Understanding Our Approach: Frequently Asked Questions
FAQs
What makes our approach to speech and language therapy unique?
We offer a highly specialist service that is rooted in a neurodiversity-affirming, anti-ableist practice. This means that we truly value and respect the diverse ways in which individuals, particularly neurodivergent children, communicate and experience the world. We work tirelessly to advocate for change at a societal level, at grass roots through fostering understanding and working to change perspectives and environments, encouraging inclusivity and access for all, and at higher levels through actively getting involved in projects that make a difference. Our approach is firmly person-centred, ensuring bespoke goals are created to suit each child’s unique needs. We approach each case with an underpinning from years of diverse international clinical experience alongside contemporary research and insights from our industry. We believe in paying it forward and are very much involved in advocacy with a passion for networking and engaging with our profession.
Who will be providing therapy services at Said Differently?
All our services, at present, are provided by Abigail Uttley, Founder, and Clinical Director of Said Differently. Abigail is a highly specialist and experienced clinician with dual qualifications in Psychology and Speech Pathology and over a decade of international experience within the NHS and private sectors in the UK and the Middle East. She is a certified member of the Royal College of Speech and Language Therapists (RCSLT), the Association of Speech and Language Therapists in Private Practice (ASLTIP) and is licensed to practise by the Health & Care Professions Council (HCPC), demonstrating our commitment to professional standards.
What specific speech, language, and communication needs (SLCN) do we support?
We provide support for a wide variety of speech, language, and communication needs for children and young people. This includes, but is not limited to, Language Disorder associated with Autism Spectrum Condition (also known as ASD), Developmental Language Disorder (DLD) / Language Delay, Speech Sound Disorders/ Delays (articulation/phonology), Social Communication Differences, and Cognitive Communication Difficulties or communication difficulties associated with Learning Disability/Difficulties. We also have a special interest and expertise in Augmentative and Alternative Communication (AAC) to support individuals who communicate in different ways. We have a strong network of other professionals we can refer to if needed.
How do we involve families and other professionals in the therapy process?
Collaboration is a core principle for us. We actively involve parents, carers, educational professionals, and other allied health professionals in the therapeutic process. We believe that sharing therapy goals and working together across all environments is crucial for ensuring skills are effectively generalised, functionally used and embedded into everyday life. We offer consultation, coaching, and guidance to empower the wider support network. Parents or carers are welcome to sit in on direct therapy sessions to learn in real time about how to implement therapeutic approaches at home. We encourage our families to share their communication goals documentation with the school and wider support team. If your child is supported by an NHS therapist, we will make contact with them, with your support, to make sure everyone is on the same page.
What is our commitment to evidence-based practice?
We are firmly committed to evidence-based practice. This means we balance our clinical experience with therapeutic approaches that are supported by research. We prioritise continued professional development to ensure we remain up-to-date with the latest research and best practices in the field of speech and language therapy. Abigail’s previous involvement in different advocacy work in both the parliamentary arena in the UK and governmental, embassy and university hospital work abroad further highlights this commitment. Our assessments follow NICE guidelines and are in line with current NHS practises, reports have therefore never been ‘rejected’ by local NHS Services, local authorities or partner schools.
What do we mean by a "neurodiversity-affirming" approach?
A neurodiversity-affirming approach means that we genuinely value and respect neurodivergent individuals and their unique ways of communicating and experiencing the world. We believe in listening to and learning from lived experiences, particularly those of Autistic individuals, and aim to provide support that is respectful of individual differences, promoting acceptance rather than aiming for neurotypical communication.
How do we create a supportive environment for our clients?
At Said Differently, creating a safe and nurturing space for clients to thrive is paramount. We prioritise building connection and aim to ensure that the children and young people we work with feel comfortable and supported, recognising that this is essential for progress. Our person-centred approach ensures that therapy is tailored to individual need, fostering a sense of trust and understanding. Sessions are often child-led and we are big on regulation first and teaching self-advocacy skills, “no” is a full sentence!.
What will an assessment look like?
Initial assessments look different depending on a number of factors. We consider age, levels of engagement, possible regulation needs and ability when designing an assessment around the child or young person in front of us. We use clinical judgement and experience to inform these decisions after the initial intake, screening or meeting. You will receive a case history form, to be completed prior to the initial assessment. This form will ensure that your clinician is appropriately prepared for the session, so it is important to try to complete this with as much detail as possible before your face to face appointment. Typically, a basic speech and language assessment can take between 1-2 hours of direct interaction with the child or young person, with indirect time spent gathering information before and after the session. The clinician may wish to speak with other professionals involved in the child or young person’s care or their school team. During the appointment, which will take place at your home or in the school setting, the clinician will ask questions about the child or young person’s development and their historic and present strengths and challenges in communication. Young children are engaged in play so that the clinician can assess and observe their skills in real time and older children or young people may sit with the clinician to complete some formal assessment. This usually involves use of a flip book or objects, the clinician will make notes on what they observe, things the child or young person says and how they interact during the appointment.
Do we need to bring anything to our first appointment?
Prior to our first session together you will be sent some documentation to support our preparation and planning. A terms and conditions document will outline our terms of service, cancellation policy and provide you with information on our fee structure. A case history form will allow us to gather initial case history data, you may wish to attach any recent assessment reports of medical reports you feel relevant to this document.