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Behavioural Milestones

How a young child behaves is influenced Pre-schoolers (3-5years)
by any number of contributing factors.
One of these factors relates to a child’s • Consciously aware of own interests and
age, and is a reflection of the child’s intentions
psychological/emotional development.
• Begins to manipulate ideas in their mind
These generic behavioural milestones have • Will follow simple rules to please adults
come from the Aussie Child Care Network • Becomes easily frustrated when things
(full online citation included in References
page). Please remember these are a guide don’t turn out as expected
only and are not to be taken as a concrete • Starting to understand consequences of
timeline for your child’s development.
their behaviour
Infants (0-12 months)
Early school age (5-8 years)
• Has no understanding of
unacceptable behaviour • Asks questions constantly and becomes
more critical
• Has no understanding of social concepts
such as sharing • Compares self to others
• Makes simple judgements
• Is beginning to develop trust
(good/bad, win/lose)
Toddlers (12 months-3 years) • Uses words to hurt others
• Needs encouragement to support
• Begins to explore cause and effect
• Starts to test boundaries self-esteem
• Is developing a degree of independence
• Does not consciously plan actions
• Does not have the capacity to understand,

remember or obey rules

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About Psychology

Psychologists Educational Psychologists

• Are specialists in addressing problems • Identify and clarify problems
such as dealing with stressors, • Diagnose disabilities and disorders
relationship issues, coping mechanisms,
anxiety and emotionally-fuelled such as Learning Disabilities and
behavioural concerns Autism Spectrum Disorders
• Assess developmental, learning and
• They also equip people with the skills behavioural difficulties
needed to function better and to prevent • Design effective treatment programs
problems overwhelming the individual or • Counsel and consult with individuals
developing in the first place or groups
• Design training programs
There are a variety of streams of psychology, • Evaluate programs and interventions
with each having a different skill-set to deal
with specific issues. In relation to children, School Psychologists
there are three speciality areas worth noting
(this information has been derived from • Provide individual and group counselling
information on psychology.org.au, full details of students
on References page).
• Undertake psycho-educational student
assessments and report writing

• Advise on effective behaviour
management programs

• Liaise with government or non-governmental
welfare agencies or medical specialists

• Offer parent counselling, undertaken
individually or in small groups

• Form part of response teams for critical
incidence management and support
in schools

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Clinical Psychologists Public Psychology is available by referral
to government agencies or health facilities.
• Assess and diagnose major mental Waitlists will apply for an assessment and
illnesses and psychological problems any resultant therapy, and will vary according
to the therapy service and age of your child.
• Provide expert opinion in clinical and Referral procedures and locations can also
compensation areas vary, however a Child Health Nurse, School
Nurse, GP or classroom teacher can provide
• Deliver a range of techniques and you with further information specific to
therapies with demonstrated effectiveness your location.
in treating mental health disorders
Private Psychology is available by directly
• Apply psychological theory and scientific contacting a Psychologist from the list of
research to solve complex clinical private Psychologists available from the
psychology problems requiring individually Australian Psychological Society at
tailored interventions
www.psychology.org.au/FindaPsychologist/
• Conduct research on prevention, diagnosis,
assessment and treatment It may also be helpful to talk to the
Psychologist in your child’s school to give
• Help design, implement and evaluate a list of recommended Psychologists in
treatment strategies in various settings your area.

