Pathfinder Clinic

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Our Services

We provide psychological assessment services for children in the Lower Mainland, BC.

Autism Spectrum Disorder (ASD) Assessment

We provide Autism Spectrum Disorder (ASD) assessment for children 1-18. Our ASD Qualified Specialists follow all of MCFD's requirements for ASD assessment in BC (ADOS and ADIR).

Psychoeducational Assessment

We provide Psychoeducational assessment for school-aged children, to determine their cognitive and academic strengths and weaknesses.

Combined Assessment

For children 6 and older who need both an ASD and a Psychoeducational assessment, we can do them both at the same time for a reduced price.

Adaptive Functioning Assessment

An Adaptive Functioning assessment can be done for patients transitioning to adult services. This can also be added to a psychoeducational assessment 16 or older, if needed.

Disability Tax Credit & other forms

For current or previous patients, we can fill out the DTC (T2201) form.

Please inquire for info about other forms that you may need a clinician to complete.

Consultation

You can book a consultation call with one of our clinicians at their hourly rate to discuss your child.
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March, 2026

Pathfinder Clinic Staff Update

New Clinician

We have some exciting news! Dr. Erika Penner is joining our assessment team this spring.

You can get to know more about Dr. Penner by checking out her profile in the About Us section. For the first few months, Dr. Penner will primarily be conducting ASD assessments for children under 6. She will later expand her services to include psychoeducational, ASD, and combined assessments for older children. She has extensive experience working as a psychologist in the community, and is a Qualified Specialist in Autism Spectrum Disorder (ASD) assessment, who used to work at Sunny Hill. We are very happy to welcome her to our team!

Psychology Student Observation

Dr. Gibbins is currently working with a psychology student Gloria, who is shadowing him on some cases. If we think your child would be a good fit for a teaching case, we may contact you to see if you are comfortable with having a student observe and/or participate in the assessment. We believe that psychology students interested in the assessment process are likely to become future psychologists who will perform their own assessments, reducing overall wait times in the years to come. We welcome Gloria's enthusiasm and eagerness to learn.

Psychometrist

We welcome psychometrist Valerie to our team. In the near future, she will be conducting one two-hour session of Dr. Gibbins' Psychoeducational and Combined assessments, and will provide support with compiling and reviewing supportive documentation for reports. Dr. Gibbins will still conduct the remaining in-person session(s), parent interviews, and feedback sessions. This should allow Dr. Gibbins to have more time to do additional assessments, which should reduce overall wait times. She may begin doing the same for Dr. Penner's patients in the future. Valerie has experience conducting cognitive and psychological testing, and will be shifting to the specific testing measures that we use in our clinic. To start, we may ask parents if they are comfortable with having her observe Dr. Gibbins during their child's assessment, so that she can become acclimated to the testing materials and the way that we do things here.
November 27th, 2025

IMPORTANT UPDATE ON

ASD ASSESSMENT FOR CHILDREN UNDER 6

MCFD has officially confirmed that the requirement for a pediatric consultation report has been temporarily suspended for Under 6 ASD assessment and diagnosis (https://www2.gov.bc.ca/gov/content/health/managing-your-health/child-behaviour-development/support-needs/autism-spectrum-disorder/autism-funding/apply). They are in the process of updating the paperwork to reflect this. They have not stated how long this change in policy is expected to last. As such, we recommend that you still seek a pediatric assessment while waiting for an ASD assessment under 6, so that there aren't further delays should the exception be lifted while you are on the wait list. If you get an appointment while the exception is still in place, and the pediatric appointment has not happened yet, we will be able to proceed with the assessment without that report.

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About Us

Our clinicians are Licensed* Psychologists who have done specialized training to be qualified to provide Autism Spectrum Disorder (ASD) assessment in BC, as per MCFD’s requirements.

