Consent to Psychological Services

About Your Psychologist
I’m Zoe Smith, an Autistic ADHDer Psychologist with a PDA profile. I work from a neurodiversity-affirming paradigm, supporting people in understanding their neurotype and finding ways of living that actually suit their way of being. I believe that being neurodivergent is something to be supported and fully embraced as a natural variation of humanity. My approach is holistic and person-centred, and I aim to create a safe, low-pressure space where you can explore your experiences without judgment.
I’ve been working in the neurodivergent space for over 10 years and draw on my professional experience and my own lived experience as an AuDHDer, as well as my roles as a mother, sister, daughter, and partner in a family of neurodivergent people. My work is grounded in compassion, respect, and inclusivity, and I focus on helping each person make sense of their strengths and challenges in ways that feel practical, realistic, and useful for everyday life.

Purpose of Assessment and Parent Support/Understanding Your Neurotype Sessions
The primary goal of the assessment process is to provide a thorough understanding of cognitive, emotional, and behavioural functioning, with a focus on identifying strengths, challenges, and areas where support may be helpful. Assessments aim to give a clear and practical picture of how someone experiences the world, how they learn and process information, and how they manage day-to-day life.
For children, the assessment also provides guidance for parents and carers. Parent support or Understanding Your Neurotype sessions are designed to help families make sense of the assessment findings, understand how their child experiences the world, and explore Supports that respect their neurodivergence. These sessions focus on understanding, practical approaches to everyday life, recognising and building on strengths, and creating environments where children feel safe, understood, and able to thrive. For adults, these sessions can support self-understanding, exploring personal neurodivergence, and identifying supports that fit your way of thinking, learning, and living. They are also an opportunity to discuss practical adjustments, coping strategies, and ways to navigate social, work, or educational contexts while staying true to your neurotype. The process is about providing information, understanding, and practical guidance that helps both individuals and families feel more confident, supported, and equipped to move forward.

Neurodiversity-Affirming Approach
I recognise neurodiversity as a natural and valuable aspect of human diversity, encompassing variations in neurological functioning such as those associated with Autistic and ADHD neurotypes. Assessments and one-on-one sessions honour, understand, and support these differences, viewing neurodivergent traits as valid expressions of human diversity rather than deficits or disorders.My goal is to help you understand your neurotype, embrace your unique qualities, and create environments that honour you as you are. Everyone deserves a neurodivergent-affirming assessment and ongoing support, and I am here to guide you in leading your authentic neurodivergent life.

Comprehensive Evaluation
The medical model often focuses on deficits and expects neurodivergent individuals to conform, masking differences and maintaining the status quo. This can harm mental health by implying that neurodivergent ways of being are not acceptable. My approach focuses on the social model of disability, recognising neurodiversity as natural and valuable.Assessments and one-on-one sessions provide insights for radical acceptance, understanding your neurotype, and creating neuro-environmental fit.

Disclaimer Regarding Medication
I am unable to provide medication prescriptions. Many psychiatrists require their own assessment before prescribing ADHD medication. If medication is a primary goal, you may wish to seek evaluation directly from a psychiatrist or paediatrician.

Explanation of Services
Inclusive Connections Psychology provides assessment and consultation services to support understanding of neurodivergence, cognitive profiles, learning, and functional capacity. Services include:

• Autism, ADHD, PDA assessments
• NDIS functional assessments (child and adult)
• Cognitive and educational assessments (child and adult)
• Educational sessions on understanding neurotype for parents and individuals

Services are neurodiversity-affirming, collaborative, and strengths-based. However, for NDIS purposes, some assessments and reports are not fully neurodiversity-affirming, as they must use the frameworks and language required by the NDIS. This means the focus is on describing functional abilities and support needs in the terms that the NDIS requires, rather than reflecting a neurodiversity-affirming perspective. While this approach is necessary for administrative purposes, the process is still conducted with care, respect, and attention to the individual’s strengths and experiences.

Waitlist and Appointment Scheduling
Appointments are scheduled based on current availability. Because waitlist times fluctuate, our admin team will provide guidance on expected timing once your initial enquiry is complete. When appointments become available, individuals are contacted by phone or email. Spots are offered to 2–3 clients at a time, with a 12-hour window to respond. Rest assured, you will not lose your place on the waitlist; this system is simply to manage the calendar efficiently. If you respond after the 12-hour window, your appointment will still be scheduled as soon as possible, though it may not fall within that same month. To secure an appointment, a 20% deposit is required at least 48 hours before the appointment. If the deposit is not received within this time, the spot will be offered to another client. Check-ins for waitlist status are welcome and encouraged.