In Western Australia, Psychologists work in a
variety of settings including

• Health Centres and Child
Development Centres

• Schools
• Hospitals
• Private practice
• Specialist agencies such as the Centre

for Cerebral Palsy, Disability Services
Commission, Therapy Focus and the
Autism Association

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Behavioural Management

It is normal for children to display Before You Begin
difficult behaviours from time to
time as part of their development. Before you begin considering different
It is also just as normal for parents behaviour management strategies, it may be
to feel frustrated and challenged by prudent to see if there are particular events
their child’s problematic behaviours. that trigger certain behaviours. Over the
Challenging behaviours can include, course of a few days, write down whenever the
but are not limited to, tantrums, hitting, particular behaviour occurs, the events leading
biting, yelling, disobedience and running up to the behaviour and the consequence that
off or away. resulted. This will help you identify

While some behavioural challenges form part • Any regular triggers of the behaviour
of normal development, other behaviours
have their antecedents in a child’s emotional • If there are any unintended consequences
or psychological state, and are in essence (or rewards) which prompt the behaviour
a cry for help. Therefore, it is important to to continue (i.e. getting upset resulting in
understand the reasons behind your child’s hugs and attention)
behaviour before trying to come up with a
solution. In the case of children with speech
and language delays, their behaviour can
be influenced by frustration at their limited
ability to communicate verbally. They may
also display an overly sensitive response to
external stressors or confusion over what is
expected from them.

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Some helpful questions to ask include “The long-term goal of
parenting is to help children
• What behaviour is my child exhibiting? to manage their own emotions
e.g. running away and behaviour so they can
grow into responsible, happy,
• What pre-empted or caused this resilient and independent
behaviour? e.g. loud noise adults” Parentline, [2013]

• What do they gain from the behaviour?
e.g. stop the noise

• Is there something they want to avoid by
behaving in this way? e.g. something they
don’t like

• What would a more appropriate response
be and what could I do to help them?
e.g. don’t support the behaviour. Show
them the right way to respond.

Causes of behaviour may not always be
so clear. Sometimes behaviour may occur
because of a range of different stressors.
This is where it is important to not only react
to the given situation, but to arm your child
with a range of coping mechanisms, stress
management strategies and an awareness of
socially accepted behaviours.

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Managing Your Child’s Behaviour • Notice and praise positive behaviour –
As parents we can get so caught up in
The important thing to remember is that correcting a child’s misbehaviour that we
every parent-child combination is different, can sometimes forget to notice the times
so it’s important to find out what works for when they are behaving in an appropriate
your family and your way of life. Children with manner. Hearing positive feedback from
specific language difficulties should have parents helps a child feel more secure
the same age-related expectations placed and loved and may prevent misbehaviours
on them as their peers. The ‘Strategies’ in that are simply about trying to get mum or
this section are more about establishing a dad’s attention.
stronger baseline for effective behaviour
management. The subsequent ‘Approaches • Shared experience – One of the most
Guide’ provides a brief summary of some important ways human beings bond is
of the methods you may be able to use to through shared experiences, and this is
support your child’s development. no different for you and your child. This
can be as simple as taking some time out
Strategy 1: A positive parent-child of every day to dedicate to your child such
relationship as going to the park together or reading a
book. You can also turn everyday tasks into
Any number of formal parenting programs shared experiences such as cooking dinner
will tell you that the foundation for effective together or doing the shopping.
behaviour management is a strong and
positive relationship with your child. • Avoiding an overly emotional response –
Important components of this include Sometimes the emotion of a situation can
cause an inappropriate reaction from the
• Empathy – Take the time to listen to, and parent. It is important for you to provide
understand, the feelings and emotions that the voice of reason, keep a calm tone
drive your child’s actions. This represents and think before saying something which
a huge step towards understanding why you can’t follow through with or wish
he/she is behaving in a certain way. A you could retract.
child needs to know that their parents are
listening and responsive to their emotions,
feelings and needs.

