Ruth Jones Speech and Language Therapy

01/04/2026

April, it’s great, spring is here. The daffodils and tulips are singing together bringing brightness and colours after the duller grey Winter (that feels like it’s gone on FOREVER this season).

And April brings Autism acceptance month. Things I love about it:
- some good quality information for people who don’t know so much
- discounts on AAC applications

Things I don’t like so much
- increased ‘not in my day’, ‘over diagnosis’ conversations in the media
- misinformation
- focus on limited intersectional identities within the conversation
- focus on low/medium support needs
- us vs them across so many areas of the conversation

You will see me sharing posts and stories but I won’t be making lots of content. I am privileged to have the choice to have a bit of a rest and will be sharing a few key things that are important to me.

What do you like and not about Autism acceptance month? Let me know!

26/03/2026

Our next episode went live this morning - check it out on Apple, Spotify or YouTube searching AAC Access All Areas. Captions below are AI generated.

In this episode, we dive deep into robust language for AAC users. It’s not just about having words; it’s about **combining core and fringe vocabulary** effectively. Core words like “I”, “you”, and “want” make up 80% of what we say, while fringe words add personalization to communication.

But here’s the catch: How these words are organized in AAC systems can make or break communication speed and efficiency.

Think about it: If core words disappear when you open topic folders, it slows down the process. We discuss systems that keep core words visible alongside fringe words for seamless interaction.

And let’s not forget about **phrase-based language!** Quick phrases can make communication smoother, especially during moments of distress.

So, how accessible is your AAC system? Let’s make language meaningful together!

24/03/2026

As I sit with and reflect on conversations about neurodiversity affirming practice, intersectionality aware practice and anti-racist practice, I thought I would share another tool.

Kate and Fatimah talk deeply about this topic in Chapter 2 of the book 'Neurodiversity Affirming Practice for Speech and Language Therapists' and refer to this tool. While not perfect, it gives a good place to reflect and start thinking and conversations.

If you are thinking about what and how you can start, embed, or revisit your learning this tool is a great one. As humans we have thoughts about others, so noticing those thoughts, thinking about what drives them and your own positionality within privilege is important.

When we think about neurodiversity affirming practice, it starts with us as therapists, not necessarily visible shifts in the way that we work, but with looking inward. Looking to what values we hold, our awareness of ourselves within the systems we work in and society and also what we notice about our thoughts about others.

22/03/2026

On Friday, I was so fortunate to be able to attend the Association of Speech and Language Therapists in Independent PracticeTherapy Talks, which was supported by Chatterbug SLT services.

I had a brilliant day, it’s fast becoming a favourite space as an independent therapist, as I get to connect with so many therapists I’ve met and got to know in the online world.

Being independent can feel lonely, going from belonging as part of a team, to suddenly feeling quite isolated.

ASLTIP gave me a space to get support with setting up, and on-going help with things like access to DBS services and mandatory training. It’s also given me the forum space where I constantly enjoy learning and listening to others ideas and queries.

I was really pleased to be asked to sit on a panel around ‘belonging in the profession’ and I know for many in the room, it would have been ‘preaching to the converted’, but for others this might have left them wondering ‘what’s this all about’.

So a few thoughts for those wondering… if you’ve listened and been left thinking it could well be you live with such privileges that belonging and fitting in have never been something you’ve been challenged by.

1. Read up on ableism, learn what this means and how it impacts disabled clients and also, colleagues.

2. Look into the work Kimberle Crenshaw has done on intersectionality, get to understand this concept and how it impacts your clients, their families and your colleagues.

3. Watch this Royal College of Speech and Language Therapists video by Naomi Ignatius (and the rest of the series!)
https://youtu.be/eOAEeQu9FhU and come to an awareness and acceptance of privilege as it is for you.

We had a brilliant talk from Amit Kulkarni from the RCSLT, about evidence based practice, and the RCSLT perspectives that it most certainly includes lived experience and practice based evidence, and that most crucial is critical thinking on the part of the therapist.

To do our best by our clients the 3 things above help us to really consider holistically who is in front of us and the relationship and co-creation that we embark on as therapists with them to enable them to achieve their best, however that looks, however long it takes and however they choose their outcomes to be, to affirm themselves.

Anti-racism in speech and language therapy: towards diversity and inclusion for our profession and service usersNaomi Ignatius, senior SLT, Neurosciences SLT...

19/03/2026

Sometimes you go with a plan for a session, this might be specific activities, a theme, or particular aim you would like to get out of that session that day.

One thing I find within a more affirming lens, is to let the individuals lead. This might look like choosing the toys they want to play with, putting the different activities in the order they want to do them or start a conversation on a topic of their choice!

Generally, I find learning happens when it is fun and meaningful, and if that puts those adults outside of our comfort zone a little bit, but is safe for all involved within the space, then we need to do a bit of growing ourselves.

The silly topic of farts today, allowed us to explore perspectives, sensory processing differences, and unpack the experiences that different people might have in the same situation. In the group we’ve been exploring double empathy problem, in introducing sensory processing differences and exploring ADHD. We could tie this all together within one conversation about farts in the classroom.

Sometimes the greatest therapy and the greatest learning doesn’t and arguably shouldn’t look like historical experiences of what would have been expected in classrooms or therapy groups.

We had a lot of fun, we revisited the topics from our last session , the therapy aims were met and I imagine that particular group will remember this conversation when we revisit it next week at the beginning of our session.

What’s the most zig zag moment you’ve had from the adult plans into the child’s meaningful moments? Let me know!

