Frequently Asked Questions

We provide services for children as young as 3 through college-aged young adults (ages 3–25), with specialized care tailored to each developmental stage.

Yes. We take a comprehensive approach. Our neuropsychologists evaluate the full picture — how your child thinks, learns, and processes emotions — so we can identify all co-occurring barriers, not just the most obvious one.

Yes. We work with children, teens, and young adults, from early childhood through college age.

Yes. In fact, gifted kids often mask ADHD effectively because they’re able to compensate. They may do well in school until things get harder or demands change. Our clinicians are specifically trained to identify these presentations.

Yes. Children on the autism spectrum span the full range of cognitive abilities. Some are intellectually gifted, others have intellectual disability, and many have average intelligence. Cognitive level does not determine whether autism is present.

Yes, but girls on the autism spectrum are often identified at a later age than boys. Girls may present with different behavioral profiles, develop strategies to mask social difficulties, or show subtle social communication differences that are easily overlooked. Our clinicians are trained to recognize autism across all presentations.

If you’re noticing ongoing learning, behavioral, emotional, or developmental concerns, or if a teacher or doctor has raised questions, an evaluation can provide clarity and a concrete plan. Common signs include academic struggles, attention challenges, anxiety, social difficulties, or changes in behavior.

No. A consultation is a focused meeting that helps determine whether an evaluation is needed and which kind. The evaluation, if recommended, is a separate, more in-depth process.

That happens, and it is a useful outcome. If testing is not warranted right now, we will tell you and point you toward whatever support does make sense, if any.

Yes. Families often come to us to review prior testing, clarify findings, or decide whether an updated assessment is worthwhile.

Yes. We offer virtual consultations throughout Washington State and in-person consultations in our office.

If you are not sure, that is common. A diagnostic consultation helps determine the right type of assessment before any testing begins.

A learning disability is one type of neurodevelopmental disorder. The broader category also includes autism, ADHD, intellectual differences, and communication and motor disorders. A comprehensive evaluation identifies which are present and how they relate.

Yes. Neurodevelopmental conditions frequently co-occur. Our evaluations are designed to identify all relevant findings rather than confirming a single diagnosis in isolation.

Yes. We use research-based assessment tools to determine whether your child has the characteristics of something like ADHD, autism, or a learning disability, and help you understand what support will actually help them succeed.

We’ve designed the entire experience with kids in mind and work to keep things engaging and low-pressure. Your child can take breaks when needed, bring a comforting item, and have access to snacks. The clinician explains everything they’re doing throughout the process.

The full process typically takes 6 to 8 weeks from your intake appointment to the feedback session where we review results. Testing is usually completed across two sessions, each lasting 2 to 4 hours depending on the evaluation type. In between, our team analyzes all data and prepares a detailed written report.

Hospital-based programs in Seattle generally require a physician referral and place children on an internal waitlist. Because pediatric neuropsychology is a narrow subspecialty with relatively few fellowship-trained providers in Washington State, demand consistently outpaces available testing slots, stretching wait times to several months or longer at many programs.

Children of nearly any age can be evaluated, from toddlers through young adulthood. The specific tests used are adjusted to match your child’s developmental level.

We see children from preschool age through early adolescence. Most are preschool or early elementary age, though some are 11 to 13 when applying to a gifted program or a middle school that requires testing.

Cognitive screening provides a focused snapshot of your child’s intellectual abilities — shorter and less expensive. A comprehensive neuropsychological evaluation examines cognition, academic skills, attention, memory, emotional functioning, and behavior across multiple sessions.

Cognitive screening can identify whether your child’s intellectual abilities fall in the above-average or gifted range. For highly capable program applications in Washington State, our assessment provides the documentation school districts typically require.

For school admissions screenings, we can typically get the report to your family within the same or next day, depending on our schedule.

ADHD symptoms can appear at any age. We can evaluate children as young as preschool age, though formal diagnosis is most reliable from around age 6 onward. Sometimes it’s not identified until high school or college.

Our evaluation clarifies whether ADHD is present and how much it’s affecting your child. We don’t prescribe medication — that’s a conversation with your child’s pediatrician or a psychiatrist. We discuss all treatment options during the feedback session.

We conduct autism evaluations for children as young as 2 years old through adolescence and early adulthood. Early identification is beneficial, but autism can be identified at any age. Some children, particularly girls and those with subtle presentations, are not identified until school age or later.

