Terms of Service 

All Kinds of Minds Assessments is registered under Company Registration Number (C.R.O. No.) 732887 and has been officially recognised by the Companies Registration Office (C.R.O.). This number confirms that the practice is registered and legitimate within the Irish business framework.

All assessments are led by Shaun Frandsen, a Chartered Clinical Psychologist (C.Clin.Psychol, Ps.S.I.). She holds professional membership with the Psychological Society of Ireland (P.S.I.) as a Chartered Member (Member Number: M5560C) and is a Full Member of the Clinical Division. Her clinical psychology education and training was completed at accredited American universities, specifically the University of Georgia for her undergraduate education and the Pacific University Psy.D. Program for her postgraduate education. Upon relocating to Ireland, she obtained a Statement of Equivalency from the Department of Health Validation Unit.

The All Kinds of Minds Clinical Psychologist brings over 16 years of experience in the Irish public sector, including six years as a Clinical Psychologist with Mater C.A.M.H.S. and ten years as a Senior Clinical Psychologist in both the H.S.E. Northwest C.A.M.H.S. and Primary Care Psychology Service. Her practice at All Kinds of Minds Assessments is informed by current research, professional ethics, and a neurodiversity-affirming framework that validates the strengths and individual differences of every child and young person.

For children and adolescents participating in an Autism assessment, the Autism Diagnostic Observation Schedule, Second Edition (A.D.O.S.-2) is conducted in collaboration with Tina Usborne, a CORU-registered Speech and Language Therapist (Reg. No. 016775). Tina brings over 35-years of clinical experience in both Ireland and the United States, having worked across hospital, school, and community settings. She currently holds a public role as a Senior Speech and Language Therapist within the H.S.E. Primary Care Speech and Language Service.

In the multidisciplinary A.D.O.S.-2 appointments, both clinicians work jointly to administer and observe the assessment. Each assessment is co-scored and contextualised collaboratively, ensuring that the interpretation of findings is fully integrated with the child’s developmental history, presentation, and broader assessment data. These sessions are typically held on Sundays, a time that accommodates Tina’s public service role and tends to suit family schedules.

Appointment-Only Access

The All Kinds of Minds Practice operates strictly on an appointment-only basis. The clinic remains inaccessible to the public outside of scheduled appointment times.

Scheduling Appointments

All appointments must be scheduled in advance. Clients will receive a confirmation of their appointment details, including the date, time, and any necessary preparations, via email and automated text reminders.

Arrival Procedure

Clients are requested to arrive at the clinic at the scheduled time of their appointment, and no more than five minutes beforehand. Only clients with confirmed appointments will be admitted into the clinic.

The All Kinds of Minds Practice adheres to applicable ethical guidelines set forth by the P.S.I., including the Psychological Society of Ireland Code of Ethics and Professional Conduct and the American Psychological Association Ethical Principles of Psychologists and Code of Conduct.

All Kinds of Minds Assessments provides formal diagnostic assessments of autism. Where appropriate, combined assessments are also available for autistic children and adolescents who may have co-occurring neurodivergent profiles such as dyslexia, dyscalculia, or A.D.H.D. (across all subtypes) with low-to-moderate support needs.

Autism assessments at the practice are neurodiversity-affirmative and always include careful consideration of overlapping and differential neurotypes. This may include Social (Pragmatic) Communication Disorder, as well as mental health experiences that can affect behaviour, mood, or sensory regulation. A.D.H.D. is always screened for as part of the assessment process, and where indicated, a comprehensive combined assessment can be provided.

When Other Services May Be More Suitable

The most appropriate assessment pathway depends on the individual’s developmental profile and support needs.

Where there are indicators of a co-occurring Intellectual Disability (I.D.), referral to the Children’s Disability Network Team (C.D.N.T.) is recommended. These teams offer comprehensive multidisciplinary assessments and ongoing supports for children and adolescents with intellectual disabilities, as well as complex needs associated with autism.

For children or adolescents who are experiencing moderate-to-severe mental health distress—with or without self-harm or suicidal ideation—the Child and Adolescent Mental Health Service (C.A.M.H.S.) is the most appropriate starting point. In these instances, any exploration of neurodivergent traits should follow stabilisation and mental health support. C.A.M.H.S. teams may then refer onwards for autism assessment if indicated.

While All Kinds of Minds is a specialist practice in autism identification, some children and adolescents will require multidisciplinary input from allied health or medical teams. Referring to the right service helps ensure children receive an assessment experience that is comprehensive, respectful, and responsive to their needs.

Profiles Not Diagnosed at the All Kinds of Minds Practice

The following developmental and neurodivergent profiles require different or multidisciplinary assessment pathways and are not formally identified through this practice:

• Developmental Coordination differences (often referred to as D.C.D. or Dyspraxia): These profiles require input from an Occupational Therapist. A psychologist may also be involved to assess cognitive or attention-related characteristics.

• Sensory Processing experiences: Sensory processing is always explored and described during autism assessments, as the traits form a part of the diagnostic criteria, but “Sensory Processing Disorder” is not a standalone diagnosis within the D.S.M.-5.

• Pathological Demand Avoidance (P.D.A.): P.D.A. is not a recognised diagnostic category within the Diagnostic and Statistical Manual of Mental Disorders – Fifth Edition (D.S.M.-5). The behaviours and responses often described as “P.D.A.”—such as strong resistance to everyday demands, heightened need for autonomy, and emotional dysregulation in response to perceived loss of control—can readily be understood within the core diagnostic criteria for autism, and through well-established constructs such as anxiety. These patterns frequently reflect a combination of heightened environmental sensitivity, a need for control in the face of unpredictability, and the cumulative stress of navigating neuronormative demands and expectations.

  In many cases, children described as having a “P.D.A. profile” are actually multiply neurodivergent, with co-occurring A.D.H.D., which can further contribute to difficulties with flexibility, impulsivity, and emotional regulation difficulties. Relational dynamics at home may also play a role—particularly in contexts marked by emotional closeness, frequent demands, or limited perceived autonomy. These experiences do not necessitate an additional diagnostic label. Rather, they benefit from an individualised formulation that is grounded in the child’s neurotype, lived experience, and developmental stage.

• Oppositional Defiant Disorder (O.D.D.): While O.D.D. is a recognised diagnostic category, oppositional behaviours are often meaningfully understood within a relational, developmental, and neurodiversity-affirmative framework. These behaviours frequently reflect underlying unmet needs, emotional stress, or persistent dysregulation in environments that are not well matched to the child’s neurotype. Rather than viewing such behaviours as inherently defiant, it is important to consider the role of relational dynamics, predictability, and autonomy. A public multidisciplinary assessment is recommended, as these presentations often require more time, flexibility, and follow-up support.

• Avoidant/Restrictive Eating (including A.R.F.I.D.): These profiles require a multidisciplinary approach, involving a Dietician, Paediatrician, and Psychologist.

• Apraxia of Speech: Best assessed with input from a Speech and Language Therapist and Paediatrician, alongside psychological input as needed.

• Auditory Processing differences: These require an assessment by an Audiologist and Speech and Language Therapist, as well as broader M.D.T. input where relevant.

• Attachment-related profiles (including R.A.D. and D.S.E.D.): Require joint input from a Social Worker and M.D.T. to explore history and relational context.

• Stereotypic Movement experiences: May require assessment by Neurology and/or a Paediatrician, particularly where involuntary movements are a concern.

• Complex emotional or relational patterns sometimes associated with Personality Disorders (e.g., B.P.D.): These are not appropriate for diagnosis in childhood or early adolescence. For individuals aged 18 and over, an adult mental health multidisciplinary team is required for these assessments.

This list is not exhaustive. If your child or young person presents with a profile not assessed through this practice, you are encouraged to consult with your G.P. for advice on the most appropriate public or private assessment route.

Meaningful participation from children and young people is essential to ensure a supportive and accurate assessment process. Where children experience significant emotional or behavioural regulation difficulties, private assessment may not be suitable. In such cases—particularly where a child may require additional time, a broader team approach, or enhanced emotional support—families are strongly encouraged to seek assessment through public services. A G.P.-led referral may be the most appropriate pathway to access these supports.

Children with High Levels of Anxiety

Where a child is experiencing anxiety to a degree that prevents participation—for example, where they are unable to leave the home or to communicate during the assessment process—a referral through public services is recommended. The All Kinds of Minds Practice is not the appropriate setting for such assessments, as these children typically require more time, flexibility, and broader team-based support.

Public services such as the Children’s Disability Network Teams (C.D.N.T.), Child and Adolescent Mental Health Services (C.A.M.H.S.), and Primary Care Psychology have access to multidisciplinary teams equipped to support children with more complex emotional and behavioural needs.

Disclosure of Participation Concerns

It is the responsibility of parents or caregivers to inform the practice of any concerns that may affect a child’s capacity to participate in the assessment process when booking an appointment. Transparency at this stage ensures that the assessment can be planned in a manner that is safe, respectful, and appropriate for the child’s needs. If significant participation-related concerns emerge during the assessment process that were not disclosed beforehand, the assessment may need to be discontinued. This is to ensure that the child is not placed under undue stress and that their needs are met in a more appropriate setting.

If an assessment is discontinued for this reason, any components that have not yet been completed will be reimbursed. However, reimbursement will not be provided for elements of the assessment process that have already been carried out.

Important Note

The All Kinds of Minds Practice is not suitable for children who feel unable to engage in a structured private assessment process due to high levels of emotional distress, anxiety, or significant behavioural needs. These children require a multidisciplinary framework of care that extends beyond what can be offered in a private setting.

Disclaimer

The All Kinds of Minds Practice makes no guarantees, expressed or implied, regarding the suitability of its services for children with complex emotional, behavioural, or anxiety-related presentations. By engaging with services, families accept the terms outlined above. The practice is not liable for any disruption or inconvenience arising from participation difficulties. Where there is uncertainty regarding a child’s capacity to participate in private assessment, families are encouraged to consult with their G.P. to explore appropriate public pathways.

By entering into a contract with All Kinds of Minds Assessments, you are engaging the services of a Chartered Clinical Psychologist to provide a comprehensive neurodevelopmental assessment and a professional opinion based on evidence-informed formulation. However, participation in this process does not guarantee a formal diagnosis. A diagnosis will only be provided where there is sufficient and consistent evidence to support it, in line with the diagnostic criteria outlined in the D.S.M.-5. No assurances can or will be made regarding any specific diagnostic outcome.