Appointment Durations:

Assessment Type	Duration
Autism	2 hours
ADHD	1.5 hours
PDA	1.5 hours
NDIS	2 hours
Child play-based	30-45 min
Cognitive Assessment	1 hour
Educational Assessment	1.5 hours
Understanding Your Neurotype	50 mins
Parent Support	50 mins

Questionnaires and Pre-Assessment Forms
Before your assessment, you’ll receive a set of pre-assessment questionnaires via email designed to give a clearer picture of day-to-day functioning, strengths, challenges, and experiences. These help guide the assessment and ensure we capture as much relevant information as possible. The questionnaires provided will reflect your individual assessment, and these may differ on a case-by-case basis.

For Adult Assessments:

• Adults complete self-report questionnaires about their own experiences.
• Observer questionnaires may also be requested from someone who knows you well, such as a partner, parent, sibling, or long-term friend. These provide additional perspectives and context to support a more complete understanding of functioning across settings.

For Child Assessments:

• Parents or caregivers complete parent-report questionnaires about the child’s experiences at home and in daily life.
• Teachers or other relevant adults will be asked to complete teacher/observer questionnaires, which provide information about the child’s functioning in school or other settings.

Examples of Questionnaires and Their Typical Use:

• SRS-2 (Social Responsiveness Scale) – Self, parent, and teacher/observer versions. Used in autism assessments to understand social communication and interaction differences.
• CAT-Q (Camouflaging Autistic Traits Questionnaire) – Adult self-report; assesses strategies used to mask or compensate for autistic traits.
• BROWN EF/A Scale– Self, parent, or teacher/observer versions. Assesses executive functioning and attention-related traits, relevant for ADHD and general assessment of cognitive functioning.
• CONNERS-4 / CAARS-2 – Conners for children, CAARS for adults. Used in ADHD assessments to explore inattentive, hyperactive, and impulsive traits.
  Extreme Demand Avoidance Questionnaire (EDA-Q) – Parent or self-report. Relevant for PDA profiles.
• BASC-3 (Behaviour Assessment System for Children) – Parent, teacher, and self-report versions for children; used to explore social-emotional and behavioural functioning.
• ABAS-3 (Adaptive Behaviour Assessment System) – Parent, teacher, or self-report. Assesses adaptive functioning across daily life skills.
• Vineland-3 – Parent and teacher report; used primarily in intellectual disability or global developmental assessments.
• Educational Setting Questionnaire (ESQ) – Teacher-report; provides context on school-based functioning and supports.
• WHODAS-2 / WHODAS-Child – Self or parent report; used in NDIS assessments to capture functional capacity.
• LSP-16 – Self-report, primarily for adult NDIS assessments; examines day-to-day life and functional needs.

Cognitive and Educational Assessments:

• WISC-V (Wechsler Intelligence Scale for Children – 5th Edition) – Children aged 6–16; assesses verbal comprehension, visual-spatial skills, fluid reasoning, working memory, and processing speed.
• WPPSI (Wechsler Preschool and Primary Scale of Intelligence) – Children aged 2.5–7; similar domains to WISC-V, tailored for younger children.
• WAIS (Wechsler Adult Intelligence Scale – IV or V) – Adults; measures verbal comprehension, visual-spatial reasoning, fluid reasoning, working memory, and processing speed.
• WIAT-III (Wechsler Individual Achievement Test – 3rd Edition) – Children or adults; assesses academic skills including reading, writing, spelling, and mathematics.

What to Expect When Completing Questionnaires:
Some questions may feel unusual, repetitive, or even confronting. This is normal. Many of these tools were originally designed with a deficit-focused lens and may not fully reflect neurodivergent ways of thinking, feeling, or experiencing the world. Questions may ask about behaviours in specific contexts, emotional regulation, or social interactions, and can feel uncomfortable if they highlight areas where support is needed.

Try not to overthink your answers. Consider how you or your child typically function across different settings, particularly in environments that are less accommodating. Answering honestly helps create a more accurate picture and ensures recommendations are practical, useful, and respectful of individual needs.

