SERVICES
Other:​​
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Clarification of many other psychological and psychiatric disorders
NEUROPSYCHOLOGICAL EVALUATION
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Neuropsychological evaluation integrates the findings of the psychoeducational evaluation. It consists of measures of attention and executive functioning, auditory processing skills, memory skills, visual motor skills and visual integration skills. More comprehensive interviews with teachers and parents and more detailed personality and attention deficit assessments are also conducted.
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This assessment can be particularly helpful in cases where children exhibit phonological, orthographic or mixed dyslexia, possible pervasive developmental disorder or attention deficit disorder.
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The methodology and rationale underlying a clinical neuropsychological assessment of an individual gives a view of the client’s deficits which would be overlooked by those who are not familiar with its methodology. The objective of the evaluation is to clarify the “functional neuroanatomy” or “localized” brain areas or their circuits in order to specifically identify the areas of neural systems “causing” the difficulty. These functions are broadly categorized as sensory/perceptual, motor, language, attention, memory, and executive. Each of these categories are subdivided: for example, major processes subsumed under the rubric of memory include free recall, working memory, procedural and episodic memory with different systems for remembering auditory, verbal and visual information.
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Decisions as to whether or not there is difficulty is based on the pattern of test results rather than on any individual score in isolation (a process known as profile analysis). The underlying rationale is that with the majority of difficulties, some neural systems are unaffected, while the functioning of others are diminished. The neuropsychological functions mediated by the damaged areas will be negatively impacted, while the behaviors controlled by the intact systems will be less affected. Accordingly, neuropsychological test performance that depends on behaviors controlled by problematic areas will decline, while tests less reliant on such behaviors will be normal.
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Thus all pertinent information is considered and possible causes of the difficulty are identified, evaluated and ruled in or out.
PSYCHOEDUCATIONAL EVALUATION
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Psychoeducational evaluation includes IQ and achievement measures as well as tests of fine motor and visual motor integration skills. When emotional or behavioral issues may be compromising the learning process, behavior rating scales, personality measures, interviews with parents, and classroom observations are included. For preschool cases, measures of adaptive functioning are always included in the protocol. For school-age cases, additional measures of phonemic awareness, phonemic processing skills and academic fluency are included to help identify word form, phonemic or mixed dyslexia.
DIAGNOSTIC EVALUATIONS
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In all remedial work, the teacher should start first with the child and then find the appropriate method. Fit the method to the child, not the child to the method. Monroe, 1935
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Dr. Newman has worked as clinical and school psychologist for over 35 years. He has worked in Early Intervention settings, pre-schools, elementary, middle and high schools. He has worked in psychiatric hospitals, residential treatment centers, clinics, and in private practice alongside neuropsychiatrists. He has a keen understanding of issues across the life span, with ability to identify diagnostic distinctions that other clinicians may not recognize.
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Should you or your child have a difficulty or condition that does not appear to fit into any specific category or you do not know how to name the problem, you are invited to call Dr. Newman. You can discuss the difficulties, as the intake process may provide clarification or determine the need for evaluation.
LEARNING DISABILITY
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In recent years, there has been an explosion of knowledge about specific learning disabilities and research-based programs. While incorporating that knowledge during work in a variety of educational settings, Dr. Newman has built invaluable expertise from his combined experience as a clinical psychologist and school neuropsychologist. His evaluations offer parents detailed and insightful analysis of their child’s difficulties with learning.
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Example
When a school offers a “one size fits all” reading program, your child may not be doing well because the program doesn’t address his or her difficulty with reading. An overall diagnosis of reading disorder, then, says little about the difficulty that you didn’t already know. Dr. Newman’s evaluations pinpoint the problem area, perhaps distinguishing between decoding vs. comprehension problems and then, if the problem is in decoding, whether this is due to difficulties with phonics or visual word form or both.
