A structured evaluation conducted to understand a child’s communication abilities. Involving observing the child’s speech clarity, understanding and use of language, social interaction skills, and sometimes voice or fluency.

I may use play-based activities, standardised tools, and input from parents or carers to build a profile of the child’s strengths and needs. The outcome helps guide recommendations for support, therapy, or further referrals.

Therapy may focus on areas such as speech sound production, understanding and using language, social communication, fluency (e.g., stammering), and voice quality.

This can include face-to-face sessions, collaborative work with families or other professionals, video-based, or phone consultation. Resources and strategies often include visual aids, structured play, AAC tools, and language development activities

I can offer the ADOS-2 Autism Assessment (Autism Diagnostic Observation Schedule), a gold-standard diagnostic tool. Alongside the ADI-R (Autism Diagnostic Interview-Revised).

The ADOS is a semi-structured, standardized assessment of communication, social interaction, play, and imaginative use of materials for individuals suspected of having autism. This assessment is vital for:
Confirming a diagnosis of autism.
Informing individualised therapy plans.
Accessing educational and community resources.

A comprehensive sensory assessment helps us understand how an individual processes sensory information (e.g., touch, sound, sight, movement, taste, smell). This understanding is crucial for developing effective strategies to:

Manage sensory sensitivities (hypersensitivity) or seek sensory input (hyposensitivity).

I am highly knowledgeable in Gestalt Language Processing (GLP).
I will work to:

Identify if your child is a Gestalt Language Processor.

Affirm and build upon their existing phrases.

Model new gestalts and help them "mix and match" or break down these chunks into flexible, generative language.

Provide detailed information about the child’s speech, language, and communication profile, including strengths, difficulties, and how these impact learning and social interaction. Recommend specific, measurable outcomes and describe the type and frequency of support required—such as direct therapy, strategies for school staff, or use of communication aids.