The assessment process begins with a phone consultation to gather information and discuss your concerns.
Assessment for under 3 years or children with complex communication needs. The assessment session with parent and child typically takes 1 hour.
Review assessments help measure progress and update therapy goals. Review assessments are carried out over a 60-minute session and verbal feedback is provided. A written report can also be provided upon request.
Therapy sessions can be one-on-one or in small groups depending on availability.
A detailed report can be provided following a speech and language assessment. This will provide information about your child’s strengths and weaknesses in the areas that have been assessed as detailed recommendations.
A summary report is available upon request
*Home and school visits may incur an additional charge, depending on the distance
**Additional support packages are billed for every subsequent 15 minute slot
Phone Calls and Additional Clinical Time:
A fee will apply for any scheduled phone consultation that is 15 minutes and over. Additional 15 minute slots will also be billed for clinical time.
Cancellation Fee:
Where any scheduled assessment or therapy session is cancelled, a standard cancellation fee of 50% will apply in all circumstances. A 10 minute phone consultation with parent/carer (or teacher if a school visit was planned) will be offered to discuss your child’s progress and any new activities that can be completed until the next clinic session or block of sessions. In this way, momentum in the therapy block can be maintained, clinic time is maximised and goals are kept on track. Where a client does not attend an appointment and no prior notice is provided, a 100% non attendance fee of 100% will be applied. The cancellation fee or non attendance fee must be paid for in full before another appointment will be scheduled. This can be paid via payment link sent by email. Parent(s)/Carer(s)/Client(s) may avail of the phone consultation at the time of the scheduled therapy session or another slot within 48 hours.
*Jenny Hillier Speech Therapy Services reserves the right to discharge from services due to ongoing failure to attend.
We do everything we can to ensure that the prices on our website are correct, and we try to keep our prices constant. Sometimes we need to change the cost of sessions or assessments. We reserve the right to change our prices at any time without further notice.
If you have health insurance, you may be able to claim some of the cost of speech and language therapy and assessment sessions. Please contact your health insurance provider to discuss what options are available to you. Receipts are provided upon payment.
You can avail of tax relief for speech and language therapy for children under the age of 18 or adults above the age of 18 who are in full-time education. To avail of this, you will need a MED 1 FORM and all receipts provided. You will also need a medical letter of referral from your GP. You can find more information about this from the Revenue website or from the Citizen’s Information website.
Jenny has partnered with Rubens Barn and Micki of Sweden, working closely together to create a new line of educational dolls. Rubens Baby and accessories have been designed to develop social, emotional and communication skills in young children and are on sale now!!
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Speech refers to the sounds that are made in the process of speaking (e.g. f, k, r). Speech errors are generally categorised as either articulation (difficulty with individiual sounds) or phonological errors (patterns of errors).
Language refers to our ability to understand (receptive language) and respond (expressive language) to others. Difficulties may occur in either or both of these areas with or without co-occuring speech errors.
Stuttering occurs when the flow of speech is interrupted by repeating certain syllables, words or phrases, prolonging them or stopping (making no sound). Cluttering is a fluency disorder that is characterised by a rapid and/or irregular speaking rate, excessive disfluencies, and often other symptoms such as language or phonological errors and attention deficits.
In early school years, literacy in children focuses on ‘phonological awareness’. The ability to break words up into sounds and blend sounds into words, forms the basis of reading and spelling ability. Strong phonological awareness skills are foundation to sound literacy development.
Individuals who have severe expressive communication disorders often use Alternative Augmentative Communication systems to convey messages including basic needs and wants. AAC can be roughly divided into two categories; unaided (sign, gesture, body language) and aided (visuals, communication books or software). A communication assessment will help determine which approach is best suited to your child.
The assessment session with parent and child typically takes 1 hour.
Speech and language therapy assessments will vary depending on the individual. An assessment of speech may include:
Speech refers to the sounds that are made in the process of speaking (e.g. f, k, r). Speech errors are generally categorised as either articulation (difficulty with individiual sounds) or phonological errors (patterns of errors).
Language refers to our ability to understand (receptive language) and respond (expressive language) to others. Difficulties may occur in either or both of these areas with or without co-occuring speech errors.
Stuttering occurs when the flow of speech is interrupted by repeating certain syllables, words or phrases, prolonging them or stopping (making no sound). Cluttering is a fluency disorder that is characterised by a rapid and/or irregular speaking rate, excessive disfluencies, and often other symptoms such as language or phonological errors and attention deficits.
