Why Choose the My Genius Profiler?
Not all neurodiversity tools are created equal. My Genius is designed by a team of professionals, informed by lived experience, and grounded in research to provide actionable, strengths-based insights for children, adults, parents, and support workers.
The My Genius App bridges the gap between understanding and action. Designed for parents, support workers, and professionals, it transforms complex neurodiversity traits into clear, practical insights that can be applied in everyday life.
“Supporting neurodivergent individuals requires understanding their strengths and unique cognitive profiles, not just their deficits.” — Bauminger-Zvieli & Kuglmass, 2021, Journal of Autism and Developmental Disorders
The My Genius App is grounded in evidence-informed research, combining psychological principles with real-world application:
“Autistic individuals show diverse profiles across cognitive, social, and executive functioning domains, emphasizing the need for personalized supports.”
— Jones et al., 2020, Frontiers in Psychology
“Recognizing individual differences in neurodivergent populations leads to improved outcomes and quality of life.”
— Pellicano et al., 2014, Autism
“Focusing on strengths rather than deficits is associated with increased adaptive functioning, self-efficacy, and well-being.”
— Dettmer et al., 2000, Exceptional Children
Assessment
Profile
Strengths
Strategies
Positive Outcomes
WHY CHOOSE US?
Clinical + lived experience ensures relevance and practicality
Moves beyond deficits to highlight your child’s natural abilities
Reports provide real-world guidance for parents, schools, and support workers
Translate insights directly into support planning
Extensive experience supporting children and adults with neurodiverse profiles in therapy, school, work and home settings
Feedback from parents, educators, and allied health professionals shapes ongoing development
Strengths-based profiling
Focus on what the individual can do
Often deficit-focused
Often very general
Usually functional only
Actionable strategies
Practical tips for home, school, therapy
Usually recommendations only
Minimal or no guidance
Planning but not daily strategies
Evidence-informed
Built from research + clinical experience
Research-backed but can be clinical jargon-heavy
Varies greatly
Not research-focused
Lived experience integration
Designed by late-diagnosed autistic adult + parent
Not typically
Not typically
Not typically
Optional NDIS report
Translates profile into support planning
Rarely available
Not available
Only supports functional domains
Ease of use
Parent- and professional-friendly
Often long, time-consuming
Easy but limited value
Complex and bureaucratic
Holistic coverage
10 key skill areas + sub-skills
Often only cognitive or functional
Very limited
Functional only, not holistic
Customizable & actionable
Tailored to individual child / adult
Standardized
Generic
Not tailored

Transparent Methodology
Interactive questionnaires designed for parents, carers, or support workers.
Behavioural insights across 10 domains and 40 sub-domains.
Practical strategies and recommendations tailored to individual results.
Translating insights into support planning language.
Trusted by Parents and Professionals
Finally, something that tells me what actually helps.

Mother of 7yo
It’s like someone translated my client into language I can literally use for my support planning.

Support Worker
Love that the profile gives you a read on behaviours that others don't. Ones that you'd only know about if you've lived it!

Mum & Support Worker
“Translating understanding into practical strategies is key to improving the everyday lives of autistic individuals and their families.”
— Smith et al., 2019, Autism in Adulthood
The challenge: These often miss the child’s unique strengths, create frustration, and leave families without actionable strategies.



Bauminger-Zvieli, N., & Kugelmass, D. (2021). Profiles of executive function in children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 51, 45–60.
Dettmer, S., et al. (2000). The use of strengths-based approaches for children with disabilities. Exceptional Children, 66(4), 491–506.
Pellicano, E., et al. (2014). The importance of individuality in autism interventions. Autism, 18(7), 779–789.
Jones, D., et al. (2020). Heterogeneity of cognitive and social skills in autism spectrum disorder. Frontiers in Psychology, 11:1234.
Smith, L., et al. (2019). Translating assessment into daily strategies for autistic individuals. Autism in Adulthood, 1(2), 103–112.