, , , , , , , , ,

Common learning difficulties in children

Every child’s learning journey is unique. Many children encounter hurdles that can impede their progress and it is important to identify these challenges early to seek the necessary intervention. Implementing effective strategies can significantly aid children in overcoming these obstacle and assist them in achieving great results at school. Here are some common learning difficulties kids face and ways to address them: 

1. Dyslexia: Children with dyslexia struggle to read, write, and spell. They might struggle identifying words or remembering how to spell certain words. 

2. ADHD (Attention-Deficit/Hyperactivity Disorder): Children with ADHD struggle with focusing for long periods of time, impulse control, and hyperactivity, making it challenging to concentrate in the classroom. 

3. Dyscalculia: Dyscalculia affects mathematical abilities, leading to difficulties in understanding numbers, calculations, and mathematical concepts. 

4. Auditory Processing Disorder: APD affects how the brain processes auditory information, leading to challenges in understanding spoken language and following instructions. 

5. Visual Processing Disorder: Visual processing disorders hinder a child’s ability to interpret and make sense of visual information. 

6. Executive Functioning Issues: Executive functioning issues affect planning, organization, time management, and self-regulation skills in children. 

 

Effective Solutions: 

 

1. Individualized Education Plan (IEP): Creating personalized learning plans tailored to the child’s specific needs. These personalized plans are constantly modified to suit the child’s learning needs. 

2. Multisensory Learning: Use methods that engage multiple senses simultaneously, such as incorporating visuals, auditory aids, and hands-on activities to reinforce learning. 

3. Specialized Instruction: Seek specialized tutoring or interventions targeted at the particular difficulty the child is facing, such as reading specialists for dyslexia or math interventions for dyscalculia. 

4. Positive Reinforcement and Support: Encourage and celebrate small achievements, fostering a positive learning environment that boosts the child’s confidence and motivation. 

5. Structured Routines and Organization: Establish consistent routines and provide organisational strategies to help children manage tasks and stay focused. 

6. Collaboration and Communication: Maintain open communication between parents, teachers, and specialists to ensure a cohesive approach to addressing the child’s learning difficulties. 

 

Understanding and addressing these learning difficulties requires patience, empathy, and a collaborative effort between parents, educators, and professionals. By implementing tailored strategies and providing the necessary support, children can navigate these challenges and thrive academically and personally. 

 

Catch Up Kids designs programmes that specifically target your child’s skills deficits. Our aim is to assist your child with their learning difficulties and to ensure that the difficulties they are facing do not hinder their progress or lead to grade retention. Our specialised one-on-one sessions will assist your child in reaching their age-appropriate developmental milestones. 

 

Children with common learning difficulties struggle in the classroom and tend to always fall behind. To avoid grade retention, get your child the support that they need by contacting Catch Up Kids. 

/by
, , , , ,

Occupational Therapy for ADHD

To understand the wonderful benefits occupational therapy can provide for children with Attention Deficit Hyperactivity Disorder, occupational therapy needs to be understood. Occupational therapy for ADHD is a specialised healthcare profession that uses remedial strategies to benefit all aspects of the child’s life. The occupational therapist will use every-day activities or exercises to improve the coordination, concentration, organisation, gross motor skills (the involvement of the whole body), fine motor skills (small movements of the hands, fingers, and toes), visual-perceptual skills (the process essential in teaching the child to learn how to write), sensory processing problems, and logical-thinking skills of the person inflicted with a disorder such as ADHD, which is defined by a deficit in these skills. There is no cure for ADHD, but occupational therapy can reduce the severity and frequency of the child’s ADHD symptoms and provide an improved quality of life for both the child, and their loved ones. 

The core skills of occupational therapy are: 

  • Occupations: In the context of occupational therapy, occupation refers to the skills needed for daily living, such as sleep schedules, as well as education schedules and organisation skills needed to learn. 
  • Contexts: This is the understanding of the child’s environmental and personal factors to understand how to help them best, and which skills to specifically work on. 
  • Performance patterns: These patterns refer to the habits, retunes, rituals, and roles of the child and use this information, along with the child’s potential, to create a lifestyle in which the child can function in the way that works for them. 
  • Performance skills: Performance skills are skills relating to physical performance (both gross and fine motor skills), but this also relates to social and interaction skills. This can teach the child things such as emotional regulation, a communication of their needs, how to express their emotions in a functional way, and how to feel confident in their individual abilities. 

