All Kinds of Minds
Assessments
Introduction
Located in Sligo Town, All Kinds of Minds Assessments is a specialised private Clinical Psychologist-led practice providing a range of neurodiversity-affirmative assessments for children and adolescents between the ages of 6-to-18-years.
Every assessment is approached with respect, responsiveness, high attention to detail, and adherence to best practice guidelines.
All reports are recognised by the H.S.E. and schools.
The practice is committed to fostering insight and understanding, as well as empowering parental and self-advocacy for educational accommodations.
The practice is inclusive, and diversity of all kinds is respected.
Given the time and resources involved in a private assessment, the process is structured and transparent, beginning with comprehensive information-gathering and a Parent Consultation Appointment. The decision to proceed after this is determined by consistent descriptions of neurodivergent traits from at least two sources across settings (e.g., parents, educators, and/or, older adolescents), alongside difficulty navigating neurotypical environments, experiences, and expectations.
The following assessments are provided:
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Autism assessments are available for children and adolescents aged 6 to 18. For instance, indicators of autism can include the following:
Differences in social communication (e.g., finding unspoken social rules harder to interpret or expressing oneself in ways others may not immediately understand);
Distinct sensory processing (e.g., being especially attuned to or uncomfortable with certain sensations);
Deeply focused or highly specialised interests that are remarkable in breadth and depth, bringing significant joy, a sense of identity, and a way to connect with others—but sometimes making it difficult to shift focus when needed;
A sense of comfort and regulation is sometimes achieved through repeated behaviours (e.g., “stimming”), ordering or collecting items, or using language in an distinct way;
A strong need for predictable routines, which can make unexpected changes and expected transitions challenging to navigate.
This assessment process explores social communication differences (e.g., challenges in interpreting neurotypical social cues, initiating and maintaining conversations in line with neurotypical expectations, and forming relationships with neurotypical individuals), as well as repetitive and regulatory behaviours (e.g., stimming), a strong need for routine and preparation for change, sensory processing differences, and highly focused interests.
Of course, there is significant overlap between autism and other neurodevelopmental differences, including A.D.H.D., Social (Pragmatic) Communication Differences (S.C.D./S.P.C.D.), Developmental Coordination Differences (D.C.D.), specific learning differences (e.g., dyslexia, dyscalculia), sensory processing differences, and certain cognitive profiles. Similarly, mental health experiences such as social or generalised anxiety, low mood, post-trauma responses, and obsessive-compulsive traits can also overlap. A range of other factors can shape how a child or adolescent presents, including sleep challenges, sensory sensitivities, family relationships, cultural influences, temperament (e.g., shyness), identity formation, and social motivation (e.g., introversion).
Additionally, personality traits (e.g., perfectionism), past or ongoing life events, chronic stress, environmental demands exceeding capacity, masking or camouflaging behaviours (particularly in some older children), burnout, executive functioning differences, and difficulties with emotional regulation, resilience, or coping skills can influence how a child navigates daily life. Some children and adolescents may also exhibit autistic traits without meeting full D.S.M.-5 diagnostic criteria, underscoring the complexity of neurodevelopmental differences.
Therefore, to ensure thorough and evidence-based conclusions, all assessments carefully consider alternative explanations for a child’s experiences. Given the overlap between autism and other neurodevelopmental differences, the assessment follows a stepped approach, allowing for an individualised and structured exploration of each child or adolescent’s profile while determining the most appropriate next steps. Given the significant investment of time and resources required for an autism assessment within the private sector, only children and adolescents with clear autistic traits will be recommended to move forward in the process.
The first stage of the process, information gathering and the Parent Consultation Appointment, focuses on establishing the presence of autistic traits using an evidence-based approach before proceeding further. This ensures that the assessment process is clinically appropriate, ethically sound, and tailored to the child or adolescent's needs, while avoiding unnecessary assessment by a Clinical Psychologist where traits of autism are not strongly supported.
