Individuals with neurodevelopmental disorders oftentimes receive feedback that the ways in which they see the world are different and wrong. Thus, they are at higher risk for developing psychopathology. A wide body of research supports that people with neurodevelopmental disorders are more likely than peers without those disorders to develop anxiety and depression. They are at higher risk of developing inadequate coping strategies as well as low self-concept. Co-occurring social problems are associated with even poorer psychosocial outcomes.

Many people assume that psychopathology is caused by the challenges faced by people with neurodevelopmental disorders in their lives each day. However, it is my impression that these symptoms of anxiety and depression are central to, rather than byproducts of, these disorders. In fact, a recent article that I published in the peer-reviewed journal Developmental Science called “Amygdala sub-regional functional connectivity predicts anxiety in children with reading disorder” suggests that there is a common circuit in the brain that underlies both learning difficulty and anxiety. (You can learn more about that here.) Others have shown similar findings in studies of math, writing, and attention problems, as well as of depressive symptomatology.

Since cognitive and emotional systems are inextricably linked in the brain, neurodevelopmental disorders require both psychological evaluation and treatment. In treatment, the person realizes that I understand how he or she sees the world, which helps them feel accepted and valued.

Cognitive abilities are brain-based skills, supported by specific neural networks or circuits, that we need to carry out various tasks. It is well established that deficits in various cognitive abilities can lead to academic and professional underperformance. A single cognitive deficit may cause delays in skills acquisition across several content areas.

Some cognitive skills that are important for school and work are:

• Fluid reasoning (i.e. ability to form concepts and solve novel problems)

• Working memory (i.e. ability to hold information in mind and manipulate it)

• Processing speed (i.e. ability to perform tasks quickly and accurately)

• Attention and executive functioning (e.g. inhibition of automatic responses, self-monitoring, self-regulation, planning, organization)

• Language (e.g. word finding, rapid naming, following directions, articulation, phonological processing, idea generation)

• Memory and learning (e.g. list learning, memory for designs, face recognition, story memory)

• Sensorimotor (e.g. finger dexterity, motor speed, graphomotor speed and accuracy)

• Social perception (e.g. affect recognition, comprehension of others’ perspectives, intentions, and beliefs)

• Visuospatial processing (e.g. judging line orientation, visuomotor/constructional ability, design copying, solving patterns and puzzles, route finding)

Though many people believe that cognitive abilities are innate, fixed, and unchanging, in fact, they can be trained and improved with cognitive remediation therapy. Cognitive remediation seeks to reduce cognitive deficits by improving skills that are weak and by developing strength-based compensatory strategies. Cognitive remediation has been shown to benefit individuals with neurodevelopmental disorders and related problems. Since treatment is skill-based rather than content-based, there is a greater likelihood that these skills will generalize to other situations at a later date.

It is important to provide all students with targeted and specialized instruction when learning difficulty is identified. The best interventions include both direct instruction designed to enhance academic achievement and instruction in learning strategies that enhance students’ ability to retain and apply knowledge across multiple contexts.

Characteristics of effective instruction include:

• Direct, explicit, and systematic instruction of academic content

• Instruction in self-monitoring

• Opportunities for practice

• Continuous monitoring of performance

• Ongoing provision of feedback

Research supports that skill improvement correlates with treatment intensity, such that the most intense treatments yield the best results. One important way to conceptualize treatment intensity is the opportunity for student response and frequency and immediacy of corrective feedback. Generally, high intensity is found in the context of small group or one-on-one tutoring interventions. When instruction is provided one-on-one, the student has more opportunities to practice newly acquired skills, and the tutor can regularly evaluate progress. Furthermore, tutoring has been shown to produce significant improvements both in terms of academic skills and attitudes about learning, as tutoring provides unique opportunities for modifications in the structure, sequencing, and pacing of instruction.

Oftentimes, children with neurodevelopmental disorders need information to be presented in a different way than it is in the classroom. I have specialized training and expertise in pedagogical theory, teaching strategies, and contextual factors that affect learning which allows me to differentiate instruction and meet students’ individualized needs. I take the student’s neuropsychological profile into account in order to present information in a way that capitalizes on the student’s strengths. The responsibility shifts: It is no longer the student’s job to learn the information, but instead, it is my job to make it understandable.

Parents of children with neurodevelopmental disorders are often asked to navigate an overwhelming and fragmented system. Between schools, therapists, physicians, tutors, and specialists, it can be difficult to know which recommendations to prioritize, how different interventions fit together, or what will best support your child over time. I partner with families to provide ongoing guidance as they make these decisions, helping them understand their child's unique profile and translate that understanding into practical, evidence-based action.

My role extends beyond traditional parent coaching. I collaborate with families to review evaluations and school reports, prepare for IEP and 504 meetings, interpret recommendations from other professionals, develop home-based strategies, and identify interventions that are most likely to improve your child's functioning. I also work closely with schools and treatment providers to ensure that everyone is working toward shared goals and that recommendations remain coordinated across settings.

As both a clinical psychologist and researcher specializing in neurodevelopmental disorders, I help families move beyond simply responding to problems as they arise. Together, we develop thoughtful, individualized plans, monitor progress over time, and adjust strategies as your child's needs evolve. My goal is to serve as a trusted partner who helps families make informed decisions with confidence while supporting children in reaching their fullest potential.

Schools play a critical role in children's academic, social, and emotional development, but determining the right supports can be complex, particularly for students with neurodevelopmental disorders. I collaborate with schools to help translate evaluation findings into practical, evidence-based recommendations that promote meaningful participation and long-term success. My consultations are tailored to each student's unique strengths, challenges, and educational environment.

I work with educators, administrators, and school support teams on a wide range of issues, including accommodations and modifications, intervention planning, behavioral and emotional supports, executive functioning, social development, and school-based mental health. I also assist teams in interpreting neuropsychological evaluations, prioritizing recommendations, and ensuring that supports are both appropriate and feasible within the school setting.

Whether consulting on an individual student or partnering with schools to strengthen broader systems of support, my goal is to foster collaboration among families, educators, and healthcare providers. By helping everyone work toward shared, measurable goals, I aim to create coordinated plans that support students' success across home, school, and community settings.

Determining whether formal accommodations are appropriate—and which accommodations are most likely to be effective—requires careful consideration of an individual's strengths, challenges, and everyday functioning. I work with children, adolescents, and adults to identify supports that are evidence-based, individualized, and designed to improve meaningful participation at school, work, and in daily life. The goal is not simply to obtain accommodations, but to ensure that they address genuine barriers while promoting long-term growth, independence, and success.

I provide consultation on accommodations across educational and workplace settings, including IEPs, 504 Plans, college disability services, standardized testing, professional licensing examinations, and workplace accommodations under the Americans with Disabilities Act (ADA). I help individuals and families interpret evaluation findings, understand available options, prepare for meetings with schools or employers, and develop recommendations that are both clinically appropriate and practically implementable.

My approach emphasizes functional outcomes rather than checklists of accommodations. By considering cognitive abilities, executive functioning, emotional well-being, adaptive skills, and the specific demands of an individual's environment, I help develop support plans that balance access with autonomy. Accommodations should empower people to perform at their best while building the skills and confidence needed to thrive over time.