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Children need rules and boundaries as a means of
defining what is expected from them

Strategy 2: Consistency and routines Strategy 3: Clear rules and boundaries

Research has long proven that consistent Children need rules and boundaries as a
parenting is a crucial element of any means of defining what is expected from
behaviour management activity. them. These rules and boundaries should be
age-appropriate and can change accordingly.
• Consistency in your responses – Example: A 17-year-old should not be
For effective behaviour change, your child expected to go to bed at 7.30pm, whereas this
needs to know that certain behaviours is realistic for a 7-year-old. Rules should be
will result in a set response every time.
This means as a parent you need to target • Short and concise – Long-winded
specific behaviours, and any misbehaviour explanations of rules will be lost on any
is consistently met with the same child. Keep rules short and to the point.
response. Your child will soon learn that Example: Hands to yourself, walk inside,
you are not prepared to negotiate on these do what mum/dad ask you to do.
specific behaviours.
• Recognised and reinforced – Rules
• Consistency in routines – Children in should be applied consistently and
general need a sense of structure, in without exception. Similarly, be sure to
particular knowing what’s going to happen acknowledge when your child follows a
around them, to feel safe and secure. rule of their own accord. This can be as
This is especially true for children with simple as “Lovely manners, well done” or
speech and language delays, who may rely “Good listening to mum, thank you.”
on routine more strongly than language-
based cues to structure their day. This
doesn’t mean there can be no change to
routine. Instead, your child may need to
be forewarned if their routine is going
to change so they are prepared and not
caught off guard.

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Strategy 4: Understanding consequences couple of seconds to calm down, take a
deep breath, and then come up with an
Children do not implicitly think about the appropriate response. Example: “If you get
consequences of their actions, however on the slide again we will leave the park
it is an essential skill if they are going to straight away”, and then follow through if
learn to regulate their own behaviour in the they chose to continue.
long-term. To be able to do this they need to
experience the following Strategy 5: Pre-emptive action

• Misbehaviour has consequences – Rules Children are predictable and parents can
and boundaries essentially mean nothing use this to shape appropriate behaviours.
to children unless there are consequences. If you are aware that your child will act
In the younger years, children abide by inappropriately in a certain situation, let
the rules in order to avoid consequences, them know before the event/situation what
rather than understanding rules are your expectations are and the consequences
designed to keep them safe etc. for any misbehaviour. The most important
factor in these situations is consistency.
• Consequences should not be a surprise Every time your child digresses from
– The consequences for misbehaving the expected behaviour, make sure you
should be a known factor, and should be implement the consequence.
applied consistently.
There are also times when you can see that
• Consequences should be appropriate there is a particular pattern your child is
to the behaviour and the child’s about to follow which will lead to a negative
age – It is important for a parent to outcome. When you see the pattern forming,
moderate their emotional response to intervene before it becomes an issue.
inappropriate behaviours and come up with A simple comment or an action like taking
consequences which are age-appropriate your child’s hand and leading them away
and relevant to the digression. In the heat from the situation can divert a negative
of the moment, it is easy for a parent to behaviour from happening.
blurt out a consequence which can’t be
followed through on. Example: “You will be
grounded for life if you get on the slide”.
In these instances, it is better to take a

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Approaches Guide Behaviour charts

Time-out Behaviour charts are not only for the children
to get a sticker or star, but can also be used
Time-out as a behaviour management by a parent to track a particular behaviour.
strategy is about removing your child from When using a behaviour chart
a situation that resulted in an inappropriate
behaviour. It serves as an immediate stop • Focus on one behaviour at a time,
to the behaviour, as well as providing your otherwise it can become confusing for the
child with some ‘calm down’ time to regroup. child and the chart will be ineffective.
Time-out should
• In that one behaviour, there may be several
• Be applied consistently but fairly steps required, Example: Getting ready for
school in the morning can include getting
• Involve firm and calm instructions (do not dressed, having breakfast and packing
yell or get caught in the emotion of your their bag.
child’s misbehaviour)
• Try to apply age-related steps, so a younger
• Be in a neutral location away from child would have less steps than an older
interesting stimuli or interaction with others child

• Be for a defined period of time which is • Reward for positive behaviours (i.e stickers,
appropriate to the child’s age ticks or stars) should be immediate

• Involve limited communication between the • When the required number of stickers,
parent and child ticks or stars are achieved in a specific
time frame, they are given a reward which
For some children, time-out causes distress if is discussed with the child prior to the
they are left away from their caregiver. There chart being implemented. Rewards can be
is no reason why time-out (time-in or down- tangible (food, money, gift) or intangible
time) can’t be implemented in the presence (hug, praise).
of the parent, for example they have to sit
on a stool for a minute while mum prepares
a meal. The important aspect of time-out is
that the child is reviewing their behaviour and
has time out of the situation without verbal or
physical input from others.

