Assessment in English
Sessions can be conducted in English when this is the most appropriate language for the person being assessed.
Assessment beyond language
Being assessed in another country should not mean receiving a narrower evaluation.
Language, schooling history and cultural context can influence test performance. We therefore choose instruments carefully and interpret each result in the context of the person's language of schooling, developmental history and current environment.
Reports in English
The full written report can be prepared in English for families, international schools, universities or other professionals.
International school context
Recommendations can be written so that educational teams can understand the profile, the evidence and the practical support required.
Psychometric caution
We do not treat a translated instruction as equivalent to a validated test. Language and normative limitations are explicitly considered when selecting tools and interpreting results.
What we can assess
A broad assessment service, not an ADHD-only pathway.
We build the assessment around the questions that need answering. The battery may combine cognitive, academic, attentional, developmental, linguistic, social-communication and neuropsychological measures.
01International assessment
Learning & dyslexia
Reading accuracy, fluency, comprehension, phonological processing, spelling and written language.
02International assessment
ADHD & executive functions
Sustained and selective attention, inhibition, processing speed, working memory, planning, flexibility and everyday executive functioning.
03International assessment
Mathematics & dyscalculia
Number sense, calculation, arithmetic facts, mathematical reasoning and the processes underlying persistent maths difficulties.
04International assessment
Autism & social communication
Developmental history, communication, reciprocity, flexibility, sensory profile and, when appropriate, ADOS-2 with accredited professionals and complementary tools.
05International assessment
Cognitive profile & giftedness
Cognitive ability, reasoning, creativity, motivation, learning preferences, emotional functioning, high sensitivity and possible twice-exceptional profiles.
06International assessment
Development, language & neuropsychology
Developmental level, adaptive functioning, language, memory, visuospatial processing, motor integration and broader neuropsychological functioning.
Differential assessment
We do not simply test the diagnosis you arrived with.
A child referred for dyslexia may also need attention, language or cognitive processes explored. A student referred for ADHD may be showing cognitive fatigue because reading or writing is unusually effortful. Giftedness may coexist with a learning, attentional or social-communication difficulty. Our aim is to explain the whole pattern rather than confirm a label in isolation.
Reading plus the processes behind reading.
We can examine reading, writing, phonological processing, attention, working memory, processing speed, language and cognitive functioning where relevant.
Attention plus alternative explanations.
We consider whether literacy, language, learning or processing inefficiencies are producing fatigue, avoidance or apparently inattentive behaviour.
Ability plus the way that ability is expressed.
Assessment may include cognitive ability, creativity, motivation, learning preferences, emotional functioning, sensitivity and twice-exceptionality.
One integrated interpretation.
Results are brought together into a coherent explanation with practical recommendations for school, university, work and family life.
English-language reports
A report designed to travel with you.
The report can be issued in English and written so that an international school, university or other professional can understand the assessment process, relevant scores, interpretation and recommendations. A Spanish version can also be discussed when it is useful for coordination in Spain.
01Clear assessment question and developmental/educational context.
02Integrated interpretation rather than isolated test scores.
03Practical educational and daily-life recommendations.
04English-language documentation for international settings.
Madrid · International families
Tell us what you need the assessment to clarify.
Write to us in English and tell us the age, language of schooling, main concerns and whether the report is intended for a school, university, healthcare professional or personal understanding.
International assessment in Madrid
Can the assessment be conducted in English?+
Yes. We can conduct assessment processes in English. The exact battery is selected according to age, assessment question, language background and the psychometric requirements of each instrument.
Can I receive the full report in English?+
Yes. The complete report can be prepared in English for the family, school, university or other professionals.
Do you only assess ADHD in international users?+
No. We assess a broad range of profiles including dyslexia, dyscalculia, ADHD, autism, giftedness, cognitive functioning, language, development and neuropsychological functioning.
Can you assess a bilingual child?+
Yes. Bilingualism is treated as part of the assessment context. We consider language exposure and language of schooling and avoid interpreting language-dependent scores without considering their linguistic demands and normative limitations.
Can the whole assessment be done online?+
Some interviews, follow-up sessions and parts of an assessment may be suitable for online delivery. Whether a full assessment can be completed remotely depends on age, the referral question and the standardised administration requirements of the instruments needed.
Can you communicate with an international school?+
Yes. With the family’s authorisation, findings and recommendations can be explained in English so that the educational team can use them appropriately.