Contemporary research supports the understanding that neurodivergent experiences—such as those associated with autism—exist on a broad and diverse continuum (Milton, 2012; Armstrong, 2010). It is therefore not uncommon for children and young people to present with autistic traits, including differences in sensory processing, social communication, cognition, or executive functioning, without necessarily meeting the full diagnostic criteria for autism as defined by the D.S.M.-5.

The D.S.M.-5 diagnostic framework is specific and intended to identify individuals whose developmental profile and lived experiences are sufficiently distinct from neurotypical peers that formal identification may support access to accommodations and needed relevant resources. For a diagnosis of autism to be made, characteristics must be evident from a young age (i.e., not emerging for the first time in adolescence), must be observable across at least two settings or informants (e.g., home, school, or self-report), and must result in a meaningful impact on day-to-day functioning in neuro-normative settings or contexts. Where sufficient consensus across sources is not evident, or where there is ambiguity regarding the functional impact of traits, a formal diagnosis may not be made, even if some traits are present.

Many parents seek a diagnostic assessment to better understand their child’s distinct developmental profile and to determine whether formal identification may help support school-based accommodations. While the Clinical Psychologist at All Kinds of Minds Assessments provides diagnostic opinions based on best-practice assessment standards, the authority to implement recommendations ultimately rests with external stakeholders, such as school principals or Special Educational Needs Organisers (S.E.N.O.s). Once the report has been completed and submitted, the contractual remit of the Clinical Psychologist is fulfilled. The practice cannot guarantee that any recommendations included in the report will be adopted by third parties.

Legal Disclaimer

All Kinds of Minds Assessments makes no guarantees, either expressed or implied, regarding the outcome of assessments or the implementation of any recommendations made within assessment reports. By engaging the services of this practice, clients acknowledge and accept these terms and conditions. The practice shall not be held liable for decisions made by schools, principals, or Special Educational Needs Organisers regarding the adoption or implementation of any recommendations. Clients are encouraged to communicate directly with schools and other stakeholders to support the implementation of recommendations where needed.

Pre-Assessment Consideration Process

To begin the process, all potential clients must complete the Assessment Suitability Form available on the website. If the information provided suggests that an assessment at the All Kinds of Minds Practice may be suitable, you will then be invited to complete the Intake Form and Consent Form.

Submission of these forms does not guarantee placement on the waitlist or access to assessment. All information is reviewed by the Clinical Psychologist to determine whether the service is appropriate for the child or young person’s needs. This decision may be made at any stage—after reviewing the All Kinds of Minds Screening Form, the Intake Form, or the Consent Form. A client is not considered waitlisted until all required forms have been submitted, reviewed, and accepted.

If the referral is accepted, the client will be placed on the waitlist without further immediate contact. An email with a booking link will be sent once assessment capacity becomes available. If the referral is not accepted, families will be notified, and all submitted information will be deleted in accordance with G.D.P.R. regulations.

Suitability Criteria

Assessments at All Kinds of Minds are highly specialised and are only offered where the service is considered appropriate. If the information provided indicates that another service would better support the child or young person's needs—such as public mental health or disability services—the family will be informed. In such cases, all submitted information will be deleted in accordance with G.D.P.R. regulations. The Clinical Psychologist retains the right to determine suitability in each case.

Waitlist Management

Families are contacted for appointments in the order they were officially placed on the waitlist, as determined by the date that all required forms were submitted. Appointments are scheduled based on clinical capacity. The practice does not offer prioritisation for any reason and is unable to accommodate individual deadlines, including those set by the Department of Education.

Temporary Website Restrictions

To manage referrals responsibly and protect clinical capacity, access to the website and the All Kinds of Minds Screening Form may be temporarily restricted. This ensures that all clients on the waitlist receive a timely and high-quality service. Website access will be restored to the public when further capacity becomes available. Waitlisted clients may request access to the website via a passcode or contact the practice by email if needed.

Disclosure of Serious Concerns

When completing the Assessment Suitability Form, Intake Form, or Consent Form, it is the responsibility of the parent or guardian to disclose any significant mental health concerns, known or suspected risks, and the legal guardianship status of any child or young person under the age of 16. This information is essential to determining whether an assessment at All Kinds of Minds is clinically appropriate.

If such matters are not disclosed during the referral and intake process and later emerge during the assessment, the assessment may be discontinued in accordance with the this Policy and the broader Terms of Service and safe practice standards. This approach ensures that children and young people are supported by the most appropriate service for their needs and that the assessment process remains safe, respectful, and within the scope of the private practice.

Discontinuation of Waitlist Status

Waitlist status may be discontinued in the following circumstances, and please note this list is not exhaustive:

• Emerging mental health needs or risk factors requiring secondary or tertiary public mental health services

• Non-disclosure of relevant information that affects the suitability of an assessment

• Inability to obtain informed consent from all legal guardians for those under 16 of age

• Inability to obtain informed consent from the client aged 16-to-18

• Repeated non-attendance without notice

• Failure to confirm a continued need for a private assessment within two weeks of being contacted for the initial appointment

• A change in the client’s needs rendering assessment no longer appropriate

If a waitlist status is discontinued, all provided information will be deleted in compliance with G.D.P.R.

Monitoring Mental Health and Risk

All Kinds of Minds Assessments is a specialist practice dedicated to providing structured, evidence-based neurodevelopmental assessments, such as those for autism. The practice operates within a clearly defined scope and is not equipped to provide crisis intervention, mental health support, or risk monitoring and management.

Significant or complex mental health needs—such as suicidal ideation, self-harm, significant emotional distress, or behavioural risk—require immediate and, in many cases, ongoing support. These situations typically involve coordinated care across multidisciplinary teams, access to psychiatry, social work, and other supports, as well as systems for safety planning, medication monitoring, and crisis response. These forms of care exceed what a private assessment-focused service can ethically or safely provide.

Public services such as the Child and Adolescent Mental Health Service (C.A.M.H.S.) are specifically structured and funded to respond to these kinds of presentations, with established pathways for escalation and coordinated intervention.

If serious mental health concerns or risk indicators emerge at any stage, the referral or assessment process at All Kinds of Minds will be discontinued. In such cases, any appointments not carried out will be refunded, while fees for completed appointments or services will remain non-refundable.

Families are advised to consult their G.P. if any such concerns arise at any point in the process. Where appropriate, the G.P. can provide a referral to public services such as C.A.M.H.S. In situations of immediate or acute risk, the Emergency Department (E.D.) should be attended without delay.

Status Updates

Waitlisted clients may contact the practice at any time for an update on their waitlist status and estimated appointment availability.

Legal Disclaimer

Completion of the Assessment Suitability Form, Intake Form, or Consent Form does not guarantee access to assessment or placement on the waitlist. Clients are not considered waitlisted until all required forms have been reviewed and accepted. Clients will be contacted if the referral is not accepted. In such cases, families will be informed and all submitted information will be deleted in accordance with G.D.P.R. regulations. The All Kinds of Minds Practice is not responsible for delays, temporary website access restrictions, or outcomes related to referral suitability, waitlist management, or availability. Families are encouraged to remain in contact with their G.P. for ongoing support and to explore public services where needed regardless of status on the All Kinds of Minds waitlist.

Fees for all services are transparent and published on the All Kinds of Minds Assessments website. Payment for the initial appointment is required at the time of booking in order to secure the appointment slot via the online client portal, Carepatron. Payments are processed securely online using Stripe, and both credit and debit card payments are accepted.

Flexible payment options are available for families who wish to avail of them:

1. Pay-Per-Appointment: The total cost of the assessment is divided across the number of required appointments. Payment is made at the time of booking each session.

2. Monthly Instalment Plan: Clients can choose to pay in monthly instalments via Stripe. Under this plan, an agreed monthly amount is automatically deducted until the full balance is paid. The final Psychological Report will be issued once all payments have been received in full. If you would like to avail of this option, please indicate your preference when first contacted by the practice.

Many health insurance providers offer partial reimbursement for private psychological assessments conducted by Chartered Clinical Psychologists. The Clinical Psychologist at All Kinds of Minds Assessments holds Chartered Membership with the Psychological Society of Ireland (P.S.I.), along with Full Membership of the P.S.I. Clinical Division.

Clients may also be eligible to claim tax relief on psychological assessment fees. It is the responsibility of the client to follow up with their insurance provider and/or Revenue regarding reimbursement or tax claims.

All subsequent appointments can be scheduled and paid for either in person (cash accepted) or online. Invoices and receipts are available upon request. Please note that the report will not be issued until all payments have been made.

Note: Stripe Technology Europe Limited is authorised by the Central Bank of Ireland as an electronic money institution (Reference No. C187865) and is licensed to issue electronic money, process payments, remit funds, and provide related services including payment initiation and account information.

The refund policy at All Kinds of Minds Assessments is designed to promote clarity, fairness, and transparency in all client transactions.

Refunds for Services Not Yet Rendered

If payment has been made for an assessment that has not yet been conducted by the Clinical Psychologist, you are entitled to a full refund. To initiate this process, please contact the practice as soon as possible.

Refund requests must be submitted prior to the scheduled appointment. Once an appointment has taken place—whether in person or online—it is considered a service rendered, and a refund will no longer be available.

Approved refunds for services not yet rendered will be processed promptly and returned to the original method of payment within five working days.

No Refunds for Services Rendered

Refunds will not be issued for any appointments or assessment sessions that have already taken place. These constitute professional services that have been delivered and are therefore non-refundable.

This policy is in place to ensure the sustainability of the service and uphold ethical practice standards. If you have any queries or concerns about payment or scheduling, you are encouraged to make contact directly for clarification.

The relationship between the Clinical Psychologist and client is strictly professional, with the client’s wellbeing, confidentiality, and the objectivity of the assessment process prioritised at all times. In line with best practice and ethical standards, dual relationships—where the Clinical Psychologist holds another role or personal connection to the client—are not permitted. This includes instances where the client is an acquaintance, neighbour, colleague, friend, or relative of the Clinical Psychologist or their immediate family.

This policy also applies in situations where the client is known in any personal capacity to a relative of the Clinical Psychologist. Such connections, however informal, have the potential to compromise objectivity, create boundary complexities, and lead to conflicts of interest—particularly given the sensitive and personal nature of psychological work.

This approach aligns with the ethical guidelines of both the Psychological Society of Ireland (P.S.I.) Code of Ethics and Professional Conduct and the American Psychological Association (A.P.A.) Ethical Principles of Psychologists and Code of Conduct. Upholding these standards helps ensure the integrity of the assessment process and protects the dignity and privacy of all clients.

Fortunately, given the increasing number of private psychological providers in Ireland, it is generally straightforward for families to find a qualified Clinical Psychologist with whom no prior connection exists.

