About Triple L
Professional and caring paediatric speech pathology and audiology services for your child in a supportive practice in the Redlands
Welcome to the Triple L Practice, Cleveland
At Triple L, we pride ourselves on going to great lengths to ensure that our clients and their families receive the support and help they need. We’re passionate about listening, language, and literacy as the gateway to learning and work to ensure that every child under our care gets the support and interventions they need to thrive.
We work with children, their families, and other members of their support network to provide a collaborative approach to therapy and care for every child. Our speech pathology services can be provided in person or through telehealth to suit your family’s schedule.
In our practice, we look at children and their health holistically, which is why you can access our accredited audiologist’s services and an experienced and certified speech pathologist at the same practice for more comprehensive and effective diagnoses, intervention and recommendations.
Our dedicated and passionate team can help your child with:
- Reading and spelling difficulties
- Dyslexia and Dysgraphia interventions
- Auditory processing disorders and difficulties
- Improving speech skills
Our practice is conveniently located in Cleveland, to service the Redlands and provides a comfortable space for you and your child to visit for their ongoing therapy needs. Our therapy dog, Roxie, is always ready to welcome new people and regular patients to the clinic.
Meet Candice Stone – Paediatric Speech Pathologist & Audiologist
Speech, Language, Literacy & Auditory Processing
Candice is a Certified Practising Speech Pathologist (CPSP) and Audiologist with more than 20 years of experience working with children and adolescents. Her key clinical areas include speech and language disorders, auditory processing, literacy assessment and intervention, dyslexia and dysgraphia.
Candice has extensive experience supporting primary and high school students with difficulties in reading, spelling, written language and reading comprehension, including reading and spelling intervention for dyslexia and dysgraphia. She also works with children whose literacy difficulties occur alongside Developmental Language Disorder (DLD), auditory processing difficulties, speech and language challenges or other complex learning profiles.
Her combined background in Speech Pathology and Audiology allows her to consider the relationship between listening, auditory processing, speech, language and literacy, rather than looking at these areas in isolation. This broader perspective can be particularly valuable for children whose difficulties involve a combination of language, literacy, listening and learning.
Candice’s interest in auditory processing and literacy began during her university training in South Africa, where she received training in auditory processing, phonological processing, synthetic phonics and the relationship between speech, language and literacy development. She has continued to undertake professional development in speech, language, auditory processing and evidence-based literacy intervention, including systematic synthetic phonics and intervention for dyslexia and dysgraphia.
Rather than using one literacy program for every child, Candice draws on a range of approaches to provide structured, explicit and individualised intervention according to each child’s strengths and areas of difficulty.
After graduating from the University of the Witwatersrand in Johannesburg, Candice worked in London hospitals with children experiencing learning difficulties and hearing loss. She later established a private practice in Durban, South Africa, where she worked extensively with children and families across speech, listening, language and literacy. She now works with children and families in the Redlands, Queensland.
Candice works with children and adolescents aged 3–18 years experiencing:
- Speech production difficulties and speech disorders
- Receptive and expressive language difficulties, including Developmental Language Disorder (DLD)
- Auditory processing and listening difficulties
- Reading and decoding difficulties, including dyslexia
- Spelling, written language difficulties and dysgraphia
- Reading comprehension and higher-level verbal reasoning difficulties
- Hearing impairment and associated speech and language difficulties
- Communication and learning difficulties associated with autism and ADHD
Outside of work, Candice enjoys gardening, baking impressive cakes, spending time with family and relaxing with her furry companion.
Known for her warm, caring and approachable manner, Candice is passionate about supporting children and families with clear, practical guidance throughout assessment and intervention.
Meet Kristen Kwan – Paediatric Audiologist & Allied Health Assistant
Hearing, Auditory Processing & Aural Rehabilitation
Kristen is a paediatric Audiologist and Accredited Member of Audiology Australia with more than 11 years of experience supporting individuals with hearing difficulties. Her key clinical areas include paediatric hearing assessment, Auditory Processing Disorder (APD) assessment and aural rehabilitation.
A particular focus of Kristen’s work is auditory processing. She enjoys helping families understand not only whether a child can hear sounds clearly, but how they process and make sense of auditory information and how listening difficulties may affect communication, learning and participation at school, at home and in everyday life.
