Understanding your profile.
Planning your next step.

What matters to you

“I want to complete written work with less exhaustion and feel more confident managing deadlines.”

The example focuses on the effort involved in reading, writing and organising work, rather than whether Alex meets criteria for a diagnosis.

Your history and existing support

Alex reports a dyslexia diagnosis during school. The original report has not been supplied in this example. Alex also reports waiting for an ADHD assessment; this is recorded as pending, not as an existing diagnosis.

Written work has felt effortful since school. Alex currently uses typing and extra checking time. Difficulties became more noticeable after taking on a role with more written reporting.

A live report would distinguish self-reported history from records checked by the reviewer.

Reported traits · Fictional example

Your traits at a glance

The example below shows how your report could describe traits associated with each area using Few, Some or Many.

What these words mean: Few means fewer traits reported; Some means a number of traits reported; Many means a broader pattern of traits reported. They do not describe diagnostic certainty or the severity of a condition. Few does not rule a condition out.

These labels are invented for this example, not calculated from questionnaire responses. The detailed screening needs an agreed interpretation method and professional review before these labels can appear in a real report. Existing diagnoses and history are considered separately.

Your strengths

• Explaining ideas clearly in conversation.
• Finding practical solutions and learning through demonstration.
• Recognising which working conditions help.

Priorities to explore together

These are illustrative priorities, not diagnostic scores. A live report would cover all ten domains and identify missing or uncertain information.

Professional conversation

Interview / meeting summary

Illustrative content only. No meeting has taken place for this fictional example.

Meeting date: To be recorded
Reviewer: Name and role to be recorded
Attendees: Participant and any agreed support person
Format: Video, telephone or in person

What the person wanted to discuss

In this example, Alex wants to understand why written tasks remain tiring and whether further assessment would help explain difficulties with attention and organisation.

Additional history and clarification

The conversation would clarify the reported dyslexia diagnosis, previous support and pending ADHD assessment. The reviewer would record which information comes from Alex, a support person or documents checked, and any differences from the questionnaire answers.

Everyday impact and strengths

Explore specific examples from learning, work and home, alongside what works well. Record the person’s own priorities and any strategies they have already tried.

Reviewer observations

To be completed after the meeting. Distinguish directly observed behaviour from reported experiences, and note the limits of a brief conversation. No observations or clinical conclusions are inferred in this example.

Agreed actions and follow-up

• Record each agreed action, who will take it and the intended review date.
• Note any documents or further information requested.
• Record the assessment or support options discussed and the person’s preferences, including anything they wish to defer.
• Confirm who may receive the summary, with the person’s consent.

Participant corrections: Record any clarification or disagreement with the summary before finalising it.

Would a full assessment help?

Example discussion point: review the existing dyslexia report and clarify what Alex needs now before deciding whether further assessment would add useful information.

Discuss the pending ADHD pathway separately. Screening responses alone cannot confirm ADHD, autism, dyspraxia or another condition, or decide which assessment is required.

The final recommendation would explain the reviewer’s reasoning, the available options and what each next step could answer.

Agree together

Your next steps

Options for discussion — not prescribed interventions

Intervention and aftercare suggestions

These fictional examples show the type of support a reviewer could discuss. Select options with the person, based on their needs, preferences and assessment findings; do not assign support solely from a Few, Some or Many label.

Record the agreed support, provider, frequency, any cost and review date before starting. Assessment, coaching and aftercare arrangements are separate decisions; none is automatically included in the £149 screening.

Draft for discussion

A starting point for an aftercare learning plan

Agree a small number of goals with Alex. The examples below would be adapted after professional review and any later assessment.

A personalised aftercare service is separate from the £149 screening. This shows how screening information could inform it, not a plan already prescribed or included.

Professional review and release

Status: illustrative draft only.

A real report would include the reviewer’s name, role, review date, information considered, limitations and signed approval before release. Recommendations would be checked against the original responses and discussed with the person.

Screening is not a diagnostic assessment and does not calculate the probability of a condition.