I am excited to announce that this year’s paediatric cervical auscultation workshop will be held at the Stamford Plaza Hotel in Brisbane. Thank you to The Common Good for their support and help with registrations. To enrol in the workshop, please visit: https://www.eventbrite.com.au/e/2025-cervical-auscultation-in-paediatric-dysphagia-tickets-1393503830469

I’m really excited to deliver a 2-day paediatric cervical auscultation workshop in New Zealand – all thanks to Emily Jones & Celia Butler (Speech-Language Pathologists) from Massey University. For further information and registration details, please see this link:  Paediatric Cervical Auscultation Workshops 2024 Flyer

I will be co-presenting a Paediatric Cervical Auscultation workshop with A/Prof Kelly Weir in September 2023. For further details, please see the attached flyer WACHS CA Perth WS and registration link at: Speech Pathology Australia – Course Details

I will be co-hosting a Paediatric Cervical Auscultation workshop with Dr Kelly Weir in December 2022. Please see the attached save the date brochure for further information: Cervical Auscultation Workshop Brochure_save the date_final

Did you know that 12% of 4 year olds will stutter, with a majority going on to naturally recover. Factors that may influence a child’s natural recovery from stuttering may include:

• Being teased or bullied
• Having a negative attitude towards speaking
• Parental stress

We do know that the more severe the stuttering, the longer the treatment time required. Surprisingly, time from when the stuttering first occurs to when a child starts treatment does not predict how long treatment is required for remediation of stuttering. Choosing to intervene or not is a delicate balance of the above risk factors and priorities for each individual child and family.

Jones M, Onslow M, Harrison E & Packman A (2000). Treating stuttering in young children: predicting treatment time in the Lidcombe Program, Journal of Speech, Language and Hearing Research, 43, 1440-1450.

I will be co-hosting a cervical auscultation workshop for speech pathologists in July 2018. Please click on the attached flyer to register: Paediatric Cervical Auscultation Workshop 2018

All toddlers develop their feeding/swallowing skills at their own pace, dependent on their exposure to food types, developmental skill level and preferences for certain textures. At 12 months, toddlers should be enjoying self finger-feeding. Most toddlers will be using their jaw, lips and tongue to eat chewable foods in a co-oordinated manner. Signs your toddler may be having difficulties with their feeding/swallowing skills include: (but not limited to)

• Consistent coughing or wet breath sounds after eating or drinking
• Refusal of certain foods and/or drinks
• Restrictive food textures (e.g. only accepting smooth purees)
• Gagging on solid foods

If any of the above sounds familiar to you, speak with a speech pathologist for some guidance and ideas to facilitate your toddlers feeding/swallowing skills.

Arvedson, J. and L. Brodsky (2001). Pediatric Swallowing and Feeding Assessment and Management. Canada, Singular Thomson Learning.

9 to 20% of 2 year olds will be late talkers. Some toddlers will naturally resolve and develop age-appropriate speech and language skills on their own. Other toddlers, however, will persist with ongoing delayed speech/language skills without intervention. Some predictive factors for late talkers include:

• Maternal smoking during pregnancy
• Low income
• Being male
• Minimal interest in reading books
• Internalising behaviours (e.g. feeling sad, social withdrawal, nervousness, stomachaches)

Zubrick, S. R., Taylor, C. L., & Rice, M. L. (2007). Late Language Emergence at 24 Months: An Epidemiological Study of Prevalence, Predictors, and Covariates. Journal of Speech, Language, and Hearing Research : JSLHR, 50(6), 1562–1592.

Factors which affect language proficiency in bilingual children include:

• The age of when your child is first exposed consistently to the languages (i.e. two languages at birth versus one language at birth and a second language in school years).
• The environment and context where the language is used (e.g. home, school, grandparents).
• The social acceptance for the use of each language. Is learning a second language encouraged in your family and wider community?
• How similar the two dialects are to each other (i.e. tonal differences).
• Cognitive ability and hearing sensitivities.

Assessment by a speech pathologist with knowledge and skills in the area of childhood bilingualism is encouraged if you have any concerns about the development of your child’s bilingual skills.

Kohnert, K (2013). Language disorders in bilingual children and adults, 2nd Ed, Plural Publishing: Melbourne.

Did you know? Pre-schoolers with speech sound disorders can also have reduced early literacy skills. Early intervention to help your child’s speech clarity may lead to improved early literacy skills, such as sound-letter awareness.

Preston, J & Edwards, M. (2010). Phonological Awareness and Types of Sound Errors in Preschoolers With Speech Sound Disorders, Journal of Speech, Language, and Hearing Research, 53, 44-60.