01/28/2026
What parents often don’t realize is that an assessment starts long before I ever open a test booklet.
When your child is in the waiting room, I’m already gathering meaningful information.
When they’re talking to you, I’m listening to:
• speech sound patterns
• clarity and consistency
• sentence length and grammar
• how easily they’re understood in real conversation
When they play, I’m observing:
• how language is used spontaneously
• pretend play and sequencing
• attention, flexibility, and problem-solving
• whether language supports or limits their play
When they walk in, move, or jump:
• coordination and motor planning
• regulation and body awareness
• stamina and control
(All of which can impact speech, feeding, and learning.)
When they interact with books:
• interest in print and pictures
• how they orient and handle books
• early literacy behaviors that predict reading success
When they’re redirected away from a preferred activity (I’m looking at you, pac man):
• turn-taking and self-regulation
• emotional flexibility
• readiness for structured learning environments
When they greet me:
• social communication skills
• comfort with new adults
• connection, confidence, and engagement
None of this shows up as a score on a report—but it deeply informs how I assess, interpret results, and build an intervention plan that actually works.
This is the difference between administering a test and clinically understanding a child.
✨ Follow for evidence-based speech, language, and literacy insight
✨ Early, skilled assessment changes trajectories
(And if you’ve ever felt like something “just isn’t quite right,” you’re probably noticing more than you think.)
