Neurodivergent-Affirming Evaluations for Children & Teens

A Collaborative, Insightful Evaluation Process

Many children and teens are misunderstood or misdiagnosed, not because caregivers or educators are missing something, but because traditional diagnostic models were not created to reflect the wide range of neurodivergent presentation. Students who are AFAB, nonbinary, BIPOC, chronically stressed, or trauma-impacted are especially likely to be overlooked or misclassified. Masking, internalization, giftedness, and high compensation can also make needs harder to spot in a classroom setting.

My work focuses on identifying what is actually happening beneath the surface so you can better understand your child’s learning style, sensory needs, and regulation profile with clarity. With advanced training in complex differential diagnosis, I evaluate how autism, ADHD, PDA, OCD, trauma adaptations, and sensory processing differences interact and affect educational engagement, executive functioning, social communication, and emotional well-being.

Each evaluation uses validated clinical tools interpreted through a developmentally informed, neuroaffirming lens. I gather information across home and school contexts, and when permission is given, I welcome educator input, school observations, and collaboration with student support teams. The result is a comprehensive understanding of strengths, needs, and barriers that can directly inform IEP and 504 planning, classroom accommodations, supportive approaches, and day-to-day regulation strategies.

This work is not about labeling your child. It is about understanding what is underneath their struggles and strengths so they do not get overlooked or misunderstood. A neurodevelopmentally accurate formulation helps clarify why certain behaviors or challenges are happening and what supports will allow a child to learn, regulate, and connect more easily.