FAQs

Neuropsychological evaluations are comprehensive assessments that use a battery of norm-referenced objective tests to evaluate cognitive and behavioral functions such as intelligence, attention, executive functioning skills, academic skills development, memory, language, processing, reasoning and problem-solving, social communication and emotional functioning.

These evaluations are typically administered by licensed psychologists or neuropsychologists who can diagnose a range of conditions. These evaluations and can be useful in diagnosing conditions such as learning disabilities, ADHD, language disorders, developmental coordination disorders, anxiety or depression and Autism Spectrum Disorders. The results of neuropsychological evaluations can provide clear diagnostic impressions, inform intervention and treatment decisions, needed academic accommodations, and help children achieve their full potential by understanding their strengths and weaknesses.

Step One: Complete paperwork and send in prior to intake

Step Two: Classroom observation (Recommended for young children and optional for older children)

Step Three: Virtual Parent Intake

Step Four: Two to Three testing sessions depending on the child’s age and stamina

Step Five: Virtual Parent Feedback

Step Six: Student Feedback (Recommended)

Step Seven: School Evaluation Review Meeting (Optional)

A neuropsychological evaluation is the most comprehensive, whole-child evaluation that lets you understand your child’s full profile. Results can show whether or not a child has one condition, multiple or comorbid conditions, or if one underlying area of weakness is actually observed as something else in day-to-day life.

Neuropsych evaluations are completed by licensed clinicians with doctoral degrees and expertise in neuropsychology. They assess the different skill sets managed by the brain. The assessment areas include intelligence, language skills, visual-spatial and visual motor skills, processing speed, working memory, memory, attention and executive functioning, learning, and emotional health. Classroom observations are also sometimes conducted and are especially recommended for young children. Results will indicate whether or not a child meets the criteria for an ICD-10 or DSM-5 diagnosis, and in any case, will also provide specific recommendations for intervention, treatments, or accommodations needed in or outside of school.

A psychoeducational evaluation is often provided through the Department of Education by a masters-level clinician or a team of masters-level providers. The areas of psychoeducational evaluation often include intelligence testing and learning assessment. Classroom observations are also usually conducted. Additional assessments can be recommended and often completed by different specialists, such as a speech and language evaluation or occupational therapy evaluation. In the public school setting, evaluations resulting in one of 12 IDEA classifications can help a child receive an Individualized Education Plan (IEP). If a child does not require a special class placement or related service, a 504 Plan can be recommended for extended time on exams.

IDEA classifications are different than ICD-10 or DSM-5 diagnoses, which are given in a neuropsychological evaluation and more clearly provide clinical understanding and specific recommendations for in and outside of school. Families can receive a psychoeducational evaluation privately as well.

It is important to know the differences in what is included in the different types of evaluations, especially if you are interested in learning about whether or not your child meets the criteria for a clinical diagnosis and if they require accommodations in and/or outside of the school setting. Children in private school settings can have an Individualized Education Service Plan (IESP) and 504 Plans through the Department of Education in NYC.

A neuropsychological evaluation is very helpful when there are concerns about a child’s skills development in relation to what is expected for their age and grade level or in relation to a peer group. It can provide insight into the reasons behind your child's struggles and guide your next steps. As neuropsych tests evaluate cognitive abilities, language skills development, learning profile, emotional well-being, and more, they offer parents and teachers a whole-child approach to conceptualization and intervention planning.

Real-world questions are often related to difficulties with learning, processing, attention, school performance, or organization. Some kids are struggling to keep up in class, recall information, get good marks on exams, perform under timed conditions, manage time and assignments, work effectively independently, and improve reading comprehension. They can be feeling overwhelmed with homework or social demands, motivation, and school placement.

Parents who ask themselves questions like, “Does my child have a learning disability?”, “Does my child have ADHD?”, “Why is my child performing poorly on tests but they study so hard?”, “Is my child anxious?”, and “How can I help my child,” can greatly benefit from a neuropsych evaluation.

During the test, your child will complete a variety of tasks that are designed to identify their strengths and weaknesses and reveal any clinical-level concerns.

First, parents complete a one-hour intake. The clinician will review your completed paperwork to learn about your reason for referral and your child’s history. A series of questions and conversations regarding developmental, medical, school, social, emotional, and behavioral histories will be covered. This will help the clinician to learn more about your child and inform the best combination of tests to use.