Dr. Christopher Gibbins, Licensed Psychologist (CHCPBC Registration #1522)

Dr. Gibbins works in private practice as well as on contract with BC's Autism Assessment Network, focusing on the diagnostic assessment of children with neurodevelopmental disorders such as Autism Spectrum Disorder and ADHD, as well as learning disabilities and developmental delays. Through his work as well as in his personal life, he has had the privilege to meet many children, teens and adults with these conditions. This has made him aware of their potential for success and passionate about helping them understand and navigate the challenges that they face. He recognizes that along with their difficulties, people with neurodevelopmental disorders frequently show many strengths and positive qualities that are important to recognize and support, as it is often their strengths which point to their path for optimal growth and adaptation.

Dr. Gibbins has a particular interest in the assessment of preschool aged children for neurodevelopmental disorders, as well as assessing giftedness in young children. He also enjoys the opportunity to work with children, teenagers and adults with these conditions, as well as to be involved in providing long-term support for children as they develop and encounter new challenges and opportunities.

Dr. Gibbins is a specialist qualified to perform diagnostic assessments for Autism Spectrum Disorders (ASD) in British Columbia. He has performed diagnostic assessments for Autism/Autism Spectrum Disorder since the creation of the current diagnostic system in 2003 and is currently performing over 100 ASD diagnostic assessments a year. He has been involved in follow-up care of children and adults with ADHD, ASD and other conditions by providing consultation, updated assessments, and assistance in accessing supports and programs available for individuals with disabilities. Dr. Gibbins also worked for ten years as a psychologist at the Provincial ADHD Program and previously worked at the Infant Psychiatry Clinic, both at BC's Children's Hospital. He is also involved in training graduate students through the SFU Psychology Clinic. He has published research on children and adults with ADHD in peer reviewed journals. Dr. Gibbins completed his PhD at Queen’s University with a focus on behavioural disorders in young children.

Dr. Erika Penner, Licensed Psychologist (CHCPBC #2072)

Dr. Erika Penner is a licensed psychologist with extensive experience in child assessment. She is a Qualified Specialist (QS) for the diagnosis of autism spectrum disorder and is active with the Global Autism Interactive Network (GAIN).

Dr. Penner developed the Child and Youth Diagnostic Clinic for the Fraser Health Authority where she provides diagnostic assessments to children and youth presenting with queries of autism spectrum disorder, ADHD, and learning disorders. She has a particular interest in the differential diagnosis of preschoolers with autism spectrum disorder and has presented on the assessment and treatment of young children with both common and less typical ASD comorbidities, such as global developmental delay and selective mutism.

Dr. Penner began her career at the Sunny Hill Health Centre for Children, where she assessed children of all ages referred to both the BC Autism Assessment Network (BCAAN) as well as the Complex Developmental and Behavioural Conditions program (CDBC). She subsequently worked in the Department of Medical Psychology at BC Children’s Hospital, where she provided assessment and treatment services to children presenting with a combination of medical and mental health concerns. At BCCH, she also engaged in the teaching and supervision of medical residents, psychology residents, and other learners.

Dr. Penner spent 10 years as the psychologist at the Provincial Assessment Centre, where she provided assessment services for youth and adults presenting with complex medical, mental health, and behavioural concerns, including genetic disorders, psychosis, mild to profound intellectual developmental disorders, autism spectrum disorder, and catatonia.  She was also the Psychology Practice Lead for Vancouver Coastal Health, where she oversaw the psychological services provided by all psychologists within the health region. Dr. Penner spent six years as the Director of Advocacy for the BC Psychological Association, working with the Ministry of Health on many initiatives including having the BC government provide financial coverage for families seeking a child assessment.       

Dr. Penner is a Clinical Associate at Simon Fraser University’s clinical psychology center where she supervises graduate students in the Clinical Psychology Program. She is also a Clinical Investigator with the BC Children’s Hospital Research Institute and has published on the mental health and quality of life concerns for children with medical concerns such as organ transplant. She is a Clinical Instructor with the UBC Faculty of Medicine, where she has provided education and training to subspecialty fellows in both developmental pediatrics and child psychiatry.

Dr. Penner completed her MA and PhD in clinical psychology with a specialization in child psychology at Simon Fraser University. Her residency was at the CPA and APA accredited pediatric training program at the Children’s Hospital of Eastern Ontario.

