Assessment and Speech Therapy Plan


Rebecca reading book with a child

The assessment is the first step in outlining a child’s communication strengths and areas of need. During the assessment, Rebecca gathers background information from parents about their child’s health and early development. Through play, conversation, and formal assessment, she assesses:

  • expressive language (use of words, sentences, and stories to express ideas)
  • receptive language (understanding of what is communicated to the child)
  • articulation (pronunciation of words and sentences)
  • social communication (initiating and responding appropriately in play and conversation)
  • voice and fluency

The child’s communication skills will be compared to the normal range for his/her age group to determine if there are areas of delay that may benefit from therapy.

If a child is not yet talking, a thorough speech and language assessment would be conducted, including:

  • how the child communicates (gestures, vocalizations, reaching)
  • why the child communicates (to ask for things, to protest, to share)
  • use of sounds by the child in babbling and sound-play
  • the child’s understanding of vocabulary and instructions
  • the child’s play skills.

By creating a profile of the child’s strengths and areas of need, Rebecca will develop personalized therapy goals.

If a child has had a recent speech and language assessment, the initial appointment may involve a review of the previous assessment report, at the parent’s discretion. In this case, Rebecca’s interaction with the parent and child would focus on getting to know each other, setting goals, and beginning a therapy program.

Generally, within the same session, Rebecca will discuss the results of the assessment with the parent and make subsequent recommendations for a program. If therapy is deemed appropriate, Rebecca will develop a therapy plan based on the child’s needs, a timeline, and budget.