ETKO — 180 Explained Approaches
Research reviewed: 12 October 2026
This catalogue explains approaches used internationally. It does not mean that ETKO currently provides every named programme or specialist device.
Examples are illustrative explanations of the approach, not individual treatment plans.

Speech, Language & Communication
Communication can include understanding words, expressing needs, conversation, gestures and AAC. These approaches create more accessible ways to communicate in play, learning and daily life.

001. Receptive Language Intervention
Builds understanding of spoken words, questions and instructions using meaningful activities and suitable visual support.
In practice: Following “put the cup on the table” during play.

002. Expressive Language Intervention
Supports sharing ideas, needs and feelings through words, sentences or other effective communication methods.
In practice: Moving from a single word to a useful short request.

003. Vocabulary Intervention
Teaches word meanings, categories and relationships, with repeated use in everyday situations.
In practice: Learning names for clothes while sorting and dressing.

004. Morphosyntax Intervention
Targets grammar and sentence structure, adapted to the language the person uses.
In practice: Practising pronouns, plurals or verb forms in short conversations.

005. Narrative Language Intervention
Develops the ability to understand and tell organised stories with characters, events and a clear sequence.
In practice: Retelling a picture story with a beginning, middle and ending.

006. Social Communication Intervention
Builds useful communication in social situations, including taking turns, understanding context and repairing misunderstandings.
In practice: Practising how to join a game or ask for clarification.

007. Augmentative and Alternative Communication (AAC) Intervention
Uses gestures, signs, picture boards or speech-generating devices to support or replace spoken communication.
In practice: Selecting a “drink” symbol to communicate a need.

008. Picture Exchange Communication System (PECS)
A structured communication programme that teaches exchanging pictures with a partner, progressing towards more complex messages.
In practice: Handing a picture of a ball to request the ball.

009. Aided Language Stimulation
Adults point to symbols while speaking, showing how an AAC system can be used naturally.
In practice: Pointing to “more” on a board while offering more blocks.

010. Communication Partner Training
Teaches family members, teachers and others to recognise communication attempts and respond accessibly.
In practice: Giving enough response time and recognising a person's gesture.

011. Milieu Therapy
Creates communication opportunities within ordinary play and daily routines, guided by the child's interests.
In practice: Talking about toy animals while the child plays with them.

012. Enhanced Milieu Teaching (EMT)
Combines responsive interaction, language models and carefully timed prompts during natural activities.
In practice: Modelling a short request during a shared toy activity.

013. Focused Stimulation
Repeatedly models selected words or sentence patterns in meaningful play, without requiring the child to repeat them.
In practice: Using “under” several times while hiding toys.

014. Conversational Recasting
Restates a child's message in a clearer or different grammatical form while keeping its meaning.
In practice: Responding to “dog run” with “Yes, the dog is running.”

015. Language Expansion
Adds words or grammatical detail to a child's message while keeping the original idea.
In practice: Expanding “car” into “The red car is going.”

016. Vertical Structuring
Combines separate short answers into a fuller sentence that the adult then models.
In practice: Combining “girl” and “eating” into “The girl is eating.”

017. Mand–Model Procedure
Uses an inviting question or a model to help a child communicate during an everyday activity.
In practice: Asking “What would you like?” and modelling a suitable request.

018. Time-Delay Language Teaching
Introduces a brief pause before help or prompting, creating space for a more independent communication attempt.
In practice: Waiting during a familiar song for the child to contribute.

019. Prelinguistic Milieu Teaching (PMT)
Supports communication before words, including gestures, shared attention and meaningful vocalisations during play.
In practice: Responding when a toddler reaches, points or makes a sound.

020. Dialogic Reading
Turns shared book reading into a conversation, with prompts and responses suited to the child's communication level.
In practice: Talking together about what a character is doing.

Research references:
https://www.asha.org/practice-portal/clinical-topics/spoken-language-disorders/
https://www.asha.org/practice-portal/professional-issues/augmentative-and-alternative-communication/
https://www.asha.org/practice-portal/clinical-topics/intellectual-disability/
https://www.asha.org/Practice-Portal/Professional-Issues/Early-Intervention/

Speech Sounds, Apraxia, Stuttering & Voice
These approaches focus on speech sounds, speech-movement planning, stuttering and voice. Similar names describe different methods, so each entry explains what makes that approach distinct.

021. Articulation Therapy
Practises how to make particular speech sounds, then use them in words and conversation.
In practice: Learning a sound in syllables before practising everyday words.

022. Minimal Pairs Approach
Uses words differing by one sound to show how a speech sound changes meaning.
In practice: Contrasting “tea” and “key” through picture-based activities.

023. Maximal Oppositions Approach
Contrasts sounds that differ strongly in how they are produced, helping establish missing sound distinctions.
In practice: Practising a selected pair of contrasting sounds in words.

024. Multiple Oppositions Approach
Works on several sound contrasts when one sound is being used in place of many others.
In practice: Distinguishing several words that previously sounded the same.