When a child receives assistance with various skill that they find difficult, they are being shown that with time, practice, and dedication, they can perform at levels that indicate their personal best. Occupational therapy is also a very effective tool in managing various negative behaviours that are associated with both autism and ADHD, with some of these behaviours being tantrums, yelling, ignoring commands, and demanding things. Often, when a child is taught the abovementioned skills, they experience much less frustration and overwhelm in their daily lives, which results in a happier, calmer overall mood. 

It takes all types of different team members to help a child become the best version of themselves they can be, and this is why occupational therapy is such an important part of the child’s learning process. The better they are understood, known, and helped!

Article by: A. Pascoe (2023)

/by
, , , ,

Occupational Therapy for ADHD Treatment: A Holistic Approach to Support

Catch Up Kids and occupational therapy are two vital components in the comprehensive approach to helping children with Attention Deficit Hyperactivity Disorder (ADHD) thrive in their daily lives. At Catch Up Kids, we believe in a holistic intervention strategy that encompasses various components, including educational support, behavioural intervention, special diets, nutrition, medication, speech therapy, and occupational therapy. In this article, we’ll delve into the role of occupational therapy for ADHD treatment and how Catch Up Kids can complement this essential service and assist children.

 

Understanding ADHD and Occupational Therapy

ADHD is a neurodevelopmental disorder characterized by difficulties in maintaining attention, hyperactivity, and impulsive behaviour. Children with ADHD often struggle with tasks that require focus, organization, and fine motor skills, which can impact their academic performance and daily life.

Occupational therapy (OT) is a key component in the multidisciplinary approach to managing ADHD. OT focuses on enhancing a child’s ability to engage in meaningful daily activities and develop essential life skills. It can help children with ADHD improve their attention, concentration, self-regulation, and motor skills. Let’s explore how Catch Up Kids incorporates occupational therapy into its holistic approach.

 

Complementary Services at Catch Up Kids

At Catch Up Kids, we understand that each child is unique, and their ADHD journey requires a tailored approach. Our educational services provide personalized support, helping children with ADHD excel academically. We offer tutoring, study strategies, and academic coaching, all designed to accommodate the specific needs of children with ADHD.

Occupational therapy is seamlessly integrated into our services to address the challenges associated with fine motor skills, sensory processing, and self-regulation. It is beneficial to create a comprehensive plan that supports the child’s development in both academic and daily life skills.

 

The Benefits of Occupational Therapy for ADHD Treatment

Occupational therapy offers numerous benefits for children with ADHD:

  • Improved Focus and Attention: OT interventions can enhance a child’s ability to concentrate, making it easier for them to stay on task and follow instructions.
  • Enhanced Fine Motor Skills: Occupational therapists can help children improve handwriting, cutting, and other fine motor skills, which are essential for schoolwork and daily activities.
  • Sensory Integration: Many children with ADHD have sensory processing issues. OT can assist in managing sensory sensitivities and promoting self-regulation.
  • Executive Functioning: Occupational therapy helps children develop executive function skills, such as planning, organizing, and time management.
  • Emotional Regulation: OT techniques can aid in emotional regulation, reducing impulsivity and outbursts.

By including occupational therapy in our holistic approach, Catch Up Kids aims to provide children with ADHD the tools they need to thrive academically and in their daily lives.

 

In Conclusion

Catch Up Kids and occupational therapy go hand in hand as part of a holistic approach to support children with ADHD. At Catch Up Kids, we believe that every child deserves a comprehensive intervention plan tailored to their unique needs. Our educational services, in conjunction with occupational therapy, offer an interactive approach to help children with ADHD reach their full potential. If you’re looking for a supportive educational service for your child with ADHD, consider Catch Up Kids. Together, we can help your child excel academically and gain essential life skills for a brighter future.

/by
,

Occupational Therapy for ADHD

To understand the wonderful benefits Occupational Therapy for ADHD, occupational therapy needs to be understood. Occupational therapy is a specialised healthcare profession that uses remedial strategies to benefit all aspects of the child’s life. The occupational therapist will use [1]every-day activities or exercises to improve the coordination, concentration, organisation, gross motor skills (the involvement of the whole body), fine motor skills (small movements of the hands, fingers, and toes), visual-perceptual skills (the process essential in teaching the child to learn how to write), sensory processing problems, and logical-thinking skills of the person inflicted with a disorder such as ADHD, which is defined by a deficit in these skills. There is no cure for ADHD, but Occupational Therapy for ADHD can reduce the severity and frequency of the child’s ADHD symptoms and provide an improved quality of life for both the child, and their loved ones.

