Frequently Asked Questions

A Developmental Paediatrician is a doctor who specialises in assessing and supporting children and young people with developmental, behavioural, learning and neurodevelopmental difficulties.

Developmental Paediatricians work with children who may experience challenges related to speech and language development, social communication, attention and concentration, learning, behaviour, motor skills, or conditions such as Autism Spectrum Disorder and ADHD.

Their role is to gain a comprehensive understanding of the child's developmental profile, identify strengths and areas of need, and provide guidance, recommendations and support tailored to the individual child and family.

A General Paediatrician provides medical care for infants, children and adolescents, diagnosing and managing a wide range of childhood illnesses, infections and general health concerns.

A Developmental Paediatrician is a Paediatrician with additional specialist training in child development and neurodevelopmental conditions. Their role focuses on understanding how a child develops, learns, communicates, behaves and interacts with others.

Developmental Paediatricians assess children with concerns related to development, learning, behaviour, attention, social communication and conditions such as Autism Spectrum Disorder and ADHD. They work closely with families, schools and other professionals to provide a comprehensive understanding of the child's strengths and needs, as well as guidance regarding appropriate support and intervention.

It may be helpful to seek advice from a Developmental Paediatrician if you, your child's teacher, or your paediatrician have concerns about your child's development, learning, behaviour, communication, social interaction, or everyday functioning.

Some children may experience delays in speech and language development, difficulties with attention and concentration, challenges in social communication, learning difficulties, behavioural concerns, or differences in motor coordination and development. In other cases, concerns may relate to conditions such as Autism Spectrum Disorder, ADHD, or other neurodevelopmental conditions.

Seeking an assessment does not necessarily mean that a child has a developmental disorder. In many cases, it provides reassurance, helps answer important questions, and offers guidance on whether any further support or intervention may be beneficial.

The children and young people seen in clinic present with a wide range of developmental and neurodevelopmental needs. Common reasons for referral include:

• Social communication difficulties or Autism Spectrum Disorder (ASD)

• Attention-Deficit/Hyperactivity Disorder (ADHD)

• Developmental Language Disorder (DLD) and speech and language difficulties

• Learning difficulties and specific learning disorders

• Developmental coordination difficulties and motor challenges

• Global developmental delay

• Intellectual disability

• Behavioural and emotional difficulties

• Genetic syndromes and complex neurodevelopmental conditions

• Sleep, feeding and other developmental concerns that may affect a child's daily functioning and wellbeing

The focus is not only on diagnosis, but also on developing a clear understanding of each child's strengths and needs, providing practical guidance, and supporting families in accessing appropriate interventions and services.

No. Seeking a developmental assessment does not necessarily mean that a child has a developmental condition or disorder.

Children develop at different rates, and concerns may sometimes reflect normal variations in development. An assessment helps to determine whether a child's development is progressing as expected, whether any additional support may be beneficial, or whether further evaluation is needed. In many cases, an assessment provides reassurance and helps families gain a clearer understanding of their child's strengths, needs and developmental profile.

The first appointment focuses on understanding your child's development, strengths and needs. It usually includes a detailed discussion about your child's developmental history, current concerns, medical background, learning, behaviour and everyday functioning. Depending on your child's age and the reason for referral, the appointment may also involve clinical observation, interaction with your child, and an initial assessment of relevant developmental skills.

The aim of the first visit is to gather information, address any questions or concerns, and determine whether any further assessment or support may be helpful. At the end of the appointment, the next steps will be discussed and tailored to your child's individual needs.

To help ensure that the assessment process is as smooth and productive as possible, it is helpful to prepare in advance of your first appointment.

You can make the most of the consultation by bringing:

• Relevant medical records, such as your child's health record book, previous assessment reports, or written observations from teachers, therapists, or other professionals involved in your child's care.

• A list of your main concerns, together with examples of behaviours, difficulties, or situations that have prompted these concerns.

Prior to the appointment, you will also receive a questionnaire to complete and return in advance. The questionnaire includes questions about your child's medical history, developmental progress, social skills, and any everyday challenges you may have observed.

