The objective of this presentation is to share about Therapeutic Assessment, a term first published in relation to aphasia in 2013. The idea is that speech pathologists working in aphasia rehabilitation should consider assessment of support (what people with aphasia need), assessment with support (using scaffolding and supports during the assessment, and also assessment as support (that assessment could be a therapeutic process and a learning opportunity). Therapeutic Assessment builds on three notions: that clients are adult learners, that assessment is an intervention, and that assessment is functionally and contextually relevant. These ideas have been developed further since 2013 through a range of publications and presentations. Primary research is now being undertaken to explore these ideas in clinical contexts.
Method and results: This Peer-Led Discussion is an opportunity to explore how speech pathologists currently assess their clients with aphasia, what assessment tools they like to use and why, and what their concerns are around time available for assessment as compared to therapy. The session will also consider how a Therapeutic Assessment approach might enhance clinical practice with people with aphasia through rehabilitation; for some clients being relevant in acute care, but for others during subacute care through to the community contexts. It will focus on what clinicians think clients want to know following assessment at this time, the issue of type and amount of feedback from assessment, how this feedback is best delivered, who is most likely to benefit from receiving this, and whether feedback might then influence goal setting and engagement in therapy. In conclusion, this session will raise new possibilities to improve person-centred practice and how clinicians can incorporate adult learning more explicitly in the way they run their aphasia assessments.

1. Aphasia assessment is should be seen as therapeutic, as a potential learning opportunity; 2. It is important to understand current practice to see if we can do it better; 3. Feedback can be tailored following assessments to increase engagement in goal setting and therapy.