animal assistive therapy. If you would like an appointment with Jamie please call: 83222792 or email: schedule@pahs.com.au

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One of the key methods our wonderful team use is called Positive Behaviour Support (PBS) so we just wanted to give you the low down on what this exactly is!

What is Positive Behaviour Support (PBS)?

PBS is a strategy we use to help empower people by providing them with support in situations where there is, or there is a risk of, challenging behaviour.

Challenging behaviour is essentially a consistent behaviour or trait that puts the physical safety of people at risk or that causes difficulties in a person’s ability to have a good life. Why do we call it challenging? That is because it challenges everyone who supports the person to understand why it is happening and to work together to find a solution.

We use PBS to get to the foundation of why this behaviour happens and how those who live with anyone who encounters challenging behaviour can recognise the signs, symptoms and outcomes of that behaviour.

What are some examples of Positive Behaviour Support (PBS) support mechanisms?

PBS can come in a range of different methods and actions that support each unique individual. Of course, not one size fits all.

Some examples include:

• Tactical ignoring of certain behaviour 
• Identifying successful distractions
• Positive reinforcement for an appropriate behaviour
• Changing expectations and demands 
• Teaching new skills and behaviours
• Provide sensory based breaks to promote interest and calming behaviour
• Time-out 

What is a Positive Behaviour Support Plan (PBSP)?

At PAHS, we take pride in working across the board with different parties to create the best outcome. Through collaboration and consultation with the family, and school staff we collect information behaviours, situations and the circumstances in which they occur. 

We can then undertake several different assessments and observations in various environments to identify triggers of the behaviour and to start identifying strategies to minimise the outcomes.

We will then develop a PBSP which will include a number of different sections. These will cover:

• Identifying, developing and reinforcing an appropriate behaviour that replaces the challenging behaviour.
• Creating an environment that minimises and removes the antecedent whilst reinforcing and promoting positive behaviours.
• Developing an action plan to respond to the challenging behaviour when it occurs.

Once the PBSP has been completed, we will then implement and of course, review and revaluate, regularly to ensure it is still relevant and effective.

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PBS is a scientific approach that aims to protect a person’s rights and to promote quality of life for them their families and others, and we are great believers of the positive outcomes it can achieve.

Contact the team at Pearson Allied Health Services to find out more about PBS and how it can support you and your family.

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We have scoured the internet and found the best toys to encourage your child to be active and engaged, as well as teach them some important life lessons.

Some Great Gift Ideas for Christmas

Walkie-talkies

Walkie talkies are a fun way for the kids to play together (inside or outside), but they can also be a great way for parents to stay in touch with kids when they’re out exploring close to home (but may not be visible). They encourage clear communication, and as a bonus they’ll be useful on hikes and camping trips.

Big W Options.

Tent

An easy to put up dome tent would make a great gift for kids. They are relatively inexpensive and can be used on camping trips or set up in the backyard for camping. Let your kids learn how to set up the tent by themselves and practice putting it up and taking it down at home.

Big W Options.

Scooters

A scooter is another great way to provide exercise, fresh air and quality outdoor time to a kid. Scooters are great for kids as young as 2 years old (the 3-wheelers) and come in a variety of sizes, colors and speeds. A helmet is essential for safety.

Kmart Options.

Fish tank

A fish tank or bowl is a great way to introduce the kids to a pet and make them understand the responsibilities of looking after and caring for a pet. It’ll teach them key life skills and also give them a bit of fun choosing a fish.

Contact your local pet store.

Fruit tree

Buying a fruit tree for a child is an idea we love!  Not only does this teach kids about nature cycles, seasons and responsibility, but can provide fruit to harvest, bake with or gift to others.

Take a trip to Bunnings to check out the choices.

Fitness trackers

Fitness trackers come in all shapes and sizes and really encourage your kids to get outside and active with this waterproof fitness tracker. It promotes a healthy lifestyle and sleep habits in your kids. Set goals and challenges for the family, work on math skills, track improvement over time. So many fun ways to use these little devices.