Once it is agreed that a diagnostic assessment is appropriate, co-occurring emotional and psychological factorswill be considered as part of the process, as neurodivergence and mental health are closely linked. If additional emotional or psychological factors appear to be influencing a child or adolescent’s experiences, clear guidance will be provided. Where further mental health assessment or support is recommended, parents will be advised to seek a G.P.-led referral to the most appropriate service. In these circumstances, a letter can be provided to support parent-led advocacy and to inform the G.P.
Throughout the process, assessments take a strength-based approach, recognising each child and adolescent’s distinct abilities while also acknowledging the challenges that neurodivergent individuals often face—particularly those arising from environments and systems not designed with their needs in mind. Accommodations are explored where needed to support the child or young person in the school environment.
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This practice offers assessments for children and adolescents aged between 6 to 18 who have completed an autism or S.L.D. assessment at the All Kinds of Minds Practice and may be multiply neurodivergent (i.e., autistic and A.D.H.D., autistic and dyslexic or dyscalculic, or dyslexic or dyscalculic and A.D.H.D. ). Please note that, presently, standalone assessments for A.D.H.D. are not available.
Combined Autism and A.D.H.D. (“AuDHD”) Assessments
Autism and A.D.H.D. can co-occur, a neurotype commonly referred to as "AuDHD." Indicators of A.D.H.D. can include:
Processing and responding quickly, which can make waiting, pausing, or thinking before responding harder (often described as impulsivity).
Interest-based attention: strong focus for high-energy or engaging activities, with reduced focus for tasks that feel low-stimulation or repetitive.
Periods of hyperfocus on highly interesting activities, with difficulty shifting attention or transitioning away when needed.
Executive functioning differences, such as getting started on tasks, organising materials, prioritising steps, or following multi-step instructions; items may be misplaced.
Working-memory and time-sense differences, leading to forgetting instructions mid-task or under-or-over-estimating how long tasks will take.
High movement needs (e.g., fidgeting, restlessness, preference for active tasks), which can be challenging in settings that require sitting still.
Enthusiastic participation in conversation, sometimes talking a lot, interrupting, or finding turn-taking difficult, especially when excited.
Frequent, intense emotions, which can make regulation harder during frustrating or exciting moments.
Sensory preferences or sensitivities (e.g., seeking movement or being distracted by auditory or visual input) that can affect attention and comfort.
Clinical Psychologist-led Combined A.D.H.D. Identification is available for autistic children and adolescents (aged between 6-18) who have co-occurring traits of A.D.H.D. that are associated with low-to-moderate needs. Low-to-moderate needs present daily across different contexts, but they do not significantly affect the child or adolescent within school or at home. For these children, gaining a clearer understanding of their profile, along with appropriate accommodations and informed parental support, is typically sufficient to meet their needs. As a result, children and adolescents with low-to-moderate co-occurring A.D.H.D.-related needs generally do not require multidisciplinary assessment or support within Child and Adolescent Mental Health Service (C.A.M.H.S.).
By contrast, children and adolescents with moderate-to-high needs related to possible co-occurring A.D.H.D. traits, which substantially impact them across neuro-normative environments, may require further assessment and support from the multidisciplinary team (M.D.T.) within C.A.M.H.S. If moderate-to-high needs relating to co-occurring A.D.H.D. traits are noted during an autism assessment at the All Kinds of Minds Practice, parents will be advised to consider a G.P.-led referral to C.A.M.H.S. This ensures the child is assessed and supported by the most appropriate professionals while preventing unnecessary duplication in the assessment process.
Combined Autism and S.L.D. Assessments
Combined Dyslexia Assessments are available for autistic children and adolescents (aged between 6-18) where there are also indicators of differences in how the child process sounds and language, leading to challenges with decoding, reading, and spelling. These differences in processing require understanding and may require accommodations to support learning.
Combined Dyscalculia Assessments are available for autistic children and adolescents (aged between 6-18) where there are also indicators of differences in numeracy and mathematical reasoning. These differences in processing require understanding and may require accommodations to support learning.
