Receiving a clear diagnosis can change many things: understanding why certain situations are harder, finding the words to explain it, and accessing the right support. This process is designed to give you a grounded, supported answer.
It is not an exam you pass or fail, but a detailed map of how that particular person works.
That map is what later allows us to understand where certain difficulties come from (at school, at work, in relationships) and to build a support plan that makes sense for that specific person, not a generic recipe.
When does an assessment make sense?
In children, it is usually indicated when signs appear such as sustained difficulties with attention or impulsivity, delays or particularities in language and social communication, learning difficulties that cannot be explained by “just needing to try harder”, or behaviours that worry at home and at school alike.
In adults, the consultation often arrives later than expected: people who for years felt “disorganised”, “scattered” or “different” without knowing why, and who begin to suspect that behind it all there is a neurodivergent way of functioning that was never identified.
In both cases, the goal is not to find a problem at all costs. Many assessments end up showing that there is no clinical condition, and that is valuable information too.
The process, step by step
- First interview. This is the starting point: I talk with the family (or with the adult consulting) about the developmental history, the reasons for consultation, the school or work context, and everything already tried before. This interview guides which specific tests we will need; not all assessments are the same.
- Gathering complementary information. I request previous school reports, questionnaires for teachers or for the partner/family, and any relevant medical history. The more sources of information we have, the more precise the result will be.
- Assessment sessions. This is where the standardised tests are administered: intelligence tests, specific tests of attention, memory and executive functions, and, when the reason for consultation requires it, specific instruments such as ADOS-2 for the assessment of the autism spectrum. It is usually spread over more than one session, so as not to overload the person and to be able to observe them at different moments.
- Analysis and integration of results. The patient does not see this part, but it is where the diagnosis is really built: test results are cross-checked with the information from the interview and the questionnaires, looking for a coherent pattern and not just an isolated number.
- Feedback session. This is the session where I share the results, in clear language and without unnecessary jargon, and answer every question that comes up. For me this is one of the most important parts of the process: a diagnosis that is not understood is of no use to anyone.
- Written report. A formal document remains with the results and recommendations, useful to present at school, at work, or to other professionals who continue to support the process.
- Next steps. The report is not an endpoint but a starting point: it guides whether it is advisable to continue with cognitive rehabilitation, psychotherapy, school or work accommodations, or another form of support.
A map, not a label
At the end of the process, what remains is not a label that defines the person, but an explanation of why things had been so hard, and a concrete guide for where to go next. That, in my experience, is what brings the most relief: understanding that there is a reason, and that from there we can work.
If you are thinking of requesting an assessment consultation, for yourself or for your son or daughter, you can write to me and we will talk it through calmly before taking any step.