Learning Profile Screener
Notice learning patterns in reading, writing, math, attention, communication, fine motor skills, and regulation.
This quiz helps parents see what may be making learning harder and what supports may help their child learn with less frustration.
Not a diagnosis
Start the quiz
Answer each question based on what you see most often during learning. Your results will show learning patterns, support needs, and tools that may help.
Answer the questions
Choose the answer that fits your child most of the time.
Your Child’s Learning Profile
These results show support needs and learning patterns. They are not a diagnosis.
Evidence Based Supports to Explore
These are trusted programs, practices, and professional resources families can explore after completing the Learning Profile Screener.
Dyslexia Like Reading Patterns
Reading support is strongest when it is explicit, systematic, cumulative, and based in Structured Literacy.
- Structured Literacy
- Explicit phonemic awareness
- Systematic phonics
- Decoding and spelling instruction
- Fluency, vocabulary, and comprehension support
- Small group or 1 to 1 intervention
- Frequent progress monitoring
Dysgraphia Like Writing Patterns
Writing support often needs two tracks: handwriting and written expression. The goal is to teach writing while reducing the output barrier.
- Explicit handwriting instruction
- Self Regulated Strategy Development
- Graphic organizers
- Keyboarding support
- Speech to text when writing blocks learning
- Reduced copywork
- Occupational therapy when motor concerns are significant
Dyscalculia Like Math Patterns
Math support should make numbers visible and concrete before moving to symbols, facts, and abstract problem solving.
- Explicit systematic math instruction
- Concrete to representational to abstract teaching
- Number lines and visual models
- Math vocabulary instruction
- Estimation and magnitude practice
- Repeated practice with feedback
- Reduced timed pressure when anxiety is high
Handwriting & Fine Motor Support
When the hand is the barrier, support should reduce frustration while building strength, coordination, and functional writing access.
- Occupational therapy evaluation when concerns are significant
- Hand strengthening activities
- Vertical writing surfaces
- Adaptive pencil grips when helpful
- Multisensory letter formation
- Short writing sessions with breaks
- Alternative output when handwriting blocks learning
ADHD & Executive Functioning Supports
Executive functioning supports help make invisible demands visible: time, steps, transitions, expectations, and endings.
- Parent behavior training
- Visual schedules
- Timers and checklists
- Task chunking
- Movement breaks
- Explicit routines
- Consistent follow up and progress monitoring
Nonspeaking & Limited Verbal Learners
Speech is not the same as understanding. Communication support should give a child more ways to show what they know.
- AAC evaluation
- Core word modeling
- Choice boards and communication boards
- PECS when appropriate
- Partner modeling
- Accept pointing, typing, gestures, AAC, pictures, and eye gaze as communication
Autism, Sensory & Regulation Supports
Learning is easier when the body is regulated enough to attend, communicate, participate, and recover from hard moments.
- Predictable routines
- Visual supports
- Environmental modifications
- Movement breaks
- Communication supports
- Co regulation
- Occupational therapy when sensory or motor needs affect daily life
Anxiety, Perfectionism & Flexibility
When fear of mistakes or change blocks learning, support should increase predictability while building flexibility slowly.
- Cognitive behavioral therapy when anxiety is significant
- Visual preparation for changes
- Gradual exposure to new tasks
- Parent coaching
- Predictable routines
- Choice making opportunities
- Calm scripts and reduced pressure during learning
Learning Profile Quiz FAQ
This quiz is designed to help parents understand learning patterns and choose practical supports. It is not a diagnosis.
Does this quiz diagnose learning disabilities?
No. This quiz does not diagnose dyslexia, dysgraphia, dyscalculia, ADHD, autism, anxiety, OCD, or any other condition. It only shows learning patterns and support needs based on parent observation.
What can this quiz help me notice?
It can help you notice patterns in reading, spelling, writing, handwriting, math, fine motor skills, attention, communication access, sensory needs, and regulation.
Can I use this for a nonspeaking or minimally verbal child?
Yes. The quiz includes communication access questions because speech is not the same as understanding. Children may show what they know through pointing, gestures, AAC, pictures, typing, movement, or choices.
What should I do if my child scores high in one area?
A high score means your child may need more support in that learning area. You can try the recommended tools, collect work samples, and consider asking your child’s school team, pediatrician, psychologist, speech therapist, tutor, or occupational therapist about evaluation.
What are dyslexia like patterns?
Dyslexia like patterns may include difficulty with letter sounds, rhyming, sounding out words, spelling, slow reading, or avoiding reading tasks. The quiz does not confirm dyslexia, but it can help you know when structured literacy support may be worth exploring.
What are dysgraphia like patterns?
Dysgraphia like patterns may include messy handwriting, slow writing, hand fatigue, trouble getting ideas onto paper, spacing problems, or avoiding written work.
What are dyscalculia like patterns?
Dyscalculia like patterns may include trouble with number sense, counting, math facts, place value, time, money, or understanding what numbers mean.
What tools should I try first?
If your child gets overwhelmed, start with the Bee CALM Regulation Tool. If transitions are hard, try the First Then Board. If your child needs routine support, try the Visual Schedule Generator. If attention and time are hard, try the Bee Timer.
Should I bring the results to a provider or school?
Yes. The results can help you explain what you are seeing at home. Bring examples of reading, writing, math work, behavior patterns, communication needs, and any supports that help.
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