Copyright ©2011 Release
Release Communication, 11 Ashley Court, Tullamore, Co. Offaly, Ireland
Release Communication USA
The Release Programme has been running successfully since January 2005, working with over 320 children aged 0 - 18, from Down syndrome and Autism, to Stammer and Articulation difficulties.
Parents, Teachers and SNAs have been impressed and excited with the Release Programme, our staff and their children.
Please click on one of the below headings to see what our Release Parents, Teachers and SNAs have said about the programme.
Here are three case studies to show what we can achieve with combined caregiver and Release work. Please note, names have been changed to protect our student's privacy.
Sue is a 12 year old girl with Down syndrome who presents with a severe mixed expressive/receptive language disorder, and significant oral motor and intelligibility needs. During her assessment, she sat primarily on her mother's lap, directed the evaluation and threw every toy given to her to play with, smiling when she was given what she wanted. She was also observed to spit not only at her parents and the examiner, but into the air. Recommendations made were for Sue to attend Release classes primarily focusing on oral/motor and picture communication therapy.
At the beginning of the therapy sessions, Sue had significant difficulties attending to directives and following routines. She was observed to spit frequently. The Release therapist worked extensively with Sue's mother on behaviour techniques to help increase her compliance and decrease throwing toys as well as spitting. Oral motor techniques were completed every week and Sue was given opportunities to communicate through verbalizations, signs and picture communication. Strict boundaries were placed on the student's expectations and acceptable behaviours.
Progress was noted by Sue's mother who told the class how the past week she had left folded laundry on a table. When Sue walked by she purposefully knocked the clothing on the floor. Her mother watched as Sue stopped, sighed loudly, and began picking up the clothes without any prompting from her mother. During sessions, Sue's throwing dramatically decreased as well as her spitting, which was markedly reduced to times when she did not want to comply and had excess moisture around her lower lip. Finally, Sue's compliance continued to increase throughout each session.
Sue is now communicating through picture communication, signs and words and has successfully begun using a picture schedule. She is able to sit and complete folder games and other tasks at a table for 5+ minutes at a time. This would not have been possible without the tremendous effort of her family paired with intervention.
Eoghan is a six year old boy on the autistic spectrum. His therapy group focused on social skills as well as improving understanding and use of abstract concepts. At the beginning on the sessions, Eoghan was observed to be very attached to his mother and would not participate unless she was next to him in physical contact. Throughout the 9 weeks, Eoghan became more and more independent until he was able to participate fully in a group activity while his mother was in a conversation at the other end of the room. His social abilities of taking turns, verbalizing desires, using appropriate volume, identifying and using emotions words and participating in social games all increased noticeably. Eoghan's mother used techniques learned in class to work with him on an upcoming visit to the dentist, which usually causes him great distress. Eoghan's visit was successful and not stressful, as in the past.
Eoghan has recently begun joking with his sister, something he previously did not realize he could do.
Thomas is a six year old boy presenting with a more involved autism spectrum disorder. His group classes focused on increasing use of picture communication while teaching his mother techniques to support his difficult behaviours and language needs in the home. Thomas spent the majority of his first class in the hallway banging his hand against a wall and yelling. He was able to be calmed using sensory toys and slowly made his way into the classroom with the aide. Thomas initially was unable to come and sit in a chair when requested. Throughout the nine weeks, Thomas increased his use of verbalizations to get his wants met and his level of sensory behaviours decreased with the support of a sensory schedule put in place and the effort his mother put into the homework and suggestions given to her by the speech therapist. Halfway through the classes, Thomas demonstrated significant improvement in his ability to sit down wait quietly when requested. His attention when sitting increased to where he was able to participate in activities.
Thomas now enters the speech therapy room readily. He verbalizes his desires and also will say "don't want it" when refusing an item. He follows his picture schedule more readily and completes folder games and other table language tasks with support from his mother and the Release therapist and aides.
To read the full quotes, download our Parent, Teacher and SNA Quotes PDF here.