neuropsychological diagnostics, which is not limited to static measurement of abilities or the identification of deficits. It is based on observing how the child performs tasks and on monitoring his developmental potential when receiving support or guidance. In other words, the focus of attention is on the dynamic process of activity, and not only on the final result. The dynamic model of neuropsychological diagnostics is a methodological basis based on the analysis of changes in the child’s results during interaction with a neuropsychologist. Instruction, help or support is provided gradually to assess the child’s receptivity and ability to learn in new situations. This model differs from traditional static diagnostics, which only evaluates the current level of academic performance. It focuses on assessing the “zone of proximal development” (Vygotsky) and identifying what the child can achieve with external help. This allows for a deeper understanding of his latent abilities and future potential for cognitive and emotional development. This model is considered important for the development of individualized intervention plans because it directly links diagnosis and treatment.