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Visual cues and example stories
Children who experience difficulties with
changes to routines may benefit from visual
cues and example stories which document
what is expected of them over the day.
• Visual cues may involve displaying the day

of the week and pictures of what they are
going to do on that day.
• Example stories are designed to enhance
positive behaviours and build on social
skills within a given setting, defining the
skills required in an easy to read manner.
Basically it’s a sequence of images (with
a few words) that show the child how the
events of the day will unfold step-by-step.
This is helpful for those children who
respond better to visual cues and helps
the child feel secure about the events
of the day.

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Advocacy

“Parents have expert knowledge of their children.
I have expert knowledge of teaching and learning.
Together we make a powerful partnership.”
– TSH staff member



Your Child’s Greatest Advocate

As a parent, you are in the unique Your role as their advocate is to make sure
position of being the greatest observer they have every possible opportunity to
of your child’s daily wins and challenges achieve their potential in life. That means
in their skills development, frustrations speaking up on their behalf and making sure
and emotional state. This also makes everyone in their life is working towards
you the best and most important the same goal.
advocate in your child’s life.
This is by no means an easy task, as you
probably have several specialists involved in
your child’s development. However, there are
a few strategies you can use to try and make
the task a little easier to manage.

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Strategy 1: Get to know your specialists • Don’t feel rushed if you have something
to say – Even the most understanding of
Whether it’s your child’s Speech Pathologist specialists can get caught up in a busy
or their classroom teacher, the specialists day. However, if there’s something on your
in your child’s life play a central role in mind, don’t leave with it unsaid. It will
your child’s development. It is important just weigh on your mind. Even if it’s just
to develop a relationship with these people raising it for discussion at the next session,
to ensure effective communication and to you would have taken an active step
make sure everyone is working towards the in addressing it.
same end goal.
Strategy 2: Be organised
• Get to know your specialist as a person –
This means taking a few minutes just to Chances are you have more paperwork
enquire after their family, ask how a recent than you may know what to do with, from
holiday went or if they’ve got any plans for diagnostic and therapy assessments, to
the weekend. This is more about setting up support information and service provider
a good rapport with your child’s specialist, contacts. Make life easier on yourself with a
rather than walking in the door, receiving few of these simple tasks.
the therapy (for example) and walking back
out. It is amazing the difference having a • Compile a file – An organised file of all
good rapport with them can make. the paperwork relevant to your child will
avoid last minute rushes to find particular
• Be candid and honest – If you have a assessments etc. prior to an appointment.
concern, talk about it. If you have a Section it off in areas relevant to your
question, don’t be afraid to ask. Don’t child, such as assessment results,
try to ‘hide’ information from your schools reports, individual education
specialist because you’re embarrassed or plans, doctors’ appointments and general
unsure. Just always be honest and open, information sheets.
your specialist can only work with the
information you have given them. • Have a ‘to ask’ sheet – How many times
have you thought, I must ask ‘this’ but by
the time you get to your next appointment,
it’s been forgotten. A simple sheet of
paper on the fridge or a notebook in

