Multi-method assessment using standardized testing, structured clinical interview, and behavioral observation, resulting in a written report that's clear, detailed, and useful.
A lot of evaluations start with a question that's been sitting unanswered for a long time — sometimes years. Maybe someone has been told they don't fit the profile, or got an answer in childhood that never quite held up, or has just been making it work without really understanding why certain things are so hard. A good evaluation is a chance to get a clear picture — and to come away with a framework for understanding yourself that you didn't have before.
The cost of an incomplete or inaccurate evaluation isn't just a missed diagnosis — it's years of treatment that doesn't quite fit, accommodations that don't address the right problem, or a self-understanding built on the wrong framework. Most evaluations answer a narrow question. A thorough one answers the question behind the question — why certain things have always been harder, what's actually behind the patterns, and what that means going forward.
I work with adults and adolescents ages 10 and older. Most referrals involve questions about ADHD or autism that were never fully answered, or were answered in childhood and need revisiting. All evaluations are thorough and multi-method. The goal is not simply to assign a diagnosis, but to understand the broader cognitive, emotional, developmental, and contextual factors shaping current difficulties. I don't use brief screeners or single-measure assessments.
For people with longstanding questions about attention, focus, organization, or managing emotions. Many have been told they "don't seem like ADHD" or received an inconclusive result earlier in life, or were evaluated as children and the picture no longer holds.
This may be right for you if: You've struggled with focus, follow-through, or organization for as long as you can remember; you've compensated well enough that no one noticed until demands increased; or you've been diagnosed with anxiety or depression but feel like part of the picture is still missing.
For people who have questioned whether they may be autistic, particularly those who learned to mask early, received a different diagnosis, or are encountering the question for the first time.
This may be right for you if: Social situations require significant effort or debrief; you've always felt somewhat out of step with others without understanding why; sensory experiences are more intense than they seem to be for most people; or a prior evaluation was inconclusive or didn't feel right.
Because autism presents differently across ages and genders, the evaluation is tailored to your specific presentation rather than a fixed checklist.
For individuals seeking a clear picture of cognitive strengths and weaknesses, documentation of learning differences, or support for academic or workplace accommodations.
This may be right for you if: Reading, writing, or math has always required significantly more effort than expected; you're pursuing accommodations at a college or university; you're returning to school and want to understand how you learn; or you need formal documentation for a workplace accommodation request.
Can be paired with an ADHD evaluation when both questions are relevant.
For individuals whose clinical picture hasn't been fully captured by prior evaluations — or where the central question involves personality structure, diagnostic clarification, or patterns that cut across mood, anxiety, and characterological features.
This may be right for you if: You've received multiple diagnoses over time and want an integrated picture; prior treatment has helped but something essential still feels unaccounted for; or the question is less about a single condition and more about understanding the patterns behind your symptoms.
At the lower end, this is a focused psychodiagnostic evaluation: personality and diagnostic measures alongside cognitive testing. At the higher end, it expands to a full multi-domain battery including projective instruments. The scope is determined collaboratively based on your referral question.
Assessments are billed at $200/hr, reflecting 9–22 hours of clinical time depending on the evaluation — including interview, testing, scoring, interpretation, report writing, and feedback session.
Fees shown are estimated ranges based on typical hours. Your actual fee will be confirmed in your Good Faith Estimate prior to your first appointment.
Payment due at time of testing · Superbills provided · HSA and FSA accepted
Questions about fees? Get in touch →We start with a brief phone call, typically 15 to 20 minutes. This is a chance for you to ask questions about the process, share what brings you in, and determine whether an evaluation makes sense. There's no charge for this call and no obligation to proceed.
Most evaluations are completed within 6 to 8 weeks of scheduling, sooner for straightforward referral questions, longer for more complex evaluations.
The evaluation begins with an extended clinical interview, usually 90 minutes to two hours. We'll cover your developmental history, current functioning, school, work, relationships, prior diagnoses or evaluations, and anything else that's relevant. This is one of the most important parts of the process; standardized measures alone don't tell the whole story.
Standardized measures are administered in the office across one or two sessions. The specific battery depends on the referral question. For ADHD evaluations, this typically includes cognitive testing and computerized performance measures. For autism evaluations, it includes the ADOS-2 alongside other structured instruments. You'll also complete rating scales between sessions.
After all sessions are complete, I score the measures, integrate the results with interview data and clinical observation, and write the report. This takes time, typically two to three weeks. The report is not a summary of test scores. It's a formulation: an integrated account that explains what was found, how the pieces fit together, and what it means for you specifically. It's written to be understood by you rather than only by other clinicians, and to be useful to the providers, schools, or systems you share it with. Findings are framed to explain rather than label — with attention to how someone's history and context shape their presentation.
We meet to go through the results together. This isn't a brief summary. It's a full session dedicated to making sure you understand what the evaluation found, what the diagnoses mean (or don't mean), and what options are available to you. It's a collaborative conversation: you're welcome to ask questions, push back, and take time to digest what you're hearing.
If you're a psychiatrist, therapist, or primary care provider looking for a reliable assessment referral, I'm happy to connect. I take referral relationships seriously: you'll get a thorough evaluation, a readable report, and a colleague you can reach directly with questions.
I work with adults and adolescents ages 10 and older. Evaluations for ADHD, autism, learning differences, and complex diagnostic questions. Turnaround is typically two to three weeks from the final testing session.
Referral information →A few of the questions that come up most often during consultation calls.
Assessment is primarily in-person; standardized testing is administered in the office. Some intake and feedback components can be conducted remotely when helpful. I’m able to evaluate visitors who are physically in Arizona during the evaluation period, but I’m not able to provide ongoing services to people residing in other states.
This practice doesn’t conduct forensic, custody or parenting, fitness-for-duty, immigration, or independent medical evaluations.
No. This practice focuses on neurodevelopmental presentations — ADHD, autism, learning differences, and diagnostic questions that don’t involve neurodegeneration. Evaluations for suspected dementia or cognitive decline are best addressed through neuropsychology or neurology.
Testing sessions are typically three to four hours, with breaks. Most evaluations involve one or two testing sessions; more complex evaluations may involve more. Back-to-back sessions can be arranged if travel is a factor.
For clients ages 10–17, I typically begin with a parent or guardian meeting to gather history and developmental context before the adolescent is seen. Testing sessions are conducted with the adolescent alone. The feedback session includes both the parent or guardian and the adolescent, so that findings can be discussed together and questions from both can be addressed.
I don’t bill insurance directly. Many clients submit a superbill for out-of-network reimbursement; reimbursement varies considerably by plan. Calling your insurer ahead of time to ask about out-of-network benefits for testing codes (96130, 96131, 96136, 96137) and the intake code (90791) will give you a realistic estimate.
Testing appointments cancelled with less than 48 hours’ notice are charged a flat fee of $250, given the time reserved for your evaluation. Specifics are reviewed at scheduling.
Don’t see your question? Reach out. I'm happy to address it during the consultation.
If you're not sure whether an evaluation makes sense for you, the consultation call is the right place to start. No charge, no commitment.
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