025. Cycles Approach
Rotates practice across selected speech-sound patterns rather than waiting for one pattern to be fully mastered.
In practice: Practising one pattern, then moving to another planned pattern.

026. Core Vocabulary Approach
Focuses on consistent production of a personally useful set of words when word pronunciation varies.
In practice: Practising names and daily requests with a consistent word form.

027. Complexity Approach
Selects more complex sound targets with the aim of supporting broader changes in the child's sound system.
In practice: Using a selected sound cluster as a speech-practice target.

028. Integrated Phonological Awareness Intervention
Links speech-sound practice with noticing sounds in words and connecting sounds to letters.
In practice: Practising a sound while identifying its letter and word position.

029. Speech Perception Training
Develops the ability to hear differences between speech sounds and judge correct and incorrect productions.
In practice: Listening to two words and deciding whether they differ.

030. Ultrasound Visual Biofeedback for Speech
Uses real-time ultrasound images of tongue movement as feedback for selected speech targets; specialist equipment is required.
In practice: Viewing tongue movement while practising a difficult speech sound.

031. Dynamic Temporal and Tactile Cueing (DTTC)
A motor-speech approach for childhood apraxia that changes the amount of cueing as the child practises speech movements.
In practice: Moving from speaking together to independent word production.

032. Rapid Syllable Transition Treatment (ReST)
Practises made-up multisyllable words to work on speech movement transitions and stress in childhood apraxia.
In practice: Producing a practice word with its planned syllable stress.

033. Nuffield Dyspraxia Programme (NDP3)
A structured motor-speech programme that builds from speech sounds and simple syllables towards longer spoken sequences.
In practice: Progressing from a sound to a syllable and short word.

034. PROMPT Approach
Uses carefully selected tactile cues alongside other support for speech movements; delivery requires specific professional training.
In practice: A trained clinician cues a speech movement during word practice.

035. Lidcombe Program
A parent-delivered stuttering programme for young children, taught and monitored by a speech-language clinician.
In practice: Using clinician-guided feedback during a short everyday conversation.

036. Palin Parent–Child Interaction Therapy for Stuttering
Supports parents to adapt interactions and communication routines around their child's stuttering.
In practice: Giving the child relaxed opportunities to take a speaking turn.

037. Stuttering Modification
Helps a person manage moments of stuttering with less struggle and greater communication confidence.
In practice: Practising a less tense way through a difficult speaking moment.

038. Speech Modification / Fluency Shaping
Teaches changes to speech production, such as rate or gentle starts, to support fluency and ease.
In practice: Practising a selected speech pattern during meaningful conversation.

039. Resonant Voice Therapy
Develops comfortable, efficient voice production using a sensation of easy resonance rather than vocal strain.
In practice: Progressing from an easy humming sound to short phrases.

040. Semi-Occluded Vocal Tract (SOVT) Exercises
Uses partially narrowed vocal-tract exercises to support efficient voicing, under suitable voice-clinician guidance.
In practice: A clinician selects a straw-phonation or lip-trill activity.

Research references:
https://www.asha.org/practice-portal/clinical-topics/articulation-and-phonology/
https://www.asha.org/practice-portal/clinical-topics/childhood-apraxia-of-speech/
https://www.asha.org/practice-portal/clinical-topics/fluency-disorders/
https://www.asha.org/practice-portal/clinical-topics/voice-disorders/

Autism, Behaviour & Development
Support focuses on useful communication, enjoyable engagement, learning and everyday participation. The approaches below include structured teaching, natural play, visual support and ways to understand behaviour.

041. Applied Behavior Analysis (ABA)
Uses learning principles and observation to teach useful skills and understand behaviour, with individual goals and progress review.
In practice: Teaching an accessible way to request help and practising it across settings.

042. Discrete Trial Training (DTT)
Breaks teaching into short, structured learning opportunities with a clear cue, response, feedback and pause.
In practice: Practising a matching skill across several brief opportunities.

043. Functional Communication Training (FCT)
Identifies what a behaviour communicates and teaches an effective alternative way to meet that need.
In practice: Using a “break” request when an activity becomes overwhelming.

044. Positive Behavior Support (PBS)
Combines understanding a person's needs, adapting their environment and teaching skills that improve everyday quality of life.
In practice: Making a difficult transition predictable and teaching a help request.

045. Naturalistic Developmental Behavioral Interventions (NDBI)
Combines developmental and behavioural teaching within enjoyable, natural interactions and child-interest activities.
In practice: Practising communication during a game the child chooses.

046. Early Start Denver Model (ESDM)
A play-based early autism intervention combining relationship-focused developmental work with behavioural teaching; specific training is needed.
In practice: Embedding a communication goal in a familiar play routine.

047. Pivotal Response Treatment (PRT)
Targets areas such as motivation and initiation through child-led activities and natural consequences.
In practice: A meaningful request leads to the toy being requested.

048. Joint Attention, Symbolic Play, Engagement and Regulation (JASPER)
A naturalistic programme targeting shared attention, play, engagement and regulation in social communication.
In practice: Building a shared pretend-play activity with a responsive adult.