Rebel Sport Options.

Personalised Suggestions

Talk to your child’s therapists if you have an idea for a present that might help your child reach their goals. Our OTs, Speech Therapists, Development Educators and Behaviour Team all use play as a therapeutic tool, and would be happy to recommend the right toys, or other gifts, to extend the benefit of your child’s therapy.

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I am excited after doing my placement with PAHS and being a mentor for over 3 years  I am now transitioning to the behaviour team at PAHS. Working on the behaviour team is a great opportunity and a wonderful privilege to be able to work with people and their families and caregivers to help them meet their NDIS goals.

I often have people say that I’m a special type of person when I tell them my career choice, and I guess there must be some truth to that. I love being given the opportunity to help people and to see the impact that our interventions make.

I recognise the importance of the work that the behaviour team does, and look forward to being able to work with those with ‘challenging’ behaviours, to educate them in positive skills and strategies to be able to meet their needs and communicate, rather than using these ‘challenging’ behaviours to meet those needs, as can often be the case.

From my experience of mentoring for three years, it is a unique experience to know someone for an extended period time being involved with and witnessing their growth and development, and I look forward to seeing more people with a disability achieving their goals and being empowered to become more independent and take change of their lives.

With the introduction of the NDIS, and companies like Pearson Allied Health Services now being possible. We are indeed moving through a time of reformation, and I see it as a great opportunity to be involved in this time of reformation and change, because we are truly paving the way.

We can decide now how we want the future to look like and be involved in working towards a time of quality disability service provision, and an inclusive society where people with a disability are respected and involved.

As a future Developmental Educator, ( complete my degree in December 2019) I see it as my responsibility to educate my friends and family and those in the community about disability, to breakdown those myths and incorrect perceptions that still exist. It truly is a privilege to have the opportunity to work on the behaviour team and be a force for change!

By Aaron Billing.

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If you were to look at the dictionary definition – a mentor is “an experienced and trusted adviser”. But a mentor from PAHS is a little more.

A mentor at PAHS works under the direct supervision of an allied health professional. They provide therapy focused support with a clear outcome-based approach.

Mentors provide feedback to therapists regarding the progress of the goal, and any concerns that may have arisen to ensure therapists are able to decrease, increase or modify the amount of mentoring required to successfully implement and structure plans.

What do PAHS Mentors do?

Our Mentoring Program supports children, young people and adults with disabilities to develop and build independence and skills. Our staff can provide support and assistance in various environments, for example:

• A companion to hang out with, go to the movies and have coffee with
• Go on outings, attend events and activities
• Be there for the stressful times, when extra support might be needed
• Support at school, university, and when attending groups
• House cleaning
• Gardening and home maintenance
• Cooking
• Transport

How do I find the right mentor?

Our mentors come from all walks of life and have very varied backgrounds. At Pearson Allied Health Services we offer mentors to meet specific needs. We like to think outside of the box to best meet your needs. Our mentors work very differently from support workers and you can choose one or even a combination of a mentor and/or support worker.

Our mentors are very special people all with big hearts and caring natures who are ready to support those who need their help.

Our matching process will find you that person that will ‘click’.

We ask our mentors to fill in a comprehensive Getting To Know You form and then we see who might match with a particular client. Often, we then set up a meeting to have a chat and see if both agree that this would work.

If you believe that a mentor is just what you or someone you care for needs, then just pick up the phone and talk to us . We’ve probably got someone that will suit you perfectly.

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The garden will be incorporated into the OT studio.

PAHS are currently searching for the right OT’s to enhance our existing team of allied professionals. Only OT’s who understand that seamlessly integrating therapy with enjoyment is the key to getting the very best outcomes need apply.

We work with both adults and paediatric clients, and have an impressive range of equipment and different innovative spaces. For example, our new OT studio currently under construction is over 14 metres long and 7 metres wide. But then add to that almost an acre of land where we have a range of outdoor equipment, including a winding bike track with street signs that help children and young people keep safe around traffic.