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your handbag is a great way to ensure which could potentially affect your child’s
things don’t get forgotten. Your child progress that week.
does something differently you want to
discuss, write it down. They achieve a • Don’t be afraid to ask for advice – And by
milestone, write it down. The next time the same token, respect the opinions of
you have a therapy session or a meeting at those professionals in your child’s life.
school, take the list to make sure nothing
gets forgotten. • Don’t micro-manage – While it’s important
to make sure everyone has all the
Strategy 3: Share information information, you also need to trust in your
specialists’ abilities to work with your child.
This is perhaps the most crucial aspect of
advocating for your child. Without having all Strategy 4: Know where you’re heading
the information, the specialists in your child’s
life may not have all that is needed to make Goals are an important part of everyday life,
service delivery choices for your child. This is and this is no different for your child.
especially important where there are multiple
people providing support to your child, such • Set small achievable goals – This is an
as a GP, Speech Pathologist and a teacher. important way to let your child know they are
progressing and achieving. Even the smallest
• Regular meetings – Whether it’s a formal of goals is a win if one week they can’t do it,
meeting or a quick chat after class, make then a few weeks later they can. The sense of
the time to keep your child’s teacher accomplishment will go a long way towards
up-to-date. This can include tracking encouraging your child to keep trying.
your child’s progress, sharing therapy
focal points (Example: We are currently • Share these goals with your child’s
working on the ‘sss’ sound in therapy) or a specialists – This is once again just about
particular frustration or enjoyment in your getting everyone on the same page and
child’s life at that moment in time. providing a holistic support base for your
child. Example: If you and your child have
• Let one specialist know when you’ve seen set a goal of being able to open their own
another. Example: Letting your Speech chip packet, let everyone know. That way,
Pathologist know your child saw a GP when you are not with your child, other
earlier in the week for an ear infection, important adults will be able to help work
towards the same goal.

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Strategy 5: Involve your child Activity Guide: Prepare a ‘CV’ for
your child
Children need to feel that they have some
level of control over their life. Ultimately, the There are many ways you can share
aim is for your child to be equipped with the information with the specialists and teachers
skills to be their own advocate in adulthood in your child’s life. One such way is to
– so now is the time to start honing their prepare a CV as a quick reference while they
skills to this task. Depending on your child’s are getting to know your child. Your child’s
capabilities, ways to include your child CV should
could include
• Introduce your child, including a picture
• What do we need – When getting ready and details such as name and birthday
for school or an appointment, involve your
child in packing what is needed. Whether • Emphasise your child’s personality,
it’s packing their school bag, or getting including likes, dislikes, personality traits
their medical folder out for a doctor’s and strengths
appointment, it’s all contributing to getting
your child thinking about steps in a routine • Communicate specific triggers or stressors
and what’s needed for various activities. that may trigger negative reactions,
including suggestions for pre-emptive or
• What should we discuss – When preparing preventative actions
for an appointment involve your child in
thinking about what happened at the past • Be brief/concise, positive and suitable for
appointment and if there’s anything they the eyes of other staff members etc.
would like to discuss at the coming one.
Even if your child can’t/won’t contribute to Another variation of this is to write a letter to
the conversation, you are still modelling your child’s teacher at the beginning of the
the thinking behind how to prepare for year. In this letter, you can
appointments and activities.
• Introduce your child and tell the teacher a
little about their child’s journey through life

• Detail your child’s challenges and their
strengths and interests.

This can be more personal than the
CV-style detailed above.

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Transitioning
into school

“A child is one part of a whole beautiful family.
I love being a part of supporting, guiding, listening
and nurturing that family on their journey. With a
friend at your side, no journey seems too long.”
– TSH staff member



Starting School

Starting school is a big deal for both Selecting A School
you and your child, and may be met by
any number of potential responses. Strategy 1: Research your options
Some children will be excited, while
others may be apprehensive, scared Formal schooling is compulsory in Western
or just ‘not interested’ in leaving the Australia once your child comes of a certain age.
comfort of their current routine. It’s also However, there are a range of schooling options
a challenging time for parents as you available, which gives you a degree of choice in
worry about how your child will cope, where you wish to send your child to school. The
have you chosen the right school, is your best tool you can have in making this choice is
child prepared for learning and will the information – gather whatever information you
other children treat them well? can from the schools in your area and from the
Department of Education. Speak with family
With so many worries potentially on the friends as well as other parents of children
minds of parent and child alike, it is no with speech and language delays.
wonder that the transition to school can be a
stressful time. However, there are a number Your schooling options include:
of things you can do to help the transition go
as smoothly and hiccup-free as possible. • The public schools in your local area
• Local private schools
• Education Support schools
• Schools located in proximity to

