Many of my clients have a diagnosis. In my view, a diagnosis of any development disorder or the delay that comes with a diagnosis is not necessary. I tailor the intervention to the individual profile of the child and not the diagnosis.

Rachel Joseph


Many of my clients have diagnoses, however, a diagnosis of any developmental disorder or delay is not necessary as I will tailor the intervention to the individual profile of the child not the diagnosis.

Rachel Joseph


Rachel uses a variety of observations and standardised tests to assess attention and listening skills, play, ideation, social abilities, comprehension, expressive language and oral motor skills for feeding and articulation.

Rachel can provide reports to support Education, Healthcare Plans and Medico-legal reports.

When working in collaboration with a network of professionals, Rachel can support neurodevelopmental assessments.


Rachel runs workshops in and around London to parents and other professionals on social communication, parent interaction and speech and language development.

Exam Preparation

Rachel’s knowledge of how language skills regress under pressure informs her support of the exam preparation process.

An exam period is an incredibly difficult time for children who have difficulty focusing under stress. Dysregulation will impact their attention span, planning and sequencing of their expressive writing, verbal skills and their understanding of the questions asked of them. The exam period can last up to two months. The endurance of stress on the body during this time is often overlooked. It can impact the child’s confidence, emotional well-being and their grade achievement.

Rachel offers a bespoke mentoring package that spans before, during and after the exam period to help the child gain the best of their ability. This includes practical sensory strategies that can be used within the exam setting, respiration techniques and guidance on how to utilize any allowances for the child (e.g. extra time).


Rachel creates personalised intervention programmes that understands the child’s individual characteristics. She works towards developmental goals that enhance communication and feeding skills by harnessing the child’s strengths and interests.

Therapy can take the form of either direct intervention or indirectly through coaching family members and school staff. It can be undertaken individually or in a group. Group settings can include siblings or the appropriate peers.

Intervention can take place in the family home, the child’s educational setting, online or in the clinic in Mountnessing, Essex.

International Work

For international clients or clients living outside of London, Rachel can facilitate sessions and training online. She is also available to travel if  assessments and therapy are required. If you are planning a trip to London, intensive blocks of therapy sessions can be arranged. 

Therapy Approaches

DIR® model (and DIRFloortime®)

The Developmental, Individual-differences,  Relationship-based model (also known as DIR® and DIRFloortime®) was developed by Dr Stanley Greenspan. M.D. and Serena Wilder PhD.

It is a developmental framework to view and deeply understand an individual’s profile. The objective of using this model is to build healthy foundations for social, emotional, and intellectual capacities rather than focusing on skills and isolated behaviours.

The model’s premise is that adults can help children expand their development, by meeting them at their level, build on their strengths and support their move up the developmental ladder through positive affective interactions. 

Social Thinking

Social Thinking is an approach developed by Michelle Garcier-Winner. Social Thinking uses frameworks and strategies to improve social interpretation and social competency from 4 years old to adulthood.

The Social Thinking methodology was created to expose the logic behind the human social behaviour that often appears illogical, as well as to provide strategies to further develop the sophistication of our social minds and thinking abilities.

Social Thinking studies the science behind our ability to interpret and respond to social information – whether it presents itself in a face-to-face interaction, through web-based interactions, or when watching, listening, or reading about others in media or print.

The SOS Approach to Feeding

The SOS Approach to feeding assesses and addresses problematic feeding behaviours in children. It was developed by Dr Kay Toomey and her multidisciplinary teams and stands for Sequential-Oral-Sensory because they are the major components of the program.

It is an evidence-based model and appreciates how multifaceted eating is. The approaches assess and develops the organ systems, the muscles, the sensory needs, the cognition of the child as well as understanding the nutritional value of the foods and adapting the eating environment.

The SOS approach to feeding is respectful to the individual and encourages food to be explored through playful experiences, increasing the child’s comfort level carefully and when the child is ready.

Ayres Sensory Integration ASI

At the heart of all Rachel’s therapy is sensory integration. By following the principles of ASI, Rachel is able to regulate the child by allowing their central nervous system to reach the optimal state for learning.