049. Social Communication, Emotional Regulation and Transactional Support (SCERTS)
A multidisciplinary framework organising support around social communication, emotional regulation and helpful support from partners and environments.
In practice: Coordinating communication supports and a calmer classroom routine.

050. TEACCH Structured Teaching
Uses organised spaces, visual schedules and clear work systems to make activities understandable and support independence.
In practice: A visual work system shows what to do and when it is finished.

051. Direct Instruction
Uses explicit, carefully sequenced teaching with clear demonstrations, practice and feedback.
In practice: Showing a new academic skill before guided practice.

052. Incidental Teaching
Uses a naturally arising opportunity based on the learner's interests to teach a skill.
In practice: Supporting a request when the child notices a favourite toy.

053. Antecedent-Based Intervention
Changes what happens before a difficult situation, such as task demands, predictability or sensory conditions.
In practice: Adding a visual warning before changing activities.

054. Behavioral Momentum Intervention
Places easier, familiar responses before a harder task to support engagement and persistence.
In practice: Starting with familiar actions before introducing a new learning step.

055. Differential Reinforcement
Provides positive consequences for a selected helpful skill or alternative behaviour, based on an individual plan.
In practice: Acknowledging an appropriate request for help.

056. Peer-Based Instruction and Intervention
Supports peers to create inclusive opportunities for interaction, communication and learning.
In practice: A classmate helps include a child in a shared activity.

057. Social Skills Training
Teaches practical interaction skills through explanation, modelling and supported practice.
In practice: Practising how to greet someone or join a group.

058. Social Narratives
Uses a short personalised account to explain a situation, its expectations and helpful responses.
In practice: Reading a story about what happens at a first classroom visit.

059. Visual Supports
Uses pictures, objects or written cues to make information, routines and choices easier to understand.
In practice: Following a picture schedule for the morning routine.

060. Video Modeling
Shows a recorded example of a skill before supported practice.
In practice: Watching a brief handwashing demonstration, then practising the routine.

061. Live Modeling
Demonstrates a skill in person so the learner can observe and try it.
In practice: An adult shows how to take a turn in a game.

062. Self-Management Intervention
Teaches a person to notice, record or check their own actions towards an agreed goal.
In practice: Using a checklist to monitor completion of classroom tasks.

063. Task-Analysis-Based Instruction
Breaks a useful activity into smaller steps that can be taught and practised in sequence.
In practice: Learning each step of packing a school bag.

064. Prompting
Provides temporary support, such as a gesture, picture or demonstration, to help a learner perform a skill.
In practice: Pointing to the next item on a visual routine.

065. Prompt Fading
Gradually reduces help as the learner becomes more independent, avoiding dependence on the prompt.
In practice: Moving from a demonstration to a smaller visual cue.

066. Technology-Aided Instruction and Intervention
Uses a suitable digital tool or device to deliver instruction or support a functional skill.
In practice: Using a visual reminder app for an everyday routine.

067. Exercise and Movement Intervention
Uses planned physical activity or movement to support individual skills, engagement and participation.
In practice: Joining an adapted movement game with suitable support.

068. Reciprocal Imitation Training
An adult imitates a child's actions and models new actions within shared play to encourage reciprocal imitation.
In practice: Copying a child's block action, then offering a new play action.

069. Joint Attention Intervention
Builds ways of sharing interest in an object or event with another person, without requiring forced eye contact.
In practice: Pointing out a toy and sharing the moment with a partner.

070. Scripting and Script-Fading
Provides a spoken or written model for an interaction, then reduces the script as independent communication develops.
In practice: Practising a greeting and gradually removing the written cue.

Research references:
https://www.asha.org/practice-portal/clinical-topics/autism/
https://ncaep.fpg.unc.edu/wp-content/uploads/EBP-Report-2020.pdf
https://afirm.fpg.unc.edu/afirm-modules/
https://afirm.fpg.unc.edu/resource-search/
https://afirm.fpg.unc.edu/resource/a-case-for-abi/
https://afirm.fpg.unc.edu/resource/a-case-for-dr/
https://afirm.fpg.unc.edu/resource/a-case-for-dtt/
https://afirm.fpg.unc.edu/resource/a-case-for-fct/
https://afirm.fpg.unc.edu/resource/a-case-for-ece/
https://cpe.ucdavis.edu/subject-areas/early-start-denver-model
https://www.jaspertraining.org/about
https://scerts.com/
https://teacch.com/trainings/certification/

Occupational Therapy, Sensory Support & Daily Living
Occupational therapy works on the activities that matter in daily life. These approaches include hand skills, sensory accessibility, self-care, play and adaptations that support greater participation.

071. Pediatric Occupational Therapy
Supports children's participation in play, learning and everyday self-care by practising skills and adapting tasks or environments.
In practice: Making a classroom tool easier to use independently.