(she/her)

Clinical Instructor, Faculty of Medicine, Department of Psychiatry, UBC

Clinical Investigator, BC Children's Hospital Research Institute

Clinical Associate, Department of Psychology, Simon Fraser University

*note, as the College of BC Psychologists has recently merged with other colleges to form the College of Health and Care Professionals, the term "Registered Psychologist" is shifting to "Licensed Psychologist." At this transitional time, both terms may be found, but are interchangeable.

Jeanie Sebastian, Office Manager

Jeanie has worked at the Pathfinder Clinic since its opening in 2017. Jeanie is responsible for all scheduling and administrative work for the office.  Like Dr. Gibbins, Jeanie has an affinity for geeky media, LEGO, and video games. She has recently fallen down the creative rabbit hole of making stained glass art. Jeanie has found that her own neurodivergence has had a large impact on her skills and output as an artist. Hyperfocus can be an asset when working on intricate projects which coincide with special interests (though she often needs to set timers or reminders to stop to eat and sleep during these creative sessions!).

Jeanie actually enjoys proofreading, so she checks our reports for typos before they go out. Jeanie is usually only in the office on days where there are patients in the office (currently usually Mondays, Tuesday's, and/or Wednesday’s) and works from home the rest of the week. If there is no answer on the office phone, the best way to reach Jeanie is by email at info@pathfinderclinic.ca.

Valerie Teng, Psychometrist

Valerie is joining the Pathfinder Clinic in April 2026 as a psychometrist. She is enthusiastic about children’s mental health and has worked as a research assistant for five years. In the future, she hopes to attend graduate school and become a licensed psychologist or clinical counselor. She is also an art history geek and enjoys visiting museums whenever she travels!

Valerie will be conducting one of the in-person sessions for future Psychoeducational and Combined assessments, with Dr. Gibbins completing all other testing. Valerie will administer some of the cognitive and academic testing, summarize previous documentation and test results, and assist with other administration tasks, in order to cut down on the time Dr. Gibbins spends on each report, allowing him to see more patients each month, and reducing our overall wait times. Currently Valerie is shadowing Dr. Gibbins to familiarize herself with the particular testing materials we use for psychoeducational assessment, as they are somewhat different than the tests she has administered in the past. Once she is fully trained on these testing measures, and does some under supervision, she will begin administering one of the in-person sessions for patients receiving combined and psychoeducational assessments.

At times our clinicians may be working with a student.

If you are comfortable with having a student observe and possibly participate in your child's assessment with supervision from our fully licensed clinician, let us know. Currently we have a student named Gloria who is shadowing Dr. Gibbins on some of his cases. If we think your child may be a good fit, we may reach out to see if you are comfortable having her observe your child's sessions. As new psychologists are trained to do psychoeducational and ASD assessment, more clinicians will offer these services, and future wait times could be decreased.

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Autism

Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder which affects approximately 1 in 68 children, according to current estimates. While individuals with a diagnosis of ASD are diverse and differ from each other in many ways, ASD can be thought of as a learning disability that rather than affecting reading, writing, or math, affects an individual's ability to learn the social and communication skills important for everyday life. ASD is also characterized by a pattern of narrow interests, repetitive behaviour, insistence on routines and sameness, and differences in sensory processing. The diagnosis of ASD is complex as there are no specific symptoms that are shown by every individual with ASD, and no specific symptoms that only appear in individuals with ASD. Certain symptoms of ASD can also occur in other disorders such as language delays, Attention Deficit Hyperactivity Disorder, anxiety disorders, developmental delays, learning disabilities, and other conditions. These conditions can also co-occur with ASD. Though many children will not show all symptoms, early signs of ASD include:

  • Repeated motions (flapping, rocking, or spinning)

  • Not making or avoiding eye contact

  • Delays in language, including no words by 16 months, or no phrases by 2 years

  • Repeating words or phrases over and over (echolalia)

  • Getting upset by minor changes in their environment or in routines

  • Not enjoying pretend games by 18 months

  • Not enjoying toddler social games (e.g.: ring-around-the-rosie, peek-a-boo)

  • Regressions in skills, particularly loss of language skills or diminished interest in people

  • Not directing attention with pointing and eye contact or not following others' pointing

  • Odd, flat, or sing-song tone of voice that doesn't express emotion

  • Little use of gestures unless prompted

  • Lack of interest in or response to other children or friendly adults

  • Obsessive, narrow interests (e.g.: in vehicles, elevators, vacuums, numbers, letters, etc.)