Assessment Process

Child Assessments

• Child assessments are play-based and child-led, designed to observe comfort, engagement, and natural behaviours.
• Parent interviews explore your child’s background, schooling, family, medical or mental health history, early development, interests, and daily routines.
• The process aims to understand your child holistically, identifying both strengths and challenges, while creating a low-pressure environment that encourages natural expression.
• Observations focus on social interaction, communication, sensory preferences, attention, and play style, helping to build a picture of how your child experiences the world.

Adult Assessments

• Adult assessments focus on understanding experiences across life domains, including work, study, relationships, family, schooling, mental health, daily routines, strengths, and challenges.
• Interviews are tailored to the individual and the type of assessment, with questions linked to DSM-5-TR criteria where relevant. The assessment may explore things such as traits, coping strategies, sensory preferences, executive functioning, emotional regulation, and social patterns.
• Adults are encouraged to reflect on both past and present experiences, helping to understand how strengths and challenges show up across different contexts.

Autism Assessments

• Explore social communication and interaction patterns, sensory processing preferences, stimming or movement patterns, special interests, and needs for routine or predictability.
• Observations and interviews are strengths-based, identifying interests, preferences, coping strategies, and ways the individual engages with their environment.
• The assessment aims to capture a holistic view of experiences across home, school, work, and social settings, in a way that respects comfort and autonomy.

ADHD Assessments

• Focus on patterns of attention, impulsivity, hyperactivity, executive functioning, organisation, planning, and emotional regulation.
• Interviews explore how ADHD traits present in daily life, work, study, and relationships, highlighting both challenges and the practical strengths that come with the ADHD brain, such as creativity, problem-solving, and hyperfocus.
• Observations help understand coping strategies and environmental fit, while sessions are conducted in a flexible, low-pressure way to support focus and engagement.

PDA Profiles

• Examine demand avoidance, need for autonomy and equality, emotional regulation, flexibility, masking or camouflaging, social strategies, interests and anxiety.
• Focus is on understanding how PDA traits show up in everyday life, including responses to demands, anxiety triggers, and strategies for managing expectations.
• Interviews and observations are conducted collaboratively, in a low-demand and affirming way, respecting autonomy and building insight into both strengths and areas where support may be helpful.

Cognitive Assessments

• May include the WISC-V, WPPSI-IV, or WAIS-V, depending on age and individual needs.
• Assessments explore verbal comprehension, visual-spatial reasoning, fluid reasoning/perceptual reasoning, working memory, and processing speed.The goal is to understand thinking styles, problem-solving approaches, and cognitive strengths and challenges.

Educational Assessments

• Will include the WIAT-III to evaluate academic skills such as oral listening, reading, writing, spelling, and mathematics.
• Focus is on identifying learning strengths and areas where support is helpful, while observing problem-solving approaches and engagement with tasks. This assessment is used for the identification of Specific Learning Disorders such as Dyscalculia, Dysgraphia and Dyslexia. 

NDIS and Functional Capacity Assessments

• Explore day-to-day functioning across domains such as self-care, daily routines, organisation, emotional regulation, communication, community participation, and independence.
• The goal is to understand practical challenges in everyday life, supporting recommendations for strategies and supports that work in real-world contexts.
• Assessments are conducted collaboratively, with a focus on comfort, autonomy, and observing functioning in a way that reflects the individual’s natural abilities and preferences.
• These reports do not reflect the holistic neurodiversity-affirming perspective, but are strictly for funding/functional purposes.

Understanding Your Neurotype Session

• These sessions are designed to help individuals gain insight into their unique neurodivergent profile, including traits, strengths, challenges, and coping strategies.
• Sessions are collaborative and tailored to the person, providing practical guidance for self-understanding, daily routines, relationships, work or study, and sensory or emotional needs.
• The goal is to empower individuals to recognise their natural way of thinking and being, identify supports that feel useful, and develop strategies that enhance well-being and autonomy.
• Conversations may also explore masking, executive functioning, sensory preferences, and emotional regulation, helping individuals make sense of patterns in their experiences.

Parent Support Session

• Parent support sessions help caregivers understand their child’s neurotype and provide practical strategies to support strengths, manage challenges, and support their well-being.
• Sessions focus on building understanding in a way that is respectful and affirming, reducing stress and uncertainty for both parent and child.
• The aim is to equip parents with knowledge, confidence, and practical supports while validating the family’s lived experiences and unique needs.

