Rachel uses a variety of observations and standardised tests to assess attention and listening skills, play and ideation, social abilities, comprehension, expressive language and oral motor skills for both feeding and articulation.
Rachel can provide reports to support Education, Health and Care Plans and Medico-legal reports and when working in collaboration with a network of professionals, Rachel can provide Assessments of Autism.
Rachel run workshops in and around London to parents and other professionals in regards to social communication, parent interaction, feeding and speech and language development.
Rachel’s knowledge of how language skills regress under pressure lends itself to exam preparation.
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/ or their understanding of the questions asked of them. The exam period can be up to two months long, the stress on the body and the endurance needed during this time, is often overlooked. This can have large implications on the child’s confidence, emotional well-being and their grade achievement.
Rachel offers mentoring before, during and after the exam period to help the child gain the best of their ability through practical sensory strategies that can be used within the exam setting, respiration techniques and guidance of how to utilize any allowances for the child (i.e. extra time) through a package that will be designed specifically for the individual.
Rachel creates personalised intervention programmes that understands the child’s individual differences. She works towards developmental goals to enhance communication and/or feeding skills by working through the child’s strengths and interests.
Therapy can be direct intervention or indirect via coaching family members and/or school staff and can be undertaken individually or in a group. Groups can be formed with siblings or with carefully matched peers.
Intervention can be undertaken within the family home, the child’s educational setting, online or in one of the clinical spaces (East London or Essex).
For international clients or clients outside of London, Rachel can undertake sessions and training via online platforms. She is also available to travel if required for assessments and therapy. If you are planning a trip to London, intensive therapy blocks can be arranged.
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 premise is that adults can help children expand their development, by meeting them at their level, building on their strengths and through positive affective interactions, move up the developmental ladder.
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 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.
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.