Speech Pathology

Being able to communicate helps to give children control of their environment, self-confidence and increased ability to interact with peers and family. It can often help to overcome behaviour problems stemming from frustration, confusion or anxiety. Being able to communicate is a fundamental skill and a primary goal for all children.

Children with autism often have difficulty in processing sounds and speech. They may need firstly to increase their awareness and use of their lips and tongue in order to help with speech.

Total Communication is about encouraging children to use one or more methods to communicate with others, depending on their individual skills. This can include: vocalisation, sign language, pointing to P.C.S. symbols, Picture Exchange Communication System, pointing to photos, speech, informal gestures and the use of electronic voice output devices

 

Children at Giant Steps are involved in a combination of group and individual academics sessions. Group sessions comprise 4 - 6 children who have a similar range of cognitive and developmental abilities. Children participate in group activities aided by a Therapy Assistant. These sessions involve greetings, action songs, brain gym exercises and activities that encourage the children to "work" together. The variety of activities includes art and craft, number, language, sensory based tasks and science exploration.

In the individual academic session the Therapy Assistant implements the program from the child’s I.E.P (Individual Education Program) in conjunction with the Academic Therapist. Each child’s program is individually tailored to suit the child’s level of development. The Structured Teaching approach of the TEACCH program underpins work in this area.

 

Play and Social Communication Play nurtures fun, co-operation, attention, creativity, self-esteem, physical awareness and compassion. Through individual sessions, pairs and groups of children are taught appropriate and functional ways to occupy themselves with toys, to explore a wider variety of materials and activities and to develop leisure interests.
Play gives insights into a child’s thinking and works to extend cognitive skills such as problem solving and verbal reasoning. Flexible thinking is also encouraged through pretend play activities. A major objective is to foster social play, encouraging a shift from parallel to co-operative play through learning to participate, share toys and take turns

 

Music Children with autism have severe communication and socialisation problems. Music is essentially a non-verbal medium, which is often experienced physically and communally, thus it is an appropriate and powerful tool to promote integration of the sensory motor systems, to develop communication skills and to enhance emotional and social development. Through the many modes of music - singing, playing instruments, listening - a child is engaged in multi-faceted developmental activities which facilitate self awareness, attention development, group co-operation and interaction, fine and gross motor development, and in time provides a means of self expression, thus developing confidence, discovering skills and imagination.

Life skills In Life Skills the aim is to increase the independence of the child in completing everyday tasks, through teaching skills to develop the child’s ability to self manage daily living activities.

Areas include personal hygiene, grooming and other self care activities (e.g. toileting and eating). Household duties such as cooking, cleaning and utensil application are included. Activities to encourage community awareness and participation are practiced. These include shopping skills, restaurant skills, the use of community services (e.g. Post Office, Library etc.) and Road Safety, awareness.  Cognitive skills are taught which relate to these daily living activities (e.g. number concepts, money skills, self identity and body concepts).  Problem solving, decision-making and time awareness skills are developed. The child’s independence in all these areas is encouraged and the aim is to promote self-accomplishment and purpose.

Inclusion / Integration

The ultimate goal of the Giant Steps program is for each child to reach his or her maximum potential. This might involve inclusion into a mainstream school setting to encourage the student's language, social and academic development alongside their peers. The student is supported in the school by his or her therapy assistant who is gradually withdrawn as the child becomes more independent. Giant Steps staff members liaise with the parents and the inclusion school so there is harmony and consistency between these three areas.

The ultimate goal of the Giant Steps program is for each child to reach his or her maximum potential. This might involve inclusion into a mainstream school setting to encourage the student's language, social and academic development alongside their peers. The student is supported in the school by his or her therapy assistant who is gradually withdrawn as the child becomes more independent. Giant Steps staff members liaise with the parents and the inclusion school so there is harmony and consistency between these three areas.

 

Behavioural Management Unusual behaviours that interfere with functional tasks and difficulty in skill acquisition are often associated with autism. Within our program these are addressed through the appropriate use of behavioural management approaches Behavioural Management refers to the process of analysing and modifying a child’s behaviours where required, the aim being to manage problem behaviours that interfere with functional tasks or develop desired skills. Problem behaviours can be approached in several ways, including reducing frequency or replacing it with incompatible, more adaptive or more acceptable behaviours. A wide variety of strategies can be employed to achieve these outcomes; the individual, the behaviour involved and the setting all contribute to the chosen intervention. Consistency across settings is important; therefore the staff is updated regularly on any individual management plans in place, and information is relayed to parents and any inclusion settings. Adolescent Program Older students receive a program which is tailored to the particular needs of their age group. Life skills are a priority and we focus on teaching ways in which the student will gain the independence necessary for living in the wider community. Part of the program is based in Launceston at St Michael’s Association in Newstead. From here we can access various leisure activities and workshops geared to the needs of disabled people.   Aims of Giant Steps To encourage independence of children with Autism Spectrum Disorder. To provide a Centre of excellence. To maximise children’s potential educationally and socially. To facilitate inclusion into mainstream or other settings where appropriate. To encourage research and community education. To support the development of a Tasmanian body of knowledge and expertise in the field of Autism Spectrum Disorder.