Combined S.L.D. and A.D.H.D. Assessments
Clinical Psychologist-led Combined S.L.D. and A.D.H.D. assessments are available for children and adolescents aged 6–18 who have completed an S.L.D. assessment at All Kinds of Minds Assessments and show indicators of co-occurring A.D.H.D.–related traits associated with low-to-moderate support needs. The purpose is to understand how attention, executive functioning, emotion regulation, impulsivity, and movement needs interact with dyslexia and/or dyscalculia, so that recommendations for home and school are coherent and practical.
Indicators may include difficulties with sustaining focus, getting started, organising materials, following multi-step instructions, managing time, regulating emotions or impulses, or maintaining task persistence—particularly in structured, time-pressured school contexts. Assessment integrates existing S.L.D. findings with standardised, multi-rater A.D.H.D. measures and developmental history, producing a strengths-based, neurodiversity-affirmative report recognised by schools and the H.S.E.
Where moderate-to-high needs are identified—especially when daily functioning or emotion regulation is affected across settings, or when a medication consultation is being considered—psychiatry-led services will be recommended instead of continuing with A.D.H.D. assessment at All Kinds of Minds Assessments. Families are advised to seek a G.P.–led referral to C.A.M.H.S. or to a private psychiatry-led service for multidisciplinary assessment and support.
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Dyslexia Assessments are available for children and adolescents (aged between 6-18) where there are indicators of differences in how the child process sounds and language, leading to challenges with decoding, reading, and spelling. These differences in processing require understanding and may require accommodations to support learning.
Additionally, Dyscalculia Assessments are available for children and adolescents (aged between 6-18) where there are indicators of differences in numeracy and mathematical reasoning. These differences in processing require understanding and may require accommodations to support learning.
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Cognitive Assessments
Cognitive Assessments are available for children and young people aged 6–18 years. These assessments support a clearer understanding of how a child or young person thinks and learns, including their strengths and the areas that require more effort or support in day-to-day learning.
For children and adolescents, cognitive ability is assessed using the Wechsler Intelligence Scale for Children, Fifth Edition (W.I.S.C.-V U.K.). For older adolescents, cognitive ability may be assessed using the Wechsler Adult Intelligence Scale, Fourth Edition (W.A.I.S.-IV U.K.). These standardised assessments consider key areas of cognitive functioning, including verbal comprehension (i.e., understanding and using language), visual–spatial skills (i.e., making sense of visual information and how parts fit together), fluid reasoning (i.e., solving new problems and spotting patterns), working memory (i.e., holding and working with information in mind), and processing speed (i.e., working efficiently on tasks under time pressure).
Cognitive assessments are often sought to inform accommodations, to consider high cognitive ability (including where this may support applications to the C.T.Y.I.), to identify mild global learning needs, or to clarify specific aspects of cognitive functioning such as working memory or processing speed differences. All assessments follow best-practice standards and are accepted by schools and the H.S.E.
An assessment of adaptive functioning can be arranged for an additional fee, where clinically indicated. Please note that where there is a question of significant global learning needs, assessment should be completed through the Children’s Disability Network Team (C.D.N.T.), as this service is best placed to assess and coordinate the relevant supports. These assessments fall outside the scope of All Kinds of Minds.
Please Note: Presently, A.D.H.D. assessments are available as part of a Combined Assessment (e.g., Autism and A.D.H.D. or S.L.D. and A.D.H.D. with low to moderate needs). Standalone assessments for A.D.H.D. are not currently provided.
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My name is Shaun Frandsen, and I am a Chartered Clinical Psychologist (No. M5560C) practicing in Sligo, where I reside with my family. I studied and trained in the U.S. as a Clinical Psychologist (i.e., at the University of Georgia for my undergraduate education and then the Pacific University Psy.D. Program for graduate school). After moving to Ireland, I applied for and was granted a Statement of Equivalency; this involved an assessment of my education and clinical training in the U.S. by the Irish Department of Health Validation Unit. I was employed in the Irish Public Sector for 15-years, and I worked for nine of those years at Senior Grade. Initially, I was employed in the Mater Child and Adolescent Mental Health Service (C.A.M.H.S.), then in the H.S.E. West and Northwest C.A.M.H.S., and finally in the H.S.E. West and Northwest Primary Care Psychology Service. In total, since commencing in university as an undergraduate and beginning my education in psychology, I have been immersed in the field for 28-years.