Next, your child will complete testing sessions, typically two or three sessions, depending on their age and stamina. They will complete a variety of cognitive, language, visual-spatial, and visual motor, memory, working memory, processing speed, attention, executive functioning, and academic tests. Questionnaires are also included for parents, children, and teachers when consent is provided. Classroom observations are recommended for younger children and optional for older children.

Students often feel the testing is enjoyable and interesting. They will experience traditional academic tests, memory games, drawings, pattern completion, question and answer, responses to picture prompts, and independent work tasks. Some tasks are timed, whereas others are untimed.

Finally, you will receive a comprehensive one-hour parent feedback meeting to review all results. You will hear about the conceptualization of your child and learn about your child’s strengths along with any lower than expected patterns or clinical diagnoses and concerns. You will receive specific recommendations for accommodations, interventions, and treatments in and outside of school, as well as guidance on the next steps.

We often complete evaluation review meetings with school staff teams, with parent consent. Students receive personalized feedback from evaluators as well, this focuses on strengths, challenges, and recommended supports.

Parents often want to know what to tell their children about why they are coming to Milestones. This answer often differs by age and whether or not your child has voiced difficulties or curiosity about their learning, attention, and emotional life. With younger children, parents can tell their children they will meet a different type of doctor who is like a teacher and will do a lot of activities. Some activities are like school, but a lot of activities are different, like puzzles, games, memory, and questions. You can tell your child that this will help you better understand his or her learning style and needs in or outside of school to continue to promote success.

Older kids often like to know that the evaluation will assess their learning style and provide recommendations on how to study, what interventions or treatments would be helpful, and how their school and/or parents can best understand them.

A neuropsychological evaluation is beneficial for kids and their parents. Parents will feel like they are being heard and that their questions are finally getting answered. The clear results and recommendations that target your child’s profile can provide you with relief and hope. You should expect to learn about a clear conceptualization of your child’s profile including strengths, challenges and areas that do and do not require support.

At Milestones, we often collaborate with other providers and teachers when you provide consent. We interview other professionals who know the child well, send questionnaires, and integrate these findings along with our objective data results and our own observations. You will receive a detailed report that clearly communicates your child’s neuropsychological profile with recommendations, accommodations, and interventions listed.

Milestones does not work with insurance. We are an out-of-network practice and can provide superbills that you can submit for your out-of-network benefits.

• Anxiety or worries: General feelings of unease, fear, or excessive concerns about future events or situations.

• Social anxiety: Intense fear or discomfort in social situations, often leading to avoidance of social interactions.

• Separation anxiety: Excessive distress or fear when separated from attachment figures, such as parents or caregivers.

• OCD (Obsessive-Compulsive Disorder): A mental health condition characterized by recurrent, intrusive thoughts (obsessions) and repetitive behaviors (compulsions) performed to alleviate anxiety.

• ADHD (Attention-Deficit/Hyperactivity Disorder): A neurodevelopmental disorder characterized by difficulties with attention, impulsivity, and/or hyperactivity.

• Self-regulation skills: The ability to manage one's emotions, behavior, and reactions to various situations effectively.

• Executive functioning challenges: Difficulties with cognitive processes such as planning, organization, problem-solving, and time management.

• Combined anxiety and ADHD or EF challenges: Co-occurring conditions involving both anxiety and ADHD or executive functioning challenges.

• Mood concerns: Emotional difficulties that may include mood swings, depression, or irritability.

• Autism: A developmental disorder characterized by challenges in social interaction, communication, and repetitive behaviors.

• Social skills: A set of interpersonal communication skills and behaviors that enable age typical and effective interaction with others.

• Social stress: Stressors related to social interactions and relationships.

• Confidence: A belief in one's abilities and self-assurance in various situations.

• Academic struggles and stress: Difficulties with school-related tasks and the associated stress.

• Family strife: Conflict and discord within a family.

• Divorce: The legal dissolution of a marriage.

• Parent-child relationship: The bond and interaction between a parent and their child.

• Life transitions: Significant changes in a person's life, such as moving, changing schools, or starting a new job.

• Learning of a diagnosis: The process of being informed about a psychological diagnosis, learning disability, or mental health condition.

• Change of school placement: Transitioning from one educational setting to another, such as changing schools or classrooms.

• Neurodiversity: The range of differences in how people’s brains work. This term is often applied to children, teens and adults who learn or process information differently than what is expected for their age.

