1. PSLE The Parent Conference

2. Preparing for the Conference The Summary

3. The Written Summary This is prepared after you have completed your analysis of the assessment information. It is a brief, hard copy handout that will be given to the parent during the PC.

4. The Written Summary The Summary must be: short (try to keep it to 2 pages)short (try to keep it to 2 pages) written in family friendly languagewritten in family friendly language include both strengths and areas of concerninclude both strengths and areas of concern

5. The Written Summary The Website includes: a PC Summary Outline templatea PC Summary Outline template several examples of PC Outlines (not all use the template)several examples of PC Outlines (not all use the template) Please review all the options

6. PC Outline Template Get from website

7. Some Example of Summaries (First Pages Only) Check the website for the complete documents

8. Example – First Page (using the template; recommendations are at the end)

9. Example – First Page (using the template; recommendations embedded)

10. Example – First Page (not the template)

11. The Written Summary You should have copies of the summary for at least: yourselfyourself the familythe family the supervisorthe supervisor You may ask the front desk to make copies of the original for the conference.

12. Holding the Conference

13. The When The conference is usually held –a week after the evaluation has been completed. –usually it occurs about 30 minutes after the evaluation of the day has finished. –PLEASE CALL THE FAMILY ONE TO TWO DAYS BEFORE THE CONFERENCE TO CONFIRM THE APPOINTMENT.

14. The Where The conference is usually held in an available treatment room. Each team will be unique as to how the room is configured and whether all clinicians sit in the room during the conference.

15. The Where If you are not sure how to set up the room, ask your supervisor.

16. The Who The people in the room for the conference are (at least): the parent/s or other family memberthe parent/s or other family member the lead clinicianthe lead clinician the supervisorthe supervisor

17. The Who Some supervisors have all clinicians on the team sit in the room, off to the side. As always, ask if you are not sure.

18. Nice Touches You may want to have a water pitcher and cups to offer a drink to the family.You may want to have a water pitcher and cups to offer a drink to the family. Make sure there is a box of tissue nearby in the room too.Make sure there is a box of tissue nearby in the room too.

19. Starting the Conference and Giving Information

20. Starting the Conference Reintroduce the team as appropriate.Reintroduce the team as appropriate. Make sure family is comfortable (offer water, etc.).Make sure family is comfortable (offer water, etc.). Start off if by indicating how much you enjoyed working with them and their child.Start off if by indicating how much you enjoyed working with them and their child. Let them know that a full report will be coming.Let them know that a full report will be coming.

21. Begin Giving Information Remember to look at suggestions about giving feedback on the Website http://courses.washington.edu/sop/TheParentCo nference.htm http://courses.washington.edu/sop/TheParentCo nference.htmand http://courses.washington.edu/sop/PCGuidelines.htm http://courses.washington.edu/sop/PCGuidelines.htm

22. Begin Giving Information You can start following the sequence of the outline you prepared.You can start following the sequence of the outline you prepared. Be sure to let the family know they can stop and ask you questions at any time.Be sure to let the family know they can stop and ask you questions at any time.

23. Begin Giving Information Try to avoid overusing words like “kinda” – that makes you sound unsure of yourself.Try to avoid overusing words like “kinda” – that makes you sound unsure of yourself.Example: “We kinda assessed his understanding of language.” So did you or did you not assessed the child’s understanding?

24. Be confident! Communicate Directly  “We assessed his understanding of language in a variety of ways.”

25. Begin Giving Information Remember – if at any time the family asks you a question that you are not prepared to answer you can say, “That’s a great question. Perhaps Supervisor’s Name can answer that.”

26. Begin Giving Information Remember to use language that is “parent friendly.” Professional jargon like “intelligibility” can be confusing. Here are some suggestions of jargon translations:

27. Jargon to Normal Language Comprehension  the child’s ability to understand what you say to him/her.Comprehension  the child’s ability to understand what you say to him/her. Expression  the child’s ability to put together sentences using appropriate grammar and specific words.Expression  the child’s ability to put together sentences using appropriate grammar and specific words.

28. Jargon to Normal Language Pragmatics  the child’s ability to use communication, gestural and verbal, to have successful social interactions.Pragmatics  the child’s ability to use communication, gestural and verbal, to have successful social interactions. Articulation  the child’s ability to produce speech sounds.Articulation  the child’s ability to produce speech sounds.

29. Jargon to Normal Language Stimulability  trial teaching to see how easy it is for a child to learn a new skill.Stimulability  trial teaching to see how easy it is for a child to learn a new skill. Phonological Processes  patterns of speech errors (give concrete examples).Phonological Processes  patterns of speech errors (give concrete examples).

30. Jargon to Normal Language You get the idea. Remember – if you’re not sure how to translate jargon talk to your supervisor. Don’t forget to complete the Layman's Terms Assignment found on the website.

31. Jargon to Normal Language Don’t forget to complete and submit to your supervisor the Layman's Terms Assignment found on the website. Do this prior to your first parent conference.

32. Giving Recommendations The UWSHC Waitlist

33. All incoming clients should be aware that there is a long waiting list for treatment. They were told that before we scheduled them for an evaluation.All incoming clients should be aware that there is a long waiting list for treatment. They were told that before we scheduled them for an evaluation. You will likely be telling families that we will put the child on the waitlist and as soon as there is an opening we will call them.You will likely be telling families that we will put the child on the waitlist and as soon as there is an opening we will call them.

34. The UWSHC Waitlist They will likely ask “How long will it take to get in?”

35. The UWSHC Waitlist Here’s the response “It is difficult to predict how long it will take. Bringing in new clients is dependent on the number of students we have available, the number the clients we’ve been able to discharge, and finding a mutually convenient schedule for the student, the supervisor and the family.”

36. The UWSHC Waitlist So – you need to be ready to give them other suggestions for treatment venues. Your supervisor can help you with that list.

37. The UWSHC Waitlist No matter what – you need to be very familiar with the Waitlist Frequently Asked Questions Document You can get a copy from the front desk or download it from the PSLE website: http://courses.washington.edu/sop/WL_FAQs_ LetHead.doc http://courses.washington.edu/sop/WL_FAQs_ LetHead.doc

38. First Page – Waitlist FAQs

39. Other Information You can give information about how the clinic works (e.g., quarter system, students change every quarter).You can give information about how the clinic works (e.g., quarter system, students change every quarter).

40. Wrapping Up

41. After you’ve finished giving your information you can ask: “Do you have any more questions?”

42. Wrapping Up When they are all done asking questions you can then say, “Well, if you think of any more questions while you are in the car or after you get the report you can give Supervisors Name a call.”

43. Questions? As usual, ask your supervisor!