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The following types of evaluation that can clarify difficulties in this area are:
ATTENTION DEFICIT/HYPERACTIVITY DISORDER
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The Diagnostic and Statistical Manual of Mental Disorders, 4th Edition (American Psychiatric Association, 1994) classifies ADHD within four subtypes:
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– 314.00 ADHD, Predominantly Inattentive Type
– 314.01 ADHD, Predominantly Hyperactive-Impulsive Type
– 314.01 ADHD, Combined Type
– 314.9 ADHD Not Otherwise Specified (NOS)
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Many studies have shown that Attention-Deficit Hyperactivity Disorder (ADHD) is both over-diagnosed and misdiagnosed. Too few reports that a client presents from his or her prior evaluations address overall attention difficulty or especially its specifics. There is a popular opinion in some of the neuropsychology community that there is no reason for an evaluation, citing a parent- or self-checklist or questionnaire that corresponds with symptoms of the official diagnoses noted above. This is a disregard for a family’s struggles with ADHD and for the insights available from advances made in education, neuro-feedback, and other treatments which may markedly improve functioning.
Dr. Newman's ADHD Assessment
Similar to learning disabilities, attention deficit is not one generalized problem. There are different types of attention that can be assessed in a neuropsychological evaluation, providing results that greatly clarify the extent and type of attention difficulty.
These include:
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Selective and Sustained Attention
Selective/Focused Attention refers to vigilance in monitoring information. An example of selective/focused attention could be the examinee’s ability to pay attention to only the classroom teacher, ignoring simultaneous classroom noise and visual distractions. Sustained Attention refers to the ability to maintain an attention span over a prolonged period of time
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Divided Attention
Divided Attention refers to the ability to respond to more than one task simultaneously. A examinee listening to the teacher while coloring a picture is an example of divided attention
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Shifting Attention
Shifting Attention refers to the ability to maintain mental flexibility in order to shift from one task to another. Some examinees get stuck “in one gear” and cannot easily change from one activity to another. Completing a math worksheet that has both addition and subtraction problems on the same page requires the examinee to shift attention between the differing mental steps required between addition and subtraction problems.
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Attentional Capacity
Attentional Capacity refers to how much information can be attended to before the examinee gets overwhelmed.
AUTISM AND HIGH-FUNCTIONING AUTISM (HFA)
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Over time, there has been common misdiagnosis between autism and high-functioning autism. Having worked with these conditions across a wide age range, infancy through adolescence, Dr. Newman has insight into the behavioral distinctions, including types and intensity, between these disorders and can thereby make accurate diagnoses.
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Sensitivity to these behavioral distinctions is also crucial to his ability to make a differential diagnosis between autism or Asperger’s disorder and attention disorders, nonverbal learning disability, and other conditions. It is important to ensure a correct diagnosis, as treatment for the wrong disorder could be futile or even somewhat damaging to the child's emotional functioning.
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Dr. Newman uses the Autism Diagnostic Observation Scale (ADOS), considered a "gold standard" for evaluation of autism and Asperger's disorder.
EXTENDED TIME FOR STANDARDIZED TESTS
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The Americans with Disabilities Act of 1990 (ADA) provided that accommodations be made for students with documented learning, attention or other disabilities when taking standardized tests such as the SAT, GRE or LSAT.
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Dr. Newman has worked for several private schools and administers psycho-educational or neuropsychological evaluations that can ascertain if a particular student qualifies for extended time testing and what type of accommodations can be made. He is also aware of current trends and practices to ensure that all facets of the qualification process are addressed.
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READING EVALUATION
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To learn to read is to light a fire; every syllable that is spelled out is a spark. – Victor Hugo, Les Miserables
Every child would read if it were in his power to do so. – Betts, 1936
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The Reading Evaluation is a very comprehensive assessment of all areas that relate to the reading process. Not only does it assess the student’s decoding, word attack and reading comprehension skills, but the specific underlying difficulties that lead to these difficulties. Regarding the underlying “mechanical” aspects of the reading process, the evaluation assess phonological and orthographic functioning as well as rapid naming skills. The specific evidenced based reading programs are designed to address different types of dyslexia and this clarifies which programs or combination of programs should be used. Regarding the comprehension aspects of the reading process, the evaluation assesses word knowledge, reading vocabulary, verbal reasoning skills to determine which aspects interfere with the reading comprehension process. In addition the evaluation assess scanning skills, working memory and others areas of neuropsychological which could also interfere with the reading process.
INDEPENDENT EVALUATIONS
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An independent evaluation is a test or assessment performed by an evaluator who does not work for the Department of Education (DOE) or your child's school. It is advantageous to have an independent evaluation when you disagree with the outcome of any evaluation performed by the DOE or your child’s school. Because you have the right to request an independent evaluation by a licensed professional, the DOE will pay for it if it agrees that it is now needed. Dr. Newman’s independent evaluations are thorough and high-quality, providing the clarification that parents are seeking in order to gain appropriate educational services for their child.
