BABS: NBI® profiling
Lauren Kyte and NBI® thinking-preference profiling
NBI® profiles explore thinking preferences: the ways a person tends to prefer approaching information, decisions, communication and tasks.
They do not measure intelligence, ability or fixed potential. They are descriptive, and no thinking preference is inherently better than another.
What an NBI® profile can add
A profile can give families, individuals and teams useful language for discussing preferences that may otherwise be experienced simply as difference, frustration or misunderstanding.
For a child, it can help adults think about how that learner likes to take in information, plan, communicate and approach tasks. For parents and families, it can highlight where different preferences may be affecting everyday interaction.
Children
The NBI® Child Profile explores a child’s thinking preferences and can offer another useful layer when adults are trying to understand how the learner approaches learning and everyday demands.
Parents and families
Parenting and family profiles can help make differences in thinking and communication easier to discuss, particularly where people care deeply about one another but repeatedly approach the same situation from very different directions.
Adults, couples and schools
BABS also offers NBI® profiles for individuals, couples, school leaders and executive teams where thinking preferences can help people understand communication, decision-making and collaboration more clearly.
Choose the level of support you need
The Report
The profile report for families or individuals who want the information itself.
Report + Feedback
The report plus a feedback conversation with Lauren to help make sense of what the profile is showing.
Report + Coaching
Where a family wants help turning insight into practical change, the profile can be followed by coaching support through BABS.
When profiling is one part of a bigger picture
An NBI® profile can add useful language and insight, but it does not replace educational, psychological or clinical assessment where those are needed.
If the question is less about thinking preference and more about why a learner is struggling at school, what an existing report means in everyday life or whether the current learning environment fits, Nicola’s learning-support work may sit alongside or follow the profile.