Speech and Language Assessment

Speech and Language Assessment Form
With Heather Bishop, SLP in exclusive collaboration with Christine Michailides, RTC

Objective
Heather Bishop is one of the most highly sought-after Speech Language Pathologists in BC, but her caseload is always full. This collaboration removes some common barriers that therapists experience in managing caseloads and provides useful information and recommendations to families about their children’s social communication profiles.

Assessment Process

After the preparation tasks are completed, clients are placed on a separate waitlist. The preparation task involves:

Audio/Video sampling, long-form parent questionnaire, and other relevant documents.
When it is their turn, Christine will connect the client to Heather’s availability.
Prior to the assessment, Christine will front load Heather crucial information and the main focus of the assessment during their regular meeting.*
Heather will see the client for 1-3 sessions.
Heather will discuss her findings, recommendations, and suggestions with Christine.
Christine will synthesize this information and deliver it in ways that are useful, relevant, and clear to the family. This can be verbal and/or written. This information will also be integrated into her ongoing service and approach.

*Service Limitation
- Heather will not offer any written documents or reports for this service.
- Parents cannot attend these regular meetings between Heather and Christine, nor can they be filmed due to confidentiality. The two would be going through dozens of the shared cases very efficiently and rapidly. Nevertheless, this is cost-effective for the families because there is no additional cost for client discussion that is shorter than 15 minutes. Christine can access Heather for periodic updates and troubleshooting without additional cost.
- Heather will not offer ongoing SLP services to Christine’s client but, if needed, Christine can advocate for additional sessions for specific issues that need exploration and troubleshooting.
- Heather has allotted specific time for the assessments and these spots are during school hours.
- Heather will not attend IEP. Christine, as the lead consultant, will do so on behalf of Heather.
- Heather will not be able to offer ongoing individual sessions after the consultation.
Please refer to the link below for more information.
Signature*

Clear

MyselfAnother AdultA minor
Client Name*

First NameLast Name
Date of Birth*

MonthDayYear
Date
Pronouns
Diagnoses/Neurodiversity
We respect self-diagnosis and self-identification accepted
Address

Street Address

Street Address Line 2

CityState / Province

Postal / Zip Code
Parent / Guardian / Support Person Information
Guardian Name*

First NameLast Name
Phone Number
Please enter a valid phone number.Format: (000) 000-0000.
Main Contact Email*

Communication Profile Parent Questionnaire

Please answer the following questions descriptively or narratively so Heather, who has never seen your child, can imagine short movie clips of these social interactions you are describing. She would want information such as body language, non-verbal gestures, tones, function, intention, awareness, and the process of how your child interacts with you. You can see the example below. We understand that not everyone has the capacity or ability to write like this, so you can also provide this information
- Verbally in voice recording(s)
- Make a meeting with Christine and do this conversationally
Examples

How does your child seek your help? Please give some examples

Lisa doesn't verbally seek my help 100% of the time and I sort of have gotten really good at interpreting her various different yelps, screams, and whines. Then I can ask her "do you want water?" or "point me where it hurts". 50% of the time Lisa might point with her whole hand at the spot that hurts or if she stop vocalizing for a split second, that is a yes. In the morning or when she is more regulated, she is great about using her words to tell me what she wants. She would come up to me and say "mom I am hungry".

When is the best time for you to have a back and fourth communication with your child? Please describe what that is like.

Bobby tends to be on the Ipad most of the time and it is like talking to a wall if I try to talk to him, but we often have great conversations at nighttime when the whole family is in the hot tub. Bobby will want to share his hyperfocus with us by saying "ask me questions about Pokemon". We will do that for a little bit and then I can ask him questions such as his experience at school. But I can't just ask "how is school?" because he will just say "fine". I need to ask more specific questions like "what is the latest art project?" or "who did you hang out with at lunchtime yesterday?". But if I ask about his hyperfocus, then he can go on and on and on about it. It is easy for me to get lost in what he is talking about, but I can ask questions and he would always patiently answers.
Does or did your child have echolalia? Can you give some example with context? If your child's echolalia has stop or changed overtime, please describe how and when did these changes occur.
What is Echolalia: https://www.youtube.com/watch?v=pLGSV6hcjbw
How do you know if your child needs help? How does your child seek help? Please give some examples
Suggestion: when they are dysregulated, when they are out, when someone unfamiliar is around, at their optimal state
How does your child display affection towards you or seek connection with you?
Suggestion: this may not be verbal or this can be seemingly non-functional utterance directed at you. for example, crash their body into you and press their face against yours while saying "mama mama" in a baby-like voice.
How do your child refuse a demand?
Suggestion: parents tends to be very good at requesting successfully. If this is the case, please give examples of how you have to frame demands for your child to ensure collaboration. You can also talk about what type of regular demands your child would never agree to.
Can they bargain? Please give examples
Suggestion: this may be non-verbal where they turn their body away when refusing you, but you know that body language means a soft no and you can bargain with them to gain collaboration. This might be more explicit such as asking for more youtube time because they have a rough day or exchanging one privilege for another.
How does your child share (A) information, (B)thoughts, AND (C)memory with you?
Suggestion: if a child mostly talk about hyperfocus, describe HOW the information is organized. Seperately, talk about how and what context do your child share thoughts and events with you. Do you have to pry it out of them and how? What and how do they spontaneously share experiences with you? if you are not their parent, would you find the information cohesive?
When there is a communication breakdown, what happens?
Suggestion: when you don't answer fast enough for them or you guess wrong or when they were told no or conflict with friends or siblings.
When is the best time for you to have a back and fourth communication with your child? Please describe what that is like
Suggestion: what we really need to know is how they receive information from another person, process that information, and generate a reply reflecting that in a back and forth manner
Anything you want Heather to know that we have not covered?

Anything else you would like us to know?
Should be Empty:

Speech and Language Assessment Form

Parent / Guardian / Support Person Information