Combined Assessment:

Autism & S.L.D.

At All Kinds of Minds Assessments, Clinical Psychologist-led Combined Autism and S.L.D. (i.e., dyslexia, dyscalculia) identification is available for children and adolescents (i.e., from age six up to their 18th birthday). All assessments follow best practice standards and are accepted by the H.S.E. and schools.

Dyslexia Clarification

Note: Active links to additional information are highlighted throughout.
While psychological assessments provide valuable insights into a child’s learning profile, they are not required to apply for an exemption from studying Irish.
The criteria for obtaining an exemption are described in Circular 0054/2022 for primary schools and Circular 0055/2022 for post-primary schools. These updated guidelines are meant to simplify the process, allowing schools to evaluate eligibility for an exemption based on their internal assessment, documentation, and judgement rather than requiring a formal assessment conducted by a Psychologist.
The exemptions are intended to support students who face significant challenges in accessing the Irish curriculum due to specific learning disabilities (S.L.D.), such as dyslexia, or “multiple and persistent needs.” This shift reflects a broader commitment to inclusive education by ensuring that supports are determined by demonstrated need rather than a formal diagnosis.
Eligibility Criteria for Exemptions Based on S.L.D.: For a child to qualify for an exemption, they must exhibit clear evidence of literacy challenges or broader learning needs that significantly impact their ability to study Irish.
At the primary level, a student must have reached at least second class to allow sufficient time for early literacy supports to be implemented. At the post-primary level, eligibility is determined based on the persistence of these challenges and their ongoing effect on curriculum access.
A key component of eligibility is standardised test results obtained by educators, which must show that the student scores at or below the10th percentile in one or more areas: Word Reading, Reading Comprehension, or Spelling. These results are obtained through assessments conducted within the school and must demonstrate a sustained need for support despite targeted interventions.
Additionally, students with “multiple and persistent needs” must have evidence of these difficulties documented through the school’s Continuum of Support framework. This documentation typically includes student support plans, teacher observations, and records of interventions and their outcomes. These records help to paint a comprehensive picture of the student’s learning profile and the challenges they face in engaging with the Irish curriculum.
School-Led Process: The process of applying for an exemption is managed by schools, which allows for a more responsive and informed approach. Teachers and support staff play a key role in documenting the student’s needs and monitoring the impact of interventions. School principals are responsible for reviewing all relevant documentation and making the final decision about whether criteria for an exemption has been met.
Note: Active links to additional information are underlined throughout.
The Assistive Technology Grant provides funding for schools to purchase assistive technology equipment for students with Specific Learning Disabilities (S.L.D.s), such as dyslexia, who meet clearly defined eligibility criteria. The scheme is governed by Circular 0010/2013 and administered via the National Council for Special Education (N.C.S.E.). The purpose of the grant is to ensure that students with significant learning difficulties are provided with the tools necessary to access the school curriculum.
Students with Specific Learning Disabilities must meet specific requirements to qualify for support under the Assistive Technology Grant. Firstly, a psychological report must confirm that the student obtains a score of 90 or above on the Full-Scale I.Q. or General Ability Index. Additionally, the report must show that the student has a significant learning difficulty in reading, writing, or spelling, as evidenced by a standardised, norm-referenced assessment that places the student’s scores at or below the 2nd percentile.
Secondly, the psychological or professional report must explicitly state that assistive technology is essential for the student to access the curriculum. The recommendation must specify how the equipment will be used in the classroom and detail the educational outcomes it is designed to support.
Applications for assistive technology are submitted by schools to the student’s assigned Special Educational Needs Organiser (S.E.N.O.). The application must include the psychological report, evidence of the school’s previous interventions to support the student, and documentation demonstrating that the existing resources are insufficient to meet the student’s needs. Schools are required to show that they have attempted reasonable accommodations and adaptations, such as providing additional teaching support or access to existing technology, before applying for funding under the scheme. All applications must be made with the consent of the student’s parents or guardians.
The S.E.N.O. reviews the application to determine whether the criteria outlined in Circular 0010/2013 have been met. If the application is approved, the S.E.N.O. makes a recommendation to the Department of Education, which provides the funding necessary for the purchase of the recommended equipment. The school is then responsible for acquiring and managing the equipment, which remains the property of the school. If the student transfers to another school, the equipment may follow the student, provided it is still appropriate for their educational needs.
For students with S.L.D.s, the assistive technology funded under this scheme often includes devices such as laptops or tablets equipped with specialised software to support reading, writing, or spelling. These tools must be directly linked to the student’s educational needs.
In contrast, devices that serve general communication or therapeutic purposes are typically provided by the Health Service Executive (H.S.E.) under the Aids and Appliances Scheme.
For this grant, psychological reports are a critical part of the application process, as they provide evidence of the student’s specific needs and confirm the necessity of the recommended equipment. Schools also play an essential role in documenting the student’s progress, demonstrating the insufficiency of current resources, and justifying the need for additional technological support. Together, these components ensure that applications are evidence-based and aligned with the goals of the Assistive Technology Grant.
Note: Active links to additional information are underlined throughout.
The Reasonable Accommodations in Certificate Examinations (R.A.C.E.) Scheme ensures that students that need additional support during examinations can demonstrate their full potential without being unfairly disadvantaged.
A key aspect of a R.A.C.E. application is providing practical evidence of the need for accommodations. Psychological reports are not required for R.A.C.E. accommodations related to specific learning difficulties, and a formal diagnosis of dyslexia is not necessary. The focus is on the current need for support, as assessed by educators, rather than a formal diagnosis.
Applications for R.A.C.E. are managed by the student’s post-primary school, which identifies eligible students and submits applications on their behalf to the State Examinations Commission (S.E.C.).
Educators manage this process by gathering evidence and providing documentation that outlines the student’s learning profile and support needs. This evidence includes details of classroom support required, internal assessment results, and observations from teachers, which together offer a comprehensive view of the student’s requirements.
The S.E.C. evaluates all applications and determines the specific accommodations that are appropriate for each student. Examples of accommodations include the use of a reader, extra time, a scribe for students who struggle with writing, assistive technology, a spelling and grammar waiver, etc.
In cases where emotional (e.g., significant test anxiety), sensory, or environmental factors present challenges, students may be permitted to sit their examinations in a separate exam room to minimise distractions.
For example, to access a spelling and grammar waiver, the in-school assessment process involves gathering relevant data, including results from a standardised spelling test (i.e., with a score of 85 or below), and an analysis of written work to identify spelling, grammar, and punctuation errors, with a threshold of 8% or more errors in the script.
It is important for schools to submit R.A.C.E. applications well before examination dates to ensure all arrangements are in place. Timely communication between students, parents, and educators is also crucial, as it allows everyone involved to understand and agree upon the accommodations being recommended.
Note: Active links to additional information are underlined throughout.
The Disability Access Route to Education (D.A.R.E.) is a college and university admissions scheme designed to support school-leavers whose neurodivergent profiles or disabilities have impacted their educational experience. Through this scheme, eligible students can access reduced points places at participating colleges and universities and benefit from additional supports during their academic journey.
To apply for D.A.R.E., students must complete the Supplementary Information Form as part of their C.A.O. application. This form includes sections for the student’s personal statement, the Educational Impact Statement (E.I.S.), which is prepared by a member of the school staff who is familiar with the student’s educational journey, such as a learning support teacher, resource teacher, or guidance counsellor, in collaboration with the principal.
The application process requires careful documentation and collaboration between students, their parents or guardians, schools, and relevant professionals. Evidence of disability is another key requirement of the D.A.R.E. application.
For applicants with Dyslexia or Dyscalculia, the Disability Access Route to Education (D.A.R.E.) requires specific documentation and evidence of the impact of these learning differences.
Applicants with Dyslexia or Significant Literacy Difficulties can apply under two distinct pathways:
1. Applicants with a Psychological Assessment Report Identifying Dyslexia:
  These applicants must submit a full Psychological Assessment Report, which has no age limit. Additionally, they are required to provide two literacy attainment scores at or below the 10th percentile (i.e., Standard Score of 81 or below) from tests that are no more than two years old at the time of submission. These updated scores can come from school-based assessments in areas such as word reading, reading comprehension, or spelling, etc.
2. Applicants with Significant Literacy Difficulties but Without a Psychological Assessment Report:
  These applicants must submit a Section D School Statement, completed by a Special Educational Needs (S.E.N.) Teacher and countersigned by the school’s Principal or Deputy Principal. Like those with a psychological report, they must also include two literacy attainment scores meeting the same percentile requirements and testing date criteria.
For applicants with Dyscalculia or Significant Numeracy Difficulties this is the requirement:
- A full Psychological Assessment Report is required, with no age limit.
- They must submit one numeracy attainment score at or below the 10th percentile (Standard Score of 81 or below) from tests that are no more than two years old at the time of submission..
- This score can assess numeracy, mathematical reasoning, etc.
Successful D.A.R.E. applicants may receive reduced points places to support their access to higher education. Participating colleges and universities also offer a range of supports to support these students, such as mentoring, assistive technology, and accommodations during examinations. The goal of the scheme is to ensure that students with disabilities can access and succeed in higher education.
Students applying to D.A.R.E. must adhere to strict deadlines. The C.A.O. application must be submitted by 1 February, and all supporting documents, including the E.I.S. and evidence of disability, must be submitted by 15 March.
Comprehensive guidance on the application process and specific requirements is available in the D.A.R.E. Handbook. Further information and resources, families can visit the official D.A.R.E. website.
While many supports, such as Irish exemption, R.A.C.E., and D.A.R.E., are available without a formal assessment or diagnosis of dyslexia, a psychological assessment can be helpful for certain children and young people.
Some children and young people with dyslexia may not meet the specific thresholds set by the Department of Education for certain accommodations (e.g., below the 10th percentile for literacy assessments, etc.), but parents may still want to know whether their child is dyslexic so that the child or young person can better understand themselves and be understood by others.
These reports remain valid into the future: Having a formal diagnosis and associated documentation might also be valuable for future accommodations, ensuring that necessary supports can be requested as the student progresses through their education, including higher education, and occupation.
A psychological assessment, particularly by a Clinical Psychologist, can also identify indicators of co-occurring neurodivergent profiles (e.g., autism or A.D.H.D.) or mental health needs (e.g., anxiety, depression), offering guidance for additional assessments or support.
Finally, for many parents, a formal psychological assessment provides clarity and facilitates parental advocacy for the child within the school system.

