Dr Hester Howells is an Educational
Psychologist based in Norfolk.
Dr Howells offers independent assessments diagnosing the educational aspects
of Neuro-diversity (specific learning difficulties)
for both children and adults.
The assessment typically assesses one or more areas:
cognition and learning, communication and interaction,social, emotional and mental health
or sensory and physical skills. Individualised
evidence-based recommendations are made for needs identified in any of these areas.
For more information
give us a call on 01362 681 869.

We assess for Social, Communication and interaction difficulties that a child may be experiencing. We have experience of assessing and diagnosing the condition, and make evidence-based recommendations to help. 

ASD ranges from mild (high functioning) to severe; it can co-occur with other learning difficulties, mental health (often anxiety) or other conditions. 

ASD is diagnosed by assessing a child or adult’s social communication, social interaction and repetitive & restricted patterns of behaviour; how long these have been present and the extent to which they impair and limit the child or adult’s everyday functioning. A related condition, (Demand-Avoidant, Pathological Demand Avoidance) can also be assessed. 

Please contact us if you would like to discuss or book an assessment for ASD. 

ADHD is a condition that affects between 1% and 5% of people of all ages, genders, ethnicities and backgrounds. 

People with ADHD often have problems with learning or performance because they are less able to regulate and control their attention – meaning that they struggle to get themselves to focus on the right things at the right time. Often, however hard a person with ADHD wants to focus on a specific task, they end up focussing on something altogether different. This is particularly true of tasks that are very lengthy and not immediately stimulating or novel. As a result, people with ADHD may never seem to maintain their interest in a task consistently. They are frequently described as appearing not to listen or follow instructions, and they may also appear impulsive and impatient, e.g. when waiting in line. People with ADHD are usually inattentive, hyperactive, or both. Primarily inattentive ADHD used to be known as ‘ADD’, but as we now know that ADHD presentations can change over time (e.g. you can go from being inattentive in childhood to hyperactive in adulthood), this term is not longer used in scientific contexts. Children with a hyperactive presentation of ADHD can’t sit still and need to run around or fidget constantly. Symptoms of hyperactivity in adults with ADHD include being constantly ‘on the go’, switching between tasks and activities or constantly starting new tasks before finishing others, general restlessness and edginess and difficulty keeping quiet / speaking out of turn. 

HCPC Chartered Practitioner Psychologists who have relevant training, skills and experience are permitted to assess and diagnose the condition, and this is recommended by  SASC (SpLD Assessments Standard Committee) given the UK’s particularly lengthy waiting lists for referrals for NHS ADHD assessments, diagnosis and treatment. Hester Howells has completed this training, and regularly updates to her knowledge and skills  – she has several year’s experience assessing and diagnosing ADHD in a number of contexts. 

As well as her training with Isobel, Hester has been trained by Professor Philip Asherson, using the DIVA (“Diagnosis and assessment of adults with ADHD”), President of www.ukaan.org at Institute of Psychiatry, Kings College, London. Hester’s knowledge is updated by attending international conferences run by UKAAN, of which Prof Philip Asherson is a leading professional. She attends regular CPD events to keep up to date.  

Hester assess ADHD in children for Local Authority (Children’s Services), for adults at Universities as well as private child and adult clients. Hester is trained and experienced other assessment tools such as the Connors, ACE, ACE + and CADDRA.

Please contact us if you would like to discuss or book an assessment for ADHD.

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Fast facts about ADHD

  • In the USA, the incidence and diagnosis is higher than in the UK and this is because there are different practices of defining and diagnosing the condition in different countries.
  • Tends to run in families.
  • Usually an inherited condition.
  • ADHD is linked to delayed development in the part of the brain called the frontal lobes, which control inhibition and impulsivity.
  • More males are diagnosed than females.
  • ADHD varies from mildly disabling to severely disabling.
  • ADHD often co-exists with SpLDs such as Dyslexia, Dyspraxia and/or Dyscalculia and mental health conditions like Anxiety, Bipolar and PTSD.
  • ADHD is sometimes treated with drugs, the most well-known is Ritalin.
  • Many with ADHD under-achieve in education and in the work place.
  • The earlier a person is identified and helped with specialist support and ongoing treatment, the better the outcome
  • There are lots of helpful organisations for ADHD for example, www.addiss.co.uk  www.hacsg.org.uk
     www.attentionuk.wordpress.com  www.aadduk.org www.adders.org 
  • A professional assessment by an HCPC, BPS Chartered Practitioner Psychologist can be the first essential step to managing the condition.

One definition (Department for Education and Science 2001) is:

“Dyscalculia is a condition that affects the ability to acquire arithmetical skills. Dyscalculic learners may have difficulty understanding simple number concepts, lack an intuitive grasp of numbers and have problems learning number facts and procedures. Even if they produce a correct answer or use a correct method, they may do so mechanically and without confidence”.

If you would like to discuss a full diagnostic assessment for Dyscalculia please contact us.

