Children’s Profiler 


ND Children's Screener (for parents) Home Screen

Neurodiversity Children’s Profiler

(for parents)


Important Announcement

As of November the 23rd 2020 the Dyspraxia (DCD) Screener will no longer be free, and will be charged at a cost of £4.78 inc VAT.

This is to support continued development of this product.

If you purchased a licence prior to the cost changes you will continue to be able to use your free licence until the end of your licence date.

Thank you for your support.

R&D Neurodiversity Children's Profiler (for parents)

The Neurodiversity Children’s Profiler (for parents) is the result of more than 10 years of development, research, and clinical practice.


There are two parts to the Neurodiversity Children’s Profiler (for parents) . The first part considers seven main areas which group together:


• Emotions and Feelings
• Attention, Organisation and Time Management
• Speaking, listening and understanding
• Literacy
• Memory, vision, auditory and senses
• Physical coordination
• Numeracy


The second part of the profiler report clusters the information in a different and scores the information to some categories that are often associated with neurodiversity.


Feedback is provided relating to the following:

  • Attention Deficit Hyperactivity Disorder – ADHD
  • Autism Spectrum Disorder/Condition – ASD /ASC
  • Developmental Coordination Difficulties / Dyspraxia– DCD
  • Dyslexia
  • Dyscalculia
  • Developmental language Difficulties/Speech, communication, language challenges – DLD


The Profiler is a screener. It offers a first step to discuss the pattern of strengths and challenges with educators or health professionals and provides you as a parent with some practical guidance.


A diagnosis would need to be made by a specialist who would gather more information and rule in or out other conditions.


The validity component of the Neurodiversity Children’s Profiler (for parents)  in relation to the traits associated with the conditions consists of two parts:

1) The definition
2) Data analysis


Where there is an internationally agreed definition of a given disability, then the core to validity of the questions is the degree of agreement between the questions asked and the defining characteristics. To be more specific, if the definition of dyslexia includes “difficulty in the acquisition of reading”, then the questionnaire should have questions about reading and the closer the question is to the words in the definition, including characteristics such as those in DSM-5, then the higher the face validity(i.e. the more acceptable it is).


We ask a series of questions and rank some questions as more indicative than others, and why this is referred to as a screening and not a diagnosis.


We have also used data we have gathered from the people who have completed this over time including collecting data from assessment tools in Profiler itself and comparing the results of Profiler to those who have been given a diagnosis of the conditions.