Please Note: When booking an S.L.D. assessment, it will be assumed that you have read and understood all of the information contained within this section.

Pathway

To begin, please complete and submit the Assessment Suitability Form. The form gathers information on legal guardianship and consent, assessment readiness, mental health needs that may affect meaningful engagement, and any relevant risk factors.
After Submission: The Clinical Psychologist will review the form and contact you by email. If All Kinds of Minds Assessments is appropriate at this time, you will be asked to complete and return the Consent Form and the Intake Form. These must be received before a child or young person can be added to the waitlist. If the information provided indicates that the service is not suitable—for example, where it does not align with the Terms of Service—you will be informed and the decision explained. In such cases, submitted forms will be deleted in line with G.D.P.R. requirements.
Age at Booking: Children and adolescents must be at least 6 years old and no older than 18 years and 11 months to access this service.
Consent: In line with the H.S.E. Consent Policy, consent from all legal guardians is required before an assessment can proceed for a child under 16. Adolescents aged 16 and above can provide their own consent.
When your child or adolescent reaches the top of the waitlist, the Clinical Psychologist will contact you by email.
You will receive a booking link that allows you to choose a date and time for your Parent Consultation Appointment.
After booking, you will be asked to complete a set of standardised, parent-rated assessments. These may include:
- Social Responsiveness Scale, Second Edition (S.R.S.-2)
- Sensory Processing Measure, Second Edition (S.P.M.-2)
- Conners Comprehensive Behavior Rating Scales (Conners C.B.R.S.)
These tools are designed to capture information about your child or adolescent’s experiences, including social communication, sensory processing, attention, emotional regulation, and mental health. If your child is old enough, they may also be invited to complete age-appropriate, self-rated assessments to share their own perspective.
All assessments must be completed before the Parent Consultation Appointment, as the results will be reviewed in detail during that session.
You can complete the assessments online using a smartphone, tablet, or computer. All responses are protected by end-to-end encryption and are accessible only to the Clinical Psychologist.
The Parent Consultation is attended by parent(s) or caregiver(s) only. Your child or adolescent does not attend this appointment.
This session explores your child’s development, current experiences, and possible neurodivergent traits. We will discuss:
- Social communication preferences
- Sensory processing differences
- Patterns of attention and focus (including movement and regulation needs)
- Executive functioning, emotional regulation, and learning
- Cognitive processing style
- Significant relationships and formative experiences
We will also review the standardised assessments you and (if applicable) your child completed in advance.
These tools compare your child or adolescent’s traits and behaviours to those of age-matched peers in the general population. This allows us to identify patterns that may be consistent with autism or other neurodevelopmental profiles.
In combination with intake information, developmental history, and any prior reports, these results help determine whether a full autism assessment is currently indicated.
While the Parent Consultation does not provide a diagnosis, it offers a clinically grounded decision point. If further assessment is not indicated at this time, we explore why this is and discuss alternative ways of understanding and supporting the child or adolescent.
This step helps ensure that in-depth assessment is pursued only when there is clear evidence of autistic traits, acknowledging the time and resources involved in private assessments.
If further assessment is indicated following the Parent Consultation, the next step involves gathering information from your child’s teacher using standardised, norm-referenced assessments. These are typically the same assessments completed by parents or caregivers, adapted for use in the school setting.
Teacher-rated assessments offer important insight into how the child or adolescent is coping in structured, group-based environments—contexts where social communication, sensory processing, attention, and behavioural flexibility may be challenged differently than at home.
According to D.S.M.-5 diagnostic criteria, a formal autism diagnosis requires that traits be evident across more than one setting—or identified by more than one adult who knows the child well. For children aged 12 and under, particularly those still in primary school, this typically means that traits must be observable both at home and at school—or reported consistently by both a parent and a teacher. As such, teacher-rated input is an essential part of the assessment process at this stage.
Some autistic children and adolescents may mask or compensate in school environments. As a result, traits may be less visible to teachers, particularly in children who are highly verbal, reserved, compliant, or strongly motivated to fit in socially. Where traits are not observed at school, this is explored further, taking into account possible contributing factors such as anxiety, above average cognitive ability, contextual, and relational dynamics.
However, for children aged 12 and under, if no traits are evident at school, families are typically advised to defer private assessment until school-based differences become more apparent, or the child’s insight develops sufficiently to contribute reliable self-report data as a second source of information.
For older children and adolescents—typically from around 13 years of age, depending on developmental profile—self-reported information becomes a developmentally appropriate source of insight. In some cases, a young person’s own account may provide the additional evidence needed to support diagnosis, particularly when traits are not clearly observable in post-secondary school environments.
The Autism Diagnostic Observation Schedule, Second Edition (A.D.O.S.-2), is a semi-structured, standardised assessment that is often used to explore social communication and behaviours associated with autism through direct interaction. It is carried out in person and includes play-based tasks for younger children and more structured or conversational activities for older adolescents. While not used in isolation to confirm or rule out autism, the A.D.O.S.-2 provides important observational evidence that informs the overall diagnostic formulation.
In most cases, the assessment is co-facilitated by two clinicians—the All Kinds of Minds Clinical Psychologist and a Speech and Language Therapist. The Clinical Psychologist leads the session while the Speech and Language Therapist observes and takes detailed notes. Both clinicians contribute to scoring and case discussion after the session.
For older adolescents, however, the A.D.O.S.-2 can be conducted independently by the Clinical Psychologist if preferred. This format can support greater comfort and engagement for the adolescent, while still preserving the validity and reliability of the tool.
A diagnosis requires consistent evidence across multiple settings, and structured clinical observation is very important. If traits consistent with autism are observed during the A.D.O.S.-2, the assessment will proceed to the next stage, which is the Autism Diagnostic Interview—Revised (A.D.I.-R.).
However, if no or minimal autistic traits are identified during the A.D.O.S.-2, this will be discussed with parents before further assessment is considered. In a private assessment context, where continuing represents a significant undertaking for families, the decision to proceed should be both collaborative and carefully considered.