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. Reports completed by the All Kinds of Minds Practice are designed solely for the purposes outlined within this neurodiversity-affirmative practice and are not intended for court submission.

To avoid duplication, the All Kinds of Minds Practice does not get involved when a child or adolescent is active with the Children’s Disability Network Teams (C.D.N.T.) or Primary Care Psychology Service. (Note: this applied to those who are active, not those on a waiting list.) 

Avoiding duplication is essential for the following reasons:

• Multiple service providers, especially those of the same discipline, may result in duplicated assessments and even different formulations. A single, coordinated assessment plan provides greater clarity.

• Families benefit from a streamlined, clear pathways. Overlapping assessment provision can lead to confusion and stress, with potentially contradictory opinions and recommendations. Avoiding duplication aligns with best practice, reduces stress and confusion, and supports better decision-making.

• Engaging private services while a child is already receiving public care may result in unnecessary costs for families. By preventing duplication, families can avoid paying for services that are already being provided through public resources. Private services, like All Kinds of Minds, are most effective when they address gaps in care where public services are unavailable or significantly delayed.

• Best practice involves professionals working together towards unified goals. By preventing duplication, assessment pathways remain cohesive and recommendations build upon each other rather than contradict.

The All Kinds of Minds Practice does not offer second opinions in cases where autism has previously been assessed and ruled out, unless the original assessment was completed more than four years ago and there is clear evidence of traits that may now meet diagnostic criteria.

This timeframe ensures that reassessment is considered only where there is a meaningful developmental basis for doing so. It also helps to avoid placing unnecessary demands on children and adolescents, for whom repeated assessment can be emotionally tiring and potentially confusing. Additionally, this approach respects the work of prior professionals and supports clinical clarity by ensuring that any diagnostic review is informed by genuinely new information and a clear rationale. If parents or guardians believe that significant changes have occurred since the time of the original assessment, a review may be considered, provided these changes are supported by current observations across multiple raters and contexts.

At All Kinds of Minds Assessments, a case is considered closed when one or more of the following criteria are met:

1. Completion of Assessment: The full assessment process has been completed, including all scheduled appointments and the delivery of the final psychological report.

2. Non-Engagement: The client has not engaged with the practice for a continuous period of 30-days.

3. Client Request: The client has requested to discontinue the process at any stage.

4. Clinician-Initiated Discontinuation: The Clinical Psychologist determines that discontinuing the process is in the best interest of the client or the practice. This may include circumstances where the child is not currently able to participate in the assessment process or where the scope of need requires referral to another service. Further detail can be found in the Discontinuation of Service Policy.

Notification of Case Closure

In most instances, the case is considered closed once the psychological report has been finalised and sent to the client.

If no assessment is agreed upon following the Parent Consultation Appointment, the case will be considered closed after that consultation.

If the Clinical Psychologist initiates early closure of a case, the client will be notified directly. This communication will include the reason for closure and, where appropriate, recommendations for follow-up steps.

Correspondence Following Closure

Once a case is closed, ongoing communication with the practice will not be maintained, except in relation to a specific query regarding the completed assessment.

General requests or follow-up questions that arise after closure will be addressed on the understanding that the case remains closed.

Legal Disclaimer

By engaging with the services of the All Kinds of Minds Assessments, clients acknowledge and agree to the terms outlined in this policy. The practice is not liable for any outcomes or inconvenience associated with the closure of a case. Where further support is needed, clients are encouraged to consult with their General Practitioner (G.P.) to explore appropriate onward referrals.

If you or your child require specific accommodations to participate in the assessment process, please contact the practice as early as possible to discuss your needs. Every reasonable effort will be made to provide appropriate accommodations where feasible. If a requested accommodation cannot be facilitated due to logistical or physical constraints, you will be notified in advance, and any services not rendered will be fully reimbursed.

Please be aware that the practice is located on the first floor of a building that does not have a lift. Unfortunately, this may limit the ability to offer in-person appointments to those with significant mobility needs. In such cases, remote appointments are available for certain parts of the assessment process that involve parents or caregivers (e.g., the Parent Consultation Appointment, A.D.I.-R., Parent Feedback) and can be arranged when needed. However, there are appointments that the child or young person must attend in person, such as the A.D.O.S.-2, cognitive assessment, and attainments assessment.

By engaging with the services of the All Kinds of Minds Practice, clients acknowledge and accept these accessibility limitations and agree not to hold the Clinical Psychologist liable for any claims, costs, or damages arising from access-related constraints.

Autism and A.D.H.D. can co-occur, a neurotype commonly referred to as "AuDHD." All Kinds of Minds Assessments offers comprehensive, Clinical Psychologist-led assessments for autistic children and adolescents aged 6 to 18 (i.e., up to the 18th birthday) who may also present with co-occurring traits of A.D.H.D., where these are associated with low-to-moderate support needs.

This policy outlines the practice’s approach to identifying co-occurring A.D.H.D. as part of a Combined Assessment. It clarifies the level of support needs suitable for a Clinical Psychologist-led private practice, highlights when referral to public multidisciplinary teams (e.g., C.A.M.H.S.) is indicated, and supports families in making informed, developmentally appropriate decisions.

Families are encouraged to consider the most appropriate pathway, guided by their child’s profile and needs. Referrals to C.A.M.H.S., a private Psychiatrist, or public pathways through the Assessment of Need (A.O.N.) process should be discussed with the child’s G.P. where indicated.

Understanding Co-occurring A.D.H.D. in Autistic Children and Adolescents

Co-occurring A.D.H.D. often presents differently in autistic children and adolescents, with traits varying in intensity, consistency, and impact across daily life. While diagnostic specifiers such as Mild, Moderate, or Severe are used, these are not rigid categories but serve as a guide to understanding the level of support a young person may require. In forming a clinical view, diagnosticians consider both the number and intensity of traits, as well as how these traits affect learning in neuro-normative school environments, relationships, self-regulation, and emotional well-being.

Co-Occurring A.D.H.D. with Low Support Needs

A Combined A.D.H.D. assessment may be appropriate at All Kinds of Minds Assessments for autistic children and adolescents who present with low support needs in areas such as attention, emotion and impulse regulation, or activity levels. These needs are typically situational rather than pervasive and may become more noticeable in specific environments—particularly structured or fast-paced settings like school.

These young people may experience occasional difficulties with organisation, time management, or follow-through but frequently develop compensatory strategies. Support needs tend not to significantly interfere with learning, relationships, or daily functioning. In these cases, diagnostic identification can meaningfully inform a strengths-based understanding of the child’s neurotype, appropriate educational accommodations, and parental support. Medication is typically not considered necessary or indicated.

Co-Occurring A.D.H.D. with Moderate Support Needs

Autistic children and adolescents with moderate support needs related to A.D.H.D. often experience traits that are more consistent across home, school, and social contexts. These may include sustained attention challenges, emotion regulation difficulties, and variable task persistence. The impact on academic performance, peer interactions, and home routines is more pronounced than in low-support profiles.

Examples include frequent misplacement of items, overwhelm in unstructured situations, or the need for regular prompts to complete tasks. Young people in this group often benefit from a combination of parental support, school-based accommodations, and possibly medical or multidisciplinary input.

Children and adolescents with moderate support needs may be considered for Combined Assessment at All Kinds of Minds Assessments on a case-by-case basis, in close consultation with parents. The decision is guided by an understanding of the young person’s presentation, the supports already in place, and the type of input being sought by parents. Where psychopharmacological support appears to be indicated or becomes a focus, families will be advised to consider a G.P.-led referral to C.A.M.H.S. or explore private psychiatric pathways.

Co-Occurring A.D.H.D. with High Support Needs

When traits associated with A.D.H.D. are intense, pervasive, and consistently impact learning, relationships, and daily life, a higher level of structured support is usually needed. These young people may experience substantial difficulty with impulse control, frustration tolerance, attention regulation, and emotional regulation, often requiring more substantial supports across home and school.

In these cases, a Clinical Psychologist-led assessment alone is not sufficient. A referral to a multidisciplinary team, such as the Child and Adolescent Mental Health Services (C.A.M.H.S.), is the most appropriate route. This ensures access to a broader, ongoing support plan, which may include psychopharmacological support and review.

Suitability for Assessment at All Kinds of Minds Assessments

Clinical Psychologist-led identification of co-occurring A.D.H.D. is suitable where traits are associated with low-to-moderate support needs. In these cases, attentional, regulatory, or executive functioning differences are observable across contexts (e.g., home, school, and where relevant, self-report), but do not substantially disrupt functioning or require medical input.

Where appropriate, identification can help inform:

• Educational accommodations

• Informed and regulating parental strategies

• A strengths-based understanding of the child’s neurotype

Important Clarification Regarding Psychopharmacological Support

All Kinds of Minds Assessments is a Clinical Psychologist-led practice and does not provide access to medication. A diagnosis of A.D.H.D. made by a Clinical Psychologist does not necessarily result in access to medication from a Psychiatrist or entry into Psychiatry-led services, such as C.A.M.H.S.

If, following a Combined Autism and A.D.H.D. assessment, it is felt that a child or adolescent may benefit from psychopharmacological support in the future, a separate referral to a Consultant Psychiatrist—either privately or through C.A.M.H.S.—will be required. Psychiatrists assess A.D.H.D. from a medical perspective and determine whether medication is clinically indicated.

School Attendance Considerations

Assessment at All Kinds of Minds Assessments involves the use of standardised, multi-rater tools such as the Conners-4 and Conners C.B.R.S., which require feedback from parents, teachers, and, where developmentally appropriate, the young person. If a child is not currently attending school, teacher-rated input cannot be collected, which limits the ability to reliably assess the cross-context nature of A.D.H.D.

Additionally, if a child is not attending school due to regulatory or attention-based challenges, this is likely to reflect a moderate-to-high level of support need. In such cases, a Clinical Psychologist-led assessment may not be appropriate, and families are advised to explore public multidisciplinary pathways.

Resources and External Referrals

For parents seeking a medication consultation, or for children and adolescents with moderate-to-high support needs related to A.D.H.D., it may be helpful to consult the A.D.H.D. Ireland Directory, which provides information on private Consultant Psychiatrists in Ireland. Please note that the Clinical Psychologist at All Kinds of Minds Assessments is not affiliated with A.D.H.D. Ireland or with any professionals listed in this directory. This resource is provided for informational purposes only, and families are encouraged to make their own enquiries when selecting external providers.

