Write down three things you want to be different
Before the meeting, name three concrete changes you would genuinely notice at home — not goals that sound impressive, but things like 'get dressed without a meltdown' or 'order their own food at a restaurant'. Priorities written in your own words shape the entire programme.
Bring the practical documents
Bring your insurance card and any plan documents, previous evaluations or reports, any diagnosis letters, your child's medication list if relevant, and school or IEP information if it exists. Do not worry if it is incomplete — you can send things later.
Note what you have already tried
Clinicians learn as much from what has not worked as from what has. Note strategies, therapies, and approaches you have used, how long they lasted, and what changed. Also note what your child loves — preferred activities, shows, foods, textures, and obsessions are clinical material, not trivia.
Ask about supervision, data, and endings
Ask who supervises, how often, and how you will be told if progress stalls. Ask how sessions are documented. Ask what discharge or fading looks like. A provider that welcomes these questions is a provider that has answers.
Key takeaways
- Bring three concrete home priorities written in your own words.
- Note what has been tried and what your child genuinely enjoys.
- Ask about supervision, documentation, and how services eventually end.
General information only. These articles are general education, not clinical advice or a diagnosis. Your child's programme should always be individualized by a qualified clinician who has actually assessed them.