The ADOS-2 (Autism Diagnostic Observation Schedule) is the research-supported standard assessment tool for autism. Unlike rating scales or checklists, the ADOS involves direct clinical observation and structured interaction. All of our clinicians are formally trained in ADOS administration.

Autism frequently co-occurs with ADHD, anxiety, learning disabilities, and language differences. A narrow autism-only assessment may miss these contributing factors. Our evaluation assesses multiple areas so we can identify everything affecting your child.

Because each evaluation is tailored to your child’s needs, pricing varies reflective of time and complexity. Call us at (253) 256-3626 for a cost estimate. We also offer financial assistance for families who need it.

Attorneys, guardians ad litem, parents, and guardians. Many forensic referrals come from legal counsel, though parents and guardians may also contact us directly.

Yes. We serve as neutral examiners and report what the data show, regardless of which party retained us. We follow accepted forensic practice guidelines and do not provide advocacy evaluations.

Pediatric brain and personal injury, educational and IDEA disputes, and independent examinations and record review. If a matter falls outside our expertise, we will tell you.

Yes. When a matter proceeds, our clinicians are available to provide expert testimony at deposition and in court.

Engagements are quoted per matter based on scope and complexity, billed on a retainer and hourly basis, with separate fees for deposition and court testimony. Forensic evaluations are not billed to insurance.

We can typically discuss a new matter within one week of your inquiry.

If the struggles are affecting school performance, friendships, home life, or your child’s confidence for more than a few months, and typical strategies haven’t helped, it’s worth having a conversation with a specialist rather than waiting to see if it resolves on its own.

School evaluations typically focus on academic achievement and may not assess the underlying cognitive processing skills that support learning. Our individualized neuropsychological evaluation assesses both, giving a more complete picture of why your child is struggling.

We evaluate for learning disabilities such as dyslexia (reading), dysgraphia (writing), and dyscalculia (math), as well as cognitive and processing deficits that may underlie academic difficulties.

We work with children and teens who are developmentally ready to engage with the techniques, typically around age 7 or 8 through young adulthood. Readiness varies by child.

Biofeedback trains body functions like heart rate, breathing, and muscle tension, and is well-established for pediatric headaches and abdominal pain. Neurofeedback trains brain waves (EEG) and has a less established evidence base in children.

No. Biofeedback requires specialized equipment and in-person guidance, so all sessions take place at our Tacoma office.

Not at all. The sensors are lightweight, painless, and non-invasive.

Yes. Biofeedback and psychotherapy work well together, especially when physical symptoms and emotional concerns overlap.

No. Biofeedback can reduce reliance on medication or improve outcomes alongside it, but medication decisions should be made with your child’s pediatrician.

Parent involvement is essential for younger children and is tailored based on the child’s age and needs. For teens and young adults, we balance confidentiality with ongoing family communication.

Common concerns include anxiety, depression, behavioral challenges, adjustment to medical conditions, ADHD-related difficulties, autism-related social and emotional concerns, tic disorders, chronic pain, and stress-related physical symptoms.

A neuropsychological evaluation is a comprehensive assessment of how your child thinks, learns, and processes the world. Psychotherapy is ongoing treatment focused on building coping skills, managing emotions, and addressing behavioral concerns. Many families benefit from both.

Yes. CBIT is recommended as a first-line treatment for tic disorders by the American Academy of Neurology, and research shows it is as effective as medication for many children, without the side effects.

Yes. Habit reversal training is effective for body-focused repetitive behaviors, including trichotillomania (hair pulling), excoriation disorder (skin picking), and chronic nail biting.

CBIT and HRT are typically delivered across 8 to 10 weekly sessions. Some children benefit from periodic booster sessions afterward.

No. This service works directly with parents. We teach you the strategies, and you put them into practice with your child at home — lasting behavior change comes from consistent, confident parenting in everyday moments.

Parent behavior management is targeted coaching focused on specific behavior challenges, with you as the agent of change. If your child would benefit from individual therapy or a comprehensive evaluation, we can discuss those options.

We offer a parent group when there is enough enrollment to run one, and one-on-one parent sessions are available the rest of the time. Call to find out what’s currently available.