The All Kinds of Minds Clinical Psychologist conducts all sessions and provides information in English. The All Kinds of Minds Practice does not provide translation services. If a client requires translation assistance to understand and communicate during appointments, it is the client’s responsibility to arrange for and provide a qualified interpreter or translator. The interpreter or translator should be proficient in both English and your primary language or mode of communication to ensure accurate communication. However, by engaging in services at the All Kinds of Minds Practice, you agree not hold the Clinical Psychologist responsible for any claims, liabilities, costs, or damages related to inaccurate information arising from translation issues.

Legal Disclaimer

The All Kinds of Minds Practice makes no guarantees, expressed or implied, regarding the accuracy of information communicated through third-party interpreters or translators. By engaging with the services of the All Kinds of Minds Practice, clients acknowledge and agree to these terms and conditions. The practice shall not be held liable for any inaccuracies, misunderstandings, or consequences resulting from translation issues. Clients are responsible for ensuring the competence and reliability of the interpreter or translator they provide.

It is the client's responsibility to verify coverage and eligibility for insurance reimbursement following payment. Please check with your insurance provider to determine what benefits and coverage your specific policy offers for psychological assessments.

Most major insurance providers offer some degree of coverage when the assessment is carried out by a Chartered Clinical Psychologist. The All Kinds of Minds Practice is led by a Chartered Clinical Psychologist with the Psychological Society of Ireland (P.S.I.) and a Full Member of the Clinical Division. The membership number is M5560C.

All Kinds of Minds can issue invoices and receipts for assessments upon request, which you may use to claim back a percentage of your costs, if applicable.

At the All Kinds of Minds Practice, clients opting for an instalment plan will make monthly payments through Stripe, an online payment platform. Once an instalment plan is set up, will clients will receive invoices via email through the Stripe payment system. Each month, an invoice will be sent, and the client will need to make the payment using the details provided until the total balance is cleared. This arrangement allows for a more manageable payment schedule over time.

It is important to note that the full psychological report will only be issued to the client once all instalments have been successfully paid in full. Failure to complete the payments in full will result in the report not being issued. Therefore, it is essential that all instalments are made on time to ensure timely access to the final report.

It is understood that individuals must balance many competing demands, and unforeseen events can necessitate a change of plans, sometimes at the last minute.

Clients are required to schedule appointments that suit them and pay in advance of the appointment via the Client Portal. If a client wishes to cancel or reschedule an appointment, they can easily do so online in the Client Portal or by making contact with as much notice as possible.

At times, the Clinical Psychologist may also need to cancel and reschedule an appointment for personal reasons, sometimes with short notice. In such events, the Clinical Psychologist will provide as much notice as possible. If an appointment is cancelled, you will be prioritised for the next available appointment that suits you. The Clinical Psychologist will reschedule the appointment to a similar day of the week and time in the Client Portal online calendar. You will be notified of the cancellation via text message and/or email, and the rescheduled appointment will be communicated via email. If the rescheduled appointment does not suit you, you are free to change the appointment at any time in the Client Portal.

To ensure the safety of children and young people under the age of 16, one parent or caregiver should remain in the adjacent waiting room and be accessible throughout the duration of the appointment. Additionally, please be aware that the clinic is located on the first floor: Take care to ensure the safety of yourself and your child when using the stairs.

Legal Disclaimer

The All Kinds of Minds Practice makes no guarantees, expressed or implied, regarding the safety of clients on the premises beyond the stated safety measures. By attending appointments at the All Kinds of Minds Practice, clients acknowledge and agree to these terms and conditions. The practice shall not be held liable for any injuries or incidents that occur on the premises, including but not limited to those related to the use of stairs or other facilities. Clients are responsible for ensuring their own safety and that of their children while attending appointments.

It is very important to clarify that the All Kinds of Minds Practice does not provide an emergency or urgent response or services.

If your child is experiencing an acute emergency mental health crisis with suicidal intent and requires immediate support to keep them safe, please go to your nearest emergency department or contact emergency services at 999.

For moderate-to-severe mental health concerns without associated risk, contact your child’s G.P. for an onward referral to the appropriate H.S.E. service, such as the Child and Adolescent Mental Health Service.

Additionally, you can reach out to Your Mental Health Freephone at 1800 111 888 for support.

Pieta also provides a range of services:

• Freephone 1800 247 247 anytime day or night.

• Text HELP to 51444 (standard message rates apply).

• Visit www.pieta.ie for more information.

Please note that the information on this website is not a substitute for emergency or urgent care.

Legal Disclaimer

The All Kinds of Minds Practice expressly does not provide an emergency or urgent care response or service of any kind. By engaging with the services of the All Kinds of Minds Practice, clients acknowledge and agree to these terms and conditions. The practice shall not be held liable for any consequences arising from an individual's failure to seek appropriate emergency or urgent care. Parents or caregivers are responsible for seeking immediate assistance from emergency services or their G.P. when faced with their child experiencing an acute mental health crisis or urgent concerns relating to risk.

Neurodevelopmental assessments are inherently complex and multi-dimensional. It is important to acknowledge that these assessments involve a level of subjectivity, as there are no objective biomarkers.

The Clinical Psychologist at the All Kinds of Minds Practice is dedicated to conducting assessments with diligence and adherence to best practice standards. Assessments are based on a review of all previous assessments, standardised multi-informant assessments, clinical observations (e.g., the A.D.O.S.), detailed developmental histories, and clinical interviews (e.g., the A.D.I.-R.). All diagnostic conclusions based on all available information and made with the best interests of the child or young person in mind.

Despite all mitigating efforts, diagnostic opinions may sometimes result in false positives (i.e., where a child or young person is identified as neurodivergent but is not) or false negatives (i.e., where a child or young person is not identified as neurodivergent but is).

The accuracy of neurodevelopmental assessments is influenced by multiple factors, which can contribute to the occurrence of false positives and false negatives despite efforts to ensure precision. Key considerations include:

• Assessment Tools: The choice of assessment tools impacts diagnostic accuracy. Standardised instruments such as the A.D.O.S.-2 (Autism Diagnostic Observation Schedule, Second Edition) and A.D.I.-R. (Autism Diagnostic Interview-Revised) are widely used for autism assessments, while tools like the Conners-4 and C.B.R.S. (Conners Comprehensive Behaviour Rating Scales) aid in A.D.H.D. evaluations. Some tools are designed to be highly sensitive, reducing false negatives but increasing the likelihood of false positives, while others take a more conservative approach, potentially missing some cases. The reliability and validity of the tools used, as well as how they are integrated with other clinical data, significantly impact the assessment outcome.

• Professional Expertise & Clinical Judgement: The experience and expertise of the Clinical Psychologist conducting the assessment play a crucial role in interpreting results accurately. A psychologist with specific expertise in neurodevelopmental assessments is better equipped to distinguish between overlapping traits, consider contextual influences, and integrate multiple sources of information to reach a well-founded conclusion. The ability to differentiate between autistic traits, attentional difficulties, and other neurodivergent presentations—as well as the influence of factors such as trauma, anxiety, or relational history—is essential in minimising misdiagnosis.

• Quality & Accuracy of Information Provided by Parents & Teachers: Parental and teacher reports provide essential insights into how a child functions across settings. However, the accuracy of this information can vary due to memory recall, observational differences, beliefs about formal diagnoses, or contextual factors such as parental stress, school dynamics, or varying expectations of behaviour. A parent may underreport or overreport challenges based on their experiences, while a teacher’s perspective may be shaped by the classroom environment, access to additional school resources, teaching style, or the child’s ability to mask traits in structured settings. Discrepancies between parent and teacher reports can make the diagnostic process more complex and thus open to more false positives or false negatives.

• Characteristics & Self-Perception of the Child or Young Person: A child’s individual traits, communication style, and self-awareness can influence assessment results. Some autistic children, particularly those with high internal awareness, may describe difficulties in great detail, while others with alexithymia (i.e., difficulty identifying and expressing emotions) may struggle to articulate their experiences. Additionally, a child who has been frequently corrected or who has developed compensatory strategies (e.g., masking, social camouflaging) may underreport difficulties. For adolescents, self-perception is further influenced by social comparison, previous experiences with support (or lack thereof), and expectations from peers and adults. These factors must be carefully considered in the interpretation of self-report measures and clinical observations, as they can sometimes be associated with greater false positives and false negatives.

While standardised assessments, clinical expertise, and multi-informant reports help ensure accuracy, these factors highlight the complexity of neurodevelopmental assessments. A comprehensive, well-informed, and nuanced approach is essential in reaching an accurate and meaningful conclusion.

Legal Disclaimer

All Kinds of Minds Assessments makes no guarantees, expressed or implied, regarding diagnostic outcomes. By engaging with the services of All Kinds of Minds Assessments, clients acknowledge and agree to these terms and conditions. Clients agree to indemnify and hold harmless All Kinds of Minds Assessments and its practitioners from any claims, liabilities, damages, losses, or expenses, including reasonable legal fees, arising out of or connected with false positive or false negative outcomes in psychological assessments. If a false positive or false negative outcome is suspected over time, the child or young person’s G.P. can consider a referral to the appropriate public agency for review and reassessment with consent.

Assessments are undertaken with a commitment to clinical accuracy, neurodiversity-affirming values, and a respectful, individualised approach. Many neurodevelopmental differences—including Autism, A.D.H.D., Social (Pragmatic) Communication Differences (S.C.D./S.P.C.D.), Developmental Coordination Differences (D.C.D.), and specific learning differences (e.g., dyslexia, dyscalculia)—share overlapping characteristics. Additionally, emotional wellbeing, sensory profiles, life experiences, and personality traits can significantly influence how a child or adolescent presents.

Because of this complexity, a diagnostic label is never approached in isolation. The assessment process considers a broad range of possible explanations for a young person’s experiences and is structured to provide meaningful, evidence-based conclusions.

Differential Diagnosis

Differential diagnosis refers to the clinical process of exploring multiple potential explanations for a child’s traits or behaviour, with the goal of identifying the profile—or profiles—that most accurately reflect the individual’s development and lived experience.

This involves consideration of:

• Neurodevelopmental differences (e.g., Autism, A.D.H.D., S.C.D., D.C.D., dyslexia, dyscalculia)

• Sensory processing differences and sensitivities

• Executive functioning traits and cognitive processing profiles

• Mental health needs (e.g., anxiety, low mood, trauma responses, obsessive-compulsive traits)

• Sleep challenges, identity development, masking behaviours, and burnout

• Personality traits and temperament (e.g., perfectionism, shyness, introversion)

• Environmental factors, cultural background, family context, and social motivation

In some cases, a child or adolescent may exhibit autistic traits without meeting the full diagnostic criteria for Autism as outlined in the D.S.M.-5. These profiles are always acknowledged and treated with the same degree of respect and care, regardless of diagnostic outcome.

