Key Worker/Lead Practitioner Supports (0 – Grade 2)
The Key Worker Model is Best Practice in Early Childhood Intervention. The Key Woker/Lead Practitioner is the main therapy provider who collaborates in a team and takes the lead role in providing therapies. They work across all development areas, ensuring that your child achieves outcomes and reaches their goals. Evidence shows this method of service delivery is the best way to manage a child’s therapy needs.
- Degree qualified: All our Key Worker/Lead Practitioners are Allied Health Professionals or Teachers holding additional disability specific qualifications
- One point of contact: Working with minimal therapists is easier for your child and family. This will maximise the developmental and social outcomes
- Team of supports: Your KW/LP will call on other therapists to work as a team ensuring you have the right supports at the right time for the right outcomes
- Support in the everyday: Early Childhood Intervention has the greatest outcomes when it happens where the child lives, learns and plays. Your KW/LP will embed your child’s therapies, interventions and strategies within the routines of their everyday
- Family Centred: Families are considered important partners in the process, providing insights, support, engagement, collaboration and active participation
Speech Therapy (0 – Grade 6)
Speech therapy, also known as speech-language therapy, is provided by a speech language pathologist (SLP) to help individuals improve communication skills. It addresses a wide range of areas including; speaking, listening, reading, writing, understanding language, and social skills.
- Collaboration: The Speech Therapist works with the Key Worker/Lead Practitioner and other disciplines, sharing expertise and ideas to develop a comprehensive action plan
- Holistic Perspective: The focus is on the client’s overall well-being, considering not just speech and language but also other related areas in the team approach
- Role Release: The Speech Therapist will resource the Key Worker, to take on responsibilities, incorporating their expertise into the action plan
- Natural Settings: Speech Therapy is often delivered in natural settings like home, the early childhood centre or school, where the child can learn skills that are embedded into their already happening routines
- Family Centred: Families are considered important partners in the process, providing insights, support, engagement, collaboration and active participation
Group Skills Development/Group Therapy (0 – Grade 2)
Play-based early intervention groups provide a structured therapeutic and educational environment where children learn and develop through play while working towards individual outcomes. Facilitated by therapists, and developed specifically for your child’s age group and developmental stage. These groups use intentional play experiences to support children’s communication, social, emotional, cognitive, and motor skill development building foundations for everyday life – preschool, school and beyond.
Confident Kids
- Social Skills – Using kind voices and conversation skills, playing and working with others, understanding personal space and social cues
- Thinking Skills – Following instructions and routines, staying focused and completing tasks, flexible thinking and problem solving
- Emotional Skills – Understanding feelings in ourselves and others, learning calm-down and self-regulation strategies, building resilience and confidence
- Motor Skills – Fine motor skills for drawing, cutting and name writing, gross motor skills for balance, coordination and playground play, developing strength through movement
Connect and Grow
- Social Skills – Conversation and listening skills, taking turns and sharing ideas, understanding personal space and social cues
- Thinking Skills – Following instructions and routines, staying focused and completing tasks, flexible thinking and problem solving
- Emotional Skills – Understanding feelings in ourselves and others, learning patience and self-regulation, building confidence through teamwork and success
- Motor Skills – Fine motor control through creating, hand strength and coordination, developing control, precision and planning skills
Step into School
- Social Skills – Taking turns and joining group activities, listening and using classroom conversation skills, understanding personal space and social cues
- Thinking Skills – Following instructions and routines, staying focused and completing tasks, problem solving and flexible thinking
- Emotional Skills – Understanding and expressing feelings, learning calm-down and self regulation strategies, managing transitions, change and separation from caregivers
- Motor Skills – Fine motor skills for drawing, cutting and name writing, pencil grasp and hand strength, balance, coordination and playground confidence
Buddy and Brain Club
We Thinkers and Superflex Social Thinking groups provide a structured and engaging environment where children develop social understanding, emotional regulation, and flexible thinking skills through interactive activities and play-based learning. Facilitated by therapists and tailored to each child’s developmental stage, these groups support children to build self-awareness, understand social cues, manage emotions, and develop positive peer interactions.
- Emotional Awareness & Self-Regulation – Understanding thoughts, feelings, and behaviours, and learning strategies to manage emotions independently
- Social Thinking & Problem Solving – Developing perspective taking, flexible thinking, and confidence in handling social situations and challenges
- Social Communication & Friendship Skills – Building conversation skills, understanding social cues, cooperative play, and positive peer relationships
- Learning Readiness & Classroom Success – Strengthening attention, participation, and positive behaviours to support learning at preschool and school
Key Word Sign
Key Word Sign is a strategy which can be used to support children and adults with communication difficulties to understand and get their message across to others. Key Word Sign (KWS) adds signs to spoken words and the key words in a message are signed. KWS is not a language, it borrows the signs from the signing community – Auslan. Both courses are 6.5 hours in total, charges vary and are discussed at enquiry. This course is offered to families and the team of adults supporting a child with a communication barrier.
Getting started with KWS:
You will learn up to 80 new signs along with common natural gestures. You will have the opportunity to practice using speech and signs together in interactive activities, building your skills in a safe and fun group environment. You will leave the workshop with a detailed plan of the next steps in your key word sign journey, as well as a host of helpful resources to support your learning.
Using KWS in Daily Life:
You will revise the signs you learned in ‘Getting Started with Key Word Sign’. You will then learn between 60 – 80 new signs aligned with topics such as: Food, Colours, Animals, People, Places, Action and Numbers. You will also learn the 2-handed finger spelling alphabet. The focus of this course is building your skills in signing with accuracy and fluency through individual, small group and whole group activities
Support Coordination – NDIS (0 – Grade 6)
At Shaping Outcomes we pride ourselves on being experts in early childhood intervention and have strong relationships with quality EC services. We help NDIS families understand and use their child’s plan with confidence. We work alongside you to connect with the right services at the right time, for the right outcomes.
How We Help
- Understand and maximise your child’s NDIS plan
Helping you understand the funding, supports and how to use the plan to achieve your child’s personal goals - Connect with the right early childhood providers and services
Linking you with quality early childhood NDIS providers, community programs, mainstream services and other supports that suit your family’s needs and preferences - Build confidence and independence
Supporting you to develop the skills and confidence to manage your child’s supports, appointments and daily responsibilities independently - Coordinate supports and monitor progress
Working with you to ensure your child’s supports are effective, helping resolve challenges, and reviewing progress toward your childs development and goals