Available Services

As a clinical neuropsychologist, my work centers on diagnostic evaluation rather than psychological treatment.  In order to successfully intervene/treat a problem, one must first be comfortable that a thorough diagnostic evaluation has been completed, whether the diagnostic question is of a developmental condition, like ADHD or a learning disability, or the effects of injuries to the brain, such as traumatic brain injury/concussion, epilepsy, or perinatal complications such as prematurity.  I have worked closely with pediatricians, in particular, who find such diagnostic evaluations extremely helpful in managing the overall care of their patients.  With a clear diagnosis, I can be helpful in recommending targeted therapy and treatment providers in the community.

Common questions and concerns that lead people to my practice are:

  • Does my child/adolescent have ADHD?

  • Does my child/adolescent have an Anxiety or Depressive Disorder?

  • Does my child/adolescent have problems with executive function?

  • Does my child/adolescent have a reading disability?

  • Does my child/adolescent have another learning or processing problem?

  • The school has evaluated my child/adolescent and I would like a second opinion.

  • My child/adolescent was diagnosed with ADHD or learning problem years ago and I would like a follow-up evaluation.

  • My child/adolescent has had a head injury, or more than one head injury/concussion, and I would like him/her evaluated for possible effects of this injury.

  • My child/adolescent has epilepsy and I would like him/her evaluated to see if there are any cognitive/learning problems.

  • My child/adolescent has persisting problems with his/her thinking and learning skills following Covid-19 illness.

I perform the following:

  • Focused Diagnostic Consultation

  • Supplemental Neuropsychological Testing/Psychoeducational Evaluation

  • Full Neuropsychological Evaluation

Evaluations

  • Focused Diagnostic Consultation

    If the referral question is quite narrow, for example, “Does my child have ADHD?”, direct testing may not be required. Rather, clinical interviews, thorough history, review of records, and ratings by parents, teachers, and the patient on clinical inventories, are often sufficient to answer such specific questions. Also, a Focused Diagnostic Consultation can be undertaken for the purposes of providing a second opinion, including review of testing conducted by an outside source, such as the school or other psychologist. A Focused Diagnostic Consultation typically involves three visits.

  • Supplemental Neuropsychological Testing/Psychoeducational Evaluation

    When the patient has been previously evaluated within the last year, then it may only be necessary to supplement that testing with additional neuropsychological testing in order to provide a complete evaluation. Also, for some diagnostic questions, such as whether the patient has a learning disability, a Psychoeducational Evaluation is necessary, which involves tests of cognitive abilities (e.g., verbal, visual-spatial, working memory, processing speed) and academic abilities (e.g., reading, math, writing). A Supplemental Neuropsychological Testing/Psychoeducational Evaluation typically involves four visits.

  • Full Neuropsychological Evaluation

    When there is reason to believe that the patient may have sustained an injury to the brain or is having problems because of an underlying neurological process, then a Full Neuropsychological Evaluation, is indicated. This is a much more thorough, detailed assessment of a broad array of cognitive, language, reasoning, and perceptual motor abilities leading to a better understanding of how the neurological injury/disease is affecting the patient and what can be done to overcome problems in school and daily function. A Full Neuropsychological Evaluation typically involves four to five visits.

Evaluation Process

Most often, the evaluation will entail three or more office visits.  The first visit is about an hour and for the parents only to obtain background information, current concerns, and to develop an evaluation plan.

The second visit is typically also for about an hour during which I meet with the patient, conduct a diagnostic interview, and complete some preliminary testing.  At the time of the first and/or second visits, I will typically request that the parents complete questionnaires, and also, when appropriate, provide them with questionnaires to be completed by the teacher.

If formal 1:1 testing is needed, this will take place at a third meeting with my highly trained psychometrist, under my supervision, and may last anywhere from 3-5 hours.  Psychometrists are highly skilled and experienced in obtaining the best performances from children.  Nevertheless, younger children in particular may have difficulty remaining focused and motivated over extended periods in which case an additional testing session may be required. 

Finally, a feedback appointment is held with the parents (that sometimes includes the child/adolescent patient) to review the results and recommendations, and to develop a plan of action.  Following this meeting, a formal report is completed and sent to the parents/guardian, as well as to the referral source (usually the pediatrician), with the permission of the parent/guardian.