072. Ayres Sensory Integration (ASI)
An individually assessed, active sensory-motor intervention using appropriately challenging play; specific training, equipment and fidelity standards matter.
In practice: A trained therapist chooses movement-and-touch activities around participation goals.

073. Sensory Modulation Intervention
Supports a person's response to sensory input through individually chosen strategies linked to everyday participation.
In practice: Offering a quieter space when a busy setting is overwhelming.

074. Sensory Environmental Adaptations
Adjusts surroundings to make an activity more accessible to someone with sensory differences.
In practice: Reducing glare or noise in a learning space.

075. Fine Motor Skills Training
Practises controlled hand and finger use for practical tasks.
In practice: Using pegs or handling small classroom materials.

076. Visual–Motor Integration Training
Develops coordination between visual information and hand movements.
In practice: Copying a simple shape or completing a picture puzzle.

077. Bilateral Coordination Training
Practises using both sides of the body together for functional activities.
In practice: Holding paper steady with one hand while drawing with the other.

078. Motor Planning Intervention
Supports planning and carrying out unfamiliar movement sequences through meaningful practice.
In practice: Working out how to complete a new playground activity.

079. Therapeutic Handwriting Practice
Practises the actual handwriting task with suitable adaptations to grip, posture, paper or tools.
In practice: Writing short useful words with an appropriate pencil support.

080. Activities of Daily Living (ADL) Training
Builds practical self-care skills through task practice, adaptation and suitable assistance.
In practice: Practising one part of a dressing or washing routine.

081. Dressing Skills Training
Teaches dressing tasks step by step using accessible clothes and fastenings.
In practice: Learning to manage a zip or put on a shirt.

082. Toileting Skills Training
Supports an individually planned toileting routine using accessible facilities, communication and practical skills.
In practice: Using a picture sequence for the bathroom routine.

083. Cutlery / Utensil-Use Training
Develops safe, functional use of suitable eating utensils; swallowing difficulties require separate clinical assessment.
In practice: Practising scooping with a spoon and an adapted handle.

084. Personal Hygiene Skills Training
Supports everyday hygiene tasks with accessible tools, routines and communication.
In practice: Learning the steps of handwashing using a visual sequence.

085. Instrumental Activities of Daily Living (IADL) Training
Teaches more complex daily activities needed for greater independence, especially for older learners.
In practice: Planning shopping or sorting items for a simple household task.

086. Assistive Technology Training
Helps a person use adapted equipment or digital tools that support meaningful participation.
In practice: Learning to use an adapted computer access device.

087. Upper-Limb Splinting Intervention
Uses an individually fitted support for the hand or arm, with professional checks of comfort, skin and functional goals.
In practice: A clinician reviews a splint's fit during a practical task.

088. Cognitive Orientation to daily Occupational Performance (CO-OP)
A problem-solving approach in which the learner identifies a goal, plans, tries the task and reviews the result.
In practice: Using “Goal–Plan–Do–Check” to work on a chosen daily skill.

089. Bimanual Therapy
Practises meaningful activities requiring both hands together, with tasks adapted to the person's abilities.
In practice: Holding a container with one hand while opening it with the other.

090. Constraint-Induced Movement Therapy (CIMT)
An individually supervised programme limiting use of the less-affected arm temporarily to practise the more-affected arm; unsuitable for unsupervised restraint.
In practice: Practising a selected hand task within a clinician-planned programme.

091. Hand–Arm Bimanual Intensive Therapy (HABIT)
An intensive, structured programme practising two-handed activities to develop functional hand and arm use.
In practice: Completing varied two-handed play and self-care tasks.

092. Hand–Arm Bimanual Intensive Therapy Including Lower Extremities (HABIT-ILE)
An intensive approach combining two-handed activities with trunk and lower-limb involvement, often studied in cerebral palsy.
In practice: A supported activity combines hand use, standing and stepping.

093. Occupational Performance Coaching (OPC)
Coaches caregivers to identify participation goals, explore barriers and trial practical changes in everyday routines.
In practice: Finding a workable way for a child to join family mealtimes.

094. Sensory Discrimination Intervention
Practises recognising differences in sensory information, connected to useful activities and individual assessment.
In practice: Distinguishing familiar objects by touch during a guided task.

095. Play-Based Occupational Therapy
Uses enjoyable play as the setting for occupational goals and practical skill development.
In practice: Practising grasp and turn-taking through a shared construction game.

Research references:
https://www.aota.org/practice/clinical-topics/sensory-integration-and-processing
https://www.aota.org/practice/clinical-topics/functional-cognition
https://oxfordhealth.nhs.uk/cit/12-weeks/fine-motor-skills/
https://www.nelft.nhs.uk/sensory-processing/
https://www.nice.org.uk/guidance/cg145/chapter/Recommendations
https://bedslutonchildrenshealth.nhs.uk/services/bedfordshire-and-luton-childrens-occupational-therapy-service/online-learning-and-training/
https://bedslutonchildrenshealth.nhs.uk/services/bedfordshire-and-luton-childrens-occupational-therapy-service/developing-fine-motor-skills-for-children-with-cerebral-palsy/
https://www.blackcountrychildrens.nhs.uk/ot/help-for-my-child/sensory-differences/sensory-differences-information
https://pubmed.ncbi.nlm.nih.gov/25271469/
https://doi.org/10.1111/dmcn.15055

Physiotherapy & Motor Rehabilitation
Physiotherapy supports movement and meaningful mobility goals. Approaches range from practising real tasks to using individually assessed exercise, positioning, mobility aids or specialist rehabilitation equipment.