During this appointment, parent(s) or caregiver(s) will complete the Autism Diagnostic Interview–Revised (A.D.I.-R.), a structured, evidence-based clinical interview designed to explore developmental patterns relevant to autism. The interview focuses primarily on early childhood and draws on parental insight to build a detailed understanding of how the child’s social communication, sensory processing, and behavioural style have developed over time.
The A.D.I.-R. places particular emphasis on traits that were evident early in life. This is important because diagnostic frameworks such as the D.S.M.-5 require evidence that autistic traits emerged during early development—even if they only became more noticeable, or were understood differently, as the child matured. Clarifying these early patterns helps to differentiate autism from later-developing anxiety, trauma-related responses, or compensatory behaviours.
Where indicators of a specific learning difference are present, a combined assessment for dyslexia and/or dyscalculia can be provided. Before proceeding, it is strongly recommended that parents or caregivers first discuss any observations or concerns with their child’s classroom teacher and S.E.N. teacher. This helps ensure that a formal assessment is needed and well-timed.
Many accommodations and supports do not require a formal diagnosis of dyslexia or a psychological assessment report, including:
- Exemption from the study of Irish
- Reasonable Accommodations at the Certificate Examinations (R.A.C.E.)
- Disability Access Route to Education (D.A.R.E.)
By meeting with educators early, you can explore the supports available within the school system that address your child's needs, before considering whether or not a formal assessment would be helpful.
The assessment process includes the administration of the Wechsler Intelligence Scale for Children – Fifth Edition (W.I.S.C.–V U.K.) or the Wechsler Adult Intelligence Scale – Fourth Edition (W.A.I.S.–IV U.K.), alongside the Wechsler Individual Achievement Test – Third Edition (W.I.A.T.–III U.K.).
Key domains assessed include word reading, decoding, reading comprehension, spelling, mathematical reasoning, and numeracy. These academic areas are interpreted in conjunction with the young person’s cognitive profile, using both a Pattern of Strengths and Weaknesses (P.S.W.) and Predicted Difference analysis. This combined method allows for the identification of statistically and functionally meaningful discrepancies between expected and actual performance.
A cognitive assessment is a part of the Combined Autism and S.L.D. Assessment Process. This assessment takes place in-person with the child or young person. The Wechsler Intelligence Scale for Children, Fifth Edition (W.I.S.C.-V U.K.) or the Wechsler Adult Intelligence Scale, Fourth Edition (W.A.I.S.-IV U.K.) will be administered. The purpose is to gain a detailed understanding of the child or adolescent’s cognitive profile, including verbal comprehension, visual-spatial ability, fluid reasoning, working memory, and processing speed.
A assessment of attainments is a part of the Combined Autism and S.L.D. Assessment Process. This appointment will be conducted in-person with the child or young person during one appointment. The W.I.A.T.-III , U.K., will be used; this is an assessment of academic attainment. Both Dyslexia and Dyscalculia will be assessed as standard. We will consider your child’s current attainments in reading comprehension, basic word reading, decoding, spelling, mathematical reasoning, numerical operations, etc.
Feedback Appointment Structure
The structure of the feedback appointment depends on the age and developmental stage of the child or young person:
- Children aged 6–12: Feedback is typically provided to parents or caregivers only.
- Adolescents aged 13–15: A separate feedback session for the young person can be arranged depending on their developmental readiness and stage of self-understanding, as well as personal and parental preferences.
- Young people aged 16–18: Feedback is offered directly to the young person. With their informed consent, a separate session can also be arranged for parents or caregivers if requested.
What to Expect
The feedback appointment provides an opportunity to review all findings from the assessment process in a structured, supportive, and developmentally sensitive way.
If the child or young person meets criteria for autism and/or S.L.D., the discussion will focus on understanding what this means for them, with emphasis on their distinct strengths, identity, support needs, and lived experiences. Practical strategies and recommendations for navigating neuro-normative environments will also be discussed.
If diagnostic criteria for a neurodevelopmental difference (i.e., autism and/or S.L.D.) are not met, this will be clearly explained. An alternative formulation will be offered that reflects the young person’s individual profile, and recommendations will be tailored accordingly.
There will be time to reflect on the findings, ask questions, and consider next steps. Regardless of the outcome, the goal is to ensure clarity, affirm strengths, and identify meaningful ways to support the child or adolescent across contexts.
The written report is a key outcome of the assessment process and reflects the time, expertise, and clinical reasoning involved in reaching a clear, evidence-based formulation.
This comprehensive document includes:
- Scoring and interpretation of all standardised assessment data
- Integration of developmental history, observations, and informant reports
- A clear formulation that captures the child or adolescent’s neurodevelopmental profile
If the child or young person meets D.S.M.-5 criteria for autism and/or S.L.D., the report will include a formal diagnosis. If diagnostic criteria are not met, the report will provide an alternative, evidence-informed formulation that reflects their strengths, differences, and support needs.
Where appropriate, the report will also outline educational accommodations and supports. These recommendations are tailored to the child or young person’s profile and may be used to guide school planning and access relevant supports. All reports are accepted by schools and the Health Service Executive (H.S.E.).

Begin the Process

Multidisciplinary

For younger children and adolescents, the A.D.O.S.-2 is administered collaboratively with Tina Usborne, an experienced Speech and Language Therapist (C.O.R.U. No. 016775) working in a private capacity. Tina is a Trinity College Dublin graduate with more than 35 -years of experience in hospital and school settings in the Ireland and the United States.
Multidisciplinary A.D.O.S.‑2 assessments are scheduled on Sundays, a day that is typically convenient for families. After each assessment, both clinicians jointly score the A.D.O.S.-2 and contextualise the results by integrating all pertinent information.

Assessment Fees

Combined Autism and S.L.D. (Dyslexia, Dyscalculia) Assessment: Where indicated after an Autism Assessment, combined Autism and S.L.D. assessments are available for children and young people aged 6–18.
Fee Schedule
• Parent Consultation: €200
• Autism Assessment: €2,200
• S.L.D. Assessment: + €600
• Total Fee: €3,000
Note: A reduced S.L.D. fee applies when completed as part of a combined autism and S.L.D. assessment (i.e., €600 vs €800 standalone).

Payment Options

Pay-per-appointment: Pay at the time of booking each session. The total assessment fee is split across the number of appointments required.
Monthly instalment plan (Stripe): A monthly plan is available to support accessibility. An agreed amount is charged automatically each month until the full fee is paid. The report is issued once final payment has been received.
Insurance reimbursement: Many insurers offer partial reimbursement for private assessments completed by Chartered Psychologists with the P.S.I. The All Kinds of Minds Clinical Psychologist holds P.S.I. Chartered Membership. Clients are responsible for contacting their insurer to determine eligibility and claim procedures.
Tax relief: Clients may be eligible to claim tax deductions on assessment fees. Please check eligibility and application steps with Revenue and request all receipts.