Support Centres
• Language Development Centres (there

are five such centres in the metropolitan
area providing targeted early education
programs for children with a diagnosed
language impairment)

The Department of Education and Training
has produced a publication titled ‘Navigating
your choices: a guide for parents of children
with special learning needs’ (see References
page for online link), which includes more
information about some of these options.

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Strategy 2: Get a feel for the school joined the student body, is there/could
there be the any PD around speech and
Once you have narrowed your options, language difficulties for existing staff, how
organise a meeting with the school principal will staff communicate with you about your
to tour the school’s facilities and discuss your child and how will staff work to support the
child’s needs. This will give you a better feel unique needs of your child?
for whether the school has the programs,
support and culture you’re looking for in your Note: The school may be eligible for extra
child’s school. The sorts of things you may support from a speech and language
want to consider include support officer or visiting teacher from
the Statewide Speech and Language
• The physical facilities – How are the Service. This service may also provide
classrooms and play areas set up, professional learning support for your
is there room to run, how are the child’s teacher(s).
classrooms furnished?

• Resourcing – What sort of books, visual
aids and IT/technology are available
generally, and specifically what is available
to assist your child with their speech and
language delays?

• Learning practices – Will children be
able to learn at their own pace, are there
chances to work in smaller targeted
groups and how many other students will
be in your child’s class?

• Experience with children with speech and
language delays – Has the school provided
services to children with speech and
language delays in the past (or currently),
what did that service look like?

• Staffing – What specialists are currently
onsite or could be accessed if your child

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Strategy 3: Provide plenty of information Preparing Your Child
when enrolling
One of the most important factors in your
Once you have selected a school, you will child’s transition to formal schooling is to
need to provide information about your child start preparing them for it well in advance of
to the school. While the standard information the big day.
will be collected via the enrolment forms you
will need to complete, information about your Strategy 1: Start making small changes
child’s unique learning requirements will also in your child’s routine
need to be provided. Information you should
provide includes If your child awakes and is confronted with a
completely different morning routine ‘out-of-
• Information about your child’s specific the-blue’, then they are going to be unsettled
condition, such as a specific diagnosis and anxious before you even make it out of
or a particular area of difficulty the house. In the lead up to your child’s first
day, start introducing elements of their new
• Previous and current intervention or routine incrementally.
specialist programs your child is/has
been involved in • Start waking your child at school
wake-up time.
• Specific learning needs or supports
he/she will need • Follow the same order for getting ready
in the morning as you would follow on a
• Other relevant medical information school day – Example: wake, breakfast, get
or sensitivities dressed, brush hair and teeth, pack lunch/
bag, puts shoes on then out the door.
• Potential stressors or triggers that
need to be managed • Allocate the same time to get ready in
the morning as would be experienced on
school days – Following the same routine
will be less effective if, come the big day,
you’re rushing your child to follow the
routine faster than they have been doing.

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• As you get closer to the first day, it may Strategy 3: A sense of familiarity
even pay to walk/drive to the school gates Your child may struggle less with the
as you will do when school starts. transition to school if they are familiar with
the school and where they will find everything
• Find out at what times the school will they need. Not knowing where to go to the
break for lunch and recess, and start toilet or where to eat lunch can be stressful
replicating the timing of meals at home. for a child.

