BRIDGE    SUCCESS,LLC - Providing services and support to children, parents and schools
FREQUENTLY ASKED QUESTIONS (FAQ):

What needs of children are you experienced in working with?
  • I have experienced in the evaluation and treatment of children and adolescents with varying needs. These include but are not limited to: ADHD, Autism Spectrum Disorders, Anxiety Disorders, Specific Learning Disabilities potentially impacting aspects of Reading, Written and/or Oral Language, Mathematics,  Memory Challenges, Executive Function Deficits, Traumatic Brain Injury, Impulse Control/Anger Challenges and Mood Disorders
Where is your client base from?
  • Primarily with children, adolescents, families and schools  from Westchester County and Connecticut
What is School Neuropsychology?
  • School Neuropsychology is a specialized area of study within the broader field of School Psychology
  • School Neuropsychology involves the study of brain-behavior relationships, neuroanatomy, brain injury or disease, and integrates current brain research into educational practice
What do School Neuropsychologists do?
  • They may incorporate their advanced training to conduct comprehensive evaluations that can examine areas of executive functions, attention, memory, visual spatial and motor functions, auditory and sensorimotor functions, and in-depth academic exploration
  • They work closely with students, parents and school personnel to suggest highly individualized evidence based interventions to support student success
  • They may assist in interpreting neuropsychological findings from outside medical records or providers and serve as a liaison between the school and medical communities for students sustaining Traumatic Brain Injury (TBI), and Other Health Impaired students returning to school
When should a child be referred for School Neuropsychological evaluation?
  • When a child has suspected processing deficits following a psychoeducational evaluation which suggests that more in-depth assessment/information is needed for intervention planning
  • If a child is not responding to multiple intervention strategies that have been tried at school
  • If a child has a known or suspected neurological disorder
  • If a child has a history of neurodevelopmental risk factors
  • When a child is returning to school following a head injury (e.g. accident, loss of consciousness, concussion) or neurological insult (e.g. chemotherapy)
  • If a child displays a dramatic drop in achievement that cannot be explained by psychological or environmental factors  
What should I tell my child about being tested?
  • Your child's age and level of understanding will determine how you explain his or her upcoming evaluation.  For school-aged children who may be aware of and concerned about their school struggles, an honest but age-appropriate explanation of why they are being tested, is often viewed by them as a welcome relief.
  • Telling your child that he or she will work with an adult who specializes in figuring out why learning is so hard and what the school and home can do to make it easier, is an honest beginning conversation.
  • You can then share that they will perform different activities that examine how they think, listen, solve problems, read, write or do math, and other possible activities;  the "testing" will discover how they learn best, what their strengths and their challenges are, and help the grown-ups work together to develop ways for them to learn more easily.
How long does an evaluation take?
  • A basic school psychological or educational evaluation can usually be conducted in our offices in two sessions, ranging from one and a half to two hours each (with breaks as warranted by each individual child).
  • A school neuropsychological evaluation is much more lengthy and in-depth, and often will involve at least three or more sessions that are approximately 4 hours in length.  These will be broken up into smaller units that each individual child can comfortably manage.
Why do you observe my child at school, review school records, and speak with school staff before conducting an office evaluation?
  • An office evaluation usually provides a child's "optimal" performance, given its one to one, highly supportive and structured format. In isolation, it rarely captures the complex demands placed upon children within the fast paced, multi-faceted and challenging classroom and school environment.
  • While we often speak with school staff and/or request that they complete relevant rating scales or questionnaires, our experience as psychologists within the school setting has confirmed the importance of classroom observation.
  • Collaboration with school staff allows our recommendations to incorporate teacher input, ensuring recommendations are practical and can be realistically implemented within the school setting.
 What are the fees for various services?
  • There are flat fees for the varying levels of evaluations, and hourly rates for counseling and consultation.
Does insurance cover fees?
  • Different services may or may not be covered by your individual insurance company.  We will gladly provide you with an itemized bill, which you can then submit.