Autism Q&A

Child in green coat playing with a bubble in a grassy park

Autism is a neurodevelopmental difference that represents a natural variation in the way some people perceive and interact with the world, as well as process information (e.g., social and sensory information, etc.). Autism is an integral part of a person's identity. For more information about Autism, see the A.S.A.N. About Autism Page.
Research suggests that genetics plays a significant role. There have always been autistic people. Autism occurs across all racial, ethnic, and socio-economic backgrounds, and this highlights the diversity of autistic people.
Unfortunately, it is still important to debunk historical misinformation: Autism is not “caused” by parenting practices or vaccines, as extensive research has not supported this kind of stigmatising and harmful misinformation.
Prevalence rates of autism have been increasing in recent years, and this is thought to be due to increased awareness and diagnostic practices. As of 2023, it is estimated that 1 in 36 children in the United States are autistic. In Ireland, prevalence rates are 1-to-1.5% of the population. However, prevalence rates may vary by region and population.
Empirically supported traits of Autism can include the following:
Diverse Communication Styles: Autistic individuals may have diverse communication styles, preferences, and needs.
Intense Interests: Many autistic individuals have deep interests in specific subjects. These interests can become areas of expertise.
Sensory Processing Differences: Autistic individuals often have unique sensory experiences (e.g., heightened sensory processing, sensory preferences, etc.). Understanding and accommodating sensory processing differences supports well-being and comfort.
Individualised Learning Styles: Autistic children often have individualised learning styles that benefit from tailored approaches. Recognising and accommodating these different learning needs can enhance the educational experience.
Appreciation for Routine and Predictability: A preference for routine and predictability is often cited as an autistic trait. Routine can be a source of comfort and security for autistic individuals. Understanding and respecting these needs can promote well-being.
Different Social Engagement Preferences: Autistic individuals may engage socially in their own unique ways. They might have different needs and preferences when connecting with others.
Focused Attention: Autistic individuals may demonstrate considerable focus and attention on specific tasks or activities, reflecting their capacity for deep concentration and thorough exploration.
Autism is a diverse spectrum, and autistic individuals have a wide range of strengths and abilities. Some strengths associated with autism, which are supported by research, include:
Attention to Detail: Some autistic individuals have strong attention to detail, which can be valuable in various fields such as science, engineering, and art (Plaisted et al. 1998).
Strong Memory: Some autistic individuals have excellent memory skills, particularly in areas of interest (Boucher and Lewis, 1992).
Dedication and Focus: Many autistic individuals can become deeply dedicated to their interests, demonstrating an exceptional level of focus and persistence (Mazefsky et al., 2013).
Analytical Thinking: Some autistic individuals have strong analytical and logical thinking skills. These abilities are valuable in scientific research, mathematics, computer programming, and other technical fields (Dawson et al., 2007).
Creative Expression: Some autistic individuals demonstrate unique and creative ways of thinking and expressing themselves. This creativity can be channeled into various forms of art, music, and innovation. Research has explored creative talents in autism, as seen in "The Creative Cognition Approach: Autism and the Creative Brain" by Pring (2013).
Honesty and Integrity: Some autistic individuals are known for their honesty and strong sense of ethics, which can be highly valued in personal and professional relationships. While not always discussed in research explicitly, these qualities are frequently reported.
Specialised Knowledge: Individuals with autism sometimes develop deep expertise in specific areas of interest. This specialisd knowledge can lead to contributions in niche fields. Research has examined the phenomenon of "hyperfocus" in autism, as discussed in "The Experience of Hyperfocus in Autistic Individuals: An Exploratory Study" by Hull et al. (2020).
Of course, it is important to note that these qualities are not universal among autistic individuals, and individual strengths vary widely.
Additionally, autistic individuals face various challenges as a near-minority in a world that was not constructed with their needs in mind. Autistic individuals are a highly heterogeneous group of people, and research continues to explore the diverse characteristics and experiences of autistic individuals.
Autism presents across all genders and backgrounds, but research suggests cisgender girls might present differently than cisgender autistic boys in certain ways, as follows:
Social Interaction: Autistic girls may imitate social behaviours, leading to the perception that they have a neurotypical social style. This "masking" behaviour can hide their social differences (Lai et al., 2017).
Autistic girls might develop intense interests in social topics, such as celebrities, fiction, or animals, which are typical for their age but are pursued with greater zeal and depth (Attwood, 2007).
Autistic girls often prefer to socialise in one-on-one settings rather than in groups, and their friendships are often characterised by a deep emotional connection (Kreiser & White, 2014).
Communication: While some cisgender autistic girls may have a rich vocabulary, they might struggle with the unspoken neurotypical "rules" of conversation, such as turn-taking or recognising non-literal language forms like sarcasm (Gould & Ashton-Smith, 2011).
Autistic girls’ speech might be more “formal,” and they may prefer not to engage in casual conversations or “small talk” (Attwood, 2007).
Stimming and Monotropism: Routines might be more subtle and even internalised, such as mental routines or specific ways of imagining things (Gould & Ashton-Smith, 2011).
Sensory Sensitivities: Like other autistic individuals, autistic girls may have sensory sensitivities, such as finding certain sounds too loud or clothing textures uncomfortable (Kern et al., 2007).
Co-occurring Presentations: Autistic girls might have a higher prevalence of internalised distress, including anxiety or depression, partially because of societal pressures and the effort of masking (Lai & Baron-Cohen, 2015).
Differences from cisgender autistic boys: While both autistic boys and girls may experience higher levels of bullying, autistic girls are more susceptible to relational aggression, such as friendship manipulation (Cridland et al., 2014).
The "double empathy problem" is a concept that challenges traditional assumptions about autism and empathy. It suggests that difficulties in social interaction between neurotypical and neurodivergent individuals are mutual, with both parties struggling to understand and connect with the other due to differences in their social and communication styles, preferences, and needs.
The term was coined by Damian Milton, an autistic researcher, in his paper titled "On the Ontological Status of Autism: The 'Double Empathy Problem'" published in 2012. The double empathy problem has gained recognition as a valuable perspective for understanding social interactions between neurodivergent and neurotypical individuals.
Monotropism is a theory proposed by autistic researcher Dinah Murray and her colleagues, which suggests that autistic individuals tend to focus their attention and cognitive resources on a single or a limited number of interests or stimuli at any given time. This focus on a "monotropic" system is seen as a natural cognitive style rather than a limitation. It suggests that autistic individuals often have an intense focus on their interests and are highly attuned to specific details, which can be a valuable cognitive trait.
Citation link:
Murray, D., Lesser, M., & Lawson, W. (2005). Attention, monotropism, and the diagnostic criteria for autism. Autism, 9(2), 139-156.
The Circle Model of autism is an alternative way of thinking about autism that moves away from the traditional Spectrum Model. While the Spectrum Model views autism as a linear spectrum on a single dimension, the Circle Model represents a more complex and multidimensional understanding of autism.
The Circle Model recognises that individuals can have varying combinations and degrees of autistic traits across different domains and acknowledges that each autistic individual's profile is different. This model emphasises the strengths and abilities of autistic individuals, as well as difficulties.
The Circle Model encourages a more nuanced understanding of autism, moving beyond rigid categorisations and acknowledging the full range of diversity within the autistic experience.