In early school years, literacy in children focuses on ‘phonological awareness’. The ability to break words up into sounds and blend sounds into words, forms the basis of reading and spelling ability. Strong phonological awareness skills are foundation to sound literacy development.
Individuals who have severe expressive communication disorders often use Alternative Augmentative Communication systems to convey messages including basic needs and wants. AAC can be roughly divided into two categories; unaided (sign, gesture, body language) and aided (visuals, communication books or software). A communication assessment will help determine which approach is best suited to your child.
The assessment session with parent and child typically takes 1 to 1.5 hours. This may be spread out over 2 sessions if appropriate.
Speech and language therapy assessments will vary depending on the individual. An early communication assessment may include:
Speech refers to the sounds that are made in the process of speaking (e.g. f, k, r). Speech errors are generally categorised as either articulation (difficulty with individiual sounds) or phonological errors (patterns of errors).
Language refers to our ability to understand (receptive language) and respond (expressive language) to others. Difficulties may occur in either or both of these areas with or without co-occuring speech errors.
Stuttering occurs when the flow of speech is interrupted by repeating certain syllables, words or phrases, prolonging them or stopping (making no sound). Cluttering is a fluency disorder that is characterised by a rapid and/or irregular speaking rate, excessive disfluencies, and often other symptoms such as language or phonological errors and attention deficits.
In early school years, literacy in children focuses on ‘phonological awareness’. The ability to break words up into sounds and blend sounds into words, forms the basis of reading and spelling ability. Strong phonological awareness skills are foundation to sound literacy development.
Individuals who have severe expressive communication disorders often use Alternative Augmentative Communication systems to convey messages including basic needs and wants. AAC can be roughly divided into two categories; unaided (sign, gesture, body language) and aided (visuals, communication books or software). A communication assessment will help determine which approach is best suited to your child.
The assessment session with parent and child will involve informal and/or formal assessment and typically takes 60 minutes. This may be spread out over 2 sessions if appropriate.
A summary report may be provided upon request.
Speech and language therapy assessments will vary depending on the individual. An assessment may be:
Speech refers to the sounds that are made in the process of speaking (e.g. f, k, r). Speech errors are generally categorised as either articulation (difficulty with individiual sounds) or phonological errors (patterns of errors).
Language refers to our ability to understand (receptive language) and respond (expressive language) to others. Difficulties may occur in either or both of these areas with or without co-occuring speech errors.
Stuttering occurs when the flow of speech is interrupted by repeating certain syllables, words or phrases, prolonging them or stopping (making no sound). Cluttering is a fluency disorder that is characterised by a rapid and/or irregular speaking rate, excessive disfluencies, and often other symptoms such as language or phonological errors and attention deficits.
In early school years, literacy in children focuses on ‘phonological awareness’. The ability to break words up into sounds and blend sounds into words, forms the basis of reading and spelling ability. Strong phonological awareness skills are foundation to sound literacy development.
Individuals who have severe expressive communication disorders often use Alternative Augmentative Communication systems to convey messages including basic needs and wants. AAC can be roughly divided into two categories; unaided (sign, gesture, body language) and aided (visuals, communication books or software). A communication assessment will help determine which approach is best suited to your child.
Therapy sessions can be one-on-one or in small groups depending on availability. Therapy will be based on the goals derived from assessment. Therapy provided is person-centred and tailored to meet your child’s needs.
A typical therapy session will last 45 minutes and will involve discussion with the parent/ carer, play-based goals (therapy should be fun!), modelling of techniques and provision of weekly homework activities.
Therapy can be provided for children and teenagers with the following difficulties and conditions:
Early language development
Speech delay (difficulty pronouncing words)
Language delay (difficulty understanding and using words)
Developmental Language Disorder
Stammering
Childhood Apraxia of Speech
Auditory Processing Disorder
Social communication difficulties
Literacy difficulties
Autism Spectrum Disorder
Down Syndrome
ADD/ADHD
This will provide information about your child’s strengths and weaknesses in the areas that have been assessed as detailed recommendations.
A detailed report may be useful when liaising with other professionals involved with your child, including Teachers and Special Needs Assistants (SNAs).
Background information
Observations and reported information
Summary of assessment results and what they mean
Diagnosis (if appropriate)
Recommendations