 

The core skills of occupational therapy are:

 

Occupations: Occupations in the context of occupational therapy means that the skills needed for daily living, such as sleep schedules, as well as education schedules and organisation skills needed to learn.

Contexts: This is the understanding of the child’s environmental and personal factors in order to understand how to help them best, and which skills to specifically work on.

Performance patterns: These patterns refer to the habits, retunes, rituals, and roles of the child and use this information, along with the child’s potential, to create a lifestyle in which the child can function in the way that works for them.

Performance skills: Performance skills are skills relating to physical performance (both gross and fine motor skills), but this also relates to social and interaction skills. This can teach the child things such as emotional regulation, a communication of their needs, how to express their emotions in a functional way, and how to feel confident in their individual abilities.

 

It takes all types of different team members to help a child become the best version of themselves they can be, and this is why Occupational Therapy for ADHD is such an important part in the child’s management of their disorder. Each child is unique, and the more we provide them with the tools to manage their tasks, the better we get to know them and help them!

[1] Regis College, (n.d). What does an Occupational Therapist Do? Roles and Responsibilities. https://www.regiscollege.edu/blog/occupational-therapy/what-does-occupational-therapist-do-roles-and-responsibilities

/by
,

Treatment for slow learners

Treatment for slow learners

Every child in a class learns at a different rate, but the difficulty of the mainstream schooling system is that children are required to learn at the pace that the teacher teaches. The teacher must keep pace in order to fulfil the requirements for the year, despite galas, talks, casual days, and many other events that can disrupt or take away from focused teaching time. As a result of this, some children are able to keep up, and others are classified as “slow learners”. There also may be legitimate learning difficulties, attention difficulties, or socio-emotional difficulties that cause a child to actually learn more slowly than his/her peers. Treatment for slow learners, in all forms, is available  at Catch Up Kids. Catch Up Kids conducts a school observation if possible, to determine what environmental factors are playing a role in the child being classified as a slow learner, to get a feel for the pace of learning required at the school and the teacher’s teaching style, and to evaluate the way that the child learns and the factors influencing his/her rate of learning. A thorough review of school reports and reports from other professionals who have been involved in the child’s journey to that point (including speech and occupational therapists) is also conducted to give background information on what has led to the child requiring Catch Up Kids services. An assessment is then conducted to put the finishing touches on the treatment plan and introduce the child to his/her Catch Up Kids team. The method of instruction used as treatment for slow learners at Catch Up Kids is Applied Behaviour Analysis. This is a research-based method of intervention and is complemented by our broad curriculum which equips us to effectively treat issues related to emotional self-regulation, behavioural outbursts, social interaction difficulties, fine motor difficulties, planning difficulties, attention difficulties, sensory difficulties, and many other problems that typically contribute to children needing treatment for slow learners. Catch Up Kids provides a highly collaborative and cohesive treatment solution. If the situation requires, we can draw up and monitor progress using an Individualised Education Plan (IEP) and/or meet with parents and teachers on a monthly basis. Feedback is provided to the parents daily in the form of a WhatsApp group update, and approximately every two weeks in the form of a report from the case supervisor. Constant data-taking means that the parents receive regular and concrete measures of progress, and that the case supervisor has the information he/she needs to determine whether the child is achieving the best possible rate of progress, and make adjustments to the programme if he/she is not. This dynamic approach sets us apart from other methods of treatment for slow learners.

/by
, , , ,

Helping slow learners

Helping slow learners

Helping slow learners is a priority for Catch Up Kids.  At Catch Up Kids, helping slow learners is addressed by focusing on developing emotional coping, attention planning, inhibition, memory, flexibility, self-monitoring time management, metacognition, problem solving and social skills.

The process that is followed by Catch Up Kids for slow learners can be utilized by learners who are falling behind, children attending remedial school or bridging classes and play school learners who are struggling to keep up.  At Catch Up Kids we believe that by supporting and helping learners to develop self-regulating and monitoring procedures and to develop strategies to aid them in their academics, they can complete a curriculum in the expected time frame.  Helping  learners can seem like a daunting task, but at Catch Up Kids, we believe it is very possible.

At Catch Up Kids, helping slow learners does not follow the process of a tutor doing the work at a fast pace with the child next to them trying desperately to follow.  Rather, at Catch Up Kids, helping slow learners is believed to be best achieved by equipping and helping slow learners to develop strategies that will empower the learner to excel academically and catch up with their peers.