Here is a very good visual example of the Circle Model.
Traits associated with Social (Pragmatic) Communication Differences (S.C.D.) will always be considered as a differential diagnosis by the Clinical Psychologist at All Kinds of Minds. Essentially, S.C.D. individuals have a different way of processing social or pragmatic information, as well as different ways of communicating.
Comparisons with Autism
Similarities: Both autistic individuals and S.C.D. individuals have social communication differences.
Differences:Autism is characterised by a broader range of traits beyond social communication differences, includingrepetitive behaviours (e.g., stimming, echoed language, etc.), a monotropic cognitive style (e.g., deep interests that are remarkable in breadth and depth), and sensory processing differences.It is important to remember that while all autistic individuals will have a degree of social communication difference, not everyone with social communication differences is autistic.
Comparison with Language Disorder
Similarities: Both S.C.D. and language disorders involve challenges related to communication.
Differences: Language disorder primarily involves difficulties in the acquisition and use of language due to difficulties in understanding or producing vocabulary, sentence structure, and discourse. S.C.D., on the other hand, centres on difficulties in the social use of verbal and nonverbal communication. S.C.D. individuals typically have a clear understanding of language structure, but struggle specifically with the social application of language.
Many autistic individuals and advocates prefer not to use functioning labels (e.g., “high functioning” or “low functioning”) because these labels are overly simplistic, often inaccurate, and do not capture the complexity of autism.
Here are some reasons why functioning labels can be problematic:
Inaccurate Representation: Functioning labels, such as "high-functioning" or "low-functioning," are often based on a narrow set of criteria, typically related to language and intellectual abilities. They do not consider the wide range of strengths and challenges that autistic individuals may have across various domains, including sensory processing, social communication, and executive functioning.
Stigmatisation and Stereotyping: Functioning labels can perpetuate stereotypes and stigmatisation. For example, "high-functioning" labels may lead to the assumption that an autistic person does not face any challenges or require any accommodations, while "low-functioning" labels may lead to underestimating an individual's capabilities and potential.
Fluctuating Abilities: Autism is dynamic, and an individual's abilities can vary greatly from day to day or across different contexts. Functioning labels are static and do not account for this variability.
Impact on Services and Support: Functioning labels can influence the types of services and supports that autistic individuals receive. Some may be denied essential support based on perceptions of being "high-functioning," while others may be denied opportunities for autonomy and independence based on perceptions of being "low-functioning."
Identity and Self-Esteem: Many autistic individuals prefer to define themselves based on their unique qualities, interests, and experiences rather than by functioning labels. These labels can impact self-esteem and identity, leading some individuals to feel marginalised.
It is more helpful to discuss specific support needs when discussing autism rather than using on functioning labels. Focusing on individual support needs helps avoid oversimplifications and assumptions about an individual's capabilities.
Emphasising support needs is central to person-centered planning, which involves collaborating with the individual to identify their goals, preferences, and the supports necessary to achieve them. Additionally, an individual's needs may change over time or in different situations. Focusing on support needs allows for flexibility in providing the right support at the right time.
Autism and A.D.H.D. share overlapping traits and characteristics, such as:
Executive Functioning Challenges: Both autistic individuals and “ADHDers” may experience difficulties with executive functions, which include skills like planning, organising, initiating tasks, and maintaining attention. These challenges can impact daily life and academic or work performance (Zalewska, A., 2019). Executive functioning difficulties in ADHDers arise primarily from difficulties related to inhibitory control, working memory, task initiation, and attention regulation. Organisational difficulties, leading to challenges in structuring tasks or activities and often resulting in misplaced items or last-minute rushes, can occur. There can also be difficulty with time management, estimating how long a task will take, or perceiving the passage of time accurately.
Executive functioning challenges in autism are diverse, affecting processes such as cognitive flexibility, planning, and initiating actions. They can also be intertwined with social communication differences. Difficulties switching between tasks or adapting to changes in routine are common. While some autistic individuals may excel at detailed planning, others might struggle with organising tasks, foreseeing consequences, or sequencing actions. Challenges in starting tasks or activities, especially if they are not aligned with personal interests, can occur. Some autistic individuals may have difficulty holding and processing multiple pieces of information simultaneously, especially in dynamic social situations. A preference for routines or familiar environments may be associated with difficulties adapting to unexpected changes. Lastly, autistic individuals might focus on details rather than the overall context or “bigger picture.”
Sensory Processing Differences: Some ADHDers have sensory processing differences—but sensory processing differences are more strongly associated with autism. Sensory processing difficulties are a core feature of autism and are included in the diagnostic criteria for autism. For ADHDers, while these difficulties are prevalent, they are not a central diagnostic feature. Also, the range and depth of sensory sensitivities might be more diverse in autism, encompassing all sensory modalities. Individuals with sensory processing differences can be hypersensitive (i.e., they may seek to avoid certain sensory inputs, such as sound, light, or textures) and/or hyposensitive (i.e., they may seek out certain stimuli). Sensory sensitivities can influence individuals comfort in and response to various environments (Ben-Sasson, A. et.al., 2007).
Social Interaction Differences: Social challenges in ADHDers primarily stem from impulsivity, inattention, and hyperactivity. ADHDers might interrupt others, act before thinking, or struggle to wait their turn, leading to unintentional social faux pas amongst neurotypical peers. They might miss social cues because they are distracted or not paying close attention to social interactions. This can make them appear as if they're not listening or not interested in others. Also, restlessness or fidgeting can be perceived by neurotypical people as disruptive in group settings. There is often a desire to engage socially and make friends, but the ADHDers difficulties can make sustained positive interactions more challenging—especially with neurotypical peers. ADHDers often recognise and feel hurt when rejected or left out, but they might not always understand why their actions lead to these outcomes.
By contrast, social challenges for autistic children are related to inherent differences in understanding and interpreting social information. Autistic children might have difficulty interpreting body language, facial expressions, or tone of voice, and might use fewer non-verbal cues (e.g., gestures and facial expressions) when interacting with others. Predicting and understanding the behaviours, thoughts, or feelings of neurotypical peers can be challenging—and vice versa. (See the double empathy problem.) While some autistic children might be less aware of or concerned with peer perceptions, many recognise their social differences from neurotypical peers. These differences can land do lead to social misunderstandings with neurotypical peers (Johnston, K., et.al., 2015).
To summarise: The root of social difficulties for ADHDers is more tied to impulsivity, inattention, and hyperactivity—while, for autistic children, it is related to differences in understanding and navigating social interactions with neurotypical peers. The type of social miscues differs: Miscues for ADHDers might involve interrupting or not listening—whereas for autistic children, this might manifest as missing the nuances of a conversation with neurotypical peers or not understanding neurotypical social expectations. Awareness and desire for social connection might differ: ADHDers often actively seek peer connections despite challenges—while autistic children might have variable social motivation.
