Jordyn Abrahams

I am excited to be working with such a strong neuropsychology team at Milestones where collaboration with a skilled clinical team is at the heart of our work. My goal as a pediatric neuropsychologist is to support children, adolescents, and young adults through evidence-based assessment and intervention, collaboration with families and schools, and ongoing guidance to achieve goals set through the evaluation process.

I have developed specialization in developmental conditions, ADHD, learning disorders, anxiety disorders, and mood  disorders through experiences in graduate school, school settings and private practice settings. In completing my postdoctoral fellowship at Milestones, I gained higher-level training in Autism, language disorders, nuances in learning disabilities, and attention and executive functioning skills. 

My work with children, adolescents, and young adults has given me a developmental perspective on how academic, emotional, and environmental factors interact to shape functioning across life stages and influence an individual’s ability to navigate the demands of school, work, and home. I believe effective assessment should go beyond identifying challenges; it should clarify an individual’s strengths and translate findings into practical, meaningful recommendations. I view parents and educators as important partners in the assessment and intervention process, as collaboration across home, school, and clinical settings can help ensure that recommendations are both effective and feasible. Through the evaluation process, I seek to integrate parent and teacher input with quantitative findings to develop individualized academic and social-emotional supports that address each student’s needs while building on their strengths.

A significant focus of my current clinical work is supporting students with executive functioning challenges from elementary school through college. This work focuses on building skills such as organization, planning, time management, task initiation, prioritization, and self-monitoring, while helping students learn to apply these skills independently across academic and daily demands. My clinical training also allows me to recognize when cognitive or emotional factors may make it more difficult for a student to consistently use these skills. I am particularly interested in working with students whose anxiety can interfere with their ability to apply executive functioning skills effectively, whether by contributing to avoidance, indecision, feeling overwhelmed by competing demands, or reduced confidence in their ability to manage responsibilities. This perspective allows me to consider these factors as part of the broader executive functioning picture while maintaining a focus on practical skill development.  I also collaborate closely with parents and schools to promote consistency across settings and ensure that strategies are realistic, sustainable, and responsive to each student’s needs.

My goal is to help each individual understand their strengths, develop effective strategies, and feel empowered to navigate academic, professional, and personal demands with greater confidence and independence. My love for this work shows through warm and supporting interactions with students and parents and I know how important it is to help build comfort and motivation, in both testing and executive functioning coaching sessions.