  • Using objects in a repetitive, odd way or showing a strong interest in objects most children don't care much about (e.g.: batteries, strings, containers, etc.)

  • Unusual interests in certain sensations (e.g.: looking at things out of the corner of their eyes, spinning, crashing into things, mouthing or biting things 

Children with ASD who have relatively strong language skills and who have shown an interest in other people are less likely to be diagnosed at a young age, but may show greater difficulties as they enter school and need to cope with more challenging social environments. Signs of ASD in older children can include:

  • Difficulties making conversation, describing feelings, or reporting on experiences

  • Tending to lecture or monologue about their interests whether others are interested or not

  • Lacking interest in age-appropriate social relationships

  • Attempts to relate to peers that are often awkward, immature, or ineffective

  • Difficulties understanding or predicting how others think or feel

  • Limited emotional range (e.g.: little expression of emotion, or mostly showing emotional extremes)

  • Lack of response to friendly approaches from others

  • Anxiety, frustration, or anger when routines are not followed or when others do not follow the rules

  • Black and white thinking (e.g.: things must be a certain way or they are wrong, rules have no exceptions)

  • Difficulties with sharing, compromising, and solving problems when they interfere with developing or maintaining relationships

  • Difficulties understanding relationships (e.g.: unrealistic expectations of friends, being excessively trusting of strangers, or having excessively negative views of others)

  • Difficulties relating to same-age peers, a strong preference for adults or younger children

  • Obsessive, narrow interests in particular topics, activities, or objects that are unusually intense and interfere with other activities

  • Rigidity and unrealistic expectations for rules and routines to be followed precisely

  • Marked anxiety, avoidance, or distress in social situations

  • Marked difficulties with anxiety, frustration, or anger when outside of narrow comfort zone

Help for Children with Autism Spectrum Disorder

As the difficulties experienced by individuals with ASD appear to result from disruptions in the early stages of social skill development in infancy and early childhood, the treatments for ASD focus on teaching individuals with ASD the key social, communication, and coping skills which they did not learn when younger, and building up from these foundations to develop the more complex skills needed to function as an older child, adolescent, and adult. Current research has consistently indicated that behavioural therapies for ASD focused on developing these skills can improve the functioning of people with ASD, though the degree and speed of improvement is different for different people. Early diagnosis and thus earlier intervention has been associated with better response to treatment, as well as preventing problems that may arise due to children's needs being misunderstood in school and elsewhere. In BC, funding is available through The Ministry of Child and Family Development to help children with ASD and their families access therapies and other supports. When children enter school, additional funding is available to help provide support for their social, behavioural, and academic needs at school as well. This funding is provided until the child's 19th birthday. To access this funding, children must be diagnosed with an Autism Spectrum Disorder by a Qualified Specialist according to the diagnostic process developed by the BC Autism Assessment Network (BCAAN).

How is Autism Assessed?

At this time there is no genetic, biochemical, or imaging-based test that can reliably identify individuals with ASD. However, a diagnostic process has been developed by the BC Autism Assessment Network. The protocols for assessment of ASD differ depending on the age.

In BC for children under the age of 6, the child must have assessments by a psychologist, a speech and language pathologist, and a pediatrician (currently the pediatric report has been temporarily exempted from assessment requirements). A Qualified Specialist (a specially-trained psychologist or medical doctor) conducts an assessment of ASD symptoms involving both direct assessment of the child (ADOS) and a parent interview (ADIR), integrates these reports, and makes the final diagnosis.

