Our Philosophy of Assessment

We embrace the 'descriptive developmental' approach to assessment as defined by Paul & Norbury (2012) and hold the following  views: 

  • It is more important to have a detailed description of current language skills than to know what caused the impairment
  • It is more important to assess actual language skills than to assess auditory processing or memory skills, as it is still unknown whether problems in these areas are the cause of or are caused by language impairments
  • It is the accurate description of language performance that informs intervention because we know that disordered language follows the path of normal development (at a slower rate)

Our assessment process seeks to answer the following questions:

  1. What is the level of communication functioning?
  2. Is there any deviation, absence or loss of physiological function or anatomical structures that physically impedes the acquisition of speech, language, communication or literacy?
  3. Are there daily activities that are more challenging as a result of speech, language, communication or literacy impairments in terms of the execution of specific tasks and the level of involvement in life situations?
  4. Is there anything that can be changed about the physical and social environment or the attitudes and behaviours of others to facilitate communication and language / literacy learning?​​

Our Philosophy of Diagnosis

We believe the integrity of diagnosis rests on the completeness of the following information:

  • Detailed case history information including medical, developmental, educational and family history
  • Comprehensive, standardised assessment of language understanding and production in the areas of phonology, syntax, semantics and pragmatics
  • Assessment of the collateral areas of cognition, hearing, oral structures & movements
  • Analysis of a representative connected speech sample
  • Analysis of a representative narrative and / or expository language sample
  • Assessment of the impact of communication difficulties on social, behaviour and academic functioning via observation and / or interview of significant others​

Our Philosophy of Intervention

Our intervention programmes are grounded in the following:

  • Greatest area of need as identified by families' priorities for their loved ones and by comprehensive assessment
  • Accurate baseline assessment of speech and language performance in areas of need
  • The treatment research evidence base as the foundation for selecting therapy targets and therapy approaches
  • Functional activities that directly target language skills (as indicated by the last 20 years of treatment research)
  • Ongoing assessment of progress and changing speech and language profiles
  • Individual strengths, preferences and interests
  • The principles of meaningfulness, motivation and maximum engagement
  • The use of interactive technology
Sources:
Norbury, Courtenay F., & Paul, Rhea.  (2012).  Language disorders from infancy through adolescence.  St Louis, Missouri: Elsevier.
World Health Organisation.  (2001).  International classification of functioning, disability and health.  Geneva: Author