What Happens at Speech-Language Therapy?
Initial Phonecall
Discussion of your child's needs and how Speech and Language support may help
Initial Phonecall
During an initial phone call
we will discuss your concerns for your child regarding their speech, language and communication skills. The need for a Speech Language Therapy assessment will be discussed with you.
Please be aware there may be a waiting list for service, in which case you will be notified of this during the initial phonecall.
Assessment
The first step in accessing Speech Therapy treatment is attending an initial assessment. Depending on the reason for referral, the assessment may take
between 1 and 2 hours.
The assessment will include taking a
case history, gathering information from education staff, direct assessment by the Speech-Language Therapist, a verbal summary at the end of the session
of the child’s strengths and needs as well as
joint discussion regarding the next steps for treatment, if required.
A report
will be provided following the initial assessment which includes findings, explanations, interpretations, insights, valuable recommendations and an outline of intervention plans. You will be asked if you consent to the report being sent to other professionals involved in your child’s care.
Find out more about what assessment may involve for your child below:
Reading, Writing & Spelling
- Background History
- Teacher Questionnaire
- Formal assessment of reading comprehension, decoding, writing, spelling and phonemic awareness skills
- Formal assessment of oral language skills
- Clinical assessment of oral and written language skills
- Analysis of school writing samples
Preschool Language
- Background History
- Parent/Teacher Questionnaire (if applicable)
- Play-based assessment of:
- Use and understanding of language
- Speech sound production
- Play skills
- Social interaction skills
School-Aged Language
Comprehensive assessment of oral language skills to rule in/rule out Developmental Language Disorder (DLD).
As research suggests 50% of children with DLD also have difficulties with reading, writing and spelling, formal assessment of skills in these areas will also be completed if they have been flagged as an area of concern.
- Background History
- Parent/Teacher Questionnaire
- Formal assessment of oral language skills at the sound, word and sentence level.
- Formal assessment of reading comprehension, decoding, writing, spelling and phonemic awareness skills
- Clinical assessment of oral and written language skills
- Analysis of school writing samples
Speech
- Background History
- Parent/Teacher questionnaire (if applicable)
- Non-Speech oral motor assessment
- Formal assessment of speech sound production in single words
- Stimulability probes - how easily your child can make new sounds
- Intelligibility in conversation assessment
- Phonological (speech sound) awareness assessment
Stuttering
- Background history
- Parent & child interview
- Oral language skill screening
- Analysis of stuttering across speaking tasks of varying complexity
- Assessment of feelings & attitudes toward stuttering
Social Communication
- Background History
- Teacher Questionnaire
- Parent completed checklist of social communication, emotion and friendship skills.
- Clinical assessment of oral language skills including conversation and narrative language samples
- Analysis of social communication skills in clinic and natural settings, including ability to start, maintain and end conversations, share emotions/interests and adjust behaviour according to social settings
- Analysis of use and understanding of non-verbal communication skills
- Analysis of pretend play, problem solving and executive function skills
Intervention
Goals for intervention
will be determined following the initial assessment and in consultation with the child, family and school. The length, frequency and number of therapy sessions required will be based on your child’s area of difficulty and the evidence based therapy programme.
Communication occurs throughout the day in all contexts of a child’s life. It is vital that all adults in contact with the child understand their communication difficulties and can facilitate and support their communication skills. All children
will require support from parents and school staff in order to maximise their progress. Time will be used in each therapy session to discuss the current therapy targets and how parents and school staff can support progress at home and/or school.
Review
At the beginning of the therapy process, a timeframe will be specified for reviewing your child’s progress
towards the agreed goals.
Every child is different and will progress at different rates through a therapy programme. The need for further therapy sessions will be discussed with parents during this review.