For children over the age of 6, a Qualified Specialist (a specially-trained psychologist or medical doctor) conducts an assessment of ASD symptoms involving both direct assessment of the child (ADOS) and a parent interview (ADIR), integrates these reports and makes the diagnosis. Speech and language, psychological, and pediatric assessments are not required, though in some cases they may be helpful, and a pediatric assessment is recommended for any child experiencing developmental difficulties to exclude medical disorders which can affect neurological functioning.

For adults aver the age of 19, there is no mandated protocol in place, though use of the same measures used by the Qualified Specialist to diagnose younger people remains the gold standard. In the event that parents are not available, an interview with another individual who has known the person for a long time, ideally during their childhood, is recommended.

Assessment of ASD is available through BCAAN as part of the public health system with a referral from a pediatrician, or through private practitioners with the appropriate training and experience. We assess ASD according to the BCAAN diagnostic process, to provide the exact same assessment to the same standards as is provided through the public system, providing both psychological and Qualified Specialist diagnostic assessments. We can also help connect families to speech and language pathologists in the event that an SLP assessment is also needed, though if a formal SLP assessment has been done in the past 18 months, reassessment is not required.

Having provided assessments for ASD in both the public and private systems since 2003, Dr. Gibbins is highly experienced in knowing how ASD can present in children of different ages, ability levels, and patterns of symptoms, as well as in other conditions which can resemble ASD. While this assessment is designed primarily to assess ASD, not all children suspected of having ASD will actually turn out to have that condition. As a result, we work to not simply provide a yes or no answer to the question of whether children have ASD, but to identify any other conditions or disorders which may be present and which may contribute to a child's difficulties. As a result, whatever the outcome of the ASD diagnostic assessment, we seek to provide a greater understanding of the child's strengths and challenges, recommendations for supports, interventions, and parenting strategies, and direction to other relevant agencies or professionals who may be able to help support the family.

Why a private assessment?

Seeking an ASD assessment through the public BCAAN system is a good choice for many families, particularly if the wait time is not a major concern. BCAAN has significantly longer wait times than clinics that provide private assessment. However, while private assessment is more costly than being assessed through BCAAN, there are some advantages to a private assessment:

Personalized attention: While it is crucial to follow the BCAAN diagnostic process, a private assessment allows parents more control over the assessment, such as when it will happen, who will be involved, what follow-up is desired, and to seek further assessment or consultation if needed. We work with parents to ensure they are fully informed about the assessment and any results and recommendations, and to provide follow-up consultation and assistance as needed, including liaising with school and community teams. The results of the assessments are only released to professionals or individuals the parents want to see them, save where required by law (e.g.: child abuse/neglect, clear immanent risk of serious harm to a person, court order). Parents are free to contact Dr. Gibbins before, during or after the assessment so that their questions can be answered.

Continuity: Through BCAAN, the clinician's mandated role ends at the end of the assessment. BCAAN does not provide follow-up or reassessment unless it is to re-evaluate the presence or absence of ASD. As some children may benefit from further assessment or consultation in the future (e.g.: a psychoeducational assessment to guide their academic program), having the same clinician involved over the long term allows for more continuity. Being able to see how a child grows and develops over time gives greater insight into their strengths and weaknesses, and avoids the need to start from scratch with each new assessment.

By providing a timely diagnostic assessment by a Qualified Specialist recognized as able to diagnose ASD in BC, we can help children with ASD to have their needs recognized and met earlier, help guide them and their families to the most appropriate treatment, resources, and supports as indicated by current research, and help ensure that children receive the understanding, support, and assistance they require to give them the best chance of learning to cope with their areas of difficulty and to reach their potential.

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ADHD

ADHD can be diagnosed in the course of an ASD or Psychoeducational assessment, but it is not the main focus of either of these assessments. Studies show that there is a high concurrence of ADHD in ASD patients.

Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental condition characterized by difficulties with attention (e.g.: difficulties staying on task, remembering instructions, keeping organized, and completing work) and hyperactivity/impulsivity (e.g.: difficulties keeping still, acting without thinking, rushing through tasks, interrupting others, impatience). About two out of three children and half of adults with ADHD show difficulties with both inattention and hyperactivity, while the remainder primarily show difficulties with inattention, and only mild or no difficulties with hyperactivity/impulsivity. While everyone's ability to control their attention and impulses is limited, and all people will have occasional difficulties with inattention, forgetfulness, or impulsive behaviour (especially when overtired, anxious or otherwise stressed), people with ADHD have these difficulties consistently, across different environments and situations, to a degree that interferes with their ability to function in their daily lives.

As a result, while most people with ADHD have average or above intellectual abilities, students with ADHD often under-perform relative to their ability level in academics, and must work harder than their peers to achieve the same results. They often show inconsistent performance, doing well when motivated and interested in what they are doing, but having difficulty consistently working to the best of their ability. Even when work is done well, they can have difficulties with losing work or handing it in late, forgetting important parts of tasks, procrastinating until the last minute, and balancing school work with other activities. Some students may have difficulty learning key academic skills due to their difficulties attending and memorizing material, while others may be successful in learning what they are taught, but have difficulties with completing work, avoiding errors, and working efficiently, that result in their performance being below the level that their actual skills would usually allow. Some but not all children with ADHD can have social or behavioural difficulties related to impulsivity and difficulties picking up on social cues, difficulties controlling strong emotional reactions, and resistance to being asked to do tasks or activities that put strain on their attentional weaknesses, which can manifest in oppositionality, difficulties avoiding conflicts with others, and/or anxiety in situations in which the person lacks confidence in their ability to succeed.

The long-term effects of ADHD are most noticeable in the tendency for individuals with ADHD to not achieve the same level of academic success as their abilities would normally allow, and to have difficulties achieving the same level of occupational success as their academic success would normally predict. While some individuals with ADHD can encounter more serious consequences, and have an increased risk of difficulties with substance abuse, rule-breaking behaviour, injuries, and accidents, the most common consequences of ADHD are systematic under-performance in many areas of functioning, which can lead to feelings of anxiety, alienation, and depression in older adolescents and adults, as well as problematic coping behaviours such as reliance on substances, dropping out of school, and instability in employment and relationships.

How is ADHD Assessed?

While ADHD is thought to be a neurological disorder which often has a genetic component, there are currently no genetic, biochemical, or imaging-based tests that can reliably identify individuals with ADHD. As a result, the diagnosis of ADHD is based on a pattern of behaviour and functional impairments seen through observation, reports from parents and teachers, self-reports in adolescents and adults, school records and other available documents, and sometimes psychometric testing. We assess ADHD according to the best practice guidelines developed by CADDRA by carefully examining the history, development, and current strengths and weaknesses of our clients. Many individuals with ADHD may benefit from psychoeducational assessment to provide another way of measuring their strengths and weaknesses, to identify gaps in their skills requiring remediation, to screen for other co-occurring learning disabilities, and to provide documentation of their learning needs for schools, colleges, or universities which may require such testing. As a result, while psychoeducational testing is not required for a diagnosis of ADHD, it is useful as part of a broader assessment in many cases.

Having worked with children and adults with ADHD since 2001, including over ten years in both clinical and research roles in the Provincial ADHD Program, Dr. Gibbins is highly experienced in working with children and adults with ADHD and their families to help identify their areas of strength as well as their challenges, and thus to help support them in their functioning at home, in school, and in the community so that they can better reach their potential.

Help for Children with ADHD

When undiagnosed, children with ADHD are prone to being underestimated and stigmatized as lazy, less intelligent than they are, unmotivated, or badly behaved, and often receive feedback that ultimately does not help them learn to cope with their difficulties ("Be more careful!" "Try harder next time!" "Try to do your best!" "Stop and think first!"). As a result, they can show greater difficulties over time as the demands on their attention and organization increase with age. However, research has shown that with effective support, treatment, and management, these risks can be substantially reduced, and individuals with ADHD who have received adequate support can, in the long term, achieve the same outcomes as their typically developing peers. People with ADHD who learn to cope effectively with their challenges and to make effective use of their strengths are able to function successfully as adults and have the same range of educational and employment options as their peers, particularly if they learn to channel their interests and passions in their education and work. As we all find it easiest to pay attention to things we love to do, people with ADHD whose work allows them to do things they are passionate about can excel, sometimes even in areas traditionally considered challenging for people with ADHD.