Strategy 2: Plan ahead • Visit the schools grounds a number of
times – Familiarise your child with the
Eliminate as many surprises as you can from location of their classroom, where the
the day. The more ‘predictable’ it is for your toilets and water fountains are, where they
child, the more secure they will feel. will play and where they will sit to each
lunch. If possible, let your child play on the
• Meeting the teacher – If possible, find equipment and also let them see it teeming
out who your child’s teacher will be and with other children.
organise to meet the teacher in advance.
Whether or not a meeting is possible, talk REMEMBER! This is an important
about their teacher often to help build a milestone for your child, so mark it with a
sense of ‘knowing’ the person. special celebration at the end of the day.

• Pre-established friends – If you know any of
the children who will be in your child’s class,
organise a few play dates in advance. New
situations are less daunting if there are a few
friendly faces in amongst the crowd.

• Plan for success – If you know your child
may struggle in a particular area, plan
ahead with strategies to help your child
overcome the fear or emotional turmoil they
may experience. Example: If your child is
very sensitive to loud noises, you may wish
to expose them to the sound of the school
bell or siren prior to starting their first day.

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Websites
and Apps

“Every child in my class is someone’s whole world.” –
TSH staff member



Useful Websites

General Language
• The Communication Trust

http://www.thecommunicationtrust.org.uk
- Videos on encouraging your child to talk

http://www.thecommunicationtrust.org.uk /resources/resources/resources-for-parents/
through-the-eyes-of-a-child.aspx
- Free games and activities
www.thecommunicationtrust.org.uk/resources
• Talking Point
http://www.talkingpoint.org.uk
- Free Resources for Parents
http://www.talkingpoint.org.uk/Parent/Directory/Free%20Resources%20for%20Parents.aspx
Literacy
• PLD Learning Resources
http://www.pld-literacy.org/
(resources to maximise literacy development)

Early language
• The Hanen Centre

www.hanen.org
- Helpful articles

http://www.hanen.org/Helpful-Info/Articles.aspx
• Resource for parents and Speech Pathologists helping babies and toddlers learn to talk

www.busybugkits.com.au/

Teachers and Other Professionals:
• http://www.talkingpoint.org.uk/Teachers.aspx
• http://www.thecommunicationtrust.org.uk/schools.aspx
• http://www.thecommunicationtrust.org.uk/early-years/resources.aspx
• (free resources) http://www.talkingpoint.org.uk/Parent/Directory/Free%20Resources%

20for%20Professionals.aspx

Social Skills
• Kidzmix: Helping Kids Become Social Heroes (book)

http://www.kidzmix.com

Schooling and Transitioning
• Therapy Focus, Parent Power

http://therapyfocus.org.au/assets/pdf/transitions.pdf
• Department of Education and Training

http://www.det.wa.edu.au/schoolsandyou/detcms/navigation/support-for-your-child/
children-with-special-learning-needs/

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Games for primary school aged children
• http://www.talkingpoint.org.uk/Young-people/Communicating%20with%20others/Games%

20and%20resources.aspx

Parent website directory
• http://www.talkingpoint.org.uk/Parent/Directory/Resources%20Catalogue.aspx

Other Useful Websites:
• An Australian site with range of informative newsletters

www.loveandreilly.com.au
• A range of handouts with activities to assist the development of language

http://www.superduperinc.com/handouts.asp
• Describes language skills and possibilities seen in adolescents with language delays

http://www.kidsource.com/ASHA/letstalk33.html
• Tips for using technology to support communication skills development

http://www.thecommunicationtrust.org.uk/media/20750/ten_point_plan_-_making_
technology_communication_friendly.pdf