Fast facts about Dyscalculia

  • Dyscalculia affects between 3% and 6% of the population. The incidence varies according to definitions used
  • Many people with dyscalculia are very anxious about maths and this compounds their difficulties
  • Numeracy often fails to develop in spite of good teaching
  • Dyscalculia frequently co-exists with dyslexia and dyspraxia and there is almost always a need for specialist assessment and targeted teaching for individuals who show dyscalculic tendencies
  • The causes are unknown, but may involve a genetically linked lack of innate number sense
  • Teaching must be in very small, gently progressive steps
  • There needs to be repetition of foundation elements of number work, and explicit teaching of rules, using multi-sensory methods and practical activities
  • Psychology4education offers standardised testing in written arithmetic, mental arithmetic and mathematical reasoning. These results will help to define whether or not an individual is dyscalculic, the extent of the challenge and starting points for teaching
  • There is more useful information at www.dyscalculia-maths-difficulties.org.uk

Dyspraxia affects up to 6% of people. Practitioner
Psychologists often diagnosed this condition, as do Occupational Therapists,
Physiotherapists and Paediatricians. Like dyslexia, it varies from mild to severe. Our
assessments focus on helping children and adults to overcome the educational,
social, emotional, sensory, physical and workplace implications of this
condition, by providing evidence-based interventions in different areas,
targeted to each individual who has had an assessment. Once diagnosed, most people with dyspraxia can be helped by a programme of exercises.

‘Dyspraxia’ is a diagnostic term that can be helpful as a first step in specifying what an individual’s strengths and learning needs are, what needs to be taught, how it needs to be taught, and for how long.

A diagnostic assessment by an HCPC, BPS Chartered Practitioner Psychologist includes standardised testing of verbal ability, non-verbal ability, motor co-ordination (both gross and fine motor), visual perception, reading, written English, spelling, handwriting speed and letter formation, phonological skills and numeracy (written arithmetic and oral maths problem solving). It is the first step towards planning effective, targeted teaching programmes for the individual that address the complexity of the learner’s needs.

If you would like to discuss an assessment for dyspraxia, please contact us.

Fast facts about Dyspraxia

  • Dyspraxia has had many names over the years, such as “Clumsy Child Syndrome” “Minimal Cerebral Dysfunction” and, more recently, “Developmental Co-ordination Disorder”
  • Tends to run in families
  • Often occurs with dyslexia
  • Varies from mild to severe
  • Dyspraxics very often have subtle visual processing difficulties and may need to see a behavioural optometrist for special therapy
  • The medical diagnosis is a starting point. The educational needs should not be overlooked or ignored
  • There are helpful organisations for Dyspraxics, such as www.dyspraxiafoundation.org.uk. 01462 454986
  • The earlier an individual is identified and helped with specialist teaching and/or therapy, the better the outcome
  • People usually have to experience failure before they are identified
  • Dyspraxic learners have rights as disabled people
  • We know a lot about how to teach dyspraxics effectively
  • A professional assessment by an HCPC, BPS Chartered Practitioner Psychologist is the first, essential step to moving forward

Dyslexia affects around one in ten people. It varies from mild to severe and many people with dyslexia can improve their literacy skills with skilled intervention for a relatively short time and by using specialist software, especially for reading and writing tasks.

‘Dyslexia’ is a term that can be helpful as a first step in specifying what a person’s strengths and learning needs are, what needs to be taught, how it needs to be taught, and for how long.

A diagnostic assessment by an HCPC,
BPS Chartered Practitioner Psychologist includes standardised testing of general cognitive ability, verbal ability, perceptual
reasoning (non-verbal ability), reading (phonic skills, word recognition, reading comprehension/understanding and reading speed), spelling (in and out of context) written English, handwriting skills (speed, letter formation, word fluency) maths, working memory, (both auditory and visual / motor), phonological skills, fine motor skills for pencil control and motor co-ordination and balance.

The testing provides valid measures of any under-achievement, and information about the person’s learning style that helps in planning more effective tuition to address weaknesses.

The diagnostic assessment is the first step towards planning effective, targeted teaching programmes for the learner that address the complexity of the individual’s needs.

If you think you may be dyslexic, please contact us for a discussion with one of our team.

Fast facts about Dyslexia

  • Affects between 5% and 10% of the population
  • Tends to run in families
  • Usually an inherited neurological condition
  • Varies from mild to severe
  • Many dyslexics are gifted, talented and successful
  • Dyslexia isn’t just about reading difficulties – writing and spelling are very often affected
  • Many dyslexics suffer from frustration and low self-esteem
  • Many dyslexics under-achieve in school and in the work place
  • Many dyslexics are only diagnosed for the first time when they get to university
  • There is no ‘cure’ for dyslexia, but dyslexic learners can be helped to acquire reading, writing and spelling skills through individual teaching programmes
  • IT equipment can be a help to many dyslexics but is usually not enough alone to help a dyslexic learner
  • The earlier a person is identified and helped with specialist teaching and/or practice at home, the better the outcome
  • Young people often have to experience failure before they are identified
  • Dyslexic learners have rights as disabled people
  • We know a lot about how to teach dyslexics effectively
  • There is some evidence that specialist, targeted teaching and therapies can change and ‘improve’ neurological functioning in the learning brain
  • There are lots of helpful organisations for dyslexics, for example, www.dyslexiaaction.org.uk www.bdadyslexia.org.uk
  • A professional diagnosis by an HCPC, BPS Chartered Practitioner Psychologist is the first, essential step to moving forward
01362 681 869