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Pediatric   neuropsychological   assessment   can  be  tremendously  helpful  in  understanding  how a child learns best. It can help to optimize academic achievement, and explain why  a  child  is  facing  challenges  at  home,  school  or  in the community.   Difficulties may manifest as focusing or keeping pace in the classroom, spending long hours on homework with minimal progress, problems socializing with peers and adults,  or withdrawn, disruptive or unusual behavior. Often there is more than one factor at play and an  in-depth  evaluation  may  be  required to tease apart  the role of  cognitive, social  and  emotional  factors.  What appears on the surface to be one type of problem may actually be attributed to something quite different. A  private  evaluation is typically  sought  for an understanding of a child’s  needs  and  strengths  above and beyond  that  which can be obtained in a school or hospital setting.  A thorough neuropsychological evaluation may also be required when special education services are denied, or when accommodations are needed (such as extended time on the SAT, LSAT or GRE, or through the Office of Student Disabilities at a university).

Dr. Robinson has a  sensitive  demeanor which allows her to establish a  strong rapport with children, and keen diagnostic insight that helps her to make  good use of the  clear  and  accurate  information  she obtains.   She goes  above  and  beyond to  help  families  through  the  process  of  best  facilitating their child’s development.  Reports are delivered in a  timely  fashion and include  practical,  in-depth recommendations for  real  improvements.   Dr.  Robinson  provides  a  level  of  personal  care  that  has  led  families  to  seek her out repeatedly.   She  enjoys   making   lasting   connections   and  watching   her   clients  grow   and  develop  over  time.

She has helped children with ADHD, autism spectrum disorders, disruptive behavior, dyslexia, disorder of math, disorder of written expression, executive functioning difficulties (planning, organization, working memory, flexible thinking), genetic disorders, nonverbal learning disorder, anxiety (including Selective Mutism), depression and adjustment difficulties.


When calling or emailing to schedule an appointment, you will  need to  provide some basic information such as your name, your child’s name and date of birth, and a brief description of your concerns.  You will be emailed an intake packet which includes a developmental history form for you to complete and bring to your consultation. You are also asked  to  bring  copies of any relevant medical and educational records (including prior evaluations, IEPs and progress  reports).  These  can  contribute  to  a  more thorough  understanding  of  your  child’s  case  and   ensure  that  Dr.  Robinson administers the appropriate assessments.

The initial consultation lasts for one hour, and is   for  parents  and   caregivers  only to openly discuss relevant history and concerns, and to develop as plan as to how  these  might  be  best addressed.

If a classroom observation is indicated and written parental consent is provided, Dr. Robinson will visit your child at school and meet with teachers and therapists who may have insight to share regarding your child’s performance in that setting.

Three to four additional  appointments of one to two hours in length (depending upon your child’s age and ability to engage) will be reserved, for face-to-face assessment with your child.  Please do your  best to  ensure that your  child  gets  a  good  night’s  rest  and  has  something  to  eat  prior  to  each  appointment.  You are  encouraged to  bring along any  glasses,  hearing  aids or other  devices that may be  needed.  Although  you  may  feel anxious  about  the outcome of the evaluation, it is important that you convey to your  child that  the experience will be a positive one.  You may refer to  Dr.  Robinson as Nicole, and explain that she and your child will be doing some activities together to find out how  the  teacher(s)  can  teach  him or her better.  It  is  best  not  to  describe  the activities as games, as this  can be  misleading and  sometimes translates to poor cooperation.  Parents  of  younger  children are asked to  remain  in the  waiting room while their child  is  evaluated, as  most  children  need at  least  one  short break to  have  a  snack,  use  the  restroom  and  check  in  with their  caregiver.

At  the  completion  of  testing,  you  will  have  a  45-minute  feedback  session to discuss Dr. Robinson’s findings and recommendations, which will be outlined in a detailed written report provided shortly after feedback.  Adolescents  may  join in this appointment if they choose. Suggestions for appropriate educational placement and supports, as well as strategies for promoting success within the home and community, will be provided in face-to-face feedback as well as the written report.


A deposit is required in order to hold your initial appointment. The remaining balance is due in full at the time of consultation.   Cash,  check  and  credit card are all accepted.

Dr. Robinson has specialized training in neuropsychology and spends a significant amount of time on each case; not only during testing but in reviewing relevant records, in scoring and interpreting the tests, and in writing up findings and outlining recommendations.  Although insurance is not accepted, Dr. Robinson provides assistance in obtaining reimbursement via your insurance company’s out-of-network benefits.  When approved, reimbursement typically covers between 50% and 80% of your total expense, depending upon your plan and deductible.  Private payment allows for greater flexibility, confidentiality and time spent on assessment.


Many parents choose to check periodically following the completion of an evaluation, for continued direction regarding educational placement or suggestions on how to address developmental changes. In addition, some families schedule a re-evaluation for their child every one to three years, in order to determine current levels of cognitive, academic, social and behavioral functioning.

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