Emotional Regulation: Both autistic individuals and ADHDers can struggle with emotional regulation. ADHDers may experience difficulties in managing their emotions, leading to emotional meltdowns, burnout, etc. (Yerys, B. E., et. al., 2017). For ADHDers, emotion regulation difficulties are often linked to impulsivity and the challenges of inhibitory control. ADHDers might have rapid and strong emotional reactions to stimuli, often appearing to act without thinking. They might become frustrated, impatient, or irritated more quickly than others, often due to difficulties with waiting or experiencing setbacks. Emotional reactions can be intense, leading to difficulties regulating strong feelings of disappointment, excitement, or frustration, as well as difficulty calming down after becoming upset. ADHDers can experience challenges in shifting attention away from a distressing event or stimulus, which can prolong difficult emotional states.
For autistic children, emotion regulation difficulties are multifaceted, stemming from sensory sensitivities and social communication differences. Over-or-under-responsiveness to sensory input can trigger strong emotional responses. For instance, an unexpected loud noise might result in an intense fear or distress response. Difficulties being understood by neurotypical peers can lead to misinterpretations, potentially resulting in seemingly unexpected emotional responses in the autistic young person. Lastly, difficulties adapting to change or unexpected outcomes can cause anxiety or distress.
Hyperfocus vs Monotropic Interest Pursuit: A.D.H.D. is characterised by variable attention regulation. While distractibility is common, the opposite can also occur, leading to hyperfocus. Hyperfocus in ADHDers refers to an intense concentration on a specific task or activity, often to the exclusion of everything else. ADHDers might hyperfocus on various activities, from video games to work tasks. The subject of hyperfocus might change frequently. Hyperfocus in ADHDers often occurs when the individual is particularly interested or engaged in an activity; this contrasts with day-to-day tasks that might be difficult to focus on due to inattention. Many ADHDers describe using hyperfocus productively, especially in creative or work-related tasks, though it can also lead to imbalance when other responsibilities are neglected.
The term "hyperfocus" is less frequently used in the context of autism, but individuals with autism can exhibit intense concentration on specific interests or activities—and this is known as a monotropic approach to interests. Many people with autism have specific topics or activities, that they are passionate about; this can range from academic subjects to hobbies or even specific items or phenomena. Unlike the more variable nature of A.D.H.D. hyperfocus, the topics of intense concentration in autism tend to be more consistent over time. The focus on a passionately held interest or activity is not necessarily driven by external rewards but seems to be intrinsically motivating. Engaging in an interest can be comforting and a way to manage anxiety or overwhelming sensory input. Deep dives into these interests can lead to high levels of expertise or knowledge in specific areas (Tani, P., et. al., 2006).
Movement: Fidgeting for A.D.H.D. individuals refers to small and often restless movements, especially with the hands and feet. These can include tapping, bouncing, or shifting position frequently. ADHDers may fidget to help maintain attention. Fidgeting can act as a self-regulation mechanism to help them stay engaged in a task or situation. Fidgeting might increase during tasks requiring sustained attention or in situations where the ADHDer needs to stay still for extended periods.
By contrast, “repetitive behaviours,” often referred to as "stimming" (short for self-stimulatory behaviours), are behaviours or body movements that are done repeatedly. They can include hand-flapping, rocking, spinning, humming, flicking, etc. Like fidgeting in ADHDers, stimming can be a self-regulation mechanism. It can help manage overstimulation or understimulation, and help the autistic individual cope with anxiety or other emotions. Stimming can also provide pleasing sensory input or help modulate overwhelming sensory experiences. Stimming is often more consistent for the autistic individual compared to the variable fidgeting seen in ADHDers. Both fidgeting and stimming can be misinterpreted by neurotypical individuals, and it is important that neurodivergent children should not be deterred from fidgeting or stimming—unless, of course, the behaviour is causing harm.
There are many well-known autistic individuals who have openly discussed being autistic:
Greta Thunberg: The Swedish environmental activist Greta Thunberg, who gained global recognition for her efforts to combat climate change, has spoken openly about being autistic.
Daryl Hannah: The actress Daryl Hannah, known for her roles in films like "Blade Runner" and "Splash," has discussed her experiences being autistic.
Dan Aykroyd: The actor and comedian Dan Aykroyd, famous for his roles in "Ghostbusters" and "Blues Brothers," has spoken about being autistic. He has openly shared that his autism contributes to his interests in specific subjects, including law enforcement and paranormal phenomena.
Satoshi Tajiri: The creator of the Pokémon franchise, Satoshi Tajiri, has shared his journey as an autistic individual and how it influenced the development of Pokémon.
Haley Moss: Attorney and autism advocate Haley Moss, who became the first openly autistic lawyer in Florida, is known for her work promoting neurodiversity and inclusion.
Susan Boyle: The Scottish singer Susan Boyle, who gained fame through "Britain's Got Talent," has talked about being autistic and how music has been a source of expression.
John Elder Robison: An author, advocate, and neurodiversity activist, John Elder Robison has written about his experiences as an autistic individual in books like "Look Me in the Eye."
Chris Packham: A British naturalist and television presenter, Chris Packham has discussed being autistic and his passion for wildlife conservation.
Sir Anthony Hopkins: The renowned actor Sir Anthony Hopkins, known for his roles in films like "The Silence of the Lambs," revealed his late-in-life autism identification in interviews.
Temple Grandin: An accomplished author, speaker, and professor of animal science, Temple Grandin is one of the most well-known autistic individuals.
Ashley Storrie: A Scottish comedian and radio presenter. She is an advocate for autism awareness and often integrates her experiences as an autistic individual into her stand-up comedy, offering a humorous yet insightful perspective on neurodiversity.
Christine McGuinness: A model and television personality who was diagnosed after her children were diagnosed as autistic. She uses her platform to raise awareness about autism and neurodiversity in the UK.
Courtney Love: A musician and actress, Courtney Love is widely recognised for her role as the lead vocalist of the alternative rock band Hole.
Wentworth Miller: An actor known for his role in Prison Break, Wentworth Miller publicly discussed being autistic.
Fern Brady: A Scottish comedian, Fern Brady has been open about her experiences as an autistic woman. She incorporates these experiences into her stand-up routines, using humour to challenge misconceptions and promote greater awareness of neurodiversity.
Gary Numan: A musician and pioneer of electronic music, Gary Numan has had a profound influence on modern music. He was diagnosed as autistic later-in-life and credits his neurotype with shaping his creative process and unique sound.
Guy Martin: A British motorcycle racer and television presenter known for his engineering knowledge and passion for speed.
David Byrne: Best known as the lead singer and songwriter for the band Talking Heads, David Byrne is often associated with a distinctive style of performance and lyricism. In his book How Music Works, Byrne mentioned that he identifies with autistic traits.
Anthony Ianni: A former college basketball player and motivational speaker. Diagnosed as autistic at a young age, he became the first openly autistic player in N.C.A.A. Division I basketball.
Jim Eisenreich: A Major League Baseball player for teams like the Minnesota Twins and the Kansas City Royals and has become an advocate for neurodivergent individuals in sports.
Sam Holness: A triathlete who competes at the highest levels of endurance sports. He competes internationally in Ironman competitions and promotes inclusion in athletics.
Hannah Gadsby: An Australian comedian, Hannah Gadsby is known for her groundbreaking comedy specials, including Nanette, which blends humour with social commentary.
Clay Marzo: A professional surfer from Hawaii, Marzo is celebrated for his unique style and fluidity on the waves. Diagnosed with autism, Marzo has spoken about how his his autistic traits allow him to focus deeply on surfing, giving him an edge in competitions.