18/03/2026

In a recent group supervision, we explored this fabulous visual from

In the group supervision we were exploring what neurodiversity affirming practice means to us as speech and language therapists, and the kind of things that we feel we may need to know about in order to deliver on our full expectations and commitment of being an affirming therapist.

We loved using this iceberg as a way to see areas of knowledge and skills that we can learn and develop on our journey becoming affirming practitioners. What also became clear is that it can look overwhelming, what’s underneath the iceberg are an awful lot of areas for growth and development

Icebergs are strong, and can be damaging. What I’ve been reflecting on since those conversations is that while icebergs can be big and can be damaging, that doesn’t have to be big and damaging and causing burnout to therapists who wants to learn more and do better. What it can mean is that that iceberg may be big and damaging to a system that is not serving neurodivergent children and young people well.

So if the iceberg feels overwhelming, take a step back and focus on one area of learning. I’d highly recommend getting this visual from website. It breaks down different areas of learning that we could look at as therapist to enable us to know more and do better.

Each therapist doing this learning is growing the iceberg that can affect a big impact on the children young people, families and systems within which we work with and support. But we don’t want that to be at the detriment of well-being and seeing therapist committed to this Work burning out because it feels big and feels overwhelming.

What spaces do you like to use to reflect on your learning so far? How do you manage that sense of overwhelmed with what you do and don’t know?

Let me know in the comments.

18/03/2026

🌈 During Neurodiversity Celebration Week, we’re sharing powerful lived experiences that deepen our understanding of neurodivergence.

In her guest blog, AuDHD advocate and Sensory Inclusion Facilitator, Teodora Byrne of NDwise Hub reflects on discovering her sensory rhythm as a late-diagnosed AuDHD woman.

Rather than seeing sensory differences as isolated traits, Teodora describes them as an interconnected system—where noise, movement and sensory anchors constantly interact.

✨ “Inclusion isn’t about managing parts of ourselves in isolation, but about honouring the rhythm of the whole system.”

Read her thoughtful exploration of sensory processing, regulation and self-understanding by following the link in the comments 👇

17/03/2026

Neurodiversity celebration week - excited about this week, ending on Friday being offered the opportunity to sit as part of a panel discussing belonging in communication and the profession.

Also a timely moment to remind folks I spent last year (and the year before!) writing a book about shifts in our thoughts and actions to assess and support speech, language and communication.

It’s something still close to my heart as I work on a second book, collecting real life case studies.

It’s also close to my heart as I hear almost weekly of yet again practice that’s set in older ways, isn’t progressive or affirming and the negative impact that’s having on individuals and their families.

Neurodiversity isn’t going anywhere, it’s always been there, and we have a real chance to celebrate, work progressively to enhance communication opportunities and strategies for neurodivergent individuals.

What’s one shift you’ve made? Let me know in the comments!

Even better, if you want to contribute to my second book with a case study of something you’re, or your service is doing differently let me know.

13/03/2026

I’m not sure I fully get my point across in this reel. But it’s a complicated broad subject, and I’ve done my best to summarise my thoughts in 60 seconds.

There is something about maybe triple empathy theory and something about perceptions of professionalism and power and privilege that comes with being in those positions.

It strikes me that with sharing opinions from a position of power there is potential to create harm, and while people are entitled to share opinions, people have to do so with caution and perhaps an ability to reflect, listen and consider and name the harm that those opinions that have been shared can cause.

Progression to enable people to live fully and thrive is so important, and if people in positions of power continue to share narratives that challenge progression, the capacity of marginalised individuals to thrive continues to be stifled.

There is so much in systems and politics, and I do try to listen to people with different opinions from me, to enable my critical thinking, and to balance my views, so it isn’t for me personally that those conversations shouldn’t happen, but there has to be recognition and naming of potential harm.

13/03/2026

Our next episode dropped yesterday! Getting into how to set up an application.



AI generated notes.

# # Tips for Effective Communication
# # # Step 1: Choose the Right Symbols
- **Why this matters:** The right symbols can enhance communication clarity.
- **How to do it:** Start with a larger grid size, as children often manage more symbols than expected. Use the YouTube test: if they can accurately navigate YouTube thumbnails, they can likely handle a larger vocabulary grid.
- **Common mistake:** Avoid minimizing vocabulary too quickly; starting with a fuller set allows for better expression and learning.

Step 2: Personalize Vocabulary
- **Why this matters:** Personalizing vocabulary can make communication more relevant and meaningful.
- **How to do it:** When setting up Proloquo or Proloquo2Go, customize topic folders to include words and phrases that are relevant to the user's ’aily life, preferences, and experiences.
- **Example from transcript:** As discussed, Proloquo allows users to personalize topics while maintaining a fixed grid, making it easier to communicate effectively.

Step 3: Monitor and Adjust Settings
- **Why this matters:** Regular adjustments can improve user engagement and comfort.
- **How to do it:** Take time to explore the settings in both apps. Many settings can be adjusted after the initial setup, allowing for flexibility as the user’s confidence and skills grow.
- **Common mistake:** Not revisiting app settings can lead to stagnation in communication progress.

11/03/2026

Ladies called Murphy write books about co-regulation. I thought I’d share these 2 key texts.

Communication is grounded in connection.

Connection is built on trust, safety and shared experiences.

Trust and safety come from being with people who see you, believe you and support you.

Central to safety is being with people who can enable your self-regulation, and offer co-regulation.

These two books are really accessible, with loads of practical ideas that can support your understanding and application of co-regulatory knowledge and strategies.