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COURT RELATED CASES
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Dr. Newman has over twenty years’ experience in evaluating court-related issues concerning lead poisoning, traumatic brain injury, and other conditions integral to a defendant’s case. While he testifies frequently on these matters, evaluations and reports alone often lead to a settlement.
IMPARTIAL HEARINGS
NYC Department of Education (DOE)
Dr. Newman devotes part of his practice to evaluation of students whose parents are seeking compensatory educational services for their child or changes in the child’s educational accommodations.
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Why have an impartial hearing?
If you have a child with disabilities and you believe that he or she has not been provided a free and appropriate public education or reasonable accommodations, you can request a hearing.
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What happens at a hearing?
An impartial hearing officer listens to both sides of the disagreement (parent and DOE) and decides:
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What if anything went wrong
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How to fix it
Hearing officers are New York State-licensed attorneys who have a sworn duty to be fair and to decide on the basis of facts.
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Preparation by the parent
You will need to provide documentation for the facts of your case -- that means it's a good idea to keep track of all your meetings, emails, letters, and phone calls with teachers, administrators, and other DOE officials. You will submit those, other documents concerning your child’s school performance, and the child’s current evaluation in order to support your educational requests.
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Why it helps to have an evaluation for the hearing
With the evaluator’s combined experience as a clinical psychologist and school neuropsychologist, his evaluations almost always reveal the student’s specific issues and which services are most needed. His additional work as an approved independent provider for the DOE has provided Dr. Newman with knowledge of “both sides” (parent and DOE), which is advantageous in leading to positive outcomes for his clients. Dr. Newman testifies at the impartial hearing to share and explain the results of a child’s evaluation.
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You can have legal help, as well
The DOE provides a list of free and low cost legal providers. Dr. Newman has testified at hearings on behalf of parents using legal representation from:
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Aaronson Rappaport Feinstein & Deutsch, LLP
Law Offices of Erika Hartley, Esq.
Cuddy Law Firm
Law Offices of Jeffrey Marcus, P.C.
Friedman & Moses
Law Offices of Nancy Rothenberg, PLLC
Gina M. DeCrescenzo, Esq.
Partnership for Children’s Rights
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Further information for a parent who is seeking a fair hearing:
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http://www.advocatesforchildren.org/sites/default/files/library/impartial_hearings.pdf?pt=1
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SUPERVISON/CONSULATION
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PSYCHOLOGICAL AND NEUROPSYCHOLOGICAL TESTING
Dr. Newman’s supervision provides practitioners an opportunity for discussion of psycho-diagnostic and neuropsychological testing. It offers comprehensive information on assessment practices and procedures. Appropriate for all experience levels, individual or group meetings focus on the nuts-and-bolts of test administration, interpretation, and diagnosis. Participants are encouraged to bring in relevant clinical material.
Benefits of Supervision
• Improve the quality of reports.
• Gain a better understanding of the most relevant, up-to-date tests available.
• Learn strategies to make report writing easier through the use of templates.
• Improve your facility in choosing the appropriate test(s) to use when determining a diagnosis, i.e., Asperger’s disorder, dyslexia, dyscalculia, attention-deficit disorder, etc.
• Learn how to present your test findings/results in the most efficient, effective way with your particular audience in mind, i.e., schools, the courts, medical doctors, etc.
• Improve your reports with specific research-based accommodations and recommendations.
• Review neuroanatomy and its relationship to the testing process.
• Learn how to testify in court.
Consultation for Psychologists
Dr. Newman is also available for consultation. He can review and ensure that reports are accurate, address all issues needed for your client’s case, suggest additional testing, and provide meaningful recommendations.
Useful Websites
To find a board certified neuropsychologist that specializes in your or your child’s area of difficulty:
The New York State Association of Neuropsychology: www.the-nysan.org
American Academy of Pediatric Neuropsychology: http://www.theaapn.org/index.php
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American Board of Professional Psychology: http://www.abpp.org/i4a/pages/index.cfm?pageID=3285
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To find updated list of Independent Providers authorized to conduct Authorized Assessments (AA2) for the New York City Department of Education: http://schools.nyc.gov/NR/rdonlyres/DA394D02-5790-4B83-96A5-937BFC117B8B/0/IPlistAAMay2016.pdf