Understanding the Whole Child/Young Person
Many individuals with dyslexia experience overlapping neurodivergent differences, including ADHD and Autism/ASC. Such profiles can contribute to emotional overwhelm, anxiety, frustration, low self-esteem and difficulties with emotional regulation.
Structured assessment tools can be used to pinpoint where and why an individual struggles and how they currently cope.
Neurodivergent Learning & Emotional Regulation Assessment
This assessment looks beyond academic difficulties
Standardised rating measures completed by parents, teachers, and the young person help to identify the individual’s patterns of executive functioning including attention, impulse control, working memory, task initiation, planning/organisation and cognitive flexibility, across home and school environments. An optional exploration of ADHD-related patterns can be included, not to provide a formal diagnosis but to provide an indicator as to whether further assessment into this would be appropriate.
Further self-report psychological assessment measures how the child/young person manages their emotions. Identifying their emotional awareness, regulation patterns, and whether their current coping strategies are adaptive or less helpful/maladaptive.
Following assessment, verbal feedback and a written report will provide practical recommendations for home, educational settings and day-to-day functioning.