Structured, Individualised Approach to Assessment

Because no two children are the same, and because developmental traits often overlap across multiple profiles, the assessment process follows a structured but individualised pathway. This typically includes the following stages:

• A detailed intake and review of developmental history, contextual factors, and current concerns.

• Screening and clinical judgement to determine whether there are sufficient indicators to move forward with a full diagnostic assessment.

• Where appropriate, the use of gold-standard diagnostic tools (e.g., A.D.I.-R., A.D.O.S.-2), cognitive and attainment assessments (W.I.S.C.-V and W.I.A.T.-III), norm-referenced rating scales (e.g., S.R.S.-2, S.P.M.-2. Conners C.B.R.S., Conners-4, etc.) , and teacher-rated assessments.

• Ongoing formulation and feedback throughout the process, taking into account how strengths, traits, and challenges fit within various neurodevelopmental or cognitive profiles.

The aim is always to ensure that assessments proceed only when they are appropriate and likely to yield meaningful outcomes. A full Autism diagnostic process or a combined assessment is only initiated when clear indicators are present following screening and clinical judgement.

Diagnostic Outcomes and Fee Policy

Regardless of whether a formal diagnosis is reached, each full assessment process (sans those that do not progress past the Parent Consultation appointment) results in a detailed formulation and report, as well as a description of any recommendations that are appropriate. Fees are based on the time, expertise, and analysis required to complete the agreed assessment pathway.

• If S.C.D. is diagnosed and Autism is ruled out, the total fee is capped at the standard Autism assessment rate without a cognitive assessment.

• If A.D.H.D. is diagnosed and Autism is ruled out, and a cognitive assessment was completed, the total fee is capped at the Autism assessment rate with a cognitive assessment. Cognitive data forms part of the A.D.H.D. diagnostic process and is clinically necessary in this context.

• If no formal diagnosis is reached, the full agreed assessment fee still applies. A complete clinical formulation, including all assessment findings and tailored recommendations, will be provided.

Every effort is made not to proceed with a formal diagnostic assessment unless there is sufficient clinical indication to do so.

Clinical Standards

Reports are written with care to ensure that they are clinically robust, accessible, and affirming of the individual’s profile—whether or not a diagnosis is made. The aim is always to provide families with a meaningful understanding of a child’s strengths, needs, and support requirements.

For any questions regarding this policy or its application to your child’s circumstances, you are encouraged to seek clarification prior to proceeding with the assessment by emailing the practice.

According to the H.S.E. National Consent Policy, before any direct assessment can proceed for a child under the age of 16, consent must be obtained from all legal guardians. Failing to do so may violate a legal guardian’s constitutional rights.

From the age of 16, young people can give their own consent for the types of assessments available at the All Kinds of Minds Practice.

Ensuring Valid Consent

It is essential that the individual(s) giving consent are not under any pressure from others, including other legal guardians or parents. For young people aged 16 and over, it is equally important that their consent is given freely and without coercion.

Consent should be a reciprocal, proactive, and collaborative process. The client has a responsibility to ask questions, request additional information as needed, and take the necessary time to decide whether to proceed with a psychological assessment.

Situations Requiring Immediate Attention

In urgent circumstances, where a child may present a moderate-to-severe mental health issue or risk of harm to self or others, the court can overturn a refusal of consent by an individual aged 16+ to ensure the individual's safety. This aligns with the provisions in the Mental Health Act 2001, which governs mental health services in Ireland. It is important to note that All Kinds of Minds does not provide assessments or interventions in emergency situations. In such cases, a referral to the appropriate H.S.E. service should be considered.

Legal and Ethical Framework

This policy ensures compliance with Irish legal standards and aligns with professional guidelines to protect the rights and best interests of the child. It also upholds the principles outlined in the H.S.E. National Consent Policy.

 As per an interpretation of the Children and Family Relationships Act (2015), if the parents of a child are married, even after the birth of the child, both parents are joint legal guardians. If 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 granted legal guardianship status 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.)

Legal Guardianship

Under the Children and Family Relationships Act (2015), if the parents of a child are married, both parents are joint legal guardians, even if they divorce or separate. They remain joint legal guardians unless a court order directs otherwise.

For unmarried fathers, legal guardianship is automatically granted if the following conditions are met:

1. The father has lived with the child's biological mother for at least 12 consecutive months after January 18, 2016.

2. This cohabitation includes living with the mother and child for at least three months following the child's birth. The period of cohabitation can occur at any time before the child turns 18 years old.

If the parents have never been married and the conditions outlined in the Children and Family Relationships Act (2015) are not met, the biological mother is the sole legal guardian. However, legal guardianship can also be established if:

1. Both parents jointly sign a Statutory Declaration.

2. A court grants joint legal guardianship to an individual following a successful application.

References

• Children and Family Relationships Act (2015)

• HSE National Consent Policy

Consent Requirements

The All Kinds of Minds Practice requires consent from all legal guardians to proceed with a direct assessment of a child (i.e., under the age of 16). In cases where parents are separated or divorced, each legal guardian will be contacted separately to seek consent.

Disagreements Between Legal Guardians

Disagreements between legal guardians regarding whether a psychological assessment is in the child's best interest can occur. The All Kinds of Minds Practice does not provide mediation services for such disagreements. If one legal guardian consents to the assessment while the other does not, this situation may require professional mediation or legal intervention to resolve.

Refusal of consent by one guardian can complicate the process and may necessitate court intervention. The Family Law Courts in Ireland can provide guidance in such disputes, and it is advisable to consult with a legal professional specialising in family law to understand the specific rights, responsibilities, and legal options available.

Situations Requiring Immediate Attention

In urgent circumstances, where a child may present a moderate-to-severe mental health issue or risk of harm to self or others, the court can overturn a refusal of consent to ensure the child's safety.This aligns with the provisions in the Mental Health Act 2001, which governs mental health services in Ireland. It is important to note that All Kinds of Minds does not provide assessments or interventions in emergency situations. In such cases, a referral to the appropriate H.S.E. service should be considered.

Legal and Ethical Considerations

If there is a dispute between legal guardians regarding the appropriate course of action, and consent cannot be readily obtained from all parties, the assessment by All Kinds of Minds should be deferred until a consensus is reached without coercive action. Alternatively, an assessment with the H.S.E. can be considered while the legalities are being resolved, as the complexity of a legal dispute in the context of a psychological assessment exceeds the scope of practice at All Kinds of Minds.

Legal Disclaimer

The All Kinds of Minds Practice makes no guarantees, expressed or implied, regarding the resolution of consent disputes between legal guardians. By engaging with the services of the All Kinds of Minds Practice, clients acknowledge and agree to these terms and conditions. The practice shall not be held liable for any inconvenience or consequences arising from the inability to proceed with an assessment due to unresolved consent issues. Clients are advised to consult with their legal professionals to resolve disputes and understand their rights and responsibilities.

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 designed for legal use and cannot be submitted as evidence 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.

Private autism assessments are recognised as being both expensive and time-consuming. The primary objective of the initial Parent Consultation Appointment and subsequent Teacher-Rated Assessments is to determine whether there are sufficient neurodivergent traits present to justify proceeding with a comprehensive assessment.

Please be aware that the €200 fee for the Parent Consultation Appointment and the subsequent the €200 fee for Teacher-Rated Assessments are both non-refundable, even if the results indicate that a more in-depth assessment is not indicated. This fee covers the cost of the professional time and services provided during the consultation, as well as gathering, scoring, and interpreting all assessment information.

If it is determined, following the Consultation Appointment, that a specific assessment is required, subsequent assessment appointments will be prioritised and scheduled at the earliest possible opportunity.

Unless explicitly agreed in advance for older adolescents, children and young people should not attend the Parent Consultation Appointment, Parent Interview Appointment, or Parent Feedback Appointment. This policy applies to both in-person and remote appointments. If a child or adolescent is present during any of these appointments without prior agreement, the session will not proceed and it will need to be rescheduled.

Rationale for the Policy

This policy is in place to ensure that the assessment process is developmentally appropriate, psychologically safe, and maximally beneficial for all involved. There are several reasons why a child or young person should not attend these parent-focused appointments:

Sensitive and Developmentally Complex Content: These appointments often involve the discussion of nuanced, potentially sensitive, or developmentally complex topics. Such information may not be appropriate for a child or young person to hear directly, particularly without the opportunity for contextualisation and support.

Respecting Parental Privacy and Open Dialogue: It is essential that parents and caregivers have a safe and private space to share their observations, concerns, and questions. This allows for a more open and honest discussion, which supports accurate formulation and tailored recommendations.

Supporting Parents’ Reflective Processing: These meetings provide an opportunity for parents to reflect on their child’s developmental profile, as well as to consider their own thoughts, emotions, and possible internalised biases or societal narratives around neurodivergence. This reflective space is best created in the absence of the child to promote clarity, compassion, and constructive discussion.

All information provided on this website is for general informational purposes only and should not be considered a substitute for professional psychological advice. The content, including text, graphics, images, links, and other material, is not intended to diagnose, treat, or provide psychological recommendations for any individual.

No Establishment of Professional Relationship

Visiting this website, making contact through this website, or e-mailing the practice does not establish a professional relationship, duty of care, or constitute formal contracting of services with the All Kinds of Minds Assessments Clinical Psychologist.

External Links Disclaimer

This website contains links to external websites for informational purposes. All Kinds of Minds Assessments is not responsible for the content, privacy practices, or accuracy of the information available on these linked external websites. All Kinds of Minds Assessments does not guarantee or explicitly endorse the information found on these sites.

Email and Contact Form Use

The Clinical Psychologist reserves the right not to respond to emails or website contact form submissions that contain inappropriate or offensive content, as determined at the sole discretion of the Clinical Psychologist. Such content may include, but is not limited to, offensive language, requests for intervention or other services that are not provided, requests for assessments in the context of a forensic or legal matter, or attempts to obtain a psychological consultation prior to formal contracting.

Response to Communications

While the Clinical Psychologist will make reasonable efforts to respond to emails or website contact form submissions in a timely manner, responses cannot be guaranteed in all cases.

Legal Disclaimer

The All Kinds of Minds Practice provides no guarantees, expressed or implied, regarding the completeness, accuracy, suitability, or availability of the information on this website. By using this website, you acknowledge and agree to these terms and conditions. All Kinds of Minds Assessments and its practitioners are indemnified and held harmless from any claims, liabilities, damages, losses, or expenses, including reasonable legal fees, arising from your use of this website or reliance on the information provided herein.