Your responses provide valuable information and help us gain a comprehensive understanding of your child's needs, allowing us to focus on the issues that matter most to your family. We therefore encourage you to complete the questionnaire as thoroughly and accurately as possible.

The best preparation is a simple, calm and honest explanation that is appropriate for your child's age. You can explain that they will be meeting a doctor who would like to get to know them better and learn more about their development through conversation, play, and age-appropriate activities.

There is no need to present the appointment as a test or to encourage your child to give specific answers or demonstrate particular skills. It is important for children to attend as naturally and comfortably as possible, allowing the assessment to provide an accurate understanding of their developmental profile.

It is also helpful for your child to be well rested and, where possible, to follow their usual sleep and meal routine before the appointment.

The duration of the initial assessment varies depending on the child's age, developmental needs, and the specific concerns being explored.

In most cases, the first appointment lasts approximately 60-90 minutes. This allows time to discuss your child's developmental history, current concerns, and relevant background information, as well as to observe and interact with your child where appropriate.

Some children may require further assessment over one or more additional appointments, particularly when a more detailed developmental evaluation or the use of specialised assessment tools is indicated. Any recommendations regarding further assessment will be discussed with you during the process.

Developmental assessments and specialised assessment tools help provide a deeper understanding of each child's strengths, needs, and developmental profile. They can offer valuable information about areas such as communication, social interaction, cognitive development, learning, and adaptive skills.

These tools are never used in isolation. They form part of a comprehensive developmental assessment that also includes clinical observation, developmental history, and close collaboration with the family. This integrated approach helps ensure a thorough and reliable understanding of the child's development.

I have received training and certification in the use of the following specialised assessment tools:

• Griffiths III Scales of Child Development

The Griffiths III is a comprehensive developmental assessment for children from birth to 6 years of age. It evaluates key areas of development, including cognition, language and communication, personal-social-emotional skills, gross motor skills, and fine motor abilities.

Widely used in both clinical practice and research, the Griffiths III provides a detailed developmental profile, helping to identify strengths as well as areas where additional support may be beneficial.

• Bayley Scales of Infant and Toddler Development – Fourth Edition (Bayley-4)

The Bayley-4 is designed for infants and young children aged 1 to 42 months. It assesses five key developmental domains: cognitive, language, motor, social-emotional, and adaptive behaviour.

Recognised internationally as a leading developmental assessment tool, the Bayley-4 helps identify developmental delays at an early stage and supports the planning of targeted interventions tailored to the child's individual needs.

• Autism Diagnostic Interview – Revised (ADI-R)

The ADI-R is a comprehensive, semi-structured interview conducted with parents or caregivers when Autism Spectrum Disorder is being considered.

It provides detailed information about early development and explores three key areas: communication, social interaction, and restricted or repetitive behaviours. The ADI-R is particularly valuable when used alongside other assessment tools, contributing to a comprehensive autism diagnostic evaluation.

• Autism Diagnostic Observation Schedule – Second Edition (ADOS-2)

The ADOS-2 is a standardised assessment considered one of the most widely used tools for evaluating Autism Spectrum Disorder across different age groups and developmental levels.

Through a series of structured and semi-structured activities, it allows clinicians to observe social communication, interaction, play, and behaviours associated with autism. Different modules are available to accommodate individuals with varying language and communication abilities, from minimally verbal children to verbally fluent adolescents and adults.

The ADOS-2 forms an important part of a comprehensive diagnostic assessment and is interpreted alongside developmental history, clinical observation, and information from parents, schools, and other professionals.

Following the assessment, the findings are discussed in detail with the family, providing a clear understanding of the child's strengths, needs, and developmental profile.

Where appropriate, recommendations may include further assessment, monitoring, therapeutic interventions, educational support, or referrals to other professionals and services. Any recommendations are tailored to the individual child and the specific needs of the family.

A written report is provided, summarising the assessment findings and recommendations. The aim is not only to answer diagnostic questions, where relevant, but also to provide practical guidance and a clear plan for the next steps.

