Office hours
Mondays - Fridays 8AM - 6PM (Paris time)
Contact: intneuropsych@gmail.com I will try to get back to you within 3 business days. I cannot answer the phone when with clients so please use the e-mail. For medical/psychological emergencies please connect to your local emergency services.
Services
International Neuropsychologist provides comprehensive neuropsychological and neuropsycho-educational evaluations and consultations. I focus on children and adolescents with a diverse range of issues (medical or developmental) that may impact thinking, learning, emotional functioning and behavior.
I work with children attending an international school in France, the Netherlands and Japan, but can also be consulted for families living elsewhere. I do not provide familytherapy, neither psychotherapeutic interventions for, among others, mood disorders, eating disorders, self-harm, aggression etc., but families will be referred on to colleagues if they need such support. I can however be consulted for children who have organisational issues, cognitive problems (memory, attention, visual spatial problems) and/or social difficulties.
My services are (partly) based on e-health. Therefore an internet connection is needed to communicate with me. When an assessment cannot be done on site then the child can be (partly) assessed online. For this you need a tablet computer (minimum size 7.9 inches/20 centimeter or a laptop/desktop computer).
Neuro-psychoeducational consultations?
As a neuropsychologist I try to understand why a child is struggling at school. With specific tests I can find out how a child processes information. For example, a child with a weak attention in the classroom can have this for many reasons. Not all inattentiveness is due to poor motivation or ADHD, but there may be for example sensory issues, or subtle issues in language processing or in reasoning, or emotional issues. Only by understanding these can a school adjust the instruction and provide accommodations for the child. Another example of children I frequently assess are students who struggle to read, despite being very articulate and showing excellent reasoning skills. Although "a diagnostic label" such as a reading disorder may be relatively easily given, it still does not explain what the underlying processing issue is for this specific child. Is the child having problems in visually processing words? (in forming a mental word image or in visually attending to the words in a line?); or in breaking up words in sounds?; is there a problem in comprehension despite good reading?; is the child able to keep the information that it is reading online in his/her mind? etc. The possible underlying processing issues are numerous, but with (neuro)psycho-educational assessment tools I develop a profile of the child's learning strengths and weaknesses with the aim of coming up with recommendations for school and parents to assist in finding and implementing evidence-based strategies to support struggling learners. I provide neuropsychological consultations for children with ADHD, Autism Spectrum Disorders and the whole range of Learning issues (in math, writing, reading, visual-spatial processing, memory problems, etc.).
The assessment process explained for parents and school.
A full assessment is a lengthy process. It starts with an intake interview by e-health (a platform Doxy.me, that is similar to Skype) with (preferably) both parents, without the child. I try to understand the issues of your child and the background of these, both in developmental and medical sense and in terms of environmental background (family, school environment etc.). It is of course also an opportunity for parents to ask questions.
Prior to scheduling an intake appointment, a form is sent out which includes two questionnaires about the child's developmental, medical, social and academic history. I will review the information before the intake.
Only after parents’ written approval will I do a school observation if needed and possible. The child does not know me at that stage so will usually not be distracted by my presence in the class. If a school observation is not possible then I may schedule another type of observation (e.g. home observation or observation in the playground).
Teachers and relevant others (doctor, learning support teachers, counselor etc.) may be interviewed (again, if parents have given written consent for this). Then the testing sessions will be scheduled, usually starting at 9AM, lasting till lunch break and then again 2 hours after lunch. Parts of the assessment (depending on what type and age of child) can be done online.
The length of a testing day will of course depend on the age and stamina of the child, and testing will be mixed with play activities when testing is on site. However, I want to see how a child performs and behaves during the day, comparable to a regular school day. I therefore do not plan assessment sessions after school. After the first testing day another (half)day is scheduled. For on site testing: In general, family members cannot stay in the room during testing but parents are requested to stay in the neighbourhood and take the child out during the lunch break.
After the test sessions I invite parents again for a meeting to get additional information. I will then integrate test data, information from the interviews, behavioral observations, and available medical evidence into a comprehensive report with recommendations. The report will be discussed with parents and usually also with the school. Parents will get a copy of the report that is sent to them electronically in a secured site. I only provide reports directly to the school or other health professions after parents have requested me to do so (in writing or by email).
The above process is a description of a full assessment package. Briefer assessments without reports are also possible, depending on the questions that the parents / school have. Be aware though that some schools request a written report, so please check with them beforehand.
Fees
An assessment is usually not done in a few hours and is thus a costly proces. International Neuropsychologist has a commitment to serve the community, regardless of ability to pay. As such I have a sliding fee for families with lower revenues and who are not reimbursed by a health insurance, employer or other. This service can however only be sustainable if you provide me with a proof of income.
Consultations, interventions, and assessments are charged by the session hour (50 min.) fee so that you have full insight in the hours spent. I do thus not work with "assessment packages" that may overcharge you when not that many hours are needed. Also, a full assessment with report is capped so that you will always know beforehand what the maximum fee will be if the assessment of your child appears to be much more extensive than thought beforehand. Reports will only be send out after the bill has been settled.