Client privacy and confidentiality are of paramount importance. The All Kinds of Minds Practice adheres to strict guidelines and legal requirements regarding client confidentiality as outlined by the Psychological Society of Ireland (P.S.I.) and relevant legislation in Ireland, such as the General Data Protection Regulation (G.D.P.R.). All information shared during assessments or consultations is treated with the utmost confidentiality.

Limits to Confidentiality

There are certain legal and ethical limits to confidentiality that you should be aware of:

1. Child Protection and Welfare Concerns:

   • If there are reasonable grounds to believe that a child is at risk of harm, the Clinical Psychologist is obligated by Irish law (Children First Act 2015) to report such concerns to the child protection authorities (Tusla) without seeking consent. This applies to situations involving child abuse, neglect, or other serious welfare issues.

2. Harm to Self or Others:

   • If there is a significant risk of harm to yourself or others, the Clinical Psychologist must take appropriate actions to ensure safety. This may involve sharing information with relevant authorities or individuals to prevent harm.

3. Legal Obligations:

   • Certain legal proceedings or investigations, court orders, subpoenas, or other legal mandates may require the disclosure of client information.

Additional Situations for Information Sharing

There are additional situations where psychologists may need to share information:

• Multi-Disciplinary Assessment Work:

  • When involved in multi-disciplinary assessments, information may be shared with other professionals involved in the client’s care, with the client’s consent.

• Consent for Reports:

  • When you consent to a report being sent or emailed via a password protected and encrypted document to another professional (e.g., your G.P., allied health professionals).

• Professional Supervision:

  • To ensure the provision of high-quality services, psychologists participate in professional supervision. During these sessions, any client information discussed will be fully anonymised and treated with strict confidentiality.

Mandated reporters are individuals who are legally required to report suspicions or concerns about child abuse or neglect to the Child and Family Agency (Tusla) or the Garda Síochána (Irish police). Psychologists working with children are Mandated Reporters under the Children First Act 2015. Suspected concerns relating to child protection and child welfare will be reported to the Child and Family Agency in accordance with the Children First Act 2015. While parents are usually informed of this, it is not necessary to do so, especially if doing so might put the child or another individual at an increased risk of harm.

Duty to Report

Mandated reporters in Ireland have a legal duty to report any reasonable concerns they have regarding child abuse or neglect. This responsibility is crucial for protecting vulnerable children and ensuring their safety and well-being.

Good Faith Reporting

Reports must be made in "good faith," meaning the report is made honestly and with a genuine concern for child protection and child welfare. Good faith reporting protects the reporter from legal repercussions.

Immunity from Legal Liability

When a mandated reporter makes a report in good faith, they are protected from legal liability for doing so. This protection means that they cannot be sued or face legal repercussions, such as defamation claims, for reporting their concerns to Tusla or the Gardaí.

Cooperation with Authorities

Mandated reporters are expected to cooperate with Tusla, the Gardaí, or other relevant authorities during any subsequent investigations. Cooperation may include providing additional information and support during the investigation process.

Importance of Mandated Reporting

The protection provided to mandated reporters is designed to prioritise the safety and well-being of children in Ireland. This legal framework encourages individuals to report concerns promptly and honestly, ensuring that appropriate action can be taken to safeguard the child's welfare.

Sources of Information

• Children First: National Guidance for the Protection and Welfare of Children

• Tusla - Child and Family Agency

• Children First Act 2015

The All Kinds of Minds Practice is not equipped to provide assessments for young people with a history of aggression or violence. This policy ensures the safety and well-being of both clients and professionals.

It is mandatory for the parent or client to disclose any history of aggression or violence in advance when completing the Intake Form, which is required prior to the assessment.

If there is a disclosure of a history of aggression or violence, the parent will be informed that the All Kinds of Minds Practice is not suitable for their assessment needs.

If a client fails to disclose a history of aggression or violence and this information becomes known, services will be terminated immediately in line with the Terms of Service.

By engaging with the services of the All Kinds of Minds Practice, clients acknowledge and agree to these terms and conditions. The practice shall not be held liable for any inconvenience or consequences arising from the termination of services due to non-disclosure of aggression or violence history.

Parents are advised to consult with their General Practitioner (G.P.) to explore alternative public and private options that can safely accommodate their assessment needs.

Access to Records

All Kinds of Minds Assessments shares the full report with clients, as this is their information. Clients may request access to any additional records, where available, in accordance with legal and ethical requirements. All documents will be provided via password protected and encrypted digital files.

Please note that formal psychological assessment record forms (e.g., the W.I.S.C., W.A.I.S., W.I.A.T., A.D.O.S., A.D.I.-R., S.R.S., S.P.M., Conners-4, Conners C.B.R.S., etc.) cannot be copied or released due to copyright laws. However, a record of all obtained results will be detailed in the Full Report.

Record Keeping and Data Security

The All Kinds of Minds Practice maintains accurate and confidential records of client information using a practice management system called Carepatron and a secure cloud storage file. Carepatron is G.D.P.R. compliant and employs numerous layers of AES-256 encryption to protect data during electronic transmission and storage. This bank-level encryption ensures your data is secure.

Additionally, All Kinds of Minds uses end-to-end encrypted links hosted on G.D.P.R.-compliant third party platforms (i.e., M.H.S. Online Assessment Center, W.P.S. Online Evaluation System, Q-Global, and Jotform), to send forms and standardised assessment measures to parents, young people, and teachers.

Communication Security

While every effort is made to protect your privacy, the confidentiality of information shared via email or post cannot be guaranteed. If an error occurs when communicating by email or post, you will be informed of the matter as soon as it is discovered, in accordance with G.D.P.R. guidelines. Please note that the Clinical Psychologist cannot be held responsible for any unauthorised use or handling of email by others and disclaims any liability for any resulting losses.

Advantages of Using E.H.R. and Online Standardised Assessments

The All Kinds of Minds Practice uses an Electronic Health Record (E.H.R.) system and online standardised assessment measures instead of paper files and measures for several reasons:

1. Access Control:

   • E.H.R. systems and online assessments allow for strict access control measures, ensuring that only those with a legitimate need can access a client's records. In contrast, paper records can be accessed by anyone with physical access to the files.

2. Encryption:

   • E.H.R. systems and online assessments employ encryption to protect client data. Even if unauthorised users gain access to the system, the data they obtain is unreadable without the encryption keys. Paper records lack this level of protection.

3. Authentication:

   • E.H.R. systems and online assessments require authentication through usernames and passwords or other secure methods, adding an additional layer of security to ensure that only authorised users can log in and access client data. Authentication for paper records is often limited to physical locks and keys.

4. Backup and Recovery:

   • Electronic records can be regularly backed up and stored securely, reducing the risk of data loss due to physical damage, such as fires or floods. In contrast, paper records are vulnerable to such events.

Sources of Information

• General Data Protection Regulation (G.D.P.R.) Article 5

• Freedom of Information Act

• Psychological Society of Ireland Guidelines

Under the General Data Protection Regulation (G.D.P.R.) Data Minimisation Principle, personal data should be kept "for no longer than is necessary for the purposes for which the personal data are processed" (Article 5[1][e]). While G.D.P.R. does not specify exact retention periods for specific types of data or professions, various factors such as national legislation and professional guidelines influence retention policies for Clinical Psychologists. All Kinds of Minds Assessments operates as a paperless practice, which relates to how data is stored and managed.

Guiding Principles of G.D.P.R.

1. Lawfulness, Fairness, and Transparency (Article 5(1)(a)):

   • Personal data must be processed lawfully, fairly, and in a transparent manner in relation to the data subject.

   • Clients must be informed about how their data will be collected, used, and stored.

2. Purpose Limitation (Article 5(1)(b)):

   • Personal data must be collected for specified, explicit, and legitimate purposes and not further processed in a manner that is incompatible with those purposes.

3. Data Minimisation (Article 5(1)(c)):

   • Personal data must be adequate, relevant, and limited to what is necessary in relation to the purposes for which they are processed.

4. Accuracy (Article 5(1)(d)):

   • Personal data must be accurate and, where necessary, kept up to date. Every reasonable step must be taken to ensure that inaccurate personal data are erased or rectified without delay.

5. Storage Limitation (Article 5(1)(e)):

   • Personal data must be kept in a form which permits identification of data subjects for no longer than is necessary for the purposes for which the personal data are processed.

6. Integrity and Confidentiality (Article 5(1)(f)):

   • Personal data must be processed in a manner that ensures appropriate security of the personal data, including protection against unauthorised or unlawful processing and against accidental loss, destruction, or damage, using appropriate technical or organisational measures.

Professional Guidelines

The Psychological Society of Ireland (P.S.I.) provides recommendations on retention periods for Minors (i.e., under 18). Records should be kept until the individual turns 25-years old (i.e., seven years post-majority). All Kinds of Minds Assessments adheres to this P.S.I. guideline. 

Emails, Submissions, Consent and Intake Forms

All digital records such as emails, submissions, and intake forms fall under G.D.P.R. and P.S.I. guidelines:

• Emails, Initial Suitability Screening Submissions, Intake, and Consent Forms are retained only as long as necessary to fulfil their purpose (I.e., to determine service suitability).

• If it was determined that All Kinds of Minds Assessments is not appropriate after reviewing the emails, Initial Suitability Screening Submissions, Intake, and Consent Forms, all forms will be deleted in line with G.D.P.R., as they will have fulfil their purpose of determining service suitability.

• Once services have been contracted, emails, Initial Suitability Screening Submissions, Intake, and Consent Forms will be retained as part of the client’s record in line with P.S.I. guidelines. 

• After the necessary retention period, all forms will be securely deleted to protect the individual's personal data.

Potential Legal Claims

Records might be retained longer if there is a possibility or expectation that they could be relevant to a future legal claim or defence.

Ongoing Support Needs

In cases where the individual requires long-term or continuous support, records might be kept for the duration of the support.

Paperless Practice 

As a paperless practice, All Kinds of Minds ensures that all records are stored digitally, which includes secure cloud storage with appropriate access controls and encryption to protect personal data. Digital records are managed with the same rigour as physical records, ensuring compliance with G.D.P.R. and P.S.I. guidelines.

Sources of Information

• General Data Protection Regulation (G.D.P.R.) Article 5

• Psychological Society of Ireland Guidelines for Confidentiality and Record Keeping in Practice

• Citizen’s Information on Data Protection

Client-Initiated Discontinuation

Either the client or the Clinical Psychologist may discontinue services at any time. The client can choose to discontinue the assessment process at any stage and for any reason. If this occurs, the client will be reimbursed for any services not rendered, but not for services already provided.