Ages 11 and up. We match participants into developmentally matched cohorts based on age and goals.

Yes. Many children who join our groups have neurodevelopmental differences, and our clinicians tailor strategies to how each child learns best.

That’s very common and often improves quickly once they meet the group. We create an encouraging, welcoming environment where every child can participate at their own pace.

Each group runs for eight weeks and meets once a week for a 45-minute session. Groups are intentionally small for personalized attention.

The group follows the PEERS® curriculum, designed for teens and adolescents. We confirm fit for age and goals during an initial call.

An evidence-based social skills curriculum developed at UCLA that teaches teens how to make and keep friends, hold conversations, expand social opportunities, and handle teasing or bullying.

Yes. PEERS® was extensively studied with adolescents on the autism spectrum, and many participants in our groups have autism, ADHD, or related profiles.

We match participants by age, developmental level, and goals to create a supportive and effective group experience.

Call or email our team to ask about upcoming groups, complete a brief screening, or join a waitlist. No referral is needed.

A school evaluation focuses on whether a student qualifies for school services. Our independent evaluation examines thinking, learning, attention, memory, and processing in greater depth to explain why a student is struggling and what will help.

No. School district teams make eligibility determinations. We provide clear, well-supported information that the team and family can use.

We work with families of school-age children from preschool through high school (through age 18).

Any documentation related to your child’s school services: current IEP or 504 plan, school evaluations, progress reports, report cards, teacher communications, and any prior private evaluations.

No. A school consultation is a review of existing documentation; we do not conduct new testing. If our review determines your child needs a more comprehensive assessment, we’ll discuss next steps.

Yes. With appropriate consent, we can review records you provide and discuss findings.

An IEE is a comprehensive evaluation conducted by a qualified provider outside the school district. Parents can request an IEE when they disagree with the school’s evaluation, and the district may be required to fund it. Our evaluations meet the standards required for an IEE.

Yes. Our written summary includes specific, actionable recommendations designed to support IEP development, 504 plan creation, and conversations with your child’s school team.

We can discuss school liaison support case-by-case. Often a well-prepared written summary and a pre-meeting consultation are the most effective way to ensure your child’s needs are represented.

Yes — this is one of the most common reasons families pursue evaluations. Our detailed reports give schools the information they need to set up the right support, with specific, practical recommendations.

Our report gives your child’s school the documentation needed to request accommodations through a 504 plan or IEP, including recommendations like extended time on tests, reduced distractions, and organizational support.

Our evaluation report provides the documentation schools need and includes specific recommendations for classroom support, social skills programming, and communication strategies.

Yes. Our report provides the documentation schools need for a 504 plan or special education services, with accommodations tailored to your child’s profile.

Yes. We regularly communicate with teachers, school psychologists, and IEP/504 teams when families request it, to ensure consistent support across settings.

No. Families can schedule directly, though referrals are welcome. With consent, we coordinate with your office.

A detailed written report with findings and recommendations. With appropriate consent, we coordinate results with your office.

It depends on the requested service. Neuropsychological evaluations are currently being scheduled 1 to 2 months out, while new therapy patients can typically be seen within 1 to 2 weeks.

By fax or phone, using the numbers provided. Include the reason for referral, relevant records, and contact information.

With appropriate consent, we coordinate findings and recommendations with your office.

No. Requesting an evaluation is a right every parent has, and a formal written request to your school district is all that is legally required. Some families later consult a special education advocate or attorney if a district denies a request or misses a deadline.

Washington districts currently have 25 school days to decide whether to evaluate a child (may shorten to 20 school days pending state rulemaking). If approved, the district has 35 school days from parental consent to complete the evaluation, followed by an eligibility meeting held 5–40 school days after consent.

An IEP evaluation is the initial assessment a school district conducts to determine eligibility for special education services. An IEE is a separate evaluation by an outside professional, requested when a parent disagrees with the district’s results.

Yes. Parents can request a reevaluation at any time if they believe their child’s needs have changed. Districts are also required to reevaluate students at least once every three years.

No. A diagnosis can support a request and provide useful context, but eligibility is determined by the evaluation team based on how the condition affects the child’s access to education, not by the diagnosis alone.

Let our team know your timeline as soon as you call. While we can’t guarantee a specific date, our 6–8 week process gives many families enough lead time to bring results to an upcoming school meeting.