Over time, I have developed expertise in providing neurodevelopmental assessments for children and adolescents. I practice from a neurodiversity-affirmative paradigm while also adhering to evidence-based practice. I have found that confirmation of neurodivergent status, for many young people, prompts a process of greater understanding (i.e., of self, others, and systems), advocacy, awareness, and acceptance. For parents, understanding their neurodivergent child’s identity can positively inform and even transform the parental response—which, in turn, can bolster the ability of the parent to connect meaningfully with their child and ultimately strengthen the parent-child relationship. I am a passionate and dedicated professional ally and advocate within the neurodiversity movement. It is important to me that the individuals I work with—children, adolescents, and parents—feel respected, empowered, seen, and heard throughout this process.
Psychological Society of Ireland (P.S.I.) Chartered Clinical Psychologist
Full P.S.I. Membership of the Clinical Division
28 years of combined experience in the field of clinical psychology (i.e., university and work experience)
15-years of post-qualification experience working in the H.S.E. across child and adolescent services
Specific and established clinical expertise in child and adolescent neurodevelopmental assessments
Multidisciplinary autism assessments available with an experienced Speech and Language Therapist
Small and responsive practice that provides a high level of attention during the assessment process
Comprehensive assessments that adhere to best practice standards
Insurance coverage possible due to Chartered Status with the Psychological Society of Ireland (P.S.I.)
Possible tax rebate of 20% on the costs of a private psychological assessment if sought by the client
Differential and co-occurring diagnostic consideration as standard during every assessment
Reports accepted by the Health Service Executive (H.S.E.) and Department of Education
Online appointments available for certain assessments
Self-referrals considered (i.e., a G.P. referral is not a requirement)
Instalment payment plans available using Stripe if requested
Information
Multidisciplinary
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For younger children and adolescents, the A.D.O.S.-2 is administered collaboratively with Tina Usborne, an experienced Speech and Language Therapist (C.O.R.U. No. 016775) working in a private capacity. Tina is a Trinity College Dublin graduate with more than 35 -years of experience in hospital and school settings in the Ireland and the United States.
Multidisciplinary A.D.O.S.‑2 assessments are scheduled on Sundays, a day that is typically convenient for families. After each assessment, both clinicians jointly score the A.D.O.S.-2 and contextualise the results by integrating all pertinent information.
Core Values
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Provide an inclusive environment where all feel valued, seen, and heard.
Emphasise each child’s individual strengths and abilities.
Respect and validate the challenges that neurodivergent children and adolescents contend with daily, particularly those arising from environments and systems that were not designed with their needs and preferences in mind.
Support meaningful accommodations, as needed.
Understand each child within the full context of their environment, relationships, and lived experiences. Recognise that development is shaped by a range of factors, including family dynamics, educational settings, societal expectations, and personal experiences.
Recognise the importance of a strong, supportive, and understanding parent-child relationship in fostering well-being, confidence, and self-advocacy. Provide guidance to help parents better understand, validate, and support their child’s neurotype in ways that strengthen connection and mutual respect.
Acknowledge the interplay between neurodivergence and mental health, identifying when co-occurring emotional, psychological, or other challenges may be contributing to a child’s experiences. Provide clear guidance on when further mental health assessment and support may be needed, always prioritising the child’s well-being.
Conduct all assessments with professionalism, integrity, and adherence to best practice standards. Ensure that all conclusions are based on thorough, evidence-based practice, ruling out neurodivergent presentations when appropriate and providing clear, accurate, and responsible diagnostic clarity.
Engage in advocacy for the rights and inclusion of neurodivergent children and adolescents in schools, communities, and society at large—and promote neurodivergent-led organisations.
