Psychological &
Special Education Consultation

I am a licensed psychologist whose clinical practice focuses on the psychological assessment of children and adolescents. My work emphasizes comprehensive evaluations that inform diagnosis, educational planning, and treatment recommendations. Complementing my clinical practice, my research examines the developmental pathways linking learning and behavioral difficulties with later conduct problems, substance use, and juvenile justice involvement.

Attorneys typically seek my consultation in two areas.

Evaluation Review

I evaluate whether a psychological or educational evaluation provides an adequate foundation for educational decision-making. This includes examining:

• Whether the assessment addressed the referral questions
• Whether the measures selected were appropriate and sufficient
• Whether the conclusions are supported by the available data
• Whether eligibility determinations and recommendations are consistent with the evaluation findings
• Whether an IEP or Section 504 Plan appropriately reflects the student's documented educational and functional needs

Evidence-Based Educational and Behavioral Practice

I also evaluate the scientific support for proposed educational, behavioral, and mental health interventions. My research background allows me to critically assess the empirical evidence underlying recommendations, services, behavioral interventions, placement decisions, and progress-monitoring practices, and to explain how that evidence relates to the issues presented in a particular case.

Evaluation experience

Comprehensive psychological evaluations are most valuable when they do more than identify a diagnosis. They answer the questions that matter for educational planning and provide clear, actionable recommendations for schools and families.

Over the course of my career, I have conducted comprehensive psychological evaluations in both private practice and university-based training settings. I spent six years supervising doctoral clinical psychology students as they provided psychological assessments through a university training clinic and community-based practicum site, ensuring evaluations met the highest professional and ethical standards.

My evaluation process extends well beyond test administration. Each assessment includes a careful review of school records, district evaluations, prior independent evaluations, and historical psychological reports. When appropriate, I conduct school observations, collaborate with professionals across disciplines, and gather information from educators and related service providers so that the evaluation fully addresses the referral question, not just the symptoms.

I also work closely with families to help them understand evaluation findings and prepare for IEP and Section 504 meetings. My goal is to ensure that parents leave with a clear understanding of their child's strengths, needs, and the educational implications of the evaluation.

Because I have experience working alongside school teams, I understand how multidisciplinary evaluation reports are interpreted for educational planning. I also recognize the common limitations of school-based evaluations and know how to identify unanswered questions, overlooked data, and areas where additional assessment may be warranted.

Whether serving families, schools, or attorneys, my approach is grounded in producing evaluations and consultation that are thorough, objective, and directly applicable to educational decision-making.

Disability determination work

From 2015 to 2017, I served as a consultative psychological examiner for Texas Disability Determination Services. In this role, I conducted independent psychological evaluations of children and adolescents referred for disability determinations, many of whom had existing or emerging educational needs addressed through IEPs or Section 504 Plans.

These evaluations required integrating clinical interviews, psychological testing, and record review into comprehensive reports. My reports served as independent evidence used by a state agency in determining eligibility for disability benefits.

This experience strengthened my ability to translate complex psychological findings into clear, objective, and defensible reports that directly address the referral question. It also deepened my understanding of how educational records, prior evaluations, and school-based supports contribute to a comprehensive picture of a child's functioning across settings.

Consultation in Special Education Law

From 2022 to 2024, I served as a consulting psychologist to the Special Education Law Clinic at the University of Texas at Austin School of Law, providing psychological consultation on special education matters involving children with disabilities.

My role included comprehensive record review, consultation with legal counsel, family interviews, meetings with school personnel, and integrating educational, psychological, and behavioral information into written findings and recommendations. My consultation focused on helping identify students' educational needs, evaluating the adequacy of existing supports and services, and developing recommendations for educational and behavioral intervention.

This experience strengthened my ability to analyze complex educational records, collaborate with attorneys on special education matters, and communicate psychological findings in a way that is meaningful for legal and educational decision-making.

Research & Teaching

My research focuses on adolescent substance use, disruptive behavior, and family-based interventions for youth. I also teach undergraduate and graduate-level coursework in child and adolescent psychopathology and child intervention.

Both roles require ongoing engagement with current scientific research, diagnostic standards, developmental science, and evidence-based assessment and intervention. As part of my teaching, I continually evaluate emerging research and translate complex psychological concepts into practical applications for future clinicians.

For special education matters, this background is particularly valuable when interpreting psychological findings, distinguishing between conditions with overlapping presentations, evaluating the scientific support for behavioral and mental health interventions, and determining whether recommendations are consistent with current professional knowledge and accepted standards of practice.