Sally Giles

I work within an MDT team providing ADOS and ADIR assessments as part of a wider assessment for neurodevelopmental difficulties.

I contribute to overall assessments by writing comprehensive reports which outline differences.

I use an approach which looks at the wider picture and takes into account other difficulties the client may have.

Determined treatment options, Interpreting test results alongside other medical, social and behavioural diagnostic data.

Met regulatory requirements and quality standards to related to risk management and safety procedures.

• Helped patients maintain, improve or recover verbal and non-verbal communication abilities.
• Determined treatment options, Interpreting test results alongside other medical, social and behavioural diagnostic data.
• Met regulatory requirements and quality standards to related to risk management and safety procedures.
• Provided speech therapy to patients affected by dysphagia.
• Collaborated with multidisciplinary teams to provide excellent care continuity.
• Recorded patient progress in response to treatment by observing and measuring outcomes.
• Managed ongoing assessments to provide feedback on speech, language and communication development.
• Handled initial client assessments to create personalised development programmes.
• Engaged parents and families in learning process to support student progress.
• Instructed small groups and one-to-one sessions, adapting teachings to suit student needs.
• Referred patients and families to external medical and educational resources for further care.
• Conducted treatment programmes to manage physical disorders affecting speech and swallowing.
• Evaluated students with standardised tests and assessment protocols.
• Supervised junior therapists and assistants in delivering high-performing communication programmes.
• Monitored student progress according to goals.
• Tailored language learning programmes to individual physical, mental and emotional conditions.
• Assisted teachers and administrators with updates and modifications to curriculum for specific student needs.
• Led speech and language interventions to assess areas requiring support.
• Helped teachers understand how to observe and refer students.
• Maintained compliance with complete documentation of all actions.
• Stayed abreast of updates to treatment strategies in speech and language therapy.
• Prioritised caseloads to meet individual student needs.
• Presented progress reports enabling communications programme evaluation.