096. Pediatric Physiotherapy
Supports children's movement and participation through assessment, functional practice, exercise and suitable equipment or adaptations.
In practice: Working on a comfortable way to move around the classroom.

097. Goal-Directed Motor Training
Practises movement towards a goal chosen with the child and family.
In practice: Working towards getting onto a classroom chair.

098. Task-Oriented Functional Training
Practises the functional task itself rather than only isolated component movements.
In practice: Repeatedly practising a useful step or transfer in context.

099. Gross Motor Skills Training
Develops large-body movement skills such as sitting, crawling, stepping or jumping, according to individual ability.
In practice: Practising a supported transition from sitting to standing.

100. Balance Training
Practises controlling body position during stillness and movement with appropriate support.
In practice: Reaching for a toy while maintaining a stable position.

101. Coordination Training
Works on timing and combining movements to perform useful actions.
In practice: Practising an adapted ball activity or movement sequence.

102. Gait Training
Practises walking patterns and mobility using suitable assistance, equipment and individual goals.
In practice: Working on comfortable steps along a safe indoor route.

103. Overground Walking Practice
Practises walking on ordinary surfaces in environments relevant to daily life.
In practice: Using a suitable walking aid along a classroom route.

104. Treadmill Training
Uses a moving treadmill surface for individually supervised walking practice; equipment and suitability checks are required.
In practice: Practising supported steps at a clinician-selected speed.

105. Body-Weight-Supported Treadmill Training
Uses a harness or support system to reduce the weight borne during supervised treadmill walking.
In practice: A specialist team adjusts support for a walking-practice session.

106. Progressive Resistance Training
Builds muscle strength by gradually adjusting resistance and task difficulty within an individual exercise plan.
In practice: Practising a suitable resisted movement with monitored technique.

107. Aerobic Exercise Training
Uses sustained movement to build fitness and activity tolerance at an individually appropriate level.
In practice: An adapted cycling or walking activity with planned breaks.

108. Therapeutic Stretching Programme
Uses individually selected stretching or sustained positioning for specific movement goals, without forcing joints.
In practice: A therapist demonstrates a comfortable, assessed positioning activity.

109. Joint Range-of-Motion Exercises
Moves a joint through its available comfortable range, actively or with assessed assistance.
In practice: Practising a selected arm movement during a functional activity.

110. 24-Hour Postural Management
Plans supportive positioning across lying, sitting and standing throughout daily routines; it does not mean continuous exercise.
In practice: Reviewing seating, sleep positioning and standing equipment together.

111. Supported Standing Programme
Uses appropriate support or standing equipment to work towards individually agreed posture and participation goals.
In practice: Using an assessed standing frame with planned supervision.

112. Sit-to-Stand Training
Practises getting from sitting to standing, with suitable seating height and support.
In practice: Standing from a chair to begin a chosen activity.

113. Transfer Training
Teaches safe movement between positions or surfaces and the assistance or equipment needed.
In practice: Practising a transfer between a chair and another surface.

114. Wheelchair Skills Training
Builds safe wheelchair use, manoeuvring and participation, adapted to the person's chair and environment.
In practice: Practising turning through a doorway with appropriate supervision.

115. Hydrotherapy / Aquatic Physiotherapy
Uses the support and resistance of water for supervised physiotherapy; an accessible pool and trained staff are required.
In practice: Practising supported movement in a suitable therapy pool.

116. Lower-Limb Orthotic Management
Uses individually prescribed braces or supports to work towards posture, comfort or movement goals, with fit review.
In practice: Checking an ankle–foot orthosis during walking practice.

117. Walking-Aid Training
Teaches safe use of a suitable walker, crutches or other assessed mobility aid.
In practice: Practising turns with a correctly adjusted walking aid.

118. Goal-Directed Home Programmes
Fits agreed movement practice into everyday home routines, with clear guidance and progress review.
In practice: Practising a chosen mobility goal in a familiar home setting.

119. Context-Focused Therapy
Changes the task or environment to make a functional activity easier, rather than focusing only on the child's body.
In practice: Adjusting a chair or route to support independent participation.

120. Participation-Focused Therapy
Starts with a meaningful life activity and addresses the practical barriers to taking part.
In practice: Adapting support so a child can join a playground activity.

