I provide evaluations for children, teenagers, college students, and adults. Children need to be in at least first grade and at least 6 years old in order for me to evaluate them.
I specialize in evaluations that answer questions about:
STRENGTHS AND WEAKNESSES IN:
learning, memory, attention, reasoning, speed, language, spatial skills, organization, and other processing areas;
in academic skills; and in social, emotional, and behavioral functioning
ATTENTION DEFICIT HYPERACTIVITY DISORDER
(ADHD / ADD)
(LD in reading, writing, or math; dyslexia; dysgraphia; executive functioning deficits; nonverbal learning disability).
with intellectual giftedness co-occurring with learning disability, attention disorder,
or other neurodevelopmental conditions.
AUTISM SPECTRUM (HIGH FUNCTIONING) INCLUDING ASPERGER SYNDROME
MOOD - EMOTIONAL AND COGNITIVE - LEARNING PROBLEMS.
Differential diagnosis of
EARLY DEMENTIA VERSUS DEVELOPMENTAL LEARNING CONDITIONS OR
effects of MEDICAL CONDITIONS or AGE-RELATED CHANGES
in later middle age/older adults.
A Neuropsychological Evaluation includes:
• Intake Interview: I meet with you for an extended interview in order to hear your questions, concerns, and goals for the evaluation. At this appointment, I collect information regarding developmental,medical, educational, social, emotional, behavioral, and work history. (Work history for older adolescents and adults). A Neuropsychological Evaluation involves analysis and synthesis of information that stems from an individual's history and from test results in order to develop a complete understanding of each person.
• Testing: I administer tests that assess cognitive and processing skills (such as attention, learning, memory, reasoning, intellectual skills, language, spatial skills, organization, speed, fine-motor,regulatory control, and academic skills – reading, writing, math).I administer all tests in a one-to-one setting.
Testing tasks are varied. They can involve question and answer, listen and repeat, paper and pencil work, putting things together, reading and writing, math, and some computer tasks. (No prior computer skills are necessary, however).
A comprehensive evaluation typically includes a standard, core group of tests. However, tests are added or omitted as needed in order to answer the specific concerns driving evaluation. For example,additional tests might be used to fully understand either advanced skills or weak skills. Some tests might not be needed to address your questions. Or some tests might have been administered recently as part of other evaluations. Rating scales and questionnaires that assess emotional, behavioral, and social functioning are typically completed by parents, teachers, or by other family members as part of evaluations for adults. The individual who is being evaluated also completes some of these scales (when it is age-appropriate). When Additional information is needed regarding emotional or psychological functioning, I administer other psychological tests as part of the evaluation.
• Communication with other professionals: With your permission, I speak to clinicians who are involved in your or your child's treatment and care.
• Feedback meeting: I meet with you for an extended appointment to discuss the results and recommendations from the evaluation.
• Written report: I provide a comprehensive written report that summarizes relevant history and test results, formulates a learning/processing profile, states diagnoses (when indicated), and details specific and individualized recommendations. When evaluation results indicate the presence of a diagnosable condition, the diagnoses are clearly stated and explained in the report.