Frequently Asked Questions

Neurodiversity refers to diversity within areas of the brain and between different brains. Like in biodiversity, where there are different types of animals, plants, trees, and organisms, etc., in neurodiversity, there are different types of human brains known as neurotypes and differences within brains known as neurodivergences. This means that there are different ways in which brains operate and are structured, from how we perceive, process information, communicate, interact and connect with the world and each other. 

Different neurotypes and neurodivergences include brains that are neurotypical, Autistic, ADHD, Dyspraxic, Dyslexic etc. Neurotypical (non-Autistic) brains are considered to be the most common neurotype in terms of how our brains are structured and understand the world. People with non-neurotypical brains are considered to be Neurodivergent, i.e. different to or divergent from what is considered to be the most typical or majority neurotype.

Recognising neurodiversity means we value neurodivergences. Neurodivergences are not seen as deficient or disordered. They are different ways of experiencing the world, but they are just as valid as the neurotypical neurotype. There is great strength and power in having a neurodiverse human population. Many of humankind's outstanding achievements have come about because of the incredible variety in how we experience, understand, interact, and learn in the world. This is the power of neurodiversity.

Neuroaffirmative means that we do not view Autism as something that is “wrong” with a child or young person, or that something is “broken” or needs fixing. Instead, we view Autism as being a different Neurotype that is a part of human diversity. Our assessments are Neuroaffirmative in their approach which means we seek to understand the child or young person holistically and understand their strengths, neutral characteristics and needs within society and environments along with recognising the challenges a child or young person experiences. 

A Neuroaffirmative assessment recognises that both strengths and challenges exist and they can change depending on context, but it doesn’t seek to change the individual to improve the challenges; rather it seeks to accommodate needs and to establish the appropriate supports a child or young person requires in order to thrive in their life. Neuroaffirmative assessments seek to improve challenges by addressing the barriers within their environment and making adaptions to accommodate a person’s needs and to establish the appropriate supports a child or young person requires to grow through their own authentic neurotype. It does not seek to fundamentally change the individual or make adaptions to their behaviour so that they appear more like a neurotypical person or less autistic.

Yes, your child’s report will be accepted by the HSE, Department of Education, and any other service provider. All of our assessments and reports are in line with best practice procedures and adhere to the requirements of HSE and other services.

In our assessment process, we use a clinical interview that is informed by the Autism Diagnostic Interview – Revised (ADI-R) and our play-based session/semi structured interview are informed by the Autism Diagnostic Observation Schedule, 2nd Edition (ADOS-2). We also recognise that these tools can be primarily deficit-focused in parts and also need to be used in the context of other information about a child or young person.

No, unfortunately we do not currently offer reduced fees or a sliding scale of fees.

Yes, if your child or young person is identified as being Autistic, our service partners at Thriving Autistic (www.thrivingautistic.org) offer a follow-up support session to parents. This session is included in the overall cost of your child’s assessment and allows you the space to adjust to the new information about your child being Autistic and to begin the process of understanding Autism and what your child’s needs are. You can find further information here.

Our service partners at Thriving Autistic (www.thrivingautistic.org) can offer parents a space to adjust to their child’s identity and in establishing what their child needs. Your local public service can also provide information and therapeutic supports where needed (subject to local waiting times).

We specialise in assessments for Autism and ADHD only. However, if it becomes apparent during the course of the assessment that your child might be experiencing other types of Neurodivergence or other differences in their development, we will discuss this with you and support you with onward referrals where appropriate.

An assessment typically involves three stages:

a. Parent interview (this can be carried out remotely or in-person).

b. ADOS-2 Assessment: Play-based assessment for younger children (this will occur in the clinic) OR conversation about experiences related to possible Autism for adolescents (this will occur in the clinic).

c. Feedback session carried out with parents and adolescents if they wish to attend (this will be carried out remotely or in-person).

d. A full report outlining your child’s profile of strengths and experiences in relation to the outcome of their assessment in line with the DSM-5 criteria (if applicable) and detailed recommendations.

e. Post-assessment support session with our service partners Thriving Autistic (please see Post-Assessment Support section by clicking here).

Our assessment space is located in Sligo Town, but most aspects of the assessment process with us can be carried out remotely.

No, our service specialises in assessment only. Therapeutic support in relation to adjusting to Autism can be found at www.thrivingautistic.org (our service partners) and other therapeutic supports (e.g. Occupational Therapy, Speech and Language Therapy, etc.) are available via public health services or other private providers.

Yes, we offer a consultation session for those who wish to discuss whether an assessment is warranted or not. The fee for this consultation is €195 and should you decide to progress with a full assessment, this amount is taken off the price of the total assessment. Please note that the purpose of this consult is to determine whether further assessment is warranted or not, it will not be possible to provide recommendations outside of this or to determine if your child is Autistic or not based on the consultation alone.

Yes, we can accommodate your preferences for how you feel you best communicate and share information. We can do this by email, phone, video call, or in-person, depending on which you feel works best for you. Please make contact with us by emailing bookings@butterflypractice.com and we can work with you to find a way to make the process comfortable for both you and your child.

At present, it is extremely difficult to access an adult Autism assessment publicly, unless you are involved in mental health services and your team agrees to carry out an assessment. We will shortly be carrying out neuroaffirmative assessments at The Butterfly Practice please go to CONTACT should you wish to register your interest in this type of assessment and we will be in contact soon.

We understand that if your child or young person is Autistic, meeting with an unfamiliar person in a new environment that is away from their own surroundings can be a highly stressful experience for them. Please make contact with us and we can work together to find ways to accommodate your child/young person’s needs in relation to engaging with the process.

It is the preference of the Autistic community to use identity-first language rather than person-first language. Identity-first language means stating that a person “is Autistic”. Person-first language means describing a person as “having Autism”. Most Autistic people consider Autism to be entwined into every part of their identity and therefore prefer others to refer to them as Autistic, rather than a “person with Autism” which suggests that the autism is just one part of an otherwise non-autistic person. Out of respect for the preference of the Autistic community that we work with and for, we use identity-first language within our service.

We consult with an Autistic consultant who audits our service to ensure that we are upholding the core values of our service and that we are aligned with the needs and preferences of the Autistic community. We also engage in training and education from the Autistic community in relation to current research. We are proud to partner with Thriving Autistic who provide post-assessment support to our clients. Thriving Autistic are a team of Neurodivergent professionals.

Your child’s information will be stored in compliance with EU General Data Protection Regulation (GDPR).

Our report should be submitted as part of your DCA application. Your GP is required to complete a section of the DCA application form.

Your child’s report will include detailed recommendations for their school or education setting.

Yes, we are very aware of the experiences of Autistic girls and young women. we Julie in particular has worked with many girls and women in learning about their Autistic identity.

Yes, we can provide this. Please contact us for further information.