Frequently asked questions.

There are two fees: one for a comprehensive educational assessment, and one for a comprehensive combined “SEB”/neurodiversity assessment — social, emotional and behavioural, which includes AD/HD, ASD, mental and emotional health (anxiety and depression), and ODD.

Fees are available on enquiry — each assessment is scoped to the individual, and the fee is confirmed with you before any appointment is arranged. Please send an enquiry for a current quotation.

The appointment time is usually three hours — two or all three with the child or young adult, and the remaining time with the parent. Young children finish the protocol in 90 minutes, whereas a 17-year-old can take three hours: more tests, and a longer time to complete each measure.

For a combined “SEB”/neurodiversity assessment the range is wider, depending entirely on which tests are used, how much data is collected, and how much time is spent with the child and parents (or adults who self-refer). A comprehensive autism assessment for a non-verbal or minimally verbal child could take several days and involve several professionals.

When I assess a child or adult for AD/HD or autism, the appointment usually runs between 3.5 and 4 hours. For children the time is divided evenly between child and parents; for teenagers the ratio is usually 75/25.

My advice to anyone on a wait list is to make regular contact with the provider, because timing is critical. An opening might occur, and it can be filled immediately by someone who is making new contact or checking the status of their case.

The process depends on age and the type of assessment, which is usually determined in the first contact and submission to the website.

As an example: a parent is concerned about the reading and writing levels of a seven-year-old. This requires a comprehensive educational assessment, with about two hours of standardised tests. The results are provided during the parent meeting, with recommendations for supports and methods to address the difficulties.

A parent writes that her 16-year-old daughter cannot focus or concentrate in class, and the student wonders whether it is AD/HD. This is a combined “SEB”/neurodiversity assessment: about 2.5 to 3 hours of student time and an hour-long parent meeting, with rating forms completed beforehand that are input, analysed and summarised before the appointment.

An adult wonders if he is on the autism spectrum. This is a four-hour appointment, preceded by forms completed and analysed in advance. The ADOS-2 is used as part of the assessment — as it is for most teenagers and adults where there is a query about ASD.

The assessment is complete when the report is received. I send reports two or three days after the appointment. My modus operandi is to share the outline of the report at the end of the meeting, so there are no surprises and no need for follow-up.

Many reports come with attachments detailing specific strategies for the main difficulties encountered — comprehension, mathematics, slow speeds, and so on — and, when relevant, DARE documents for the CAO application or a psychometric summary in dyslexia and dyscalculia cases.

Again, this depends on age and type of assessment. For younger children it is best to say that a person will do various activities — shy away from “tests” — that show how children learn. Knowing this helps parents, teachers and tutors know how to help with homework and school, and also what the child enjoys, so there can be more of the fun things.

The only paperwork required is that directed by the assessing psychologist — usually rating forms or dedicated qualitative narratives. Previous reports, letters and other documents are optional.

The assessing psychologist typically does not provide further intervention such as CBT/DBT, coaching or counselling. Personally, I only do assessments — and this is more than enough (refer to the waiting time above).

Further interventions or specialised investigations are often required. An adult with AD/HD may need a medication trial; as a psychologist I cannot write prescriptions, so a referral is made to adult psychiatry. Specialised AD/HD coaches may be recommended, with contacts provided in the recommendations section of the report.

For children with AD/HD or ASD, most recommendations are implemented at school level, with outside sources recommended as necessary. Certain queries require cross-professional investigation: a Speech and Language Therapist assessment may be recommended for specific verbal or language comprehension difficulties, and “dyspraxia” evaluations are done primarily through Occupational Therapy — with peripheral collaboration via the psychologist's testing.

A single hard copy of the report is posted to the receiver. The receiver then determines who needs to see the report — school, GP, tutor, CAO office, psychiatrist, psychologist, speech and language therapist, occupational therapist, counsellor, and so on.

The receiver can scan the hard copy to create a PDF for further electronic transmission, or copy and post it as required. In this way, the receiver stays in control of the report's distribution.

All recommendations are just that — recommendations. Implementation requires the provider to agree. Where a school or educational authority has another plan, there is an appeal process; in Leaving Certificate cases a Psychologists' Certification form provides the supporting documentation.