Clinical Services - What we do


The Roundway Centre provides independent expert comprehensive assessments, reports and individualised recommendations of need and therapy intervention for children and young adults with autism and a range of social communication, language, pragmatic and developmental needs from problems with understanding to difficulties with conversation. The full range of assessments, diagnostic and intervention services are provided by experienced consultant and senior specialist professionals who are experts in their field.

Teenagers at fence


  • To request an independent expert comprehensive assessment or second opinion.
  • To request a diagnosis for autism/ Asperger’s syndrome, pragmatic impairment, language impairment and other related conditions.
  • To request an in-depth report summarising the profile of language and social communication needs identified in the assessment.
  • To provide an independent expert assessment as part of a request for a statutory educational assessment.
  • To provide medico-legal reports and attend tribunal as an expert witness.
  • To provide an expert report with recommendations of need, detailing the type of support required, the appropriate environment, professional expertise, therapy intervention and provision necessary to meet the child’s needs.
  • The report can detail a programme of advice which can be used by teaching staff in school in addition to the support parents can provide at home.
  • To provide a re-assessment and report with recommendations of need for transitions to secondary school, college, higher education/ university.
  • To provide specific treatment tailored to the child’s individual needs.
  • To assess the underlying developmental needs which contribute to secondary difficulties, such as social, emotional, literacy or behavioural difficulties, and provide advice and information on how to understand and minimise these needs.
Row of children


  • The comprehensive assessment identifies a profile of the child’s strengths and weaknesses using a range of standard language, social and communication assessments and diagnostic instruments. The consultant also gains a history of the child’s early development and current functioning reported by the parents.
  • Further observational assessments may be necessary e.g. a school observation, to obtain a better understanding of the factors which influence the child’s functional skills. In addition the assessment aims to seek the child’s own views and gain the priorities and observations of parents and teachers to formulate a diagnosis and plan the intervention programme.
  • Parents’ are asked to forward all current reports on their child as these provide valuable background information on the existing assessments. It may be necessary to liaise with other professionals to seek further information where appropriate with parents’ consent.


  • Many problems are solved more easily and quickly if help is given early and many secondary difficulties such as emotional, social and educational problems may be avoided.
  • If there is a problem, parents above all want to know how to help their child.
  • Difficulties with language and social communication development are extremely common. They are in fact one of the most common childhood difficulties, affecting one in five of all children, and parents experience a great deal of anxiety as a result. This development is extremely complex, but requires a great many factors to be satisfactorily in place in order for effective development to occur.


The areas of communication and language where a speech and language therapist can help are:

  1. Language understanding
    1. following and remembering instructions
    2. understanding inference and non-stated meaning
    3. understanding non-verbal social cues e.g. facial expression, gesture, tone of voice
    4. understanding the gist of a story or conversation

  2. Social emotional understanding
    1. understanding social cues and nuances
    2. awareness of emotions in self
    3. awareness of emotions in others
    4. understanding the links between events and a change in feelings
    5. reading the social context

  3. Pragmatics
    1. using language appropriately
    2. using greetings and social chat
    3. starting and maintaining a conversation
    4. asking conversation questions
    5. Adapting the style of interaction and conversation to the social context

  4. Relating and communicating
    1. Initiating and maintaining social interaction
    2. socially responding
    3. initiating communication

  5. Friendship skills
    1. making and maintaining friendships
    2. interacting within a peer group
    3. adapting to the peer group – fitting in and standing out
    4. developing shared interests

  6. Expressive language
    1. sequencing ideas, words and sentences
    2. word finding and vocabulary
    3. story telling and getting the gist of a story

  7. Attention and listening
    1. processing and retaining information
    2. maintaining attention focus
    3. switching attention

  8. Phonology and speech sounds
    1. single and combined sounds
    2. intelligibility of speech
    3. motor speech movements

  9. Fluency and Stammering

  10. Voice Quality

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