Zoe Stefan Speech Pathology

04/06/2026

Fun fact!!

11/05/2026

Early speech pathology doesn’t just change how a child communicates. It can change how they participate in the world around them.

SPA is seeking case studies from members that show the impact of early childhood intervention. We are looking for stories that show a clear journey over time, from early communication needs through to what changed in everyday life.
This may include:

- a young child who accessed speech pathology before the age of 6
- an older child who has completed ECI and can show outcomes such as school readiness
- an adult that can reflect on the long-term outcomes of their treatment.

Case studies may show improved communication, increased participation in play or learning, reduced frustration, greater confidence at home, childcare or school, or longer-term outcomes in education, employment and independence.

Both measurable progress and the family’s perspective are valuable. We are especially interested in stories that show what life looked like before support, what changed over time, and what early intervention made possible.

If you are working with an individual or family whose story should be heard, please complete the form below 🔽

https://bit.ly/4f3YH07

30/04/2026

A good way to explain how language can develop for some, although it isn’t always sequential or linear.

Interaction is always the first and often the most important step in helping a child’s communication skills. Who’d want to be in any interactions that aren’t fun and engaging? Find the fun, meet your child where they are at, and play!! Copy their sounds, gestures, actions, signs or words, provide language rich models and follow their lead

A good reminder why we don’t skip addressing any of those first steps😉

There is SO much happening to connect meaning to words before spoken language occurs.

➡️Save this visual when you need to explain this to other professionals or caregivers!

27/04/2026

NO LONGER AVAILABLE

This visual explores what the screen–dopamine cycle can feel like from a child’s point of view.
It shows the internal shifts they often can’t name but deeply experience.
The pull of stimulation, the sudden drop, and the dysregulation that follows aren’t signs of defiance — they’re biology.
When we understand the cycle, limits make more sense, and compassion comes more easily.
It also helps adults see why screens become so gripping for some young people.
And why connection, rhythm, and co-regulation matter so much when supporting healthier screen habits.

You can download the Curious Conversations version of this visual for free, to use to scaffold your chats with your young people — LIKE the post and comment CYCLE below.

14/04/2026

Completely agree!

I’m not going to sugarcoat this. If communication doesn’t work, it goes away.

Lots of therapeutic goals focus on getting students to use more words, but as an autistic adult, I would urge you to consider:

If your student has to:
find the right words
use a full sentence
say it politely
say it at the right volume
and pronounce everything perfectly

…just to get a basic need met, that’s too much effort.

Communication spoken, typed, or gestured has to work quickly, and consistently before we can: add words, work on volume, or practice please and thank you.

Because if we skip the “do these words work?” step, communication may fade.
And when communication fades, behavior often fills the gap.

So if you want someone to do something, make it easy.

If you want them to communicate, you’re going to have to be ok with temporarily honoring the single word, the broken sentence, the “rude” tone until they can say it consistently.

Until then, the please, thank you, full sentence, and whatever else, are implied.

13/04/2026

05/04/2026

Happy Easter litttle friends! 🐰🐣🪺

25/03/2026

Lovely modelling of AAC use in therapy

22/03/2026

And challenges with receptive language / understanding of language

Some children are not ignoring you. They just cannot respond in that moment.

They might be deeply focused on what they are doing. They might not have processed what you said yet. They might feel overwhelmed, tired, or unsure what you actually mean. And sometimes, the more we repeat instructions, the less children really hear them.

What looks like “not listening” is often a child struggling with attention, understanding, or emotions.

When adults shift from repeating, raising their voice, or assuming defiance, and instead slow down, connect, and give clear, simple guidance, behaviour often changes.

Children do better when they feel understood, not controlled.

If this is something you see at home or in your setting, you are not alone.



LIKE the photo and comment "POSTER" and we will send you a message with a link to a free PDF of this resource.

Free WHY CHILDREN IGNORE INSTRUCTIONS - PRINTABLE BEHAVIOUR SUPPORT POSTER

22/03/2026

I love this post and think the author brought up something that is of so much value. ‘I can’ language with actionable steps is a great motivating way to achieve a goal. But as a SLP, I don’t agree that the example of using negation requires more processing, ‘no running’. Once someone has learnt the concept of ‘no’ / ‘not’ the processing is probably easier than a longer utterance such as ‘we walk around the pool’ particularly if you include the ‘why’ part, such as ‘because it is safe’. The person’s language ability and age would like influence the best way to communicate these ideas.

What do you think?