Useful Apps

Sites that detail potentially useful applications
• Complete guide to Educational and Special Needs Apps

http://www.oneplaceforspecialneeds.com/main/library_special_needs_apps.html
• Moms With Apps

http://momswithapps.com/
• Apple Store Special Education

http://www.apple.com/education/special-education/
• Bridging Apps

http://bridgingapps.org/
Alternatively, undertake your own search of what’s currently available at the App Store or
speak to other people about Apps they found useful.
Also, ILC Tech has recently completed a research project in conjunction with Speech Pathology
students from Curtin University to create a resource with guidelines for how to set up and
use an iPad, a list of apps that have been recommended from different speech pathology
clinics across Western Australia and a list of apps for different areas of speech and language.
This completed resource is designed to be shared with speech pathologists, clients, caregivers
and educators throughout Western Australia and is available online on at http://17.cdn.
auroracms.com/resources/2/0000/7936/ilc_tech_getting_started_apps_for_ipad_new.pdf

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References

“I believe it is the greatest privilege to each and
every day at TSH, enjoy guiding little people and
their families to optimize their engagement in life.”
– TSH staff member



References

Books Websites

Blank, M, Rose, SA & Berlin, LJ 1978, Aussie Child Care Network,
The language of learning: The preschool Child Development Stages of
years, Grune & Stratton, New York. Behaviour. Available from: http://www.
aussiechildcarenetwork.com/behavioural_
Bowen, C 1998, Developmental Phonological milestones.php. [5 September, 2013]
Disorders A practical guide for families and
teachers, ACER Press, Melbourne Victoria. Australian Psychological Society,
Clinical psychology. Available from:
Clark, L & Ireland, C 1994, Learning to Talk, <www.psychology.org.au/community/
Talking to Learn, Harper Collins Publishers specialist/clinical/>. [22 August 2013]
Pty Ltd, Sydney Australia.
Australian Psychological Society,
Manolson, A 2007, You make the difference in School psychologists or psychologists in
helping your child learn, The Hanen Centre, schools. Available from:
Toronto Canada. <www.psychology.org.au/publications/
inpsych/school/#s3>. [22 August 2013]
Pepper, J & Weitzman, E 2004, It takes two
to talk, A Hanen Publication, Ontario Canada. Australian Psychological Society,
Educational or developmental psychology.
Rigg, D 2009, Developing Narrative Skills – Available from:
A program for 6 to 8 year olds, <www.psychology.org.au/community/
PLD Organisation, Perth Australia specialist/ed_dev/#s2>. [22 August 2013]

Parentline, Managing children’s behaviour.
Available from: <http://www.parentline.org.
au/Page.aspx?element=733&category=9>
[3 September 2013]

PLD Organisation Pty Ltd,
Speech and language development
milestones factsheet. Available from:
<http://www.pld-literacy.org/Speech-
Language-Development-Milestones-Fact-
Sheet.html >. [8 August 2013]

129

PLD Organisation Pty Ltd, Pamphlets, Handouts and Brochures
Ages and stages of literacy development
factsheet. Available from: Loraine, S 2008, Super Duper Handy
<http://www.pld-literacy.org/Ages-Stages- Handouts – Vocabulary Development,
of-Literacy-Development-Fact-Sheet.html >. Super Duper Publications, Greenville USA
[21 August 2013]
Spielvogle, K 2008, Super Duper Handy
Talking Point, Handouts – Making Learning Language
Speech and language in children. Practical, Easy and FUN, Super Duper
Available from: Publications, Greenville USA
<http://www.talkingpoint.org.uk/en/Parent.
aspx>. [15 August 2013] Power, R 2008, Semantics, self-printed
information sheet, Perth Australia - as
Talking Point, adapted from Leitao, S 1993, Semantic
Finding the right school. Available from: Organisation, information sheet
< http://www.talkingpoint.org.uk/en/Parent/
Speech%20and%20Language/Finding%20
a%20good%20school.aspx>. [15 August 2013]

LD Online,
Early identification - motor skills milestones.
Available from: <http://www.ldonline.org/
article/6045/>. [31 Aug 2013]

Department of Health and Ageing,
Physical activity guidelines. Available from:
<http://www.health.gov.au/internet/main/
publishing.nsf/Content/health-pubhlth-
strateg-phys-act-guidelines >. [02 Sept 2013]

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