Helping slow learners at Catch Up Kids is achieved by having a unique and individualized programme developed by a Catch Up supervisor.  This is done once extensive research has been completed by meeting up with the parents to discuss the difficulties faced by the child and by observing the child in his or her school environment.  Helping learners at Catch Up Kids is therefore an individualized process specifically tailored and then facilitated by trained individuals who will ensure that their needs are met.  The process at Catch Up Kids is aimed at producing confident, efficient and empowered learners who have been equipped with all the necessary skills they need to, not only keep up, but succeed in achieving academic demands.

The aim of helping slow learners at Catch Up Kids is to assist in accelerating your child’s learning capabilities.  We want to aid in the process of helping slow learners to become classroom experts while aiming to improve academic performance.

Helping slow learners at Catch Up Kids is a process of empowerment which strengthens the areas of weakness as well as their strengths in order to move to a state of independence.  It is a carefully monitored process which aims to help slow learners in the most effective way possible.  The programme is constantly modified and updated in workshops so that the process of helping slow learners at Catch Up Kids is always building on improvement of skills, academic understanding and success.

/by
, , , ,

Children Learning Difficulty

Children Learning Difficulty

A range of terms are often used to refer to children learning difficulty such as ‘intellectual disability’ and ‘learning disability’.

Children learning difficulty affect the cognitive processes related to learning and are thought to be due to variations in brain structure and function.

Students with learning disabilities have average to above average intelligence and potential but experience difficulty processing information that affects learning. Although they may experience unexpected academic underachievement compared to their intellectual ability, they can still experience academic success.

When referring to ‘children learning difficulty’, the following neuro-developmental processes are affected: acquisition, organisation, retention, understanding, or use of verbal or non-verbal information including:

  • oral language (e.g., listening, speaking, understanding);
  • reading (e.g., decoding, phonetic knowledge, word recognition, comprehension);
  • written language (e.g., spelling and written expression);
  • mathematics (e.g., computation, problem solving);
  • social skills (e.g., social perception, social interaction, perspective taking);
  • organisational abilities.

At Catch Up Kids we address children learning difficulty issues such as emotional coping, attention, planning, inhibition, memory, flexibility, self monitoring, time management, meta-cognition, problem solving, social skills and more.

Each child is assigned a Catch Up Supervisor, an expert on children learning difficulty, which includes an experienced team of tutors who work together with the Supervisor to meet the child’s individual needs. The Supervisor will meet with the school to do an in-classroom observation of the child to assess his / her academic, social, cognitive and executive functioning skills. The classroom environment is also taken into account because of the impact it could have on the child’s learning. Observations regarding the classroom environment could include: seating arrangement, seating location, acoustics, visual distractors, temperature, noise to name a few.

Once assessments and observations have been completed the Supervisor will design an individual education programme to fit the needs of the child. Meetings, workshops and observations will occur regularly to assess progress and make changes as the child masters certain skills.

The Catch Up team consists of professionals who will be allocated to a child and provide 1 on 1 sessions depending on the child’s specific programme.

Our Catch Up professionals receive exemplar instructional skills from our Catch Up trainers. They are empowered to create the dynamic and rewarding learning experiences that fundamentally transform our student’s academic aptitudes and overall cognitive abilities.

The Catch Up team looks at the ‘whole’ child and therefore considers all aspects of development when working with children learning difficulty issues. We also look at how the child’s confidence and self-esteem affects his / her learning. We focus on children learning difficulty questions for example, “what motivates him / her?”, “what reinforcement opportunities are available at school?”, “what learning strategies are already in place at school and how can we work with the teacher to consistently implement these strategies successfully?” or “how can I as the teacher or catch up co-ordinator follow through with demands when non-compliance occurs?”

/by
, , , , , ,

Child struggling in school

Child struggling in school

*Sierra is a 9-year-old girl in grade 3 who has become prone to mood swings at home.  Her teacher reports that she has become withdrawn and attempts to avoid English at school by feigning a headache, “forgetting” her books at home or spending an undue amount of time sharpening her pencils.  Sierra is a child struggling in school.

It is not uncommon to see a child struggling in school.  The jump from one grade to the next brings with it an increase in workload, a new teacher, new classroom dynamics and possibly a new set of friends or new faces in class that aren’t well known to the child.  This can all be very overwhelming and if a child has not mastered the skills to cope and keep up with these changes, it could very easily lead to a child falling behind academically and socially.