Kristen provides hearing assessments for children aged 3 years and over, as well as auditory processing screening and comprehensive Auditory Processing Disorder (APD) assessment where developmentally appropriate. She also provides aural rehabilitation for children with hearing or auditory processing difficulties, with practical strategies designed to support listening, communication and participation across home and school environments.
Her approach is strongly child- and family-centred. Kristen works closely with parents, teachers and other professionals to understand each child’s individual listening needs and to provide recommendations that are practical and meaningful for everyday life.
Kristen holds a Master of Audiology from The University of Queensland and is currently completing a Master of Speech and Language Pathology. She is also trained in the Sounds-Write phonics program, giving her additional understanding of the important relationships between listening, speech, language and literacy development.
In addition to her work as an Audiologist, Kristen also works in an Allied Health Assistant role, supporting selected speech, language and literacy intervention programs under the direction and supervision of Triple L’s Speech Pathologists. Her Audiology background and current Speech Pathology studies provide a valuable perspective when supporting children whose difficulties involve a combination of listening, language and literacy.
Kristen works with children experiencing:
- Hearing difficulties
- Auditory Processing Disorder (APD) and auditory processing difficulties
- Listening difficulties, particularly in noisy or complex environments
- Hearing-related communication difficulties
- Auditory processing difficulties affecting learning and classroom participation
- Aural rehabilitation needs following hearing or auditory processing assessment
Kristen also provides school hearing screenings for groups of children.
Outside the clinic and her studies, Kristen enjoys spending time with her husband, two young children and their two corgis.
Known for her warm, supportive and child-friendly approach, Kristen aims to make assessment and rehabilitation positive, practical and meaningful for children and their families.
Meet Mollie Bahr – Paediatric Speech Pathologist
Early Intervention, Speech, Language & Literacy
Mollie is a Certified Practising Speech Pathologist (CPSP) with a Bachelor of Speech Pathology (Honours) from the University of Queensland. She has four years of clinical experience supporting children across speech, language and literacy development, from the early years through to primary and high school.
Early intervention and working with young children are particular areas of strength and interest for Mollie. She works with children from approximately 2 years of age, supporting early speech and language development, receptive and expressive language skills, speech production and emerging communication. Mollie enjoys working closely with families to build strong foundations for communication and learning during these important early years.
Literacy intervention also forms a significant part of Mollie’s clinical work. She supports primary and high school students experiencing difficulties with reading and decoding, spelling, written language, reading comprehension and verbal reasoning, including children with dyslexia and dysgraphia.
Mollie has experience in systematic synthetic phonics and has completed professional training in both Sounds-Write and Read3. Prior to qualifying as a Speech Pathologist, she also worked as a literacy tutor, giving her additional practical experience supporting children with reading and spelling difficulties.
Rather than relying on one literacy program for every child, Mollie draws on her training and experience to provide structured, explicit and individualised literacy intervention according to each child’s strengths and areas of difficulty. Intervention may address phonological awareness, decoding, spelling, reading fluency, vocabulary, sentence construction, written language and reading comprehension.
As a Speech Pathologist, Mollie also considers the important relationship between speech, oral language and literacy development. This is particularly valuable for children whose reading, spelling or comprehension difficulties occur alongside receptive or expressive language difficulties. She also supports children with listening, language and literacy difficulties associated with auditory processing challenges, where appropriate.
Mollie works with children from approximately 2 years old through to high school age experiencing:
- Early speech and language delays
- Receptive and expressive language difficulties
- Speech production difficulties and speech disorders
- Phonological awareness and early literacy difficulties
- Reading and decoding difficulties, including dyslexia
- Spelling, written language difficulties and dysgraphia
- Reading comprehension and verbal reasoning difficulties
- Language and literacy difficulties associated with auditory processing challenges
Outside of work, Mollie enjoys spending time with her dog Indy, gardening and going for morning walks. Mollie’s goal is to help children develop the communication and literacy skills, independence and confidence they need as speakers, readers, writers and learners.
Meet Katrina Holliday – Bachelor of Education
Remedial Literacy Intervention Specialist
Katrina is an experienced education and literacy professional with more than 20 years of experience supporting children’s learning and development. She holds a Bachelor of Education and has extensive experience across classroom teaching, English curriculum development and individualised literacy intervention.