Clinician-Initiated Discontinuation

The Clinical Psychologist reserves the right to discontinue any and all services if there is a violation of the Terms of Service or Policies outlined herein, if a personal safety issue is suspected or evidenced, if a dual relationship or conflict of interest is identified, or in cases of non-payment. If the Clinical Psychologist discontinues service for any of the reasons stated and payment has been received, the client will be promptly reimbursed for any services not rendered, but not for services already provided.

Legal Disclaimer

The All Kinds of Minds Practice reserves the right to discontinue services at its discretion, as outlined in this policy. By engaging with the services of the All Kinds of Minds Practice, clients acknowledge and agree to these terms and conditions. The practice shall not be held liable for any inconvenience or consequences arising from the discontinuation of services. Reimbursements will only cover services not yet rendered and will not apply to services already provided. Clients are encouraged to review the Terms of Service and Policies to understand their rights and responsibilities.

By engaging with the services of All Kinds of Minds Assessments, parents and caregivers acknowledge and agree to uphold professional, respectful, and constructive communication with all professionals involved in the assessment process, including the Clinical Psychologist and Speech and Language Therapist.

The practice reserves the right to discontinue services if a parent or caregiver engages in aggressive, inappropriate, or disrespectful behaviour in any form, including verbal, written, or in-person interactions. In such cases, no further appointments will be scheduled, and the practice will not be responsible for any inconvenience resulting from the termination of services.

All Kinds of Minds Assessments is committed to ensuring a supportive and professional environment for both families and professionals, and these expectations are in place to maintain a positive and productive assessment process.

Both positive and critical feedback contribute towards continuous improvements. If you have any feedback regarding the services provided by the All Kinds of Minds Practice, they will be managed in accordance with the Feedback Policy.

At All Kinds of Minds Assessments, the Chartered Clinical Psychologist does not accommodate students or trainees due to the size and scope of the practice. All Kinds of Minds is a small practice catering to a select number of clients at any given time. Consequently, the Chartered Clinical Psychologist does not have the capacity or resources to provide the necessary supervision for trainees or students.

Additionally, the practice offers a highly specialised range of assessments focused autism and co-occurring neurodevelopmental differences. This specialised focus means that the broader range of experience typically required for trainee development is not available here. The practice is committed to maintaining a focused and specialised approach, which is not conducive to the additional resources and structures needed to support the educational and professional development of students or trainees in the field.

All Kinds of Minds Assessments reserves the right to modify or update the Terms of Service, fees, policies, practices, service scope, or website content without prior notice. Clients are responsible for periodically reviewing the Terms of Service and website to stay informed of any changes.

This ensures that All Kinds of Minds Assessments adapts to evolving professional standards, legal requirements, and business needs while maintaining transparency and clarity for clients.

Legal Disclaimer

The All Kinds of Minds Practice makes no guarantees, expressed or implied, regarding the constancy of the Terms of Service, fees, service scope, service limitations, or website content. By engaging with the services of the All Kinds of Minds Practice, clients acknowledge and agree to these terms and conditions. The practice shall not be held liable for any inconvenience or consequences arising from modifications or updates to the Terms of Service or website content. Clients are encouraged to regularly review the Terms of Service and website to stay informed of any changes.

All content on the All Kinds of Minds website, including written materials, is the intellectual property of Shaun Frandsen and may not be used, copied, or reproduced without prior written consent. Unauthorised use constitutes copyright infringement. Express permission must be granted by Shaun Frandsen for any content to be copied and used elsewhere.

Proper credit, references, and/or links have been provided where the work of other individuals or organisations has been cited or referenced on this website.

Right to Dissolve the Waitlist

Dissolving the waitlist would be an unlikely event. However, as a small private practice, All Kinds of Minds Assessments reserves the right to dissolve the waitlist at any time and for any reason. This measure ensures flexibility in managing foreseen and unavoidable, as well as unforeseen circumstances.

Notification of Dissolution

In the unlikely event of waitlist dissolution, all waitlisted clients will be notified promptly.

Alternatives and Recommendations

Clients affected by the unlikely event of a waitlist dissolution should contact their G.P. to discuss referrals to other practices, public sector services, or relevant providers.

Legal Disclaimer

All Kinds of Minds Assessments makes no guarantees, expressed or implied, regarding the availability of services or the continuation of the waitlist. By joining the waitlist, clients acknowledge and agree to the terms and conditions outlined in this policy. The practice shall not be held liable for any inconvenience or consequences arising from the dissolution of the waitlist. Clients are encouraged to explore all available options for their assessment needs and to maintain open communication with their General Practitioner (G.P.) for ongoing support and referrals.

As per the N.C.S.E. guidelines in Circular 0010/2013, in some cases, assistive technology may be applied for by educators on behalf of a child with the following disabilities if they cannot access the curriculum without this type of of support:

• Autism

• Specific Learning Disabilities, such as Dyslexia and Dyscalculia

• Language Disorder

• Speech Sound Disorder

• Moderate Intellectual Disability 

• Multiple Disabilities 

However, the circular notes that not all children with one of these disabilities will automatically qualify for personal assistive technology under this scheme. Eligibility is based on professional reports that must demonstrate:

• That the child requires assistive technology to access education.

• How the recommended equipment will directly support the child’s learning.

• That the school has already explored existing interventions and technology within its resources.

Additionally, when applying, educators must confirm that they:

• Understand how the recommended equipment will be used in the classroom.

• Can outline the expected educational outcomes the technology is intended to support.

The circular states that the assistive technology is provided only where it is essential for accessing education, rather than as a general support tool.

For example, to apply for an assistive technology grant for an autistic child with co-occurring dyslexia or dyscalculia, a least one of the child’s attainment scores (e.g., in reading, spelling, mathematics, etc.) needs to be at or below the 2nd percentile. Additionally, as outlined in N.C.S.E. guidelines and Circular 0010/2013, the child must also obtain a Full Scale I.Q. (F.S.I.Q.) or the General Ability Index (G.A.I.) of 90 or above.

Ultimately, the Clinical Psychologist at the All Kinds of Minds Practice can make recommendations for these and other accommodations when the criteria are met. However, it is important to understand that any recommendation made by the Clinical Psychologist does not guarantee access to the requested accommodations. The authority to approve and implement any recommendations ultimately rests with the school principal and the Special Educational Needs Organiser (S.E.N.O.). Additionally, the criteria for granting supports can change or might not be published (e.g., that a child’s I.Q. must be 90 or above as per the F.S.I.Q. or the G.A.I.).

Once the report has been completed and submitted, the Clinical Psychologist’s contracted remit is fulfilled. The Clinical Psychologist does not have a role in the final decision-making process, implementation, or review of the recommended accommodations. The responsibility for these actions lies with the educational authorities.

The Clinical Psychologist at All Kinds of Minds engages in an assessment-only practice focused on autism and co-occurring A.D.H.D. and specific learning disabilities (S.L.D.).

For co-occurring assessments of Dyslexia, it is important to know that applications for the exemptions from the study of Irish, as well as R.A.C.E. (Reasonable Accommodations at the Certificate Examinations), can be granted without a formal assessment and diagnosis by a Psychologist if certain criteria are met.

Criteria for Exemptions from the Study of Irish

According to the latest guidelines, exemptions from studying Irish can be granted under specific circumstances as outlined in Circular 0054/2022 for primary schools and Circular 0055/2022 for post-primary schools. These include:

• Students who have significant literacy difficulties that persist despite access to a differentiated approach to language and literacy learning over time and have a standardised score at or below the 10th percentile in word reading, reading comprehension, or spelling.

• Students with multiple and persistent needs that significantly impact their learning and participation in school life.

• Students who have attended school outside Ireland without the opportunity to study Irish.

• Students in specialised schools or specialised classes, or those transitioning from such provisions.

For more information on the criteria and application process for exemptions from studying Irish, you can refer to the Citizen’s Information page.

R.A.C.E. Applications

An assessment by a Psychologist or other professional and a formal diagnosis is not required for R.A.C.E. Applications. Access to this is based on assessments conducted by educators within the school. Information about the R.A.C.E. application process can be found on the Examinations.ie website.

D.A.R.E. Applications

An assessment by a Psychologist or other professional and formal diagnosis is required for D.A.R.E. Applications where the primary diagnosis is autism or A.D.H.D.

However, an assessment by a Psychologist and formal diagnosis of co-occurring dyslexia or dyscalculia is not required for D.A.R.E. Applications. Application requirements for D.A.R.E. are outlined on the Access College website.

Importance of Consulting with Educators

Before requesting a co-occurring dyslexia assessment with the All Kinds of Minds Practice, it is crucial to discuss your options with educators at your child’s school to make an informed decision that best suits your child's needs.

By requesting a co-occurring dyslexia or dyscalculia assessment with the All Kinds of Minds Practice, it will be assumed that you have read and understood your options, as outlined in these Terms of Service, and have decided to proceed with a formal psychological assessment despite it no longer being a requirement for an Irish Exemption (i.e., in the case of dyslexia), R.A.C.E., or D.A.R.E.

For further information about additional supports and educational accommodations, please visit the Department of Education Circulars page on the Gov.ie website and the Citizen’s Information on Special Needs Education.

Neurodivergent children and adolescents sometimes require additional support and accommodations within the school environment. Clinical Psychologists frequently make recommendations for accommodations based on the specific needs of the child in their reports. However, the Clinical Psychologist at All Kinds of Minds does not have the authority to approve, allocate, or implement these supports or accommodations within the school setting. Furthermore, the role does not extend to offering educational or career guidance to clients or teacher consultations regarding diagnoses made.

The responsibility for approving and implementing recommendations rests with the school principal and the Special Educational Needs Organiser (S.E.N.O.). Once the report has been completed and submitted, the Clinical Psychologist's contracted remit is fulfilled.

For up-to-date information about the allocation of additional supports to students requiring accommodations in school, please visit the Citizen’s Information Page.

Further details about additional teaching support can be found in the Department of Education’s Circular 0002/2024 for primary schools, and Circular 0003/2024 for post-primary schools. These circulars, along with the Department's guidelines, help educators identify pupils who need additional teaching support and develop individualised learning programmes. The Department of Education also provides information for parents about accessing additional teaching support within the education system.