There are different types of Evidence-based treatments provided by clinicians at Milestones. These are:

• Cognitive Behavioral Therapy (CBT)

CBT is a widely used therapeutic approach that focuses on identifying and changing negative thought patterns and behaviors to promote emotional well-being and address various mental health issues.

• Behavioral Therapy (BT)

Behavioral therapy is a type of psychological treatment that concentrates on modifying and changing specific behaviors, often through techniques like reinforcement, conditioning, and behavior analysis.

• Interpersonal Psychotherapy & Interpersonal Psychotherapy for Adolescents (IPT & IPT-A)

IPT is a time-limited psychotherapy approach that emphasizes the improvement of interpersonal relationships to alleviate psychological distress. IPT-A is a version tailored specifically for adolescents.

• Parent-Child Interaction Therapy (PCIT)

PCIT is a therapeutic approach designed to improve the parent-child relationship by teaching parents effective communication and behavior management skills.

• Internet-based Parent-Child Interaction Therapy (I-PCIT)

I-PCIT is an online adaptation of PCIT that provides parents with training and guidance in improving their interactions with their children via the Internet.

• Exposure & Response Prevention (ERP)

ERP is a type of cognitive-behavioral therapy that treats anxiety disorders, particularly obsessive-compulsive disorder (OCD). It involves exposing individuals to their fears or obsessions and helping them to increase stress tolerance while preventing the usual compulsive responses.

• Habit Reversal (HR)

Habit reversal is a behavioral therapy technique used to address repetitive, unwanted behaviors (tics, habits, etc.). It involves identifying triggers and replacing the unwanted behavior with a more constructive response.

• Behavioral Parent Management Training (BPMT)

BPMT is a type of therapy that helps parents develop effective strategies for managing their child's behavior and fostering positive parent-child relationships.

• Parent Training

Our parent training sessions are designed to help you develop the skills you need to manage challenging behaviors and support your child's development. We teach you practical strategies that you can use in your day-to-day life to promote positive behaviors and reduce problem behaviors. We also provide you with the tools you need to communicate effectively with your child, set boundaries, and reinforce positive behaviors.

We speak with families every day about when and what type of therapy may be most helpful for you and your child. We invite you to set up a free 15 minute consultation call to help answer this for you.

We typically start with our diagnostic evaluation process which includes a parent-only 90 mins intake, then a 45 mins parent-child observation/intake, and finally a 60 parent-only feedback session.

The length of treatment can vary due to a number of factors. Generally, weekly parent-child sessions take an average of about 4 months. We never want to keep kids or families in treatment for longer than is needed. For that reason, we will make sure your child is responding positively to treatment while always bearing in mind their graduation criteria for treatment. We want to set you and your child up for a positive experience with therapy as needed. Even after graduating from treatment, we are always here for our families to return to and consult with as needed.

Milestones does not work with insurance. We are an out-of-network practice and can provide superbills that you can submit for your out-of-network benefits.

We are a group of social workers, psychologists and neuropsychologists. We are not psychiatrists so we are not able to prescribe medication. However, we work closely with a number of psychiatrists and pediatricians who are trained to prescribe medication. Every family is different. For some children, depending on the presenting concern and what makes the most sense for a child and family, behavioral intervention alone is most effective, some benefit from a combination of medication and behavioral treatment. From our experience in this field, we are here to work with you collaboratively, track behavioral progress through our cognitive and behavioral interventions, and help you navigate those decisions.

The Compass Program’s goal is to support the growth of each child in their everyday environments by overcoming the barriers that may interfere with more typical in-office treatment.

Milestones Psychology’s Compass Program provides innovative, evidence-based therapeutic services in settings such as homes, schools, and communities. We focus on helping kids learn how to tolerate stress, manage behavior and reactions and building confidence though goal setting and achieving goals in real world settings. Common referral reasons are anxiety in certain community settings, OCD, school refusal, or significant challenges with self-regulation in certain environments or settings. Our team is highly skilled in making behavior plans, improving emotional and behavioral health and working with other professions. In the home setting, we offer Parent-Child Interaction Therapy (PCIT) adaptations, Parent management therapy, and early childhood management treatment. In schools we offer, Teacher-Child Interaction Coaching (TCIT), direct behavioral therapy, and school consultations. We offer Exposure and Response Prevention for OCD and PCIT for Selective Mutism in a variety of settings.