Research references:
https://doi.org/10.1111/dmcn.15055
https://www.gosh.nhs.uk/wards-and-departments/departments/clinical-support-services/physiotherapy/services-provided-physiotherapy-department/physiotherapy-international-and-private-patients/
https://leedscommunityhealthcare.nhs.uk/our-services-a-z/physiotherapy-ican/parents-guide-for-wheelchair-skills/
https://www.croydonhealthservices.nhs.uk/a-to-z-of-services/service/childrens-physiotherapy-66/

Psychological & Emotional Health
Psychological approaches differ in how they explore feelings, thinking, relationships and distress. This category includes child, family and adult approaches, with brief explanations of their main focus.

121. Cognitive Behavioral Therapy (CBT)
Explores links between thoughts, feelings and actions, then practises ways of responding to difficulties.
In practice: Noticing an unhelpful thought and testing a more useful response.

122. Trauma-Focused Cognitive Behavioral Therapy (TF-CBT)
Combines trauma-focused coping work with appropriate caregiver involvement for children and young people; specialist training is required.
In practice: Practising emotional coping before carefully paced trauma-related work.

123. Acceptance and Commitment Therapy (ACT)
Builds flexibility in responding to difficult thoughts and feelings while taking actions guided by personal values.
In practice: Choosing a small meaningful action despite an uncomfortable feeling.

124. Dialectical Behavior Therapy (DBT)
Combines acceptance and change strategies with skills for emotions, distress, attention and relationships.
In practice: Practising an agreed coping skill during emotional stress.

125. Mindfulness-Based Cognitive Therapy (MBCT)
Combines mindfulness practice and cognitive methods, commonly used in preventing recurrent depression.
In practice: Learning to notice a thought without automatically following it.

126. Behavioral Activation
Supports gradually reconnecting with manageable, meaningful activities when low mood leads to withdrawal.
In practice: Planning a small activity and reviewing its effect on daily life.

127. Exposure Therapy
Uses planned, gradual contact with feared situations to address avoidance, with consent and appropriate clinical support.
In practice: Working through an agreed sequence of increasingly challenging situations.

128. Exposure and Response Prevention (ERP)
A specialised approach for OCD involving exposure to triggers while learning not to carry out compulsive responses.
In practice: Practising an agreed task without repeating the usual checking ritual.

129. Cognitive Processing Therapy (CPT)
A trauma-focused therapy examining beliefs that developed around traumatic experiences.
In practice: Exploring an unhelpful trauma-related belief with a trained therapist.

130. Prolonged Exposure (PE)
A structured trauma-focused therapy using carefully planned revisiting of memories and safe situations previously avoided.
In practice: Working through an agreed trauma-treatment plan with a trained clinician.

131. Eye Movement Desensitization and Reprocessing (EMDR)
A structured trauma therapy combining attention to memories with bilateral stimulation; professional assessment and training are required.
In practice: A clinician guides one part of an agreed trauma-processing session.

132. Interpersonal Therapy (IPT)
Focuses on current relationships and life changes that affect mood and emotional wellbeing.
In practice: Exploring a difficult relationship change and improving communication.

133. Dynamic Interpersonal Therapy (DIT)
Explores recurring relationship patterns and links between earlier experiences and current emotional difficulties.
In practice: Noticing how an established relationship pattern appears in present interactions.

134. Psychodynamic Psychotherapy
Explores emotional patterns, earlier experiences and aspects of experience outside immediate awareness.
In practice: Recognising a repeated emotional response within a trusting therapeutic relationship.

135. Person-Centred Therapy
Offers an empathic, accepting relationship in which a person can explore their experience and make their own choices.
In practice: Talking through a concern while the therapist listens without judgement.

136. Solution-Focused Brief Therapy (SFBT)
Focuses on preferred changes, existing strengths and small workable steps rather than lengthy analysis of the problem.
In practice: Identifying a recent exception to a difficulty and building on it.

137. Systemic Family Therapy
Works with family relationships, communication and shared patterns rather than locating every difficulty in one person.
In practice: Helping family members listen and agree a more workable routine.

138. Couples Therapy
Supports partners to understand relationship difficulties and improve communication, within appropriate consent and safety assessment.
In practice: Practising expressing a concern and listening to the partner's response.

139. Compassion-Focused Therapy (CFT)
Develops a more compassionate response to distress, shame and self-criticism.
In practice: Recognising self-criticism and practising a kinder, supportive response.

140. Schema Therapy
Explores longstanding beliefs and emotional patterns linked to unmet needs, using several psychological methods.
In practice: Recognising a recurring pattern and practising a healthier response.

141. Mentalization-Based Therapy (MBT)
Builds the ability to understand one's own and other people's mental states, especially during relationship stress.
In practice: Considering different possible meanings behind another person's reaction.

142. Cognitive Analytic Therapy (CAT)
Maps repeated emotional and relationship patterns collaboratively, then develops ways to change them.
In practice: Drawing a shared pattern map and identifying a possible exit.

143. Narrative Therapy
Explores the stories people tell about themselves and helps separate the person from the problem.
In practice: Identifying strengths that a problem-focused story has overlooked.

144. Counselling for Depression
Provides focused emotional exploration and support for people experiencing depression, using appropriately trained counselling practice.
In practice: Understanding difficult feelings within an accepting therapeutic conversation.