Interaction with animals can have significant benefits.

One of the most popular additions with our staff is our animal enclosure, where clients can have the chance to interact with chickens, goats, guinea pigs, rabbits and other animals, and the grounds will also include a sensory garden and a vegetable and herb garden offering a range of visual, sensory, textural and taste experiences. The new OT studio is behind the fully functional PAHS house, which is where functional  life skills, such as cooking, laundry etc are taught by OT’s and DE’s (Development Educators).

So does this sound like a place you want to work? Well, we are unique and we are looking for some pretty unique therapists. So do the words ‘quirky’, ‘passionate’, and ‘innovative’ resonate?  Do you really walk the talk and wants to help people? Are you prepared to commit?

If so ‘click here‘ to learn a bit more about us and if you like what you see, we encourage you to apply.

A fully functioning home laundry used as part of the home skills program.

Who doesn’t love a ball pit? Certainly our OT’s do!

The kitchen can be used for one on one cooking training or with groups of up to 4

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Children are constantly learning how to control and regulate their emotions from the day they are born, and as parents, it can be the ultimate challenge on monitoring this.

Emotions in children can come in many forms – a tantrum in a supermarket aisle or sitting on their bed for hours not talking to you. Sometimes young children will inappropriately express their emotions or try to meet their wants and needs by using behaviours that others may find challenging.

According to South Australia’s Department of Education, “natural curiosity and drive to become independent continues throughout their development. It often means children push against boundaries and limits which can be a challenge for parents. The child can be seen as ‘misbehaving’, naughty or defiant if the focus is on the behaviour itself rather than understanding the needs, thoughts, feelings or intentions that are driving it. Often challenging behaviour masks a child’s need to feel closer to you. They may not be aware of this or able to tell you.”

So, what can we do as parents to manage this minefield of emotions?

Here are our tips for responding to challenging behaviour:

• Calm the situation – Number one rule is to be calm and respectful when confronting the situation. It’s very hard coping with a very angry child, but if you reflect that anger the situation will escalate.
• Be consistent – If you choose one approach or response to a certain behaviour pattern, make sure you maintain this. Children thrive on routine, so make sure you are providing this foundation. Being a consistent, reliable and responsive parent who helps keep them safe and recognises their individual wants and needs is important.
• Show them the way – If you expect a certain behaviour then reward this and give explicit instructions on what you deem acceptable. Remind them of this action that you have agreed on to help diffuse the situation.
• Communication is key– Encourage your child to explain and communicate how they are feeling and why they are feeling that way. “Stop crying” may not be the answer! “Why are you crying, can you tell me what upset you?” might be a better method.
• Be firm and strong– When a child is not emotionally stable and causing havoc, it can be difficult to maintain a strong, yet caring stance. Remember, as a parent you set the rules, you are the boss so don’t be afraid of setting clear and simple limits that your child understands.

Remember, parenting is one of the toughest jobs and there is no “one size fits all” approach. Together as a family you can set the foundation and rules of what is acceptable and create methods to try and resolve a situation quickly and effectively.

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What is Augmentative and Alternative Communication (AAC)?

Augmentative and Alternative Communication or AAC is the term used to talk about different methods of communication. AAC can include simple systems like pictures, gestures and pointing, as well as more complex techniques involving computer technology.

We can break AAC up into basic categories:

• NO TECH: communication that does not involve any additional equipment e.g. body language, gestures, pointing, eye contact, facial expressions, vocalizing, signing.
• LOW TECH: communication that involves little to no battery power e.g. pen and paper to write or draw messages, alphabet and word boards, communication charts or books with pictures/photos/symbols, particular objects used to stand for what the person needs to understand or say.
• HIGH TECH: communication that can range from simple buttons or pages that speak/generate speech to very sophisticated tech systems and usually need power from a battery e.g. technology based on mobile phones, tablets/iPad, laptops or specially designed equipment to support communication.