The Compass Program distinguishes itself by providing innovative, evidence-based therapeutic services in real-life settings like homes, schools, and neighborhoods. This approach allows us to address challenges as they naturally occur and make active progress where in-office treatment may not be as effective. The Compass Program is often helpful for kids who require more intensive therapeutic intervention and for kids who benefit most from intervention in real world settings where symptoms arise.

Families who are already receiving treatment at Milestones will not need to undergo a comprehensive diagnostic evaluation. Instead, they will have a shorter appointment with one of our team clinicians for the same purpose: to determine if DBT is the most effective treatment option for their specific problems.

DBT is a comprehensive, multi-modal approach to treatment. Each of the different modes of treatment– skills group, individual therapy, skills coaching by phone or text– serves an important and unique function in the treatment. We therefore do not offer group-only treatment at this time.

Skills coaching by phone/text is a component of comprehensive DBT that is specifically designed to help children, teens and parents generalize the skills they are learning and practicing in their individual and group sessions. The goal of these calls is to help implement skills before a situation becomes a crisis and begin to create new patterns of behavior for the participants in treatment. It is typically available 24/7, and your individual clinician can explain specifics once you start treatment. Calls are brief, typically 5-10 minutes in duration, and are not designed to go into depth on particular issues that arise between scheduled individual, parent and/or group sessions.

Because of the specific way in which individual therapy is structured in DBT, it is strongly encouraged that those participating in the treatment do not engage in any other form of therapy at the same time. This increases the likelihood of treatment being fully effective to treat the specific problems your child and family are seeking help for, and they are welcome to return to their previous provider upon completion of the treatment program. The exception is for children and adolescents who are seeing a provider for medication management; families are encouraged to maintain regular appointments with their medicating provider throughout the course of DBT treatment, and treatment is likely to be even more effective if the DBT provider can collaborate with the medicating provider.

There are multiple randomized controlled trials (RCTs) showing the effectiveness of DBT across multiple populations including for children and adolescents. Please click on these links to see some of the scientific evidence behind this treatment.

DBT-C is more effective than standard treatment in a sample of children ages 7-12: https://doi.org/10.1016/j.jaac.2017.07.789

Efficacy of DBT for Adolescents at high risk for suicide: https://doi.org/10.1001/jamapsychiatry.2018.1109

DBT for adolescents with non-suicidal self-injury: https://doi.org/10.1111/camh.12452

DBT for suicidal self-harming youth ages 13-15: https://doi.org/10.1016/j.jaac.2021.01.016

DBT-based skills treatment for adolescents with ADHD ages 15-18: https://doi.org/10.1186/s12888-022-04435-8

We generally recommend sharing information with your child in a way that is transparent, feels appropriate to you, and helps ensure they do not feel alone in this experience. We invite you to share your ideas about how to best introduce your child to therapy. You can use words that you’ve already been using at home related to feelings or whatever reasons are bringing you in for support. You could say something like, we’re going to learn ways of getting along better as a family or we’re going to be working with a “feelings doctor” who has helped many other kids with big feelings before.

Our virtual model tends to help children feel at ease faster, in their comfortable home environment. And in our virtual parent-child services, children are not expected to interact directly via screen for more than 5 minutes or so, if at all. In the case of Internet-based Parent-Child Interaction Therapy (I-PCIT), parents do a quick check-in with their clinician at the start, but spend most of their session directly engaging with their child as they practice new skills with you through activities that are away from the screen.

That’s okay! Although some children are on their best behavior during initial sessions, they soon warm up and reveal challenging behaviors. During times when acting-out behaviors are not occurring, therapeutic work is still being accomplished. It can actually be helpful if your child behaves well during the first few sessions. That can increase their buy-in to participate in this process. That way, they may be even more on board, which is helpful when it comes to discussing and practicing more challenging skills in and out of sessions.

Our team offers interactive trainings that keep teachers informed about various learning profiles, evidence-based practices, classroom strategies, and educational psychology research. We address different learning profiles, social-emotional factors, and effective teaching strategies to cater to diverse student needs.

We create customized parent workshops to meet your school's specific needs. These workshops cover topics related to child development, evidence-based practices, effective parenting, and the latest research in psychology and education. They provide a valuable opportunity for parents, grandparents, nannies, and other caregivers to stay informed and engaged in their child's education.

