Empowering Communication

Welcome to Bloom Speech Therapy, where our mission is to nurture children's communication skills through expert evaluation and educational support. We understand the crucial role effective communication plays in a child’s academic and social development.

Our tailored services address areas such as literacy, fluency, social communication, and more, providing children with the skills they need to thrive both in and out of the classroom. Explore how our specialised interventions can help your child build confidence, enhance learning, and achieve their full potential.

Articulation

  • Articulation/speech sound production refers to the way we use our tongue, lips, mouth and jaw to produce sequences of speech sounds.

  • Speech sound difficulties can consist of challenges producing certain sounds correctly, which can make speech unclear. Common issues include substituting one sound for another (e.g., "wabbit" for "rabbit"), omitting sounds (e.g., "ca" for "cat"), or distorting sounds (e.g., a lisp).

  • Children with articulation disorders may be difficult to understand, which can lead to frustration and decreased confidence. They might avoid speaking in class, participating in group activities, or interacting with peers.

  • A speech pathologist works with the child to practice correct sound production through targeted exercises and activities. They use games, visual aids, and repetition to help the child learn and reinforce the correct articulation of sounds.

Expressive Communication

  • Expressive communication refers to the ability to convey thoughts, feelings, and ideas through verbal and non-verbal communication. Expressive language can also incorporate alternative and augmentative methods of communication (AAC), such as iPad devices with voice output, or sign language.

  • Common challenges associated with expressive language include delayed use of spoken words to communicate, use of sentences with limited length or complexity, limited vocabulary and incorrect grammar usage (e.g. using ‘she’ instead of ‘he’, using incorrect verb tense).

  • These difficulties can impact on effective communication, leading to feelings of frustration, misunderstandings and potential social isolation.

  • A speech pathologist can utilise various strategies to enhance the clarity and coherence of communication, such as developing vocabulary and improving sentence structure. 

Literacy and Pre-Literacy

  • Literacy refers to the ability to read and write effectively, while pre-literacy skills encompass the foundational skills necessary for reading and writing development (such as segmenting and bending sounds together to say words, and identifying syllables).

  • Common challenges include difficulties recognising letters (e.g. confusing ‘d’ and ‘b’), difficulties matching sounds to letters, challenges blending and segmenting sounds to read and write target words and difficulties structuring writing and forming coherent written communication.

  • These challenges can result in difficulties engaging with the academic curriculum, understanding and interpreting written communication and overall participation in literacy-based activities.

  • A speech pathologist can provide targeted evidence-based and systematic intervention to support the development of sound-letter correspondences, phonological awareness skills (e.g. blending and segmenting sounds), reading comprehension and writing development.

Receptive Language

  • Receptive language in speech pathology refers to the ability to understand and process language and information received from others.

  • Common challenges include difficulty following instructions (e.g., not understanding multi-step directions like "Put your coat on, then get your backpack"), misunderstanding questions (e.g., responding inappropriately to "What did you do at school today?"), and trouble comprehending stories or conversations.

  • These challenges can lead to frustration in academic settings, social misunderstandings, and difficulty engaging in effective communication.

  • A speech pathologist assists with receptive language by assessing the child's comprehension skills, developing tailored therapy plans, and using targeted activities and visual supports to enhance understanding. They also help children understand basic concepts to support their ability to follow spoken instructions (e.g., above/below, big/small) and support them in developing an understanding of more complex sentences.

Social Communication

  • Social communication involves the use of both verbal and non-verbal communication within social contexts. Social communication can encompass areas such as perspective taking, play development and conversational skills.

  • Social communication challenges can present as difficulties interpreting body language and/or facial expressions, engaging in shared conversation and difficulties initiating play with peers. It is important to note that social communication can present differently in neurodivergent populations (such as those with Autism Spectrum Disorder (ASD)), therefore social communication skills must be viewed through a neuroaffirming lens in order to be supported effectively.

  • Challenges associated with social communication can impact on the child’s ability to form and maintain friendships, participate effectively in group activities and successfully navigate social interactions.

  • A speech pathologist can support children to develop social communication skills through role-play, social stories and direct support in understanding social cues and behaviours. Neuroaffirming social communication practices incorporate the child’s own perspectives, preferences, self-awareness and goals, and enables the child to develop social communication skills while acknowledging neurodiversity within this area of practice.

Fluency

  • Fluency refers to the smoothness and flow of speech, including the rate and rhythm of spoken language.

  • Stuttering impacts the fluency of spoken communication. Stuttering can be characterised by the following:

    • Sound Repetitions (e.g. “b-b-b- ball”)

    • Word Repetitions. (e.g. “can- can- can- I come?”)

    • Phrase Repetitions (e.g. “I want- I want- the car”)

    • Prolongations (e.g. “sssssnake”)

    • Blocks (i.e. difficulties getting words out, appearing ‘stuck’ when talking)

  • Fluency disorders (stuttering) can impact on ease and clarity of spoken communication. People who stutter may experience feelings of embarrassment or anxiety in social situations, and can experience challenges engaging in social and academic environments, and in the wider community.

  • A speech pathologist can provide techniques to manage stuttering through parent-training or direct intervention with the child (e.g. The Lidcombe Program, The Oakville Program, syllable-timed speech).

Ready to Get Started?

Contact us today to schedule your initial consultation.

We offer telehealth services and community visits around Hobart - we can come to your home, child’s school or pre-school.

Contact Bloom