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Speech therapy

What is a Speech Pathologist?

Speech pathologists work with people with communication problems. Speech pathologists study, assess, work out the problem, give advice, give therapy, and find the right tools for you. Communication problems include problems with speaking, hearing, listening, understanding, social skills, reading, writing, and using voice. There are lots of causes for communication problems. For example brain differences from birth like autism and cerebral palsy, medical problems like cleft palate and lumps on the vocal cords, hearing loss, and brain damage from accident or illness. Communication problems can be in families and can have no known cause. A communication problem can make it hard to speak up or make decisions, learn, make friends, stay safe, and have good mental health. A communication problem can be mild to severe and can last a short time or for life. People with communication problems can be angry, embarrassed, or very sad. Get help as soon as possible as this can make a big difference.

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What is a behavioural therapist?

A behaviour therapist is a professional who specialises in behaviour therapy. They work with children and families to identify key skills or problematic behaviours and develop strategies to change those skills and behaviours. Behaviour therapists may have training in various approaches, including Applied Behaviour Analysis (ABA), Cognitive Behavioural Therapy (CBT), and Positive Behaviour Support (PBS).

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Behavioural Therapy

What is a counsellor?

Counsellors are professionals who provide psychological support and assistance to people who are struggling with various issues. These issues can include mental health problems, relationship difficulties, substance abuse, and more. Counsellors help children and families to cope with these challenges and make positive changes in their lives.

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Why Choose SLCN?

Certified Practising Speech Pathologist

Qualified and registered therapists

A man standing in front of a blackboard.

Decades of experience supporting children’s development

SLP experience in school settings

Person-centred and family-centred support

latest assessments by slcn

We use evidence-informed assessments and therapy

Puzzle Pieces

Our passion is in putting the pieces of that puzzle together. Working out what goes where in each stage of a child’s life.

Assessments and diagnostics is the first step to understanding where your child is. From there, we are able to see the things they need to start growing their skills. It lets us start putting a picture together of how we might get there.

It’s a balancing act at this point. What are the time and budget constraints of your family? What support and quality of support is offered at school? How can we bring in as much therapy as possible into this young person’s life with the least financial and emotional strain?

We aim to answer these questions through a range of approaches and solutions. Over the years, we have researched and sought out evidence-based approaches that have been found to show promise with a variety of children. The underlying theory can be different. But what I have found to be true is that no two children are the same. What works with one may have no effect whatsoever with another. Some components of a program may work wonders, while other components simply do not match a child’s temperament, disposition, or the limitations of their co-existing conditions.

In this case, thinking outside the box is an important part of the job. The key to unlocking progress can be found in unlikely places. I recall a child with a history of school refusal. In the early days of therapy with him, he would bring in his ukelele, refusing to let go of it. Far from being an issue, this was an opportunity. I had him bring his instrument of choice back into our sessions. He would play his ukulele for me and warmed up by showing me how to play some chords. This gave me an opening to subtly encourage and direct social communication and verbalization. He had quite a talent for music. Using his interest and skills to drive the sessions were not only fun, but massively effective. For as long as we were using the power of enjoyment when I did therapy with him, he would continue to come to therapy even when he barely attended school.

Children is playing with puzzle box

Working with your child

For us, the answer is to specialise in these two spaces. Understanding the problem and putting together a parent and child therapy solution for each child’s circumstances at the present moment.

This can mean a recommendation of two or more assessments in the initial stages. It may result in putting together a customised plan made up of multiple components taken from play-based programs, behavioural therapy, visual approaches, story-based ideas, or emotional skills - among others.

Some therapists work with your child every week or so and may give you therapy homework in between then your child sees them at the next appointment. Parents and teachers are the key people in your child’s life. You spend the most time with your child and know your child the best. Our aim is to make sure that you are an essential part of any therapy or training. That way we can use your knowledge of your child and use everyday moments in your and your child’s life as the building blocks for your child’s development and growth.

Our focus is to harness an in-depth knowledge of approaches. With so many treatments on offer, it takes years of study to know what is what. Thousands of hours of practice go into honing the skill of getting therapy just right. Even then, parental feedback is critical in decisions surrounding tweaks to therapy, or a pivot away from it. For this reason, I strive to establish an understanding of who your child is as a person and your family’s specific needs before we can even start.

My professional history

Brent: speech pathologist at home

I completed my Master of Speech Pathology at the University of Melbourne in 2014. After graduation I worked in schools in the western region of Catholic Education Melbourne to develop the speech, language, and communication skills of all children, especially those with additional educational needs.

I have experience providing speech, language, pragmatic, literacy, voice, speech fluency assessment and intervention. I am committed to achieving the best possible outcomes for students, families, and schools through appropriate, evidence-based services that are targeted to a child’s areas of need. I have conducted therapy to target listening and attention, concept words, following directions, vocabulary, listening and storybook comprehension, grammar, sentence structure, storytelling, speech sounds, phonological awareness, phonics, spelling, reading comprehension, voice use, and speech fluency.

I believe that communicating effectively with families is integral to my role as a speech pathologist to discuss children’s learning, development, and progress, to obtain relevant information about children and their families to support therapy, and to provide easy to understand information that will enhance your child’s learning at home and at school.

I have completed professional development and training in:

Supporting learning for students with hearing loss
Phonological awareness and literacy
Colourful Semantics
Autism Spectrum Disorder
Lidcombe Program for Children who Stutter
Hanen Learning Language and Loving It
Management of school-age stuttering
Culturally and linguistically diverse individuals
Elklan Professional Development programs
Primary Talk and Talk Boost programs


Certified Practising Speech Pathologist (CPSP) with Speech Pathology Australia.
Current Working with Children’s check
Current Police Check
15 years child education experience
6 years speech pathology experience in school settings
Founder of Supporting Learning for Children with Needs (SLCN)