There are many signs to indicate a child struggling in school.  Changes in behaviour, becoming overly upset when asked to do something, procrastinating or avoidance of specific activities, sloppy or incomplete homework, being disorganized, becoming withdrawn, underplaying the difficulty of a test or task, consistently not being able to complete tasks in class within the allocated time, “acting out”, daydreaming.

Many children struggle with reading, writing and/or mathematics in early school years, unfortunately the ratio of children to a teacher can make it difficult to focus the needed time and attention on one student, a class is filled with children all with different needs.  For this reason, the one-on-one setting that is provided by Catch Up Kids (www.catchupkids.co.za) is so invaluable.  It provides the opportunity for a child struggling in school to move at his/her own pace while focusing on the acquisition and mastery of specific skills.  A Catch Up Kids programme not only teaches academic skills needed to pass a grade, it also incorporates the teaching of skills that will give a child the opportunity to thrive in the classroom.

Catch Up Kids promotes remaining in a mainstream school and the programme should not be viewed as a remedial intervention but rather as an opportunity given to a child struggling in school to catch up to peers and be successful academically.  The academic skills that are taught follow very closely the curriculum used by the relevant school and teachers are often asked to provide input.  The goal is for skills taught to be carried over to the classroom, be it academic, coping strategies, organizational skills, fluency and/or other skills.

It is difficult to keep a child motivated in the school environment, especially if there is an area a child struggles in, no one likes doing the things you are not good at but sometimes it is just that little extra that is needed to get a child back on track.

/by
, , , , , ,

Child struggling at school

Is your child struggling at school and what can you do to help?

If you have noticed that your child is struggling at school, whether it be academically or socially, it is best to get them the help they need sooner rather than later, because the longer it takes for a learner to receive the intervention they need, the bigger the academic or social gap becomes and the harder it gets to catch it up.

Child struggling at school: How can you tell if your child is struggling? We know that this can be difficult to read sometimes, as children and teens are not too forthcoming about their academic positions, especially when they feel insecure about it. Well, here are a few “telling” signs that may assist in catching this. Remember though, that these signs only become such, when a pattern occurs or when they happen more frequently, because anyone can have a bad day without it signalling an overall problem.

Child struggling at school:

  • Your child suddenly refuses to discuss his/her school day:
    • While these can be limited to certain subjects that the child is learning about and may not enjoy, if your child suddenly stops discussing what they have learnt about or their interactions at school on a daily basis, it can signal a discomfort within the school environment which can be due to academic or social struggle.
  • Your child has a sudden change in their attitude about school:
    • You can bet that if your child is not happy at school, there will be a sudden and, often major shift in their attitude towards school. They can become angry, distant or even resentful about having to attend.
    • Another big attitude shift to watch for is boredom. When a child becomes confused about what they are learning at school, they become bored. This might not seem like a big deal at first, but if your child tells you that they are bored with a certain subject at school, it is important that you double check why this is happening. It could just be that they already know about what they are being taught, especially at the beginning of each grade, when teachers tend to review the concepts that were taught in the previous year, but sometimes, it could be because your child is feeling lost about what is being taught. Boredom results when a person cannot understand enough of what is being said, that they begin to lose interest.
  • Your child spends way too much time completing homework:
    • A rough guideline is that a child should be spending ten minutes per grade level on homework each school night, so it can be a big warning sign if your child has little to no free time after school because they are working on completing their homework for too long. Some teachers may give out more homework than others, so check your child’s school policy on homework and have a rough estimate on how much time they should be spending on their homework each afternoon. Keep a close eye on the amount of time spent on their work after you have discussed each teacher’s policy with them.
  • Misbehaving becomes a pattern at school:
    • Before you think to yourself that you just have a “naughty” child who needs more discipline, remember, sometimes misbehaviour at school, is really just your child’s way of trying to take the attention off of the fact that they are struggling with their school work. Children often lack many of the skills needed to speak up and specifically say what it is that they are having a difficult time with at school. They don’t want to be embarrassed or criticized for not being able to keep up “like the other kids”. If your child is typically well behaved and then begins to have behaviour problems at school, take a look at both their academic progress and their social world.
  • If your child’s teacher expresses concern:
    • When your child’s teacher expresses concern about your child’s work, it can sometimes come as a surprise, especially if you have known different results from your child in the past. But it is important not to take this concern lightly, because it gives you a chance to help address and arising problems as they develop.
  • Your child starts having a hard time sleeping or changes in their eating habits develop:
    • Problems sleeping or eating often result from worry. If your child is concerned about his or her academics or social skills at school, they may begin to develop sleeping or eating problems.
  • Lastly, and probably the most obvious of the above signs, if your child receives low grades:
    • An occasional low grade may not be cause for concern; however, like any of the above signs, if this becomes a pattern, you should take steps in assisting your child to bring those grades up. Be sure to understand all of the information on your child’s report card and use it to come up with the best plan you can to help your child be more successful in their school environment.