Engage in continuous learning, with a focus on neurodivergent researchers and clinicians in the field.
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What is Neurodiversity?
Neurodiversity describes the natural variation in human neurology across the whole population. It offers a way to understand differences in attention, perception, learning, communication, and social style as part of ordinary human diversity.
While neurodiversity refers to the natural variation in human neurology across all people, the term neurodivergent describes individuals whose neurology differs from what is conventionally expected. Within this practice, neurodivergent will be used specifically to reference neurodevelopmental differences such as autism, A.D.H.D., S.C.D., dyslexia, and dyscalculia.
The concept of neurodiversity was reportedly developed collectively by autistic activists in the mid-1990s, rather than being coined by a single person (i.e., Judy Singer) as previously thought. Recent discoveries indicate that the term "neurological diversity" was being used as early as 1996, predating both Singer and journalist Harvey Blume's references to the term. Therefore, the origins of the term neurodiversity should be attributed to the collaborative efforts rather than to any single individual (see link).
The Social Model of Disability posits that disability arises from a lack of understanding, acceptance, accommodation, and appropriate support for neurodivergent individuals. Embracing this model involves creating environments that accommodate diverse ways of thinking, learning, socialising, and communicating. It necessitates providing accommodations and supports in educational, employment, and community settings. These accommodations may include flexible learning approaches, assistive technologies, sensory-friendly environments, personalised educational and work arrangements, and social acceptance.
This model also advocates for dismantling stigmas, stereotypes, and prejudices that are associated with neurodivergent traits. It promotes challenging the commonly held misconceptions and internalised biases that often marginalise neurodivergent individuals. This approach promotes inclusivity and equal opportunities for all individuals, and it is rooted in the belief that all individuals have inherent value.
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Language matters and has great meaning. Identity-first language is often used in the context of disability, and other aspects of personal identity. In identity-first language, the neurodivergent identity comes before the person, which acknowledges that the person’s neurotype is an essential aspect of the their identity and not something separate from them.
Here are some examples of identity-first language as opposed to the alternative (i.e., person-first language):
Identity-first: autistic individual or person or autistic people
Identity-first: A.D.H.D. individual (i.e., A.D.H.D. is a term that is still very much used by those who have this neurotype), etc.
Identity-first: dyslexic individual or person or dyslexic people
etc…
The use of identity-first language is a matter of personal preference. Many individuals within disability communities prefer identity-first language because they believe it affirms and validates their identity and experiences. It emphasises that their neurotype is an integral part of who they are, rather than something separate that can be “removed,” “changed,” or invalidated. Using language in this way can be an important mechanism by which to take back power in a system that has historically pathologised and tried to coercively change neurodivergent individuals.
However, of course, not everyone shares the same preference. Some individuals prefer person-first language because they believe it emphasises the person's humanity and individuality first.
The key is to respect the preferred language and terminology of the individual or group you are referring to and to engage in open and respectful dialogue when discussing identity and language preferences.
To learn more about identity-first language, refer to this A.S.A.N. post, which was originally written by Lydia Brown and published on their blog Autistic Hoya under the title “The Significance of Semantics: Person-First Language: Why It Matters.”
“Instead of trying to change us, society should adapt and accommodate our differences.”
— Ari Daniel Ne'eman, a disability rights activist who co-founded the Autistic Self Advocacy Network (A.S.A.N.)
Assessments
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Autism Identification
Autism assessments are available for those between 6-18 years of age. For younger children and adolescents, the A.D.O.S.-2 is carried out jointly with an S.L.T.
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S.L.D. Identification
Dyslexia and Dyscalculia assessments are provided for children and young people between 6-18 years of age, with an optional post-report Feedback Session if wanted.
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Combined: Autism and A.D.H.D.
Following autism identification, co-occurring A.D.H.D. can be considered for children and adolescents between 6-18 years of age with low-to-moderate associated needs.
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Combined: Autism and S.L.D.