Ongoing follow-up and review appointments can be arranged when needed to monitor progress, review interventions, and ensure that support continues to meet the child's evolving needs.

The primary focus of the clinic is developmental assessment, diagnostic evaluation, and guidance for children and families. Therapy services are not provided directly by the Developmental Paediatrician.

Where appropriate, recommendations may include speech and language therapy, occupational therapy, psychological support, educational interventions, or other services tailored to the child's individual needs.

As part of the multidisciplinary approach, speech and language assessment may be available through collaboration with the clinic's specialist Speech and Language Therapist when this is indicated as part of the assessment process.

The aim is to help families access the most appropriate support and intervention for their child, based on a comprehensive understanding of their strengths and needs.

Recommendations are tailored to each child's individual strengths, needs, age, and developmental profile. Not every child requires formal intervention, and in some cases reassurance, monitoring, or practical guidance for families may be all that is needed.

Where appropriate, recommendations may include:

• Speech and Language Therapy

• Occupational Therapy

• Educational support and school-based interventions

• Behavioural and parenting support

• Psychological support

• Social communication interventions

• Support for attention, learning, and executive functioning difficulties

• Sleep, feeding, or toileting interventions

• Referral to other healthcare professionals or specialist services when indicated

The aim is to identify the most appropriate supports and interventions for each child, helping them achieve the best possible developmental outcomes while supporting the wellbeing of the whole family.

Not every child requires additional investigations or referrals. Recommendations are based on the findings of the assessment and are tailored to the individual child's needs. In some cases, further investigations may be helpful to clarify aspects of a child's development or health. These may include hearing or vision assessments, psychological or educational assessments, genetic investigations, or referrals to other medical specialists.

Developmental Paediatricians work closely with a range of professionals, including Speech and Language Therapists, Occupational Therapists, Psychologists, Educators, Paediatricians, and other healthcare specialists. Information from different sources is often considered as part of the assessment process to develop a comprehensive understanding of the child's strengths and needs.

This collaborative, multidisciplinary approach helps ensure that recommendations are coordinated, practical, and tailored to support the child across home, school, and other everyday environments.

Every child is different, and the answer depends on the nature and underlying cause of the developmental delay. Some children make significant progress over time and gradually catch up with their peers, particularly when difficulties are identified early and appropriate support is provided. In other cases, developmental differences may persist and require ongoing support as the child grows.

A developmental assessment can help identify the factors contributing to a child's difficulties, provide a clearer understanding of their developmental profile, and guide decisions about any support or intervention that may be beneficial.

Rather than focusing solely on whether a child will "outgrow" a difficulty, the aim is to understand their individual strengths and needs, support their development, and help them achieve the best possible outcomes.

The frequency of follow-up appointments depends on your child's individual needs, the nature of the concerns identified, and the recommendations arising from the assessment.

Some children may only require a single assessment and a set of recommendations, while others may benefit from ongoing follow-up to monitor developmental progress, review interventions, and address any new concerns that arise over time.

When follow-up is recommended, the timing of appointments is tailored to the child's circumstances and may vary from a few months to longer intervals, depending on the goals of monitoring and support.

Any recommendations regarding follow-up will be discussed with you as part of the assessment process, ensuring that the plan is appropriate for your child's needs and your family's circumstances.

Parents and caregivers play a central role in their child's development. They know their child best and provide the nurturing relationships, experiences, and opportunities that support learning, communication, emotional wellbeing, and overall development.

The support provided by families in everyday life can have a significant impact on a child's progress. Simple activities such as talking, playing, reading together, encouraging independence, and responding to a child's individual needs can help promote development across many areas.

Parents and caregivers are also key partners in the assessment and intervention process. Their observations, insights, and involvement help professionals gain a more complete understanding of the child's strengths and needs, while supporting the successful implementation of recommendations and interventions.

The most effective support is often achieved through a collaborative approach, where families and professionals work together to help each child reach their full potential.