Understanding Autism…

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Dyslexia Q&A

Young girl reading a book at a table in a library.

S.L.D. is a recognised diagnosis in the D.S.M.-5 T.R. It is a single diagnosis with specifiers that identify the primary domains of difficulty—such as reading (i.e., often called dyslexia), mathematics (i.e., dyscalculia), etc. S.L.D. is a complex neuro-developmental difference that influences how academic skills are acquired and used over time and can co-occur with other neurotypes (e.g., autism, A.D.H.D.). Both Educational and Clinical Psychologists are qualified to assess and diagnose S.L.D.
A Clinical Psychologist brings broad diagnostic training and formulation to S.L.D. assessment. Developmental history, observation, and standardised cognitive and attainment testing are integrated to establish whether D.S.M.-5 T.R. criteria are met and to differentiate S.L.D. from other presentations (e.g., anxiety, low mood, etc.) and co-occurring neurotypes or developmental profiles (e.g., autism, A.D.H.D., Mild I.D. or other distinct cognitive profiles).
Because training spans neurodevelopment and mental health, co-occurring neuro-developmental profiles and emotional well-being are always considered, so recommendations support learning and well-being across home and school. The outcome is a strengths-based, neurodiversity-affirmative report—recognised by the H.S.E. and schools—that explains the profile and sets out reasonable accommodations, with signposting to public pathways where appropriate. This level of integration is especially helpful when the profile is complex or mixed.
Dyslexia is best understood as a distinct pattern of cognitive and learning differences, rather than a single difficulty with reading. The Pattern of Strengths and Weaknesses (P.S.W.) model is a widely used evidence-based approach to dyslexia assessment that looks at how a person’s cognitive abilities interact with their reading and writing skills. Instead of focusing on a single score, this model helps to identify areas of difficulty while also recognising areas of strength, ensuring a comprehensive and personalised understanding of a child’s or adolescent’s learning profile.
How the P.S.W. Model Works
The assessment begins by looking at a child or adolescent’s cognitive abilities using the Wechsler Intelligence Scale for Children (W.I.S.C.-V U.K.) or the Wechsler Adult Intelligence Scale (W.A.I.S.-IV U.K.). These assessments help to identify areas of strength, such as verbal comprehension or visual reasoning, alongside any challenges that may be affecting learning, such as working memory.
Next, a detailed attainment assessment is conducted using the Wechsler Individual Achievement Test (W.I.A.T.-III U.K.). This evaluates key literacy skills, including word reading accuracy, decoding, spelling, and reading comprehension. By comparing these results with the cognitive assessment, we can determine whether a child or adolescent is struggling specifically with reading, rather than experiencing broader learning difficulties.
A key principle of the P.S.W. model is that dyslexia is not linked to overall cognitive ability, but rather to specific challenges with literacy despite having strengths in other areas. For example, a child may have strong verbal reasoning skills and a good understanding of concepts, yet still find decoding and spelling difficult. By identifying this pattern, the assessment can provide a clear explanation for their learning experiences and help guide targeted support and accommodations.
Why This Approach is Useful
The P.S.W. model is particularly helpful because it recognises that every child or adolescent with dyslexia is different. It ensures that the assessment process is not just about identifying difficulties, but also about understanding how a person learns and understands—and this is helpful for educators.
Dyslexia is a neurological variation that impacts the way some people process written language. Dyslexic people have a different way of thinking and learning. Dyslexic people have unique strengths and abilities, which can include strong problem-solving skills, creativity, and innovative thinking.
Research suggests dyslexia is possibly related to differences in brain processes: Dyslexia may be associated with different development in brain regions responsible for language processing, such as the phonological and orthographic areas. Genetics play a significant role, as dyslexia tends to run in families.
Prevalence rates of dyslexia can vary across different studies and populations, but it is estimated that approximately 5-10% of people in the population worldwide are dyslexic. This prevalence highlights that dyslexia is a common and naturally occurring neurological difference that has always been a part of the human experience. It is important to note that dyslexia occurs across all racial, ethnic, and socio-economic groups.
Here are some strengths associated with dyslexia that are backed by research:
Strong Problem-Solving Skills: Dyslexic individuals often demonstrate strong problem-solving abilities, as they have developed strategies to navigate reading and writing challenges. Research has explored the relationship between dyslexia and problem-solving skills, as discussed in "Dyslexia and Innovation" by Logan and Beitchman (1996).
Enhanced Spatial Awareness: Some dyslexic individuals have enhanced spatial awareness and the ability to think in three dimensions. This quality can be valuable in fields such as architecture, design, and engineering. Research has examined the link between dyslexia and spatial abilities (Czamara et al., 2011).
Creativity: Dyslexic individuals often exhibit high levels of creativity and innovative thinking. Research has explored the connection between dyslexia and creativity in studies such as "Creativity and Dyslexia: An Investigation of Visual Creativity Skills in Children with and without Dyslexia" by Fawcett and Nicolson (2004).
Strong Visual Thinking: Dyslexic individuals may rely more on visual thinking and visual memory, which can be advantageous in artistic pursuits and problem-solving that involves visualisation. This quality has been discussed in research on dyslexia and visual processing, such as "Visual Processing and Dyslexia" by Hari et al. (2001).
Empathy and Emotional Intelligence: Some studies suggest that dyslexic individuals may have heightened empathy and emotional intelligence. While more research is needed in this area, studies have explored the social and emotional aspects of dyslexia (Levy & Fried, 2016).
Resilience and Determination: Dyslexic individuals often develop resilience and determination. These qualities can lead to success in various aspects of life, as discussed in personal accounts and anecdotal evidence.
It is important to recognise that the strengths associated with dyslexia vary among individuals—and, of course, not everyone with dyslexia will possess all of these qualities.
Additionally, dyslexic individuals face unique challenges as a neuro-minority group in a educational system that was not constructed with their needs at the fore. Embracing neurodiversity means appreciating the diverse strengths and abilities of dyslexic individuals while also accommodating their specific needs.
Here are some well-known dyslexic individuals:
Albert Einstein: One of the most renowned physicists in history, Albert Einstein, was dyslexic. His groundbreaking theories revolutionised our understanding of the universe.
Leonardo da Vinci: The Renaissance polymath Leonardo da Vinci, known for his contributions to art, science, and engineering, is believed to have been dyslexic.
Steven Spielberg: The legendary filmmaker Steven Spielberg, known for classics like "E.T. the Extra-Terrestrial," "Jurassic Park," and "Schindler's List," has openly discussed being dyslexic and how it shaped his creative process.
Richard Branson: The founder of Virgin Group, Richard Branson, is a highly successful entrepreneur and business magnate who has spoken about being dyslexic and the determination it instilled in him.
Agatha Christie: The famous mystery novelist Agatha Christie, known for works like "Murder on the Orient Express" and "Death on the Nile," was dyslexic.
Sir Winston Churchill: The former Prime Minister of the United Kingdom, Sir Winston Churchill, who played a pivotal role in World War II, was dyslexic.
Pablo Picasso: The iconic artist Pablo Picasso, known for his contributions to the world of modern art, is believed to have been dyslexic.
Cher: The multi-talented entertainer Cher, renowned for her singing, acting, and activism, has spoken about being dyslexic and how it shaped her education.
Tom Cruise: The actor Tom Cruise, known for his roles in films like "Top Gun" and "Mission: Impossible," has discussed his experiences being dyslexic and how he dealt with challenges.
Whoopi Goldberg: The accomplished actress, comedian, and television host, Whoopi Goldberg has been open about being dyslexic and is an advocate for dyslexic individuals.

Understanding Dyslexia…

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Cognitive Q&A

Young students in a classroom focusing on writing assignments.