Now that you know some of the telling signs that suggest your child struggling at school, what can you, as a parent do to assist them with becoming more confident and successful?

It makes a big difference in your child’s confidence to succeed when a child struggling at school when the support and encouragement from you far exceeds the struggles they feel they are having.

At Catch Up Kids, we support you as a parent in every possible way to help your child at school. Our approach comes from viewing the problem as a whole, looking at the multiple areas of deficit that may be contributing to your child’s struggle. We also spend time focussing on your child’s strengths, providing them with the confidence to build onto the basics and become independent thinkers and problem solvers.

We aim to empower our learners, help them to achieve academic excellence and become confident members of the school environment.

Catch Up Kids is a remediation program designed to assist your child with the following skills:

  • Emotional coping
  • Attention
  • Planning
  • Inhibition
  • Memory
  • Flexibility
  • Self-monitoring
  • Time-management
  • Meta-cognition
  • Problem-solving
  • Social skills

….and more, while your child continues to grow in the mainstream school environment.

Our experienced team of tutors, who are trained to meet your child’s individual needs, can provide school-facilitation, afternoon services either at one of our designated academies or at your home and even, community outings.

Our website also provides numerous articles, ranging from ADHD detection to fine-motor skill activities to battling fatigue for parents with children who have learning difficulties, videos and links to educational resources, information on educational apps, news articles and fun learning activities. We have an online questionnaire to help with quick assistance for you to check whether your child is an eligible candidate for Catch Up Kids.

Please visit www.catchupkids.co.za for further information.

/by
, ,

Child Speech Problem

Child Speech Problem

The development of speech and language skills do not follow the exact time frame for all children although there are developmental milestones at set ages and formal path of progression.  By the ages four to five 90% of their speech can be understood and by six to seven articulation of all consonants and blends have been mastered. When a child does not meet these milestones in terms of language and speech, there is a possibility that the child may have a speech problem.  The difference between a child language problem and a child speech problem is that child with a language problem is likely to have difficulty understanding what people are saying and might struggle to express their thoughts, a speech problem on the other hand is having a hard time uttering the correct sounds and combinations of sounds that make up speech, making it difficult to be understood by other people.

When looking at child speech problems one will undoubtedly be met by a variety of different possible problems/disorders.  Hyponasality, Hypernasality, Oral Apraxia, a fluency disorder, articulation disorder, Dysarthria are all a form of child speech problem but what does this all mean and what can you as a parent do to help your child?

  • Oral Apraxia – Using the muscles in and around the mouth (tongue and lips) voluntarily in order to create the correct sequence to make sounds needed in speech may be difficult. Speech has articulation inconsistencies.
  • Dysarthria – Poor motor planning, paralysis or weakness of the muscles of the mouth. Speech is slow, slurred or sound is produced through the nose (hypernasal).
  • A fluency disorder is, more simply put, stuttering. Speech is riddled with repetitions, elongated sound productions, hesitations, speech does not “flow”.
  • Articulation disorder – During speech sounds are left out, uttered incorrectly or replaced by a different sound. Often presents itself as a lisp.

Unfortunately, the impact of a child speech problem reaches far beyond the difficulty of being understood by others.  It is difficult enough navigating social interactions and a school environment without the added stress of having a hard time speaking.  A child speech problem may cause anxiety, low self-confidence, a withdrawal from social activities and interaction with peers, it could also cause some academic difficulties when it comes to speaking in class, joining discussions, etc.

Catch Up Kids is a programme developed for children who have had a tough time keeping up in the school setting.  The one on one teaching approach ensures that very specific areas that are of relevance to the child can be targeted.  The programme often includes PROMPT, an acronym for PROMPTS for Restructuring Oral Muscular Phonetic Targets, which improves articulation, fluency, resonance, pitch and tone.  PROMPT is used in combination with teaching skills to improve self-confidence, social interactions, promote self-regulation to decrease anxiety as well as areas such as cognition and executive functioning if needed.

Visit www.catchupkids.co.za for more information on how you could start improving a child speech problem and help your child catch up.

/by