Parent/Guardian Authority (for children)

For clients under 18, the parent or guardian providing consent is responsible for agreeing to participation in assessments or sessions. However, the child’s comfort, preferences, and assent will be prioritised throughout the process.

Assessment/Counselling Environment

• In-person: fidgets, weighted blankets, movement breaks, comfortable seating, and stim-friendly options are available. Individuals are encouraged to move, stim, or adjust the space as needed.
• Telehealth: sessions occur in a private, comfortable space; the camera can be turned off after initial observation if preferred.
• All interviews are conducted with questions relevant to the specific assessment, aligned with diagnostic criteria where applicable, while observing behaviour and responses in a way that prioritises comfort, autonomy, and respect.

Telehealth-specific Consent
For telehealth sessions, clients agree that the session may be conducted via secure online platforms. Clients acknowledge the importance of being in a private, secure space for the session, and understand there may be minimal privacy risks. Video or audio recording will only occur if explicitly agreed to.

Risks and Considerations
While all of our services are delivered in a neurodiversity-affirming, collaborative, and strengths-based way, it’s important to be aware of potential challenges or risks associated with assessment and support:

• Emotional or reflective responses: During interviews, questionnaires, or counselling sessions, you may notice strong emotions or new insights arising. This is a normal part of self-exploration and can sometimes feel intense or unexpected.
• Challenging questionnaires or interviews: Some assessments, particularly standardised tools, may feel confronting, unusual, or difficult to answer. This can be especially true for Autistic individuals or those with a PDA profile, where questions may not fully reflect lived experiences.
• Cognitive, educational, or NDIS assessments: These sessions can be tiring, mentally demanding, or anxiety-provoking. The structured nature of cognitive testing or the functional focus of NDIS assessments may feel stressful, and it’s normal to need breaks or additional support during the process.
• Confronting NDIS language: NDIS reports use deficit-focused language to describe functional challenges. Reading about yourself or your child in this way can feel unpleasant, disempowering, or invalidating. This is a normal reaction, and it is okay to acknowledge that these reports may not reflect strengths, individuality, or lived experience.
• Outcome uncertainty: Assessment results provide a snapshot of functioning at a particular time and are interpreted using standardised criteria. They may not always align with personal expectations or fully capture the depth of lived experiences.
  Variability in experience: Responses in interviews, observations, and questionnaires can vary depending on context, day-to-day well-being, environmental supports, and fatigue. Results should be seen as one piece of information within a broader understanding of neurodivergence.

I would never intentionally make anyone uncomfortable. Your comfort and needs matter to me, and I encourage you to share your preferences at any time. I will always endeavour to make the process as comfortable, supportive, and low-risk as possible.

The aim of all our services is to provide insight, guidance, and practical support while respecting your autonomy and comfort. We encourage pacing, breaks, and open communication about any distress or fatigue during the process.

Feedback and Recommendations

• After assessments, clients receive a detailed feedback session where results, observations, and insights are discussed in a clear and supportive way. This includes a focus on both strengths and challenges, providing a balanced view of functioning and potential areas of support.
• Recommendations are tailored to each individual’s neurotype, needs, and context. They are designed to support practical strategies for everyday life, enhance neuro-environmental fit, and empower clients and families to make informed decisions.
• For children, feedback may include guidance for parents and educators on ways to support learning, emotional regulation, and sensory needs. For adults, sessions focus on strategies for self-understanding, managing energy, improving routines, and leveraging strengths in work, study, and personal life.
• Feedback also provides an opportunity to discuss next steps, such as further assessments, targeted supports, or understanding your neurotype and parent support sessions.
• All sessions aim to be collaborative and affirming. Clients and families are encouraged to ask questions, clarify recommendations, and share preferences for how support is implemented.
• Where relevant, recommendations include strategies for environments, routines, communication, and relationships that promote autonomy, confidence, and well-being.
• Reports will be provided as a PDF via email following the feedback session. Reports cannot be released prior to feedback in order to ensure ethical and supportive delivery of results.
• Reports are typically completed and provided within 4–6 weeks of the assessment session, depending on the complexity of the evaluation and scheduling of feedback

Client Rights and Responsibilities

You have the right to:

• Receive services that are respectful, culturally safe, and affirming of neurodiversity, recognising and valuing your unique experiences and perspective.
• Be fully informed about the assessment, counselling, or support process, including the purpose, methods, and potential outcomes.
• Ask questions, express concerns, or withdraw consent at any stage without any impact on the care or support you receive.
• Access your records in accordance with privacy laws and receive explanations of what the information means.
• Have your comfort, preferences, and needs considered at all times, with adjustments made wherever possible to support participation and minimise stress or discomfort.