To initiate workshops for parents or staff, you can submit a request through Milestones. Our team will follow up with you to understand your community's needs and provide you with a quote for our services.

We cover a wide range of topics, including typical development with varying strengths and weaknesses, ADHD, reading, writing, and math disorders, anxiety, mood presentations, behavioral challenges, social-emotional development, building a strong community, crisis management, and how to effectively partner with parents.

School observation is crucial for identifying and understanding the underlying causes of student behaviors or challenges in the classroom. It helps in designing effective plans to support students' success. Our consultation model involves objective student observations using data-driven tools and recommendations for improvement.

Our consultation process is a collaborative effort involving clinicians, parents, and educators to promote student success in the classroom. Custom interventions are developed and monitored to address behavior, facilitate skill development, and support learning without the need for direct observation.

CBT for Anxiety 101 is an in-person support group designed for children aged 6 to 7, with a parent component. It is facilitated by Addie Zebrowki, LMSW. This program aims to provide introductory psychoeducation and coping strategies for children with mild to moderate anxiety.

The KIK (Kids Inspiring Kids) program is a virtual support group for children aged 9 to 12, facilitated by Laura Kirmayer, PhD, MSW. Its goals include fostering peer connection and validation, providing psychoeducation on cognitive development and emotional regulation, teaching practical CBT skills, and encouraging self-care and mutual inspiration among group members. Parents are also offered support and guidance.

The Teen Anxiety Support Group is a virtual program for teenagers aged 15 to 18, led by Raquel Meade, PsyD. This program is designed for teens struggling with recurring worries, stress, and symptoms of anxiety. It aims to help them gain a better understanding of anxiety and develop effective coping strategies.

The Adversity & Resilience Center was founded in an effort to reduce barriers to services for children, adolescents, families, schools, and communities that have experienced chronic stress and/or discrete adverse events. This includes providing prevention, early intervention, training and treatment services related to trauma and adversity. Research indicates that early intervention is instrumental in the prevention of trauma and stress related disorders. As a result, ARC is committed to being responsive to community members in the immediate aftermath of a traumatic event, providing skills and strategies to support individuals and families, along with a space to connect and process.

We know that exposure to stress and adversity can negatively affect children's feelings of safety, family dynamics, social relationships, and school engagement. Adverse events that occur within the school settings can impact school culture, teacher retention, and access to education for all students. Through teacher training, staff support groups, and clinical expertise offered to school based clinicians and administrators, ARC is able to support the school community as a whole.

ARC works with a wide range of traumatic events and conditions, including but not limited to loss, violence, emotional and physical abuse, and natural disasters, as well as changes in life and family circumstances such as divorce, loss, and relocation. ARC is committed to supporting individuals who have dealt with chronic stress, including racial trauma and oppression.

Our center offers both prevention and early intervention services, as well as treatment for chronic trauma-related conditions. We work with children, families, and school staff to provide psychoeducation, training, and clinical support. By equipping caregivers and school staff with the tools to respond to adversity, we aim to promote resilience and protection from the development of potential symptoms of trauma and stress-related mental health conditions.

Our seminars focus on prevention and early intervention, and are tailored to the unique needs of the school and community. We offer seminars on the following topics: understanding adversity and how it shows up in the school setting; preventing disruptive behaviors in the classroom through the use of Therapeutic Crisis Intervention and Collaborative Problem-Solving; addressing gun violence and adverse community events; relational aggression awareness and prevention; supporting those who have experienced loss; self-care for caregivers and community members; understanding and addressing vicarious trauma, the use of restorative practices in schools, and suicide prevention and awareness.

We offer individual, family and group therapy services utilizing evidence-based trauma screeners, assessments, and treatments. If needed, we provide individual and group therapy either in the school setting or at our office, along with home visits as needed. We also make referrals to appropriate service providers to ensure flexibility in choosing the best fit for individuals and schools.

Our center's Adversity and Resilience team is experienced in administering assessments to determine if clinical intervention is needed.

For immediate response and or acute stress the ARC team utilizes PFA, Psychological first Aid and SPR, Skills for Psychological Recovery. For the early childhood population we are trained in CPP, Child Parent Psychotherapy and PCIT-CARES. For groups and school based response we utilize CBITS. we are trained in the Sanctuary model. we utilize TF-CBT and TGCT-A (for trauma and grief). Additionally, we are trained in DBT and IPT-A and their adaptations for trauma.