Special Needs Assistants (S.N.A.s) are allocated to schools to provide non-teaching care support for students with specific care needs due to disabilities or medical issues. This might include maintaining a child's safety and other necessary care. For more information, please refer to the Department of Education’s Circulars 0049/2024 and 0053/2024. The National Council for Special Education (N.C.S.E.) has also published an information booklet for parents.

Roles and Responsibility for Accommodations

School Principal: The principal is responsible for the day-to-day management of the school, including the implementation of educational plans and accommodations for students with different needs. The principal coordinates with teachers, parents, and S.N.A.s to ensure that appropriate support is provided.

Special Educational Needs Organiser (S.E.N.O.): The S.E.N.O. works with schools to allocate resources for students with different educational needs. They play a critical role in coordinating with the principal to determine the level and type of support needed and allocated to the school.

The Clinical Psychologist at All Kinds of Minds engages in an assessment-only practice focused on autism and co-occurring A.D.H.D. and specific learning disabilities (S.L.D.). This practice primarily aims to identify the individual's neurotype and cognitive profile. The reports generated from these assessments can be instrumental in advocating for accommodations in third level settings.

However, the Clinical Psychologist does not participate directly in the decision-making processes, implementation, or review of the recommended accommodations. There is no certainty or guarantee that the recommendations provided will be adopted wholly or partially by universities, which have their own protocols and discretion in facilitating accommodations and adjustments.

Domicillary Care Allowance:

If you are caring for a child under the age of 16 with high support needs, you may qualify for Domiciliary Care Allowance. To find out more about this and learn how to apply, see the Citizen’s Information Page on the topic.

To apply, fill in a Domiciliary Care Allowance Form. Parents must complete Parts 1 to 5 of the form. You then ask your child’s G.P. to fill in parts 6 and 7 (i.e., the medical section) of the form. You should also attach any reports you have—including the report completed by the All Kinds of Minds Clinical Psychologist if your child met criteria for a diagnosis and has support needs that meet the threshold.

The form needs to be signed by parents and the child’s G.P. because a medical license number is needed on the application form. Clinical Psychologists are not medics; therefore, the Clinical Psychologist at the All Kinds of Minds Practice does not complete any part of the DOM CARE 1 application form.

Disability Allowance:

If you are a young person aged 16+ with high support needs, you may qualify for Disability Allowance. To find out more about this and learn how to apply, see the Citizen’s Information Page on the topic. When filling out the DA1 Form, the form needs to be signed your G.P. because a medical license number is needed on the application form. Clinical Psychologists are not medics; therefore, the Clinical Psychologist at the All Kinds of Minds Practice does not complete any part of the DA1 application form.

The fees for each assessment are set based on current national and regional pricing trends and reflect the typical rates charged by similar providers across Ireland. These fees encompass all aspects of the assessment process, including clinical data analysis, interpretation, detailed report writing, letters, face-to-face assessments, and feedback sessions. In the case of multidisciplinary autism assessments, fees also cover the involvement and remuneration of other clinicians. The reports provided are highly detailed and require substantial time, clinical judgement, and expertise.

It is recognised that private neurodevelopmental assessments represent a considerable financial investment. To support families, flexible payment options—including instalment plans—are available to help make assessments as accessible as possible. Please feel free to enquire if you would like more information about these options.

Please Note: If assessment fees change over time, families will be quoted the fee in place on the date they submitted the Initial Suitability Screening Form. This ensures clarity and fairness throughout the process.

The All Kinds of Minds Practice operates as a private provider or “vendor” of autism diagnostic assessments for the Health Service Executive (H.S.E.), delivering services within a defined clinical scope as outlined on this website. As a contracted vendor, the practice adheres to all clinical, ethical, and administrative standards required by the H.S.E., ensuring that assessments are eligible for public funding and conducted in line with best practice guidelines.

While commissioned by the H.S.E. for autism assessments, the All Kinds of Minds Practice remains an independent private practice. This contractual arrangement applies specifically to H.S.E.-funded assessments for eligible children and adolescents. All assessments—whether publicly funded or privately paid—are completed with the same standard of diligence, care, and neurodiversity-affirmative ethos. Clinical judgement is exercised independently and diagnostic conclusions and recommendations reflect the evidence gathered throughout the assessment process.

Families accessing the H.S.E. pathway through the practice can expect comprehensive, respectful, and supportive assessment services. Should questions arise regarding the H.S.E. assessment pathway, parents or caregivers are encouraged to speak directly with the H.S.E. Primary Care Autism Assessment Administrator that arranged the assessment.

Suitability for Assessment at the All Kinds of Minds Practice:

As an H.S.E. vendor, the All Kinds of Minds Practice offers a clearly defined range of neurodevelopmental assessments within a structured, supportive, and private clinical setting. However, in some instances, the information provided in the Intake Form may suggest that the practice is not the most appropriate setting for a child or young person’s current needs. This decision is made thoughtfully, with the aim of ensuring the child or adolescent is assessed within a suitable setting where their needs can be supported.

Suitability for assessment at the practice may be affected by the following factors:

• Complex Presentations: Children or young people with moderate-to-severe mental health experiences or intellectual disabilities may require the more comprehensive support offered by multidisciplinary public services such as the Child and Adolescent Mental Health Services (C.A.M.H.S.), the Children’s Disability Network Team (C.D.N.T.), or the C.A.M.H.S.-I.D. Team (if and when available).

• Safety Concerns: Situations involving significant risk of harm to self or others that require medical or multidisciplinary input will be more appropriately supported by acute services such as the Emergency Department or C.A.M.H.S., as well as Tusla in some cases.

• Family Circumstances: In cases of complex familial dynamics, such as highly acrimonious parental separation or situations in which one legal guardian is unwilling to provide consent for assessment, proceeding with a private provider may not be feasible.

• Assessment Readiness: Where emotional regulation or behavioural needs are so substantial that they may prevent safe and meaningful participation in a private assessment setting, an alternative setting will be needed.

• Assessment Timing: If a recent neurodevelopmental assessment has already taken place, repeating the process may be unnecessary and potentially distressing, without adding meaningful clinical insight.

If it is determined that the practice is not a suitable fit, the Clinical Psychologist will communicate this decision, explaining the relevant factors. The H.S.E. Primary Care Autism Assessment Administrator and Primary Care Management will then be notified to facilitate onward referral. All personal data held by the practice will be securely deleted in compliance with General Data Protection Regulation (G.D.P.R.) standards.

Data Processing, Protection, Sharing, and Retention for H.S.E. Clients:

All data submitted to the All Kinds of Minds Practice is protected with end-to-end encryption using Secure Sockets Layer (S.S.L.) technology to safeguard confidentiality. Access to submitted data is strictly limited to the Clinical Psychologist at the practice.

The practice complies fully with the G.D.P.R. and follows the Psychological Society of Ireland (P.S.I.) Confidentiality and Record Keeping Guidelines regarding data retention. If it is determined that an assessment will not proceed, all provided information, including the Intake Form, will be securely deleted, ensuring data is not retained beyond what is necessary or permitted.

Questions or Clarifications:

For specific information about the private assessment process that is not detailed on the website, you are welcome to contact the All Kinds of Minds Clinical Psychologist directly at contact@allkindsofminds.ie. Alternatively, for matters specifically related to the H.S.E. assessment pathway, parents should consult with the H.S.E. Primary Care Autism Assessment Administrator who arranged the assessment.

Information about the Autism Assessment Pathway

The autism assessment process provided through the H.S.E. Primary Care Autism Assessment Pathway is structured to offer a holistic, respectful, and evidence-informed understanding of a child or young person’s strengths, development, and support needs. The following outlines the steps in this process:

• The process begins with an Intake Form and, if needed, a Consent Form. Consent from all legal guardians for children aged 15 and younger must be obtained before any assessment appointments can be scheduled. Young people aged 16+ will need to provide their own consent to proceed.

• Parents and a teacher who knows the child well are asked to complete standardised questionnaires. These may include tools such as the Social Responsiveness Scale (S.R.S.), Sensory Processing Measure (S.P.M.), and Conners Comprehensive Behaviour Rating Scales (C.B.R.S.), which provide valuable insights into the child’s functioning across different settings.

• The first appointment is a parent or caregiver interview with the Clinical Psychologist. This session gathers developmental history and current information about the child’s communication, relationships, behaviours, and interests using the Autism Diagnostic Interview-Revised (ADI-R).

• The second appointment is a direct assessment session with the child or young person. During this appointment, the Autism Diagnostic Observation Schedule – Second Edition (ADOS-2) is used. For young children, this play-based session is conducted by both the Clinical Psychologist and a CORU-Registered Speech and Language Therapist. For adolescents, the session focuses on social interaction and conversation.

• A feedback appointment is then held with the child’s parent(s) or caregiver(s). During this session, the psychologist will discuss the findings of the assessment, including whether the child meets criteria for an autism diagnosis or whether an alternative formulation is more appropriate.

• For children under 14 years of age, only the parent(s) attend the feedback session. For adolescents aged 14 to 15, attendance by the young person is considered on a case-by-case basis. For those aged 16 to 18, the young person is usually seen individually, with a separate feedback conversation with parents if the young person consents.

• A comprehensive psychological report is prepared after the feedback session. This document includes detailed findings from the assessment, any diagnosis (such as autism as defined in the DSM-5, if appropriate), and practical recommendations for accommodations and supports at home, in school, and within the community.

• Reports are recognised by the H.S.E. and the Department of Education. The report may include guidance for onward referral to additional supports such as occupational therapy, speech and language therapy, or mental health services, where applicable.

• Families are encouraged to ask questions and are given space to reflect on the information shared. The goal is to ensure a respectful and collaborative approach that supports understanding and validation.

• If further assessment is required to reach a diagnostic conclusion, families will be informed. Approval will be sought from H.S.E. Primary Care Management, and verbal consent from the parent or guardian will be obtained before any additional steps are taken.

• After the report is issued, the All Kinds of Minds Practice concludes its involvement. The practice does not offer post-diagnostic support, consultation with schools, or therapeutic input. The final report is only submitted to the H.S.E. Primary Care Autism Assessment Pathway Administrator for any required follow-up. Parents will be provided with a copy of the report, and they can consider sharing it with third parties at their own discretion.

• Reports are prepared in the order assessments are completed. Due to the thorough nature of these documents, some time may be required before the final version is available. On average, for H.S.E.-commissioned clients, it will take approximately three-months after the Feedback Appointment to receive the full report. If a diagnostic confirmation letter is needed in advance of this, one can and will be provided when sought by clients.

Prior to booking the Parent Consultation Appointment, should you have queries regarding these Terms of Service, please seek clarification or additional information. To do so, please contact All Kinds of Minds Assessments via e-mail.