Neurodivergent Speech Therapist in Kent - Jamie Louise Hollis - ADHD SLT

Frequently asked questions (FAQ)

Got questions? Here, you’ll find answers to the most frequently asked questions about assessments, therapy, training, and speech and language support. Whether you’re a parent, educator, or professional, this page provides clear and practical information to help you understand my services and how they work.

For more details about the services I offer, visit the services page or return to the home page.

Need advice? Try one of these useful links below.

If you can’t find what you’re looking for, feel free to contact me, and I’ll be happy to help.

Do you offer group therapy sessions for children?

Yes, I offer group therapy sessions, but it depends on each child’s needs. I’m happy to discuss whether a group setting would work for your child. Feel free to book a meeting so we can explore this together.

Yes, I offer remote services. Research shows that teletherapy can be as effective as face-to-face sessions. A systematic review found that speech and language therapy delivered online led to significant gains, similar to in-person sessions (ASHA, 2024). Another meta-analysis found no major differences between telehealth and face-to-face interventions (Scott et al., 2024). However, for very young children who need a hands-on, play-based approach, remote therapy may not be the best fit.

How do I prepare myself or my child for meeting you?

Personalized Preparation

Before every assessment, I ask you or a parent/carer to share the child’s interests with me. This helps me create a personalized experience. I then prepare a letter, which can be read to the child by a parent or, for older children and adults, they can read it themselves. The letter includes familiar images based on the child’s interests and explains who I am and what we’ll be doing together. I use a similar approach for therapy sessions.

Visual Support and Structure

For all clients—children and adults—I use visual timetables to outline session activities. After each activity, we return to the timetable and remove it, helping everyone see how much time is left. This structure reduces uncertainty and supports a sense of control.

A Safe and Flexible Environment

All children and adults are fully validated and safe in my sessions. You’re welcome to engage in whatever way works best for you—whether that means using fidget toys, sensory aids, or taking breaks when needed. If you’re unsure when you might need a break, I’ll check in between activities to see how you’re feeling.

Ultimately, you’re in control of the session, and your comfort is always a priority.

.

Sometimes, speech, language, and communication needs (SLCN) can be hard to spot. They can appear in different ways. You or your child might benefit from speech and language therapy if there are difficulties in areas such as:

Understanding and Expressing Language

  • Expressing thoughts clearly
  • Naming and describing emotions
  • Following instructions
  • Forming sentences
  • Understanding what others say

Speech and Social Communication Challenges

  • Struggles with pronunciation
  • Limited vocabulary
  • Difficulty with social interactions
  • Issues with reading and writing

 

If communication difficulties are causing frustration in daily life or there’s a noticeable difference compared to peers, seeking support from a speech and language therapist might be helpful.

I offer both formal and informal assessments for adults and children.

Formal Assessments

Formal assessments are standardized tests that compare an individual’s abilities to others of the same age. They provide percentiles and age-equivalent scores. Some examples include:

  • Clinical Evaluation of Language Fundamentals 5-UK (CELF-5 UK)
  • Test for Reception of Grammar (TROG)
  • Communication Checklist for Adults (CCA)
  • British Picture Vocabulary Scale (BPVS)

These structured assessments help measure speech, language, and communication skills.

Informal Assessments

Informal assessments don’t provide percentiles but offer deeper insights into a person’s communication abilities. Examples include:

  • Language for Behaviour and Emotions
  • Language for Thinking
  • Blank Level Questions
  • Evaluating information-carrying words
  • Using Chat Mats to gather insights from a person’s perspective

These tools help build a fuller picture of strengths and areas of need.

Both types of assessments are valuable for understanding an individual’s communication profile and guiding the best support approach.

If I suspect your child is a gestalt language processor, the assessment will follow a specialized, child-led approach tailored to their unique needs.

Observing Natural Communication

It’s important to observe your child in person to see their natural communication style and gather authentic language samples. This helps me understand how they use and process language in real-world settings.

Collecting Language Samples

I will also gather language samples from people who regularly support your child, such as:

  • Parents
  • Teachers
  • Caregivers

Gestalt language processors often use scripts or phrases they’ve heard in familiar settings. Collecting samples from different environments helps me understand how they communicate across contexts.

Tailoring Support to Their Needs

This approach ensures that the support and strategies I recommend align with your child’s unique language processing style, helping them develop in a way that works best for them.

The shift from Pathological Demand Avoidance (PDA) to terms like Pervasive Drive for Autonomy (Dickman, 2024) or Persistent Drive for Autonomy reflects a more strengths-based and empathetic understanding of this neurotype.

Moving Away from the ‘Pathological’ Label

PDA was originally seen as an extreme form of demand avoidance, often described in terms of obsessiveness or aggression. This led to misunderstandings and a focus on perceived deficits rather than a person’s needs.

Understanding PDA as a Drive for Autonomy

Modern perspectives, including insights from autistic advocates and educators (Reframing Autism, 2024), emphasize that PDA is rooted in a strong need for personal freedom and self-determination. Rather than being a disorder, it is better understood as a natural, anxiety-driven response to threats against autonomy.

A More Compassionate Approach

Reframing PDA in this way shifts the focus from wilfulness to a deeply rooted need for autonomy and control, often linked to anxiety. This understanding helps create more supportive, respectful strategies for individuals with PDA.

Yes, there has been an increase in ADHD and autism diagnoses, but this doesn’t mean more people suddenly have these conditions. Instead, it reflects better understanding and recognition of how ADHD and autism present differently in various individuals—especially in women and people from the global majority.

Why Are More People Being Diagnosed?

Historically, the medical model focused on how ADHD and autism appear in white cis men. This led to many individuals—particularly women and people from underrepresented backgrounds—being overlooked or misdiagnosed. As awareness grows, more people are being identified correctly.

Neurodivergence Often Overlaps

It’s also common for people to experience multiple forms of neurodivergence. For example, individuals with ADHD or autism are at a higher risk of epilepsy. Personally, I have both epilepsy and ADHD, and I strongly suspect I may also be autistic. This experience is shared by many others.

A Shift in Awareness, Not an Epidemic

The rise in diagnoses reflects an improved understanding of neurodivergence rather than a sudden surge in cases. More people are now getting the recognition and support they have always needed.

References

  1. ASHA (2024). Telehealth in Speech and Language Therapy During the COVID-19 Pandemic: A Systematic Review.
  2. Diekman , A. (2024). Autism PDA Explained. [online] Insights of a Neurodivergent Clinician
  3. Reframing Autism (2024). Pathological Demand Avoidance (PDA) and Autism: A Guide For Allies. [online] Reframing Autism

  4. Scott, A.M., Clark, J., Cardona, M., Atkins, T., Peiris, R., Greenwood, H., Wenke, R., Cardell, E. and Glasziou, P. (2024). Telehealth versus face-to-face delivery of speech language pathology services: A systematic review and meta-analysis. Journal of Telemedicine and Telecare