There are some key strategies to communicate to someone who is non-verbal:

• Use simple language. Try to avoid using complex language or instructions that may be confusing.
• Focus on nonverbal communication. Gestures and eye contact can build a foundation for language. Use both your body and your voice when communicating – for example, by extending your hand to point when you say, “look” and nodding your head when you say “yes.”
• Leave “space”. It’s natural to feel the urge to fill in the ‘awkward silence’ when someone doesn’t immediately respond, but it’s important to give the person lots of opportunities to communicate, even if they aren’t talking.

When we engage with non-verbal children, we can use some simple techniques to maximise communication:

• Encourage play and social interaction. Interactive play provides enjoyable opportunities to communicate. During your interactions, position yourself in front of the child and at eye level – so it’s easier for the child to see and hear you.
• Imitate the child. Mimicking the child’s sounds and positive play behaviours will encourage more vocalizing and interaction. It also encourages the child to copy you and take turns.
• Follow your child’s interests. Rather than interrupting the child’s focus, follow along with words and narrate and label what the child is doing. If they are playing with a shape sorter, you might say the word “in” when they put a shape in its slot. By talking about what engages your child, you’ll help them learn the associated vocabulary.

One of the most effective techniques is modelling.

Modelling in AAC is a technique that is support by research and clinical experience. It has been shown to teach language (vocabulary and grammar) and increase responsiveness and use of AAC. People learning to use AAC need increasing amounts of input (modeling) before they can be expected to produce output. They also need to have access to their device at every opportunity. People learn from hearing and watching the people around them communicate and interact. Non-verbal people are the same; they need to see the language being used before they themselves can use it.

Modelling helps people see the opportunities and language their device can be used for. It’s more than just “talking” – communication involves commenting, asking questions, greeting, refusing, expressing emotions, arguing etc.

• Modeling shows people how to use AAC successfully and how to put together a message.
• Modeling shows the person that people accept the AAC system because they are willing to use it.
• Modeling makes others aware of what it is like for the person to use the system and if the expectations of others are realistic.
• Modeling makes you aware of what you need on the AAC system. When someone goes to point out at a message and the words are not there, then it shows how and why the person cannot always join in, and the system can then be modified to compensate for this.

It’s actually quite simple to model?

• Point out the main words that you say on the AAC device.
• Show the person how they can communicate and ‘say it’ on their AAC device e.g. pointing to toast and then pressing ‘toast’ or pressing ‘that’s funny’ when the person is laughing.
• How to use the deviceg. “I’m pressing on ‘animals’ to get to the animal page.” Think out loud and talk about what is happening in order to find the message.
• Model 1 or 2 words above what the person can currently communicate (e.g. a person using one word combinations on their device ‘ball’ can be modeled ‘want ball’ or ‘red ball’.)
• Model target vocabulary and grammar (e.g. a person says ‘boy run’, ‘the boy is running’ can be modeled to them.)
• Model slowly enough for the person to follow the page sequences or symbols being used.
• Model with the symbols on the device and verbal speech (e.g. “oh you want more (also pressing ‘more’)).
• If you make a mistake, model what to do to the person when things go wrong and how you ‘repair’ it, so they can do the same.
• Be perceptive to the person’s behaviour and consider why they’re doing what they’re doing. Model the language that has been used to communicate the message (e.g. throwing a toy – ‘oh you want to do ‘something different’”).

Other specific strategies:

• Expectant delay: giving the person extra time to increase opportunities for communication. Look at the person expectantly, with eyebrows raised, to let them know you are waiting for them to have a turn.
• Asking open ended questions: moving away from yes/no questions can encourage more complex language e.g. “did you have a good time at school today?” vs. “what did you do at school today?”
• Increase responsitivity: accept any attempts the person makes to communicate and expand this e.g. the person presses ‘eat’, then respond immediately and positively “yes let’s eat the cake! (pressing ‘eat’ and ‘cake’).

Remember…

It’s not going to be perfect!

It’s going to take time!

It is better to be using the AAC device even if you’re not proficient with it, than to be not using it at all!

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