Evaluations

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Neuropsychology is a specialty that focuses on learning and behavior in relationship to brain functioning. A neuropsychological evaluation is used to measure brain-behavior relationships and cognitive functioning for a variety of reasons such as:

• To determine 504 and IEP eligibility and provide recommendations for academic, social, and/or behavioral interventions and accommodations.
• To identify Dyslexia and other Learning Disabilities.
• To properly diagnose ADD/ADHD and other Executive Functioning Disorders.
• To properly diagnose Autism Spectrum Disorders, Asperger’s, PDD.
• To determine appropriate SAT, ACT, GRE, College Accommodations.
• To determine Giftedness/ Twice Exceptional Eligibility.
• To identify cognitive impairment which may be a result of a disease process, trauma, or other brain anomaly.
• To help formulate a treatment plan for cognitive remediation or brain retraining.
• To establish a baseline of cognitive functioning which can be compared over time.
• To help determine an individual's ability to return to work, school, or premorbid functioning after a brain injury or disease process.

Cognitive functions which are tested can include intellectual abilities, academic skills, memory, language skills, sensory/perceptual skills, motor coordination, visual-spatial abilities, executive functions, auditory processing & listening, attention & concentration abilities, problem solving, processing speed, and cognitive reasoning skills. Behavioral, social, emotional and personality assessments, as well as vocational inventories are also administered, depending on the nature of the referral.

We will evaluate ages 2 through adult in order to assess an individual’s cognitive, academic, and neuropsychological strengths and weaknesses. Through this process, we will be able to make a proper diagnosis, determine what accommodations are needed in terms of school or work, target areas of needed remediation, and make treatment recommendations. The neuropsychological evaluation is conducted by an experienced, trained neuropsychologist who is a state-licensed, doctoral-level practitioner. The evaluation process includes initial interview and history taking, review of records, consultation with referral sources, observation, in-depth testing, detailed report, and a feedback/results review session.

Psychological assessment is also available. This can include intellectual, adaptive, academic, personality, emotional, and diagnostic evaluations. Psychological testing is often used to help identify strength or deficit areas, clarify a diagnosis, and inform treatment goals for psychotherapy. It may also prove helpful for parents or other advocates who are seeking a "second opinion" regarding a diagnosis or other classification.

 Although eclectic in my case conceptualization and strategy implementation, I often work from a Cognitive-Behavioral therapeutic model. Cognitive Behavioral Therapy (CBT) is a psychotherapeutic approach which is used to help promote positive change, alleviate emotional distress, and to address a myriad of psychological, social, &/or behavioral issues. The focus of CBT is to identify and treat difficulties arising from an irrational thinking, misperceptions, dysfunctional thoughts, and faulty learning. The goals are therefore to reframe and restructure one’s faulty and often detrimental thoughts, perceptions, and beliefs. Once such thoughts are restructured, positive changes in behaviors and emotions are often able to be experienced. Adaptive coping skills and strategies are discussed, practiced and implemented throughout the sessions. The process is one of collaboration and the goal is long-lasting positive change. Emotional problems including but not limited to anxiety, depression, stress management, anger, guilt, low self-esteem, eating disorders, adjustment difficulties, sleep disturbances, chronic pain, and post-traumatic stress can be positively addressed. 

 My approach to psychotherapy with children integrates play therapy techniques, cognitive-behavior modification techniques, social skills and social problem solving training. I have experience working with children with a wide range of childhood disorders such as anxiety disorders, ADHD, autistic spectrum disorders, and oppositional defiant disorder, as well as with the effects of such childhood issues as bullying, sibling rivalry, divorce, learning disabilities, social skills deficits, and low self-esteem. With your consent, I regularly consult with teachers, Child Study Team members, and other mental health or medical professionals who are working with your child. The goal of treatment is to effect positive change in the identified arena(s) of difficulty, while increasing self-esteem and bolstering self-confidence.