You are responsible for:

• Providing accurate, honest, and complete information to ensure assessments or sessions reflect your experiences and needs.
• Completing pre-assessment questionnaires and forms as accurately as possible, or requesting support if needed.
• Communicating any preferences, accessibility requirements, or accommodations to ensure sessions are comfortable and supportive.
• Updating Zoe about relevant health information, medications, or significant life circumstances that may affect assessment outcomes or recommendations.
• Engaging with the process openly and providing feedback about what is or isn’t working for you.

Voluntary Participation / Right to Withdraw
Participation in assessments, counselling, or support sessions is voluntary. Clients or parents/guardians may withdraw consent at any time without impacting their ongoing care or relationship with Inclusive Connections Psychology.

Privacy and Confidentiality

• All information shared is confidential and stored securely, in line with legal and professional standards.
• Disclosure of information will only occur in limited circumstances, including:
    - Risk of serious harm to yourself or others
    - Suspected child abuse or neglect
    - Legal requirements, such as court orders
    - Necessary consultation with other professionals for assessment purposes, always with consent where possible. 
• Whenever disclosure is required, you will be informed promptly and given an explanation about what information was shared, with whom, and why.
• You can feel safe knowing that your personal information is treated with care, respect, and professionalism at all times.

Emergency / Crisis Procedures
In the event of a crisis, including thoughts of self-harm or harm to others, Zoe may take steps to ensure safety, including contacting emergency services or appropriate support. Clients will also be provided with relevant crisis contact information (e.g., Lifeline, local mental health services).

For emergency/crisis contacts in Australia, some numbers include:

Lifeline: 13 11 14 (24/7 suicide prevention and crisis support)
Kids Helpline: 1800 55 1800 (24/7 support for children and teens)
Beyond Blue: 1300 22 4636 (mental health support)
Suicide Call Back Service: 1300 659 467
Emergency Services: 000 (if immediate risk of harm)

Fees, Deposits, and Payment Policy

• A 20% deposit is required to secure your first appointment. This ensures your spot is held and allows scheduling to run smoothly.
• Reports and feedback sessions will only be written and provided once full payment has been received. Feedback is intended to support understanding and practical application of assessment results.
• Payments can be made via bank transfer, credit card, or other agreed methods.
• Telehealth sessions are available for most services, providing flexibility if in-person attendance is difficult.
• The fees reflect the time, expertise, and preparation required for personalised, neurodiversity-affirming assessments and support.
• Combined assessments may have reduced costs in some cases; please enquire to discuss options.

Assessments

Autism Assessment with full report:	$2000
Autism Assessment with confirmation letter:	$1300
ADHD Assessment with full report:	$2000
ADHD Assessment with confirmation letter:	$2000
Combined Autism and ADHD Assessment with full report:	$2600
Combined Autism and ADHD Assessment with confirmation letter:	$1900
Pathological Demand Avoidance (PDA) Assessment with full report:	$1500
Cognitive Assessment:	$1450
Educational Assessment:	$2000
Academic Assessment:	$1600
Intellectual Disability Assessment:	$1650
NDIS Access Request Report:	$1500
Functional Capacity Assessment:	$2000

Other Services

Understanding Your Neurotype session:	$250 per session
Counselling:	$250 per session
Professional Development Sessions:	Enquire for details

Cancellation Policy 
Flexible 24-hour notice is requested for cancellations or rescheduling. This allows the spot to be offered to another client while still respecting your schedule.

Telehealth is available where suitable, to help avoid missed appointments.

Fees for late cancellations or missed appointments are applied as follows:

Assessments:	$250 per hour
Counselling or parent support sessions:	$250 per hour
Preparation for personalised developmental (PD) sessions:	100% of quoted preparation time

If unforeseen circumstances arise, please contact admin as soon as possible. We aim to be understanding and accommodate genuine emergencies where we can.

Clear communication of cancellations and rescheduling helps ensure fair access for all clients and supports smooth operation of the service.

Consent and Release of Information

• By signing, you consent to assessment, intervention, or therapy
• You agree for therapists to consult with, receive, or release information about behavioural, emotional, social, and academic development to agreed parties
• You understand risks, benefits, and your rights