Following autism identification, combined Dyslexia and Dyscalculia assessments are available for children and young people between 6-18 years of age.
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Combined: S.L.D. and A.D.H.D.
Following S.L.D. (i.e., dyslexia, dyscalculia) identification, co-occurring A.D.H.D. can be considered for children and adolescents between 6-18 years of age with low-to-moderate associated needs.
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Cognitive Assessment
Cognitive assessments are provided for children and young people between 6-18 years of age, with an optional post-report Feedback Session if wanted.
Practice Scope
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When choosing a private practice for an assessment, understanding both what is provided and what is not is important. Having this clarity helps set realistic expectations and ensures that what is provided aligns with your child's needs. Below are some important practice boundaries.
Note: All information should be reviewed in the Terms of Service prior to submitting the Assessment Suitability Form.
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The All Kinds of Minds Practice provides assessments for children that are at least six-years-old at the time of contact and adolescents up to their 18th birthday.
Parents of children under six-years-old should consult with the child’s G.P. to discuss the appropriate H.S.E. service pathway or look into other private providers.
Young adults that have reached their 18th birthday should consult with their G.P. to discuss the appropriate H.S.E. service pathway or look into other private providers.
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All Kinds of Minds Assessments does not provide psychological interventions, therapy, or post-diagnostic input beyond comprehensive feedback and a detailed report. If you believe therapy may be beneficial, your G.P. can offer guidance and recommend appropriate services.
It is crucial to emphasise that neurodivergent individuals do not require a psychological intervention simply because they are neurodivergent. Neurodivergence is not inherently linked to mental health struggles, and many neurodivergent individuals experience good mental health when their neurotype and needs are understood and supported meaningfully. Neurodevelopmental differences should always be understood as distinct from mental health presentations.
However, when neurodivergent individuals do have mental health needs, these needs should be acknowledged and addressed. Such difficulties should not be invalidated or dismissed as “typical” for a neurodivergent person. For instance, persistent low mood, high anxiety, or significant distress that interferes with daily life should not be normalised for autistic individuals. Autistic individuals experiencing co-occurring mental health needs have a right to equitable and comprehensive access to mental health services.
One contributing factor to higher rates of mental health presentations among neurodivergent individuals may be the mismatch between their daily needs and societal structures, which can lead to chronic stress, burnout, and adversity. These conditions may increase susceptibility to clinically significant mental health challenges, such as anxiety, depression, post-traumatic stress, etc.
If there are co-occurring mental health needs for a neurodivergent child or young person, it is important to consult with the G.P. promptly to explore public service options and access appropriate support.
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Consent is required from all legal guardians for children under the age of 16. Please refer to the H.S.E. National Consent Policy for more information about this important topic.
In Ireland, legal guardian(s) provide consent on behalf of the child (i.e., under the age of 16) for a psychological assessment like those offered at All Kinds of Minds. Young people aged 16-years-or-older can give their own consent for these types of psychological assessments.
Before any assessment at All Kinds of Minds can proceed for a child under the age of 16, consent from all legal guardian(s) must be obtained—not doing so could be interpreted as a violation of a legal guardian’s constitutional rights.
At times, disagreement between legal guardians can occur as to whether or not a neurodeveolopmental assessment is in the child’s best interest at the time it is being sought. If there is a dispute regarding the best course of action, then an assessment at All Kinds of Minds should be deferred until all legal guardians reach a consensus about what is in the best interest of the child. Please note that All Kinds of Minds does not provide any form of mediation when there is disagreement regarding consent.
Refusal of a service is legally differentiated from consent, and the Court can overturn a refusal in urgent circumstances. However, All Kinds of Minds does not provide assessments whereby there is an urgent presentation or situation.
Who is a Legal Guardian in Ireland?
Whereby the parents of a child are married, even after the birth of the child, both parents are joint legal guardians.
Where the parents were once married—even following a separation or divorce—both parents remain the child’s joint legal guardians unless otherwise directed by the courts.
