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Neuropsychological assessments for autism and ADHD in Madrid

Developmental, cognitive and psychopedagogical assessments to understand how a neurodivergent brain works and build on what does work.

Understanding before labelling

For me, an assessment is not just about checking whether a person meets or does not meet the criteria for a diagnosis. The question is which explanation best fits the whole of their history and experience.

That is why an assessment can integrate clinical interviews, developmental history, information from family members or other significant people, standardised tests, questionnaires and clinical observation. I am interested in assessing not only what supports a hypothesis, but also what does not fit it, what compensatory strategies the person has developed and what other explanations might be influencing the picture.

In teenagers and adults, this can be especially important when there have been years of adaptation, masking or good academic or professional performance. In children and teenagers, an assessment can help better understand difficulties related to attention, learning, reading and writing, memory, executive functioning, social development or emotional regulation. Identifying what is difficult is not enough. Understanding why also matters.

The feedback session is an essential part of the process. The goal is not to hand over a collection of scores, but to offer a clear explanation of what was found and guidance on what can help from that point on.

What's included

A comprehensive assessment, not just a test

  • Initial interview with the person and, when relevant, their family
  • Developmental, educational, clinical and current-context history
  • Tests and questionnaires selected according to the clinical question
  • Clinical observation and integration of information from different sources
  • Clinical formulation and consideration of alternative hypotheses
  • Feedback, practical recommendations and guidance on next steps

Standardised tests that may be used, depending on the age and the referral question, include:

WISC-V

Wechsler Intelligence Scale for Children, Fifth Edition

Individual assessment of cognitive abilities in children and adolescents. Examines aspects of intellectual functioning including verbal comprehension, visuospatial abilities, fluid reasoning, working memory, and processing speed.

WAIS-IV

Wechsler Adult Intelligence Scale, Fourth Edition

Individual assessment of cognitive abilities in adolescents and adults. Examines aspects of intellectual functioning including verbal comprehension, perceptual reasoning, working memory, and processing speed.

NEPSY

Developmental neuropsychological assessment battery examining cognitive domains such as attention and executive functioning, language, memory and learning, visuospatial processing, and sensorimotor abilities, depending on age and the subtests administered.

WIAT-III

Wechsler Individual Achievement Test, Third Edition

Individual assessment of academic achievement, examining skills related to reading, written expression, mathematics, and other academic areas, depending on the subtests administered.

ADOS-2

Autism Diagnostic Observation Schedule, Second Edition

A standardised, semi-structured direct-observation assessment used as part of a comprehensive evaluation for autism spectrum disorder. It examines communication, social interaction, play or imaginative use of materials, and certain restricted or repetitive behaviours.

How it works

From first contact to feedback

  1. First interview

    A first meeting to understand what needs to be explored and decide how to approach the assessment.

  2. Information gathering

    Questionnaires, developmental history, interviews with family members or other relevant people, and review of documentation when necessary.

  3. Clinical assessment and testing

    Interviews and tests are selected according to the clinical question and the hypotheses that need to be explored.

  4. Integration and formulation

    Information from the different sources is brought together to assess which hypotheses fit best, which data do not support them and whether alternative explanations exist.

  5. Feedback and next steps

    A session to explain the results, answer questions and provide guidance on what may help from that point on.

  6. Report

    When included in the assessment, a written report is provided with the results, formulation and recommendations.

Who is it for?

People, families and teams that need answers

  • Children and teenagers
  • Adults (autism, ADHD…)
  • Families seeking a second opinion
  • Educational centres
  • Professionals requesting a complementary assessment
Frequently asked questions

Common questions about assessments

How long does the assessment process take?
It depends on the type of assessment, but usually there are two or three assessment sessions (of two to three hours) plus the feedback session and the writing of the report. The duration can be clarified after the initial interview.
Can the report be used for school or administrative procedures?
Yes. The report can provide clinical information, recommendations and supporting documentation for the educational centre or for certain procedures. However, some procedures require a specific assessment or resolution from the relevant public services, so a private report does not always replace the official assessment carried out by the competent public authority.
Do you work with adults too?
Yes. I carry out assessments in adults (WAIS-IV and cognitive batteries) for autism, ADHD and other neurodivergences, in Spanish or English.
What if the diagnosis is not clear?
Sometimes an assessment does not lead to a definitive answer, and that is also important information. If the data do not allow a hypothesis to be confirmed with sufficient confidence, I explain clearly what has been understood, what questions remain open and what other explanations might fit better. The differential diagnosis is part of the assessment from the beginning: it is not only about looking for what supports a hypothesis, but also considering what does not fit and what other possibilities should be explored. The report brings all of this together and provides guidance on what may help and what the next steps could be. An honest and well-founded conclusion can be more useful than forcing a label.
Are other professionals involved in the assessment process?
When the case requires it, yes. Some assessments can be carried out interdisciplinarily, involving professionals from other areas, such as speech and language therapy, psychiatry or another psychologist. This makes it possible to broaden the perspective when a single discipline is not enough to answer the assessment question properly. For certain tests, such as the ADOS-2, I also usually work together with another professional to enrich the clinical observation and interpretation. The composition of the team is decided according to each case, avoiding adding interventions or professionals that do not provide relevant information.
What if I don't need an official report? Are there alternatives?
Yes. Not everyone needs a full report or a formal diagnostic assessment. In some cases, the aim is to better understand what is happening, explore whether a particular hypothesis might fit or receive guidance on the next steps. In these cases, a shorter process can be considered, focused on interviews, questionnaires and clinical formulation, without the need to prepare a full report or carry out all the tests included in a standardised assessment. The goal is still to provide rigorous and useful guidance, but adapted to the question the person brings and to how they intend to use the information. If questions arise during the process that require a more comprehensive assessment, it can also be considered later whether it would be useful to expand it.
Let's talk

Not sure whether you need an assessment?

Tell me what is happening and I will help you decide on the next step. The initial assessment interview costs €90.

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