About Me

I’m so glad you’re here, and I’m really glad you’ve found your way to this space. Whether you’re a parent, carer, or educator of a neurodivergent child, I want you to know that you’re not alone — and I’m here to walk alongside you.

My name is Amy Hodges and I’m a paediatric occupational therapist with a deep passion for supporting neurodivergent children to feel seen, valued and included - not just in therapy, but in their everyday lives at home, in school and in the community.

I completed a Bachelor of Science in Occupational Therapy with Honours at Curtin University in 2010. My honours research explored mother–infant play interactions, with the goal of better supporting mothers experiencing postpartum depression - a foundation that has shaped my relational, family centred approach.

Over the years, I’ve worked across hospital, government, not-for-profit, and private settings in both early intervention and school-aged services, mainly in the community disability paediatric sector. I’ve supported children aged 0 to 10 with a range of developmental, social, and behavioural needs — with a focus on neurodivergent students and their families.

My clinical work, particularly in schools, highlighted the barriers autistic students face in mainstream education. This led me to pursue a Doctorate, where I developed and piloted a school-based social inclusion program, called In My Shoes, aimed at improving participation and belonging. Co-designed with parents, educators, and key stakeholders, this research continues today in both Australia and the UK.

After working in private practice in Vancouver, Canada, I’ve returned to Western Australia to offer therapy services that bring together my clinical and research experience — grounded in compassion, connection, and a deep respect for each child’s unique strengths.

As a mum of four, I understand the beauty and chaos of family life. I’m walking this journey with you, and I’m passionate about creating a space where children, families and educators feel heard, supported, and empowered.

Qualifications

Doctor of Philosophy (Occupational Therapy)

Curtin University, 2021

Thesis involved developing and evaluating a school based social inclusion program (entitled In My Shoes) that aimed to improve the participation and connectedness of autistic students and their peers.

Bachelor of Science (Occupational Therapy), First Class Honours

Curtin University, 2010

Registered Occupational Therapist & Membership

  • Australian Health Practitioner Regulation Agency

  • Occupational Therapy Australia

Conferences & Publications 

  • Littlefair, D., McCloskey‑Martinez, M., Graham, P., Nicholls, F., Hodges, A., & Cordier, R. (2024, November 1). Promoting social‑inclusion: Adapting and refining a school participation and connectedness intervention for neurodiverse children in UK primary schools. Research in Developmental Disabilities, 154, 1–11.Ciccarelli, M., & Hodges, A. (2016). A personal digital assistant intervention reduced job coaching support hours without reducing work performance among workers with autism. Australian Occupational Therapy Journal, 63(6).

  • Hodges, A. (2022). Evaluating the preliminary effectiveness and feasibility of a school based intervention to improve the school participation and feelings of connecteness of primary school students on the autism spectrum: A feasibility study. Paper presented online at the World Federation of Occupational Therapists Congress in Paris.

  • Hodges, A., Cordier, R., Joosten, A., & Bourke‑Taylor, H. (2022). Closing the gap between theory and practice: Conceptualisation of a school-based intervention to improve the school participation of primary school students on the autism spectrum and their typically developing peers. Journal of Autism and Developmental Disorders, 52(7), 3230–3245. https://doi.org/10.1007/s10803-021-05362-5

  • Hodges, A., Cordier, R., Joosten, A., Bourke‑Taylor, H., & Chen, Y.-W. R. (2022). Evaluating the feasibility, fidelity, and preliminary effectiveness of a school‑based intervention to improve the school participation and feelings of connectedness of elementary school students on the autism spectrum. PLOS One, 17(6), e0269098  .

  • Hodges, A., Cordier, R., Joosten, A., & Bourke‑Taylor, H. (2021). Expert consensus on the development of a school‑based intervention to improve the school participation and connectedness of elementary students on the autism spectrum: A Delphi study. Focus on Autism and Other Developmental Disabilities. Advance online publication. https://doi.org/10.1177/10883576211030483

  • Hodges, A., Joosten, A., Bourke‑Taylor, H., & Cordier, R. (2019). School participation: The shared perspectives of parents and educators of primary school students on the autism spectrum. Research in Developmental Disabilities,97, Article 103550. https://doi.org/10/1016/j.ridd.2019.103550.  

  • Hodges, A. (2018). A systematic review on the psychometric properties of self‑report school connectedness measures – implications for measurement with students with Autism Spectrum Disorder. Paper presented at the Australasian Society for Autism Research Conference at Griffith University on the Gold Coast.

  • Hodges, A., Cordier, R., Joosten, A. V., & Speyer, R. (2018). Evaluating the psychometric quality of school connectedness measures: A systematic review. PLOS One, 13(9), e0203373  

“The world needs all kinds of minds”

Temple Grandin