As per the Children and Family Relationships Act (2015), which came into effect on the 18th of January, 2016, an unmarried father will automatically be a joint legal guardian if the following applies: (a) the father lived with the child’s biological mother for at least 12-consecutive-months after the 18th of January 2016, and(b) the father lived with the biological mother and the child for least three-months after the child was born. (NOTE: The period of cohabitation can take place at any time before the child turns 18-years-old.)
If the parents have never been married and the conditions of the Children and Family Relationships Act (2015) are not fulfilled (i.e., see the criterion outlined in the preceding paragraph), then the biological mother is the only recognised legal guardian unless: (a) both parents jointly signed a Statutory Declaration or(b) any other individual has made a successful application to court and obtained joint legal guardianship status.
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All Kinds of Minds Assessments provides formal diagnostic identification of neurodevelopmental differences, including Autism and S.L.D. (i.e., dyslexia, dyscalculia). Combined assessments are available for autistic children and young people where co-occurring S.L.D. and/or A.D.H.D. traits with low-to-moderate needs are indicated, and for children with S.L.D. who present with low-to-moderate A.D.H.D.–related needs. Note: Standalone A.D.H.D. assessments are not offered.
When assessing autism, other neurotypes will always be considered, such as Social Communication Disorder (i.e., as a possible differential diagnostic consideration) and all subtypes of A.D.H.D. Certain mental health presentations will also be considered as a differential diagnosis when assessing autism.
When Other Services are Needed
For children and adolescents in need of an autism assessment, the most appropriate pathway depends on their individual needs and co-occurring factors:
If there are indicators of a co-occurring Intellectual Disability (I.D.), the Children’s Disability Network Team (C.D.N.T.) is best placed to provide both assessment and ongoing support, as they offer integrated services for children and adolescents with intellectual disabilities.
If a child or adolescent presents with moderate-to-severe mental health needs and/or a risk of self-harm, this must take priority regardless of their neurotype. In such cases, the Child and Adolescent Mental Health Service (C.A.M.H.S.) is best placed to provide initial assessment and, if indicated, mental health support. An onward referral to the appropriate H.S.E. service can then be made for an autism assessment if co-occurring indicators are identified by C.A.M.H.S. clinicians.
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If there are concerns about your child or adolescent’s mental health, these should be addressed before pursuing an autism assessment through a private provider.
The first step is to contact the child or adolescent’s G.P., who will consider the nature, duration, and impact of the difficulties. The G.P. is best placed to offer guidance and, where appropriate, make a referral to the most suitable public service—such as the Primary Care Psychology Service or the Child and Adolescent Mental Health Service (C.A.M.H.S.).
Prioritising mental health needs helps ensure that any future neurodevelopmental assessment can take place at a time that is most supportive and meaningful for the child or young person.
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All Kinds of Minds Assessments is a small, specialised service that provides in-depth diagnostic assessments for neurodevelopmental differences, including Autism, and combined assessment for A.D.H.D., Dyslexia, and Dyscalculia. Due to its scope and structure, the practice is not set up to support urgent situations, significant mental health needs, or concerns involving risk or child protection. These concerns require the involvement of the appropriate emergency, public, or statutory services.
Emails to All Kinds of Minds Assessments are not monitored for risk and should not be used to share urgent information. Any concerns about safety must be addressed through the correct channels.
What Is Meant by “Risk”?
Risk refers to situations in which a child or young person may:
Be experiencing suicidal thoughts, making plans to end their life, or engaging in self-injury
Be at risk of harming others or behaving in unsafe ways toward others
Be at risk of harm or neglect from another person
If there are concerns about the safety of a child or young person, these must be addressed before any assessment at All Kinds of Minds Assessments can proceed. Diagnostic assessments are not appropriate while any form of risk is present.
What to Do If There Are Concerns
For immediate or urgent concerns:
Attend the nearest Emergency Department
Then contact the family’s G.P. for follow-up care and referrals
For serious concerns that are not emergencies, the G.P. can refer to the Child and Adolescent Mental Health Service (C.A.M.H.S.).