A careful diagnosis is often the first step to gaining a better understanding of the difficulties children and adults with ADHD face, and helping them get the support and skills they need to learn to cope effectively with their challenges. A range of treatments and supports are available for people with ADHD, including both medical and non-medical interventions aimed at either reducing symptoms or improving coping and compensatory skills. Current research suggests that, as is the case for many other disorders, acquiring effective coping skills is of key importance in overcoming the negative effects of ADHD.

While only a medical doctor can prescribe medication, we can provide assistance in learning about the scientifically supported treatments for ADHD, how to work with your doctor to find the best treatment for your individual symptoms, and what non-medical strategies and resources can help improve the functioning of people with ADHD.

What is AuDHD?

AuDHD is an unofficial term used to describe individuals who have both ASD and ADHD. Some symptoms can overlap, but others can contradict and even mask the other condition. A person who is AuDHD may for example crave routine and order, finding them comforting (ASD), but difficult to maintain (ADHD). They may carefully sort some items (LEGO, beads, toys) but also have cluttered or messy spaces. Students with AuDHD may show an uneven profile of skills, excelling in areas they find engaging, while struggling in areas that they may find boring or not engaging. When a child has both ASD and ADHD, it is important to take into account both conditions when working to support them.  

Are you a clinician with an interest in ASD and

Psychoeducational Assessment?

We have space available in our office for licensed clinicians who would like to work in an environment where neurodivergent children make up the majority of our patients. Currently our office offers two main services: ASD assessment (1-18) and Psychoeducational assessment (6-18), though we are open to welcoming clinicians who would like to offer other services as well. We also work with Sunny Hill to do some of their assessments through BCAAN, and there may be opportunities to do some assessments for them through our clinic. If you think you may be a good fit to work with our team, please contact our office for more information.

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To Add a Patient to our Wait List

Please browse our FAQ, then fill out this Intake Form to add a patient to the wait list.

Our clinic has had some staffing changes recently, please read up about our current staff in the About Us section.

We need the contact information for the parent/guardian(s) of the child. If you are helping a family with their application, please make sure it is their information that is listed, and not yours or a school or other organization's (the one exception being children in the MCFD foster care system, where the Legal Guardian is often a social worker - so we would need their information, not the foster parents').

