Lately we've been thinking about report writing for Neurodivergent students. Report writing is a necessary part of providing care for Neurodivergent clients. We are duty-bound to maintain comprehensive records in accordance with applicable guidelines HCPC Standards of Proficiency
As Neurodivergent-Affirming SLTs, we see reports time after time that are written through a Medical Model lens which are full of deficit-based language. As professionals we should reflect on our reports and ask ourselves some key questions:
If this report was describing myself or a loved one, how would I feel about the language used?
If my client read this would I feel comfortable with how I described them and their needs?
Does this report describe the supports the person needs?
Does the language assign judgment? Is it shaming? Pathologising? De-humanising?
Does the report accurately describe their strengths and difficulties? Has sufficient attention been given to their strengths as well as their needs?
Instead of this... | Try this... |
|---|---|
Has Autism, ASD, ASC | Is Autistic, is formally identified as being Autistic |
Mild / moderate / severe language difficulties | Language difficulties (specify the difficulties) |
Social Communication Disorder | Has characteristics of Autistic communication, has social communication differences, socialises differently to their non-Autistic peers |
Poor attention, inattentive | Has attention differences characteristic of Neurodivergent / Autistic children, attended best when interested in.... |
Meaningless / aimless / purposeless play | Autistic children have a preference for parallel play and interaction. What we might see is that the child prefers to sit side-by-side, share the space with other peers, connect through shared activity, and comment on what they are doing. |
On their own agenda | Autistic children have a preference for parallel play and interaction. What we might see is that the child prefers to sit side-by-side, share the space with other peers, connect through shared activity, and comment on what they are doing. |
Repeats words and phrases without meaning | Communicates through echolalia. Although communicative intention may not be clear, it is important to understand that echolalia often conveys the child's emotions, needs, or ideas. It can also serve as a form of self-regulation. |
Monologues, goes off on tangents, poor reciprocity | Uses longer conversational turns and info-dumps. This is characteristic of Autistic communication and is a way to share information and connect with people. |
Blunt, abrupt, rude | X is a direct communicator, uses language efficiently to express needs and opinions which has executive functioning benefits due to the cognitive, physical, emotional, and sensory labour that goes into communicating a message. |
Flat affect | Uses neutral facial expressions |
Poor / unusual eye-contact | Prefers to use reduced levels of eye-contact. Their eyes moved around the room when they speak which is characteristic of Autistic interaction styles. |
Aloof and disinterested, socially awkward, rigid, uses stereotyped behaviours | Has differences in body language and proximity which impacts how they move their bodies in the social context. They may stim which is a form of self-regulation and communication. This is due to sensory processing differences and how they modulate sensory input. |
Gets distracted by redundant information | Gets distracted by sensory stimuli which they find distressing or aversive, impacting on their communication, attention, and learning. |
Reference:
Divergent Perspectives (2022, Aug 29). Neurodivergent Report Writing.
www.divergentperspectives.co.uk/post/neurodivergent-affirming-report-writing
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