New referrals will always be seen for an initial assessment. Assessment may focus on a wide range of communication skills including verbal comprehension, expressive language, speech sounds, attention and listening skills, fluency and social skills.
Assessment includes a case-history, informal observations of the child during social interaction and play (depending on age), and completion of a range of formal assessments where appropriate.
Please note that many formal assessments with Standardised Scores should not be repeated for a minimum of 6 months. It is, therefore, important to know of any assessment that has taken place prior to my involvement.
The purpose of assessment is to:
- Establish a child's current communication strengths and needs.
- Gather evidence which may lead to a more specific diagnosis.
- Determine the need for therapy.
- Determine the frequency and type of therapy intervention needed.
- Provide a baseline from which measurable therapy targets can be set and future progress determined.
Parents/carers will be provided with a written report following assessment, and copies distributed to other professionals involved with the child.
A more in-depth assessment and provision of a detailed report is available for children and young people with complex needs who require an up-to-date profile of strengths and needs as part of an Education, Health and Care Needs Assessment or an Annual Review of an EHCP.
A full and comprehensive assessment and highly detailed report will be provided for referrals made as part of an SEN Appeal to the Tribunal Service or litigation claims.
Assessment will include:
- A detailed case-history.
- Informal observation of the child/young person in a range of settings if necessary (e.g. home and school/college).
- Gathering of information from other professionals involved with the child/young person.
- A wide range of formal assessment and detailed analysis of the results.
- Specific and quantified recommendations about the child/young person's communication needs and how they can be met.
Therapy will be tailored to each child's individual needs. Intervention may include:
- Regular one-to-one therapy sessions (these may take place at the child's home, education setting or a combination of both).
- A home-programme with suggested activities and the provision of resources (for frequent practise between my visits).
- A school-programme with strategies/activities, suggested IEP targets and the provision of resources (where a member of staff has been allocated regular time to work with the child on a one-to-one or small group basis).
- Paired/group therapy at school if appropriate.
I am more than happy to have my therapy sessions observed by parents, learning support assistants, teachers, Portage workers etc. and will always give feedback or be available to answer questions after each session.
Each child will have clear, measurable therapy aims set. These tend to fall under different communication skills headings and can be incorporated into a child's Individual Education Plan (IEP) if appropriate. Targets will be reviewed and updated on a regular basis and the progress made summarised in a report.
Should a child be accessing Speech and Language Therapy from the local NHS Service, I will always try to liaise with the Speech and Language Therapist and work collaboratively.