The Wechsler Intelligence Scale for Children, Fifth Edition (W.I.S.C.-V) will be used for children and adolescent from 6-16 years old.
The W.I.S.C.-V is a widely used tool to assess intelligence and cognitive abilities in children aged 6 through 16 years. It provides scores that reflect a child's intellectual ability in specific areas, as well as an overall measure of general intellectual ability.
Here are the primary domains and what they measure:
Verbal Comprehension Index (V.C.I.): This evaluates a child's verbal concept formation and verbal reasoning through tasks such as defining words or understanding similarities between words.
Visual Spatial Index (V.S.I.): This assesses a child's ability to evaluate visual details and understand visual spatial relationships. Tasks might involve puzzles or identifying missing pieces in pictures.
Fluid Reasoning Index (F.R.I.): This measures a child's ability to think on the spot and solve nonverbal problems. It assesses tasks like recognizing patterns or sequences.
Working Memory Index (W.M.I.): This gauges a child's ability to temporarily retain and manipulate information. Tasks might involve arithmetic problems or repeating a sequence of numbers in reverse.
Processing Speed Index (P.S.I.): This measures the speed at which a child can process simple or routine visual information, such as matching symbols or coding.
In addition to these five primary index scores, the W.I.S.C.-V also provides a Full Scale I.Q. (F.S.I.Q.) score that gives an overall measure of a child's intellectual ability.
The Wechsler Adult Intelligence Scale, Fourth Edition (W.A.I.S.-IV) will be used for adolescents from 16-18 years old.
The W.A.I.S.-IV is an individually administered assessment designed to measure the cognitive abilities and intelligence of adults, typically aged 16 to 90 years.
Here are the primary domains and what they measure:
Verbal Comprehension Index (V.C.I.):
This assesses verbal concept formation and verbal reasoning. It taps into abilities related to vocabulary knowledge, understanding similarities between different concepts, and comprehension of verbal information.
Perceptual Reasoning Index (P.R.I.):
This gauges non-verbal and fluid reasoning, spatial processing, and visual-motor integration. Tasks might include block design, matrix reasoning, and visual puzzles.
Working Memory Index (W.M.I.):
This evaluates the capacity to hold and manipulate information temporarily. Components include tasks that test arithmetic skills and sequence repetitions.
Processing Speed Index (P.S.I.):
This measures how quickly and accurately a person can process simple or routine visual information. It includes tasks like symbol search and coding.
If needed, the Adaptive Behaviour Assessment System (A.B.A.S.-3) will be used. This is used alongside a cognitive assessment in the assessment of an intellectual disability (I.Q.).
The A.B.A.S.-3 measures adaptive abilities and needs. Adaptive behaviour refers to the practical, everyday skills that a person needs to meet the demands of their environment. These skills encompass a broad range of domains related to personal independence and social responsibility.
Here are the domains and what they measures:
Conceptual Domain
Communication: Includes expressive and receptive language skills.
Functional Academics: Relates to skills like reading, writing, and arithmetic.
Self-Direction: Measures skills like setting and achieving personal goals, making choices, and following schedules.
Social Domain
Leisure: Assesses the ability to engage in recreational activities.
Social: Focuses on interpersonal skills, understanding social cues, and the ability to engage in friendships and group activities.
Practical Domain
Community Use: Evaluates the ability to navigate and use community resources, such as using public transportation or shopping.
Home or School Living: Assesses daily living skills such as personal care, chores, and following routines.
Health and Safety: Focuses on skills and behaviors related to personal health, safety, and responding to illnesses or emergencies.
Self-Care: Involves skills like dressing, grooming, and feeding oneself.
Work: Assesses job-related skills, maintaining a job environment, and job responsibilities.
The A.B.A.S.-3 can be used for a variety of purposes, including assessment of intellectual disabilities, etc. It's applicable to individuals across the lifespan, from early childhood to adulthood.
One of the significant benefits of the A.B.A.S.-3 is its provision for multiple raters.
I.Q. Score Classification
130 and above: Extremely High Range; 2.2% of the population score in this range.
120 – 129: Very High Range; 6.7% of the population scores in this range.
110 – 119: High Average Range; 16.1% of the population scores in this range.
90 – 109: Average Range; 50% of the population scores in this range.
80-89: Low Average Range; 16.1% of the population scores in this range.
70 – 79: Very Low Range; 6.7% of the population scores in this range.
69 and below: Extremely Low Range; 2.2% of the population scores in this range. Individuals who score in this range with commensurate adaptive functioning scores meet criteria for an Intellectual Disability (I.D.).
Using the Wechsler Intelligence Scale for Children, Fifth Edition (W.I.S.C.-V) as an example, here are some limitations to be aware of when assessing cognitive ability:
Culture and language bias: The W.I.S.C.-V is primarily designed for use in Western cultures and may not fully account for the diverse linguistic and cultural backgrounds of children from other regions. This can introduce biases and affect the accuracy of results.
Narrow focus: The W.I.S.C.-V primarily measures cognitive abilities related to intelligence but may not capture other important aspects of a child's overall development, such as creativity, social skills, or emotional intelligence.
Test administration and environment: The quality of test administration and the testing environment can significantly impact a child's performance. Factors like illness, fatigue, test anxiety, inattention, distraction, or inadequate instructions may affect the test results—and this can result in an inaccurate assessment of a child's abilities.
Limited assessment domains: Although the W.I.S.C.-V covers a wide range of cognitive abilities, it may not capture specific talents or skills that fall outside its test domains. For example, artistic or athletic abilities are not adequately measured by this assessment.
Normative sample and updates: The W.I.S.C.-V normative sample used for comparison and interpretation was collected up until 2014. As a result, it may not fully represent the current population, and new insights or changes in children's intellectual abilities may not be adequately captured.
All Kinds of Minds will interpret the W.I.S.C.-V or W.A.I.S.-IV results in conjunction with other information, such as observation and bio-psycho-social information, to reach a comprehensive understanding of a child's abilities and challenges.
Yes, a cognitive assessment—also know as an I.Q. assessment—is required to determine whether a child is eligible for the Centre for Talented Youth Ireland (C.T.Y.I.). Children that qualify typically score in the 95th percentile or above.
Intellectual disability (I.D.) is characterised by differences in intellectual functioning (i.e., reasoning, learning, problem-solving) and in adaptive ability (i.e., a range of everyday social and practical skills).
The D.S.M.-5 categorises intellectual disability into four categories: mild, moderate, severe, and profound. These categories reflect the degree of difference and difficulty in intellectual and adaptive functioning, and they guide the type of supports that are needed.
When considering the D.S.M.-5 categories, it is essential to acknowledge the distinctiveness of each person, as these categories do not fully encompass the diversity of experiences and skills present across individuals.
Mild Intellectual Disability
Mild Intellectual Disability is usually noticed during the early schooling years, as this is when academic and social demands increase. It may initially be perceived as a specific learning difficulty (e.g., dyslexia).
Individuals often acquire social and daily skills that enable them to live with a high degree of independence. They may take longer to learn language, self-care, and social skills but can usually achieve these with appropriate guidance and support.
Individuals may have a rich social life, although they might need extra support in complex social situations. They often form meaningful relationships and contribute actively to their communities.
Individuals often benefit from supportive education programs and may need guidance in vocational training to help them gain and maintain in employment.
Parents might notice their child experiences a broad range of emotions and has developed coping strategies, although they may occasionally need support to navigate complex emotional situations.
Approximately 85% of individuals with an intellectual disability fall within the mild range.
Moderate Intellectual Disability
Moderate I.D. are typically identified during the preschool years, as developmental milestones and social interactions present challenges.
For moderate I.D., more noticeable delays in learning and intellectual development are present, with children acquiring basic communication skills and requiring more guidance in daily activities.
Individuals with moderate I.D. may need support in learning basic literacy and numeracy skills, along with developing self-care and independent living skills. Progress in these areas can be made with patience and persistent encouragement.
Individuals may enjoy social interactions and can form strong family and friendship bonds, although they will need support to navigate some social nuances and expectations.
They typically require more regular support in daily life and may need a more structured environment. With ongoing support, individuals can participate in community life and engage in activities that are personally meaningful.
For those with moderate I.D., emotional expression may be more pronounced, and understanding nuanced social cues can be challenging. Parents may observe that their child expresses emotions vividly and might require guidance in identifying and managing feelings, especially in social contexts.
Approximately 10 percent of individuals with a intellectual disability are classified within the moderate range.
Severe Intellectual Disability
Severe I.D. often becomes apparent during the infant or toddler years due to significant delays in developmental milestones and the need for assistance with basic life functions.
Individuals with severe I.D. will need more significant support in developing self-care skills. They may learn some routines and basic tasks, especially if taught from a very young age and with consistent support.
They may have a clear preference for familiar people and environments and can experience joy and satisfaction in their social relationships, even if they communicate and interact in non-traditional ways.
They generally require consistent support from family or caregivers in most aspects of daily living, but with this support, they can participate in community life and engage in activities that are meaningful to them.
Individuals with severe I.D. might show considerable difficulties in communicating their emotional needs and experiences. They may have a basic understanding of emotion but struggle with regulation, requiring close support and patience from caregivers to ensure they feel understood and supported.
Approximately 3 to 4 percent of individuals diagnosed with intellectual disability are categorised as having severe intellectual disability.
Profound Intellectual Disability
Profound Intellectual Disability is typically recognised in the first year of life, as infants may present with considerable delays in developmental milestones and may require support for physical functions as there may also be coexisting motor and sensory disabilities.
Profound I.D. involves extensive support for learning and daily life, with children showing considerable developmental delays and requiring intensive assistance.
Individuals with profound ID will need a high level of assistance with all aspects of daily life, including self-care. They may communicate their preferences and feelings in unique ways and often respond positively to familiar people and routines.
Individuals can experience and express affection and respond to social interaction, although they may do so in ways that are not based on typical social cues.
Individuals require close and constant support. The focus is on ensuring that the individual can engage in life experiences in a manner that is respectful, dignified, and tailored to their forms of interaction and communication.
Emotional expression may be primarily through non-verbal cues, and understanding complex emotions can be significantly challenging. Parents are often deeply attuned to their child's unique ways of expressing needs and emotions, providing continuous support.
Approximately 1 to 2 percent of those with intellectual disabilities are in this profound category.
If a child or young person requires an assessment of autism and has a confirmed or queried Moderate, Severe, or Profound Intellectual Disability (I.D.), the Children’s Disability Network Team (C.D.N.T.) is best suited to carry out the assessment and provide support. The All Kinds of Minds Practice does not provide autism assessments for these levels of I.D.

Combined Assessment:

Autism & S.L.D.

Dyslexia Clarification

Irish Exemption and Dyslexia

Assistive Technology Grant

Reasonable Accommodations at Certificate Examinations (R.A.C.E.)

Disability Access Route to Education (D.A.R.E.)

Benefits of Formal Assessment

Pathway

Screening and Waitlist Placement

Parent Consultation Preparation

Parent Consultation Appointment

Teacher-Rated Observations

A.D.O.S.-2 Appointment

A.D.I.-R. Appointment

Considering S.L.D.

Cognitive Assessment

Attainment Assessment

Feedback Appointment

Comprehensive Report

Autism Q&A

Understanding Autism…

Dyslexia Q&A

Understanding Dyslexia…

Cognitive Q&A