If the patient has already been to the Pathfinder Clinic, and the contact information has not changed, you can email your request instead of filling out the intake form again.
Primary Contact Parent/Guardian Name Primary Contact E-mail Primary Contact Parent/Guardian Phone Number Secondary Parent/Guardian Name Secondary Contact E-mail Second Parent/Guardian Phone Number Patient's First Name Patient's Middle Name Patient's Last Name Patient's Preferred Name (if different) Patient's Assigned Sex Patient's Gender (if different than above) Patient's Preferred Pronouns Preferred Pronouns (Other) Patient's Birth Date Primary Contact's Mailing Address City Postal Code
Are you applying to Variety or another school/organization for funding towards the assessment?
No
Yes, Variety (Their ASD under 4 applications are currently closed. We will send you a quote to forward to them once your child is added to the wait list).
Yes, School (name of school below - we will need confirmation from them before booking.)
Yes, Other Organization (name of organization below)
School or Other Organization you are applying to for funding. We will need confirmation from them of their intent to pay $x towards the assessment before booking.
If you are applying to Variety for a grant for an ASD assessment 4 or under, do you already have an SLP, or do you need Variety to provide one? (We can only provide SLP assessment for Variety Grant Patients.)
We have already seen an SLP, we do not need one.
We have not seen an SLP, we need one as part of our Variety-funded assessment.
Not applicable
Is the patient expected to be Under 6 at the time of an ASD assessment?
Yes (see below)
If the patient will be Under 6 at the time of ASD assessment, an SLP Assessment Report is Required. Check all that apply.
The child has seen an SLP for an assessment and there is a completed report which we will have forwarded to your office.
The child has an upcoming appointment for an assessment with the SLP.
The child has not seen an SLP (you will need to book this ASAP, unless you are applying to Variety for funding of an assessment under 4).
The child has seen a pediatrician
Will you require a split invoice (upon full payment) for insurance purposes?
Yes
No
Clinician You Wish to See
Dr. Chris Gibbins
Dr. Erika Penner
No Preference
Services Required for Patient
Autism Spectrum Disorder (ASD) Assessment Only
Psychoeducational Assessment Only
Combined ASD & Psychoeducational Assessment
Adaptive Functioning Assessment (can be added to Psychoeducational Assessment 16+)
Consultation Only
Disability Tax Credit (DTC/T2201) has seen clinician in past year
Disability Tax Credit (DTC/T2201) more than 1 year since last appointment
Confirmation of Diagnosis (out of Province)
Other (Please Describe Below)
Were you refered to a specific clinician at our clinic?
Yes
Who refered you (if applicable)?
Are you open to a student observing or participating in your child's assessment (fully supervised)?
Yes
If your child is waiting for a psychoeducational or combined assessment, are you comfortable having our psychometrist Valerie complete one of the testing sessions?
Yes
No
Not Applicable
Is there anything else we should know? Submit

      Pathfinder Clinic

      Wait List Intake Form

  • To add a patient to our wait list, please fill out this form. If you have questions that are not answered in our FAQ and would like to contact us for more information, please send an email (you can use the contact us form below).

  • **UPDATE November 27th, 2025: MCFD has officially confirmed that the requirement for a pediatric consultation report has been temporarily suspended for Under 6 ASD assessment and diagnosis (https://www2.gov.bc.ca/gov/content/health/managing-your-health/child-behaviour-development/support-needs/autism-spectrum-disorder/autism-funding/apply). They have not stated how long this change in policy is expected to last. As such, we recommend that you still seek a pediatric assessment while waiting for an ASD assessment under 6, so that there aren't further delays should the exception be lifted while you are on the wait list. Children with signs of developmental differences are recommended to see a pediatrician, so it can be helpful to stay on their wait list even if your child's ASD assessment is completed prior to seeing a pediatrician.

  • Dr. Gibbins currently offers ASD assessment, Combined ASD and Psychoeducational assessment, and the occasional Psychoeducational assessment.

  • At this time, Dr. Penner currently offers ASD assessment for children under 6, and will expand her services to include psychoeducational, ASD, and combined assessments of older children beginning this fall.

  • If you choose “no preference”  you will be contacted if any clinician has availability for your appointment type. If you choose a specific clinician, you will only be contacted when that clinician has availability for your appointment type.  If another clinician joins the practice, they will draw from those on the wait list who chose "no preference" in clinician. 

  • If your child has a very complex medical profile (blind, deaf, neuro-motor condition, etc.) you may wish to look up Dr. Roberta Heaven (https://drrobertaheaven.com/about.html) as she has experience with assessing ASD in more medically complex patients.

  • Variety’s Autism Assessment Grant applications are now closed. When they reopen applications we will make a note here.

50 - 3195 Granville Street Vancouver, BC V6H 3K2

604-736-1011

info@pathfinderclinic.ca

Monday-Friday 9-5 (except holidays)

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If you still have questions that are not answered by our webpage, contact us through the form below, or send an email to info@pathfinderclinic.ca.

If you email us about putting a patient on the wait list, you will be redirected to the intake form above (also found by clicking "Wait List" in the site navigation panel).

To place someone on the wait list, please fill out the Intake Form found above this form on this page so that we have the information needed to add the patient to our booking system. If the patient has already been to the Pathfinder Clinic, and the contact information has not changed, you can email us your request below instead of filling out the form again.


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