145. Cognitive Behavioral Therapy for Insomnia (CBT-I)
A structured approach to insomnia addressing sleep-related habits, thoughts and patterns; sleep scheduling requires individual clinical guidance.
In practice: Keeping a sleep diary and reviewing patterns with a clinician.

146. Habit Reversal Training (HRT)
Builds awareness of a repetitive behaviour and practises a suitable competing response.
In practice: Recognising an urge and using a therapist-selected alternative action.

147. Comprehensive Behavioral Intervention for Tics (CBIT)
Combines habit reversal with understanding tic triggers and practical changes to daily situations.
In practice: Practising a competing response and adjusting a situation that worsens tics.

148. Play Therapy
Uses a therapeutic play relationship to help children express and explore feelings and experiences.
In practice: A child uses toys or stories to communicate a difficult feeling.

149. Child–Parent Psychotherapy (CPP)
Works with a young child and caregiver together, often after trauma, to support their relationship and emotional safety.
In practice: Using shared play to understand and respond to the child's distress.

150. Parent–Child Interaction Therapy (PCIT)
Uses live coaching of parent–child interactions to strengthen positive relationships and develop consistent parenting skills.
In practice: A trained therapist coaches a parent during a play interaction.

Research references:
https://www.nimh.nih.gov/health/topics/psychotherapies
https://www.eput.nhs.uk/services/psychological-services/therapies-we-offer/
https://www.nhs.uk/tests-and-treatments/talking-therapies/
https://www.ptsd.va.gov/understand_tx/index.asp
https://nctsn.org/interventions/trauma-focused-cognitive-behavioral-therapy
https://www.nhs.uk/mental-health/conditions/depression-in-adults/treatment/
https://www.nhs.uk/mental-health/conditions/obsessive-compulsive-disorder-ocd/treatment/
https://www.cdc.gov/tourette-syndrome/treatment/index.html
https://nctsn.org/interventions/parent-child-interaction-therapy
https://www.royalsurrey.nhs.uk/insomniaclinic
https://camhs.hacw.nhs.uk/jargon-buster
https://www.nhs.uk/mental-health/conditions/borderline-personality-disorder/treatment/
https://www.northlondonmentalhealth.nhs.uk/mentalisation-based-therapy
https://nctsn.org/interventions/child-parent-psychotherapy

Learning & Special Education
These are teaching approaches for literacy, writing and organisation. They make learning goals explicit and provide structured practice, adapted materials or strategies for understanding and using information.

151. Phonological Awareness Instruction
Teaches noticing and manipulating spoken sound units such as syllables, rhymes and individual sounds.
In practice: Clapping syllables or identifying the first sound in a word.

152. Systematic Phonics Instruction
Explicitly teaches links between letters and sounds in a planned sequence, including blending and segmenting.
In practice: Blending taught sounds to read a short word.

153. Reading Apprenticeship
Supports older students to notice and discuss their reading processes when working with subject-area texts.
In practice: A teacher models how to resolve confusion in a passage.

154. Orton–Gillingham-Based Intervention
Uses structured, sequential, multisensory phonics instruction for reading and spelling; evidence for branded OG programmes varies.
In practice: Linking a sound, its letter and a practical spelling activity.

155. Lindamood Phoneme Sequencing (LiPS)
Uses speech-sound awareness and articulatory, auditory and visual feedback to develop reading and spelling skills.
In practice: Noticing how a sound is produced, then linking it to a letter.

156. Repeated Reading
Uses repeated practice with an appropriate text to build reading fluency and accuracy.
In practice: Rereading a short passage with supportive feedback.

157. Road to the Code
A sequenced early-reading programme linking phoneme awareness, letter knowledge and sound–letter correspondence.
In practice: Moving counters for spoken sounds before connecting them to letters.

158. Reading Comprehension Strategy Instruction
Teaches explicit ways to understand text, including predicting, questioning, summarising and checking understanding.
In practice: Identifying a paragraph's main idea and explaining it in one's own words.

159. Spelling Intervention
Teaches sound–letter relationships, spelling patterns and meaningful word parts through structured practice.
In practice: Sorting words by a taught spelling pattern.

160. Written Expression Intervention
Develops planning, sentence construction, organisation and revision for meaningful writing.
In practice: Using a simple organiser to plan a short written account.

161. Self-Regulated Strategy Development (SRSD)
Teaches writing strategies together with goal-setting, self-monitoring and review.
In practice: Planning a paragraph, writing it and checking it against an agreed goal.

162. Cooperative Integrated Reading and Composition (CIRC)
Integrates reading and writing activities with supported pair and small-group learning.
In practice: Reading a story together and discussing a written response.

163. Writing Lab Approach
Uses computer-supported, meaningful writing projects and a repeated planning-to-publishing process, with coordinated teaching support.
In practice: Drafting, revising and sharing a short classroom text.