When to Contact Tusla
If there are concerns that a child is being abused, neglected, or harmed by another person, or if a young person is harming a sibling, this must be reported to the Child and Family Agency (Tusla). These concerns fall under child protection and require prompt attention from statutory services.
All Kinds of Minds Assessments is not an appropriate setting for addressing child protection or welfare concerns. Assessment may only be considered once safety issues have been meaningfully addressed through the appropriate channels.
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The All Kinds of Minds Practice does not provide Section 32, Section 47, or Section 27 reports, which include parental capacity assessments, child welfare reports, and voice of the child reports. These are specialised assessments completed by specific professionals in the private sector for submission in family law cases. You can consult the Psychological Society of Ireland (P.S.I.) Register or speak to your legal advisor to find private psychologists who specialise in these assessments.
Additionally, the All Kinds of Minds Practice does not provide written submissions, letters, or reports for family law proceedings. All reports issued by this practice are intended solely for clinical purposes. They are not constructed for legal purposes and cannot be submitted in court proceedings.
Furthermore, where there is an active family law case, separation, or divorce proceedings, an assessment by this private practice will not be appropriate. Inherently high-conflict legal situations can create significant stress, change, and emotional complexity for children and adolescents, which can influence their presentation, experiences, and responses during the assessment process. To prioritise the child's well-being and ensure an unbiased process, an autism assessment should be deferred until the family situation has stabilised.
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A Clinical Psychologist engaged in an assessment-only practice for neuro-developmental differences primarily focuses on identifying the child’s neurotype, strengths, and challenges, as well as possible accommodation needs. The role does not extend to offering educational or career guidance or teacher consultation.
The reports generated can be instrumental in advocating for accommodations in educational settings by delineating clear recommendations to support the child or adolescent's needs. However, the Clinical Psychologist does not participate directly in the implementation or decision-making processes pertaining to these accommodations. There is also no certainty that recommendations made will be adopted wholly or partially by educators, as principals have their own discretion in facilitating such adjustments.
Payment Options
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Pay-Per-Appointment: You may choose to pay per appointment, with the total assessment fee divided across the number of sessions required. Payment is made at the time of booking each appointment.
Monthly Instalment Plan: A monthly instalment plan is available via Stripe to support accessibility for families. Under this option, an agreed amount is automatically deducted each month until the full fee is paid. The Psychological Report is issued once the final payment has been received. If you are interested in this option, please indicate this when contacted.
Insurance Reimbursement: Many insurance providers offer partial reimbursement for private psychological assessments carried out by psychologists who hold Chartered Membership with the Psychological Society of Ireland. The Clinical Psychologist at All Kinds of Minds holds Chartered Membership, as well as Full Membership of the Clinical Division. It is the responsibility of each client to contact their insurer and explore any applicable reimbursement options.
Tax Relief: Clients may also be eligible to claim tax deductions on the cost of these assessments. It is the responsibility of each client to explore any tax deduction options.
Client Portal
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All Kinds of Minds Assessments is a paperless practice. Digital files are maintained in accordance with G.D.P.R. To better manage the practice, the Carepatron Client Portal is used. Carepatron is a G.D.P.R. compliant electronic health records system that has numerous layers of AES-256 encryption (i.e., bank-level encryption) that will protect your data when it is being electronically stored.
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To access the Carepatron Client Portal, please book an appointment using the link provided by the Clinical Psychologist. You will be prompted to create a Carepatron account as part of the booking process. Once set up, you will have access to your private portal dashboard, where you can manage appointments and share information securely with the Clinical Psychologist.
Within Carepatron, you can book and manage appointments by selecting available time slots and receiving confirmation by email and SMS. The portal also provides automated appointment reminders, and you can reschedule appointments directly within your account if needed. You may upload relevant documents, such as previous reports or school report cards, and use the portal as a secure channel for sharing information. You can also view billing and payment history in one place. All Kinds of Minds prioritises privacy and data security. Carepatron uses strong encryption and secure systems to support confidential communication and protect personal information.