Services are unfortunately not covered by most national health insurances.
For more information please contact me at intneuropsych@gmail.com
For a printable brochure see:
I work with children attending an international school in France, the Netherlands and Japan, but can also be consulted for families living elsewhere. I do not provide familytherapy, neither psychotherapeutic interventions for, among others, mood disorders, eating disorders, self-harm, aggression etc., but families will be referred on to colleagues if they need such support. I can however be consulted for children who have organisational issues, cognitive problems (memory, attention, visual spatial problems) and/or social difficulties.
My services are (partly) based on e-health. Therefore an internet connection is needed to communicate with me. When an assessment cannot be done on site then the child can be (partly) assessed online. For this you need a tablet computer (minimum size 7.9 inches/20 centimeter or a laptop/desktop computer).
Neuro-psychoeducational consultations?
As a neuropsychologist I try to understand why a child is struggling at school. With specific tests I can find out how a child processes information. For example, a child with a weak attention in the classroom can have this for many reasons. Not all inattentiveness is due to poor motivation or ADHD, but there may be for example sensory issues, or subtle issues in language processing or in reasoning, or emotional issues. Only by understanding these can a school adjust the instruction and provide accommodations for the child. Another example of children I frequently assess are students who struggle to read, despite being very articulate and showing excellent reasoning skills. Although "a diagnostic label" such as a reading disorder may be relatively easily given, it still does not explain what the underlying processing issue is for this specific child. Is the child having problems in visually processing words? (in forming a mental word image or in visually attending to the words in a line?); or in breaking up words in sounds?; is there a problem in comprehension despite good reading?; is the child able to keep the information that it is reading online in his/her mind? etc. The possible underlying processing issues are numerous, but with (neuro)psycho-educational assessment tools I develop a profile of the child's learning strengths and weaknesses with the aim of coming up with recommendations for school and parents to assist in finding and implementing evidence-based strategies to support struggling learners. I provide neuropsychological consultations for children with ADHD, Autism Spectrum Disorders and the whole range of Learning issues (in math, writing, reading, visual-spatial processing, memory problems, etc.).
The assessment process explained for parents and school.
A full assessment is a lengthy process. It starts with an intake interview by e-health (a platform Doxy.me, that is similar to Skype) with (preferably) both parents, without the child. I try to understand the issues of your child and the background of these, both in developmental and medical sense and in terms of environmental background (family, school environment etc.). It is of course also an opportunity for parents to ask questions.
Prior to scheduling an intake appointment, a form is sent out which includes two questionnaires about the child's developmental, medical, social and academic history. I will review the information before the intake.
Only after parents’ written approval will I do a school observation if needed and possible. The child does not know me at that stage so will usually not be distracted by my presence in the class. If a school observation is not possible then I may schedule another type of observation (e.g. home observation or observation in the playground).
Teachers and relevant others (doctor, learning support teachers, counselor etc.) may be interviewed (again, if parents have given written consent for this). Then the testing sessions will be scheduled, usually starting at 9AM, lasting till lunch break and then again 2 hours after lunch. Parts of the assessment (depending on what type and age of child) can be done online.
The length of a testing day will of course depend on the age and stamina of the child, and testing will be mixed with play activities when testing is on site. However, I want to see how a child performs and behaves during the day, comparable to a regular school day. I therefore do not plan assessment sessions after school. After the first testing day another (half)day is scheduled. For on site testing: In general, family members cannot stay in the room during testing but parents are requested to stay in the neighbourhood and take the child out during the lunch break.
After the test sessions I invite parents again for a meeting to get additional information. I will then integrate test data, information from the interviews, behavioral observations, and available medical evidence into a comprehensive report with recommendations. The report will be discussed with parents and usually also with the school. Parents will get a copy of the report that is sent to them electronically in a secured site. I only provide reports directly to the school or other health professions after parents have requested me to do so (in writing or by email).
The above process is a description of a full assessment package. Briefer assessments without reports are also possible, depending on the questions that the parents / school have. Be aware though that some schools request a written report, so please check with them beforehand.
Fees
An assessment is usually not done in a few hours and is thus a costly proces. International Neuropsychologist has a commitment to serve the community, regardless of ability to pay. As such I have a sliding fee for families with lower revenues and who are not reimbursed by a health insurance, employer or other. This service can however only be sustainable if you provide me with a proof of income.
Consultations, interventions, and assessments are charged by the session hour (50 min.) fee so that you have full insight in the hours spent. I do thus not work with "assessment packages" that may overcharge you when not that many hours are needed. Also, a full assessment with report is capped so that you will always know beforehand what the maximum fee will be if the assessment of your child appears to be much more extensive than thought beforehand. Reports will only be send out after the bill has been settled.
Services are unfortunately not covered by most national health insurances.
For more information please contact me at intneuropsych@gmail.com
For a printable brochure see:
| apa_brochure_pediatric_neuropsychology.pdf |