Katrina spent 15 years teaching across Prep to Year 6 in independent and Catholic school settings. During her teaching career, she contributed to curriculum development, particularly in English and literacy, and was nominated for an Excellence in Teaching Award. She was also awarded the Faculty of Education Medal for outstanding academic achievement.
For the past six years, Katrina has specialised in one-to-one remedial literacy intervention, supporting children experiencing difficulties with reading, spelling, phonological processing and literacy development. She also has experience supporting children with auditory processing difficulties and broader learning challenges.
Katrina is experienced in a range of systematic synthetic and linguistic phonics approaches. Rather than relying on one literacy program for every child, she draws on different approaches to provide explicit, structured and individualised intervention according to each child’s strengths and areas of difficulty. Intervention may target phonological awareness, decoding, phonics, reading accuracy and fluency, spelling and word-reading skills, with skills developed systematically to support greater independence in reading and writing,
Her extensive classroom experience gives Katrina a strong understanding of the literacy demands children face at school and how reading and spelling difficulties can affect learning across the curriculum. Her aim is not only to strengthen literacy skills, but also to help children become more confident and independent learners.
Katrina works with school-aged children experiencing:
- Reading and decoding difficulties
- Spelling difficulties
- Phonological awareness, phonological processing and orthographic difficulties
- Reading accuracy and fluency difficulties
- Literacy difficulties associated with auditory processing challenges
- Broader learning difficulties affecting reading and spelling
As a mother of three boys who have also experienced learning challenges, Katrina brings both professional experience and personal understanding to her work with children and families.
She is passionate about creating a supportive learning environment where children can experience success while developing the literacy skills, confidence and independence they need to progress.
Meet Caycee Whittal – Allied Health Assistant
Education, Communication & Literacy Support
Caycee is an experienced primary school teacher with more than 12 years of experience working with children and families. She is currently completing her Master of Speech Pathology at The University of Queensland and is a student member of Speech Pathology Australia.
Her background in education has given Caycee a strong understanding of child development, learning and literacy, as well as the importance of building positive and supportive relationships with children and their families. She brings a practical and engaging approach to helping children develop confidence in their communication and learning.
Throughout her Speech Pathology studies and clinical placements, Caycee has gained experience supporting children across speech, language, literacy and feeding. She has a particular interest in paediatric Speech Pathology and enjoys using evidence-based approaches to support skills that are meaningful for children at home, at school and in the community.
Caycee is also professionally trained in the Sounds-Write literacy program, complementing her teaching background and experience supporting children’s early literacy development.
As an Allied Health Assistant at Triple L, Caycee works under the direction and supervision of our Speech Pathologists to support selected speech, language and literacy intervention programs tailored to each child’s individual goals.
Caycee supports children with:
- Speech and communication goals
- Receptive and expressive language development
- Early literacy and phonological awareness
- Reading and spelling support
- Speech, language and literacy intervention programs
Caycee values family-centred and neurodiversity-affirming practice and enjoys working collaboratively with families and other professionals to support meaningful goals for each child.
Outside of work, Caycee enjoys keeping active, spending time outdoors and discovering lovely places to eat. She also enjoys spending time with her family, close friends and pets.
Caycee looks forward to supporting children and families to build confidence and skills in communication, learning and literacy.
Meet Theresa Dabuet - Practice Support Coordinator
Theresa is the first point of contact for many of our families, working remotely to ensure enquiries are handled with care, clarity and efficiency. She supports the day-to-day running of the practice through phone and email enquiries, appointment bookings, administration and social media, helping our clinicians stay focused on providing care to children and families.
With more than ten years of experience in the public sector, Theresa brings a strong background in business support, administration and data analysis. She enjoys keeping things organised and paying attention to the small details that help the practice run smoothly.
As a homeschooling mum and parent of a neurodivergent child, Theresa brings empathy, patience and an understanding of the different experiences families may have when accessing services and support. She finds it rewarding to be part of a team that helps children and families.
Outside of work, Theresa can usually be found juggling family life, enjoying a strong coffee and appreciating the occasional quiet moment.
Theresa looks forward to helping families feel welcomed and supported from their first contact with Triple L.