164. Dyslexia Training Program
A named structured programme teaching phonemic awareness, reading and spelling through explicit multisensory lessons.
In practice: Practising an introduced sound–letter pattern within a sequenced lesson.

165. Organizational Skills Training
Teaches systems for managing materials, tasks and time to support learning and daily functioning.
In practice: Using a planner and checklist to prepare a school bag.

Research references:
https://www.asha.org/practice-portal/clinical-topics/written-language-disorders/
https://www.asha.org/practice-portal/clinical-topics/written-language-disorders/intervention-target-areas/
https://www.cdc.gov/adhd/treatment/classroom.html
https://lindamoodbell.com/program/lindamood-phoneme-sequencing-program
https://readingapprenticeship.org/wp-content/uploads/2022/10/Reading-Apprenticeship-Brochure-WEB.pdf

Creative Therapies
Creative therapies use expression within a therapeutic relationship. Art, music, movement, drama and sand can offer ways to explore experiences beyond ordinary conversation.

166. Art Therapy
Uses art-making within a therapeutic relationship to explore feelings and experiences; artistic ability is not required.
In practice: Expressing an experience through drawing and discussing it if comfortable.

167. Music Therapy
Uses music within a therapeutic relationship towards agreed goals; it differs from simply playing background music.
In practice: Sharing a rhythm or musical turn-taking activity with a trained therapist.

168. Dance Movement Therapy
Uses movement and bodily expression within a therapeutic relationship to explore experiences and connection.
In practice: Trying an accessible movement activity that expresses a chosen feeling.

169. Dramatherapy
Uses stories, roles and dramatic expression therapeutically, adapted to individual needs.
In practice: Exploring a situation through a story or supported role-play.

170. Sandplay Therapy
Uses sand and miniature objects to explore experiences symbolically within a therapeutic relationship.
In practice: Arranging figures in a sand tray without pressure to explain immediately.

Research references:
https://www.bacp.co.uk/about-therapy/types-of-therapy/

Parents & Caregivers
Caregiver programmes support responsive relationships and practical strategies in daily routines. Named programmes have their own training and delivery requirements; the entries describe the focus of each.

171. Parent Training in Behavior Management
Teaches caregivers practical behaviour-support skills, positive interactions and consistent routines.
In practice: Using a clear routine and recognising a helpful action.

172. Parent-Implemented Intervention
Coaches caregivers to use agreed learning or communication strategies within everyday family activities.
In practice: Embedding a communication opportunity during play or a daily routine.

173. WHO Caregiver Skills Training (CST)
A WHO programme helping caregivers support engagement, communication, behaviour and daily-living skills in children with developmental difficulties.
In practice: Practising a coached strategy during an ordinary home activity.

174. Paediatric Autism Communication Therapy (PACT)
Uses video-supported coaching to improve responsive parent–child communication in autism; it is a specific trained programme.
In practice: Reviewing a recorded interaction to notice and follow the child's signals.

175. Triple P — Positive Parenting Program
A family of positive-parenting programmes teaching practical strategies for relationships, routines and behavioural difficulties.
In practice: Planning a workable response to a recurring family challenge.

176. The Incredible Years Parenting Programme
A structured parenting programme using discussion, modelling and practice to strengthen relationships and support children's behaviour.
In practice: Practising child-led play and positive attention with coaching.

177. RUBI Parent Training
An autism-focused parent-training programme teaching practical strategies to understand and address behaviour that interferes with daily life.
In practice: Identifying triggers and practising a planned preventive strategy.

178. Video-Feedback Intervention to Promote Positive Parenting — Foster Care (VIPP-FC)
A foster-care adaptation of video-feedback parenting work, focusing on sensitive responses and the child's emotional needs.
In practice: Reviewing a short interaction to recognise a foster child's cues.

179. Attachment and Biobehavioral Catch-up (ABC)
A caregiver-coaching programme supporting nurturing, responsive interaction and regulation after early adversity or disruption in care.
In practice: A coach notices and reinforces a caregiver's sensitive response in the moment.

180. Empowering Parents, Empowering Communities (EPEC)
A community-based parenting programme delivered by trained parent facilitators to strengthen family relationships and practical parenting skills.
In practice: Parents share a challenge, practise a strategy and review it together.

Research references:
https://www.cdc.gov/adhd/treatment/behavior-therapy.html
https://www.who.int/publications/i/item/9789240048836
https://research.manchester.ac.uk/en/projects/preschool-autism-communication-trial-pact/
https://www.nes.scot.nhs.uk/our-work/parenting-psychology-of-parenting-programme-popp/
https://www.rubinetwork.org/store/
https://www.ucl.ac.uk/brain-sciences/pals/research/clinical-educational-and-health-psychology/research-groups/nurturing-change-vipp-foster-care-study/new-intervention-vipp-fc
https://www.nctsn.org/node/593
https://www.gov.uk/government/publications/best-start-family-hubs-and-healthy-babies-guidance-for-local-authorities/best-start-family-hubs-and-healthy-babies-parenting-and-home-learning-environment-menu-of-interventions