Heather McAuliffe

Hello there! I am Heather, a neurodivergent Clinical Psychologist Registrar with particular interest in neurodevelopment. My background includes private and community practice, where she has engaged in detailed assessment and diagnosis, therapeutic intervention, and collaborative care coordination.

I strive to ensure that the assessment process provides warmth, safety, and supportive recommendations, valuing the individual as the expert of their own experiences. My approach is collaborative, and I often consult with paediatricians, psychiatrists, clinical psychologists, and other allied health professionals to ensure a holistic approach to understanding the individual's needs and informing support recommendations.

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What do you enjoy most about working with clients seeking autism, ADHD, or learning assessments?

 

I enjoy supporting individuals and their families on their journey to understand their experiences and provide education/new understanding of their strengths and difficulties. At times, I am the beginning of a support journey; at other times, I am providing allied health teams additional information to guide supports. I consider it a privilege to be in this position.

 

How do you tailor your assessment approach for different age groups (children, teens, adults)?

 

This can differ based on the type of assessment, as some types of assessments have standardised approaches that need to be adhered to. Broadly, it means framing language, breaks, and sensory adjustments based on the individual's developmental stage (rather than chronological age), and communication preferences.

 

What assessment tools or methods do you typically use?

 

I have experience in utilising a variety of standardised assessments, psychometric measures and interview protocols, and selection of these is guided by presenting concerns, referral questions and additional information that may be indicated at the initial appointment. I utilise best practice guidelines (such as the CRC and AADPA guidelines), and, where possible, utilise neuroaffirming tools and psychometric measures (i.e. informant questionnaires) such as the SRS-2. Some of the tools I utilise are listed below. This is not an exhaustive list, and I welcome enquiries regarding measures or tools.

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What can clients expect during the initial appointment?

Initial appointments typically explore an individual’s history, such as their developmental history (i.e. birth, early childhood milestones, schooling, etc.), medical/allied health history, and exploring current concerns/goals for assessment. It can be helpful to provide previous assessment reports (if any) to me before the assessment, but it is not required. We will also develop an assessment plan, discuss the process, and, for parents, how to prepare their young person for the assessment. I understand initial appointments can be overwhelming, and welcome the attendance of support people and strategies to support yourself, such as bringing lists to prompt memory.

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How do you stay current with new research around autism, ADHD, and learning challenges?

I seek professional development and training from highly experienced neurodivergent clinicians, whose courses/training embrace neuroaffirming practice and consult those with lived experience. I also consult across disciplines (e.g. paediatricians) and am privileged to belong to professional memberships such as LOAPAC and the AADPA that allow for access to training, research, and clinical discussion groups for reflective practice and collaborative learning.

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Was there a particular moment or experience that inspired you to specialise in neurodevelopment and assessments?
 

Rather than a singular moment that inspired assessments, it was a gradual movement that inspired the closure of offering therapy services and the decision to focus my practice on assessments. I had been highly passionate about assessments in the learning space since early in my training, which naturally expanded to other neurodevelopmental differences such as ADHD and Autism. I have been privileged to work with and learn from paediatricians, speech pathologists, and youth psychiatrists who all share a passion for neuroaffirming assessment and identification. These experiences, and my own lived experience, informed my decision to focus my practice on providing neuroaffirming assessment services, education, and advocacy.