Adult with Severe Learning Difficulties
Rebecca is a 25 year old lady with severe learning difficulties, epilepsy and coordination problems. For many years, Rebecca had speech and language therapy to help her to use speech and sign language but her coordination problems made it very difficult for her to make herself understood. Judith introduced Rebecca and her family to Alternative and Augmentative Communication (AAC).

Her mother says:

“Judith has helped Rebecca to communicate with people outside the family through her symbol communication book. This improved Rebecca’s concentration, and she could get into college because she could communicate. Judith has helped her to be independent of her family, to have a very good social life, and to ease her frustration. She has helped me as a parent to understand my daughter, to know what happens to her when we are not with her. If it wasn’t for her communication system she wouldn’t be where she is now"

“Judy has helped Becs to be more independent, and strengthened our bond because we can communicate”   (Rebecca’s sister Sarah, 20)

Autism
Archie (4 ½) was diagnosed with a social communication disorder on the Autistic spectrum just after his fourth birthday. His mother says:

“His speech was immature and repetitive. He was obviously frustrated and anxious. This worsened as he started Reception at our local Lower School. Bedtime was becoming increasingly stressful and he seemed cross and unhappy a lot of the time. Since visiting Judy regularly, his improvement has been immeasurable. His speech is improved with better use and understanding of grammar. He follows instructions and asks more confidently. He is less frustrated. Now, we have a much clearer understanding of his problems. He is happier throughout the day and his behaviour is generally much improved. Most importantly Archie thinks Judy is great! He loves their sessions and her easy, enthusiastic and competent way of helping him teaches us all how best to help him.”

His sisters say:

“Judy gave him a bedtime schedule and that was really good because now he is calmer and knows what’s going to happen”    (Grace, 8)

“Judy is a bit like Supernanny”    (Chloe, 12)

Autistic Spectrum Disorder
Michael has a severe speech and language disorder associated with Autistic spectrum. His mother says that Judith his helped him by giving him encouragement to use his speech and to interact with those around him. She has also helped with associated behavioural issues.

“Judith has supported and encouraged me. She has given me hope and made me feel that I wasn’t a failure as a mother and parent. She has strengthened the bond between us all as a family. She has turned our lives around.”

Cerebral Palsy
8 year old James has mild cerebral palsy and in addition to his physical disabilities, his speech has been affected. His mother says:

“Although those closer to James have come to understand him, strangers would have great difficulty. Judith has helped James to understand the need to slow down his speech and concentrate on delivering the individual sounds. It became clear that James is capable of making individual sounds; the problem arises when he is having a general conversation and speeds up, dropping sounds along the way. Judith has helped me to realise that, because of the cerebral palsy, James will always have problems that he cannot overcome, and therefore not to expect too much of him. I have also been given lots of very helpful ideas of ways in which to help him”

Downs Syndrome
Rebecca (6) attends a mainstream primary school with one to one support. This is what her mother has to say:

“Last year, Rebecca was reluctant to use language, and could not follow instructions. Now she keeps up with the other children at school and has the confidence to start up conversations with them, which has really improved her behaviour. Judith has helped her to use verbs in everyday situations and given her confidence to use the language she knows. She now constantly uses little phrases and comments. Judith has helped me not only to improve Rebecca’s speech but also her behaviour. Under Judith’s guidance I have taught Rebecca how to behave in shops, which has made our life easier and ‘normal’.”

Dyspraxia
When Emma was only two we became aware that she had a problem with her speech. By the age of four Emma’s speech was one word level and she had very low self-confidence and self esteem. Judy was recommended to us and diagnosed Emma’s condition Verbal Dyspraxia. Judy immediately recognized Emma’s need to communicate and developed a simple but effective means of expressing her needs giving her the ability to tell me about her day at playschool, something which before would lead to great frustration and upset for Emma and myself.

Speech therapy was intense and effective. Results were fantastic as Emma’s confidence grew and grew, and also for me as Judy became my main support giving me reassurance along the way.

Emma is now seven and is extremely chatty, confident and outgoing and is unrecognizable from the girl who walked into Judy’s hands just three years ago. Judy’s expertise and support has been invaluable and we are unable to thank her enough.

Language Disorder
5 year old Joe has delayed speech and language, and problems with understanding. His mother says:

“He had no sentences. He mainly used speech to request things rather than having conversational skills. Judith has helped him by improving his knowledge, understanding, vocabulary and listening skills. She has helped me because my child has less frustration and tantrums, making my life easier”

Late Talking
Joe (4 ½) has delayed general development. He was a late talker and is finding it difficult to keep up at school. His father says:

“Since we have been working with Judith, Joe has progressed from having no speech at all, to talking in sentences of four words. She has developed his understanding and concentration, and improved his ability to cooperate and concentrate. His speech is much clearer. Judith has helped us to approach the teaching of Joe. We have learnt to simplify our language so he can cope with instructions. We know how to let him take the lead in conversations. She helps us to communicate about his speech programme with his school.”

Severe Learning Difficulties and Cerebral Palsy
Lianne (13) is severely brain damaged. She has quadriplegic cerebral palsy which means that not only is she unable to talk, but is also unable to sign effectively. She has severe difficulty with eating and drinking, and is fed via a gastrostomy tube. Her mother says:

“Lianne’s eating skills and speech are unlikely to develop. Judith has looked further into an achievable way forward. She has developed Lianne’s eye pointing and understanding of choice, to a level where she can now form sentences to communicate about events and incidents, such as films, TV and stories. Judith has helped me come to terms with Lianne’s feeding problems, and has gone to great trouble to teach me how to develop her natural abilities, and use them to communicate with the family.”

Sign Language
5 year old Callum has Down Syndrome and his communication skills are delayed. His mother says:

“Judith has helped Callum to use sign language to communicate. We are developing the signs so he can put two or more together to start to form sentences. Judith has helped me as a parent in guiding us to help Callum with his communication skills. She is always supportive and gives great advice on behaviour management.”

Stammering
Nina (14) has a stammer and a lisp. This means that her tongue protrudes between her teeth when she pronounces “s” sounds. She says:

“Judy has helped me to pronounce “s” clearly. She has helped me to control my stammer by changing my breathing pattern. She has made me much more confident”

Her mother says:

“Judy has helped me as a parent to understand the nature of Nina’s communication problem. She has enabled me to work with Nina to improve her speaking skills.”