My Approach

Selective Mutism is an anxiety disorder that affects a child or young person's ability to speak in certain situations. Children with Selective Mutism are able to speak comfortably in some environments but find it extremely difficult or impossible to speak in others. It is not a choice or a refusal to speak.

I have a specialist interest in Selective Mutism and provide support for children, young people, families and schools. My approach is neurodiversity-affirming and focuses on understanding the individual factors affecting communication, reducing pressure, building confidence and creating environments where communication can develop naturally. Support may include parent consultation, school training, staff coaching, multidisciplinary working and direct intervention where appropriate.

I have a specialist interest in Selective Mutism and provide support for children, young people, families and schools. My approach focuses on reducing communication pressure, building trust and confidence, supporting participation and helping adults create environments where communication can develop naturally. Support may include parent consultation, school training, staff coaching and direct intervention where appropriate.

Speech sound difficulties can affect how clearly a child is understood by others. Some children follow a delayed pattern of speech development, while others may present with a speech sound disorder that requires more targeted support. Difficulties may include producing certain speech sounds, using speech sound patterns that are no longer age-appropriate, or finding it difficult to coordinate the movements needed for clear speech.

I provide comprehensive assessment and evidence-based intervention for children with a range of speech sound needs, including speech sound delay, phonological disorder and articulation difficulties. Therapy is tailored to each child's individual strengths and needs, with practical strategies provided for home and school to support progress and maximise opportunities for communication.

Some children experience difficulties understanding spoken language, expressing their thoughts and ideas, learning new vocabulary, following instructions or participating in conversations. These difficulties can impact learning, confidence and social interaction.

I work collaboratively with children, families and schools to identify strengths and areas of need, providing assessment, intervention and practical strategies that support communication across everyday environments. My aim is to help children develop the skills and confidence needed to communicate effectively and participate fully at home, in school and within their wider community.

Developmental Language Disorder (DLD) is a lifelong difficulty with understanding and/or using language that is not explained by another condition. Children and young people with DLD may find it difficult to understand instructions, learn new vocabulary, organise their thoughts or express themselves clearly.

I provide assessment and intervention tailored to each individual's profile, helping children and young people develop their language skills and confidence. I also work closely with families and schools to ensure appropriate support and strategies are embedded within everyday learning and communication opportunities.

I provide neurodiversity-affirming support for autistic children and young people, recognising and celebrating individual strengths while helping to reduce barriers to communication and participation.

Support may include understanding and expressing language, social communication, self-advocacy, emotional literacy, perspective-taking, navigating friendships and supporting successful participation across different environments. I work closely with families, schools and other professionals to develop practical, meaningful strategies that support each young person's goals and wellbeing.

Children and young people with ADHD may experience differences in attention, listening, organisation, self-regulation and communication. These differences can impact conversations, learning, social interactions and confidence.

I provide support that takes account of each child's strengths and individual profile, helping them develop strategies to support communication, emotional regulation and participation. I work collaboratively with families and schools to create supportive environments that enable children and young people to thrive.

Stammering is a difference in the flow of speech and may involve repetitions, prolongations or blocks. Stammering can vary over time and may be influenced by a range of factors, including communication demands and individual experiences.

I provide supportive, family-centred intervention that focuses on building confidence, reducing communication pressure and supporting positive communication experiences. My approach helps children and young people feel understood, accepted and confident communicating in everyday situations.

Some children and young people present with a combination of communication, developmental, sensory and emotional needs. These needs often co-occur and can impact communication, learning, participation and wellbeing. I work collaboratively with families, schools and multidisciplinary teams to develop a shared understanding of strengths and support needs, providing practical and individualised recommendations that promote meaningful participation and communication.

I work closely with families, schools and multidisciplinary teams to develop a shared understanding of strengths and needs, providing practical recommendations and tailored support that promotes communication, participation and wellbeing across everyday environments.