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Frequently Asked Questions
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I provide a range of psychoeducational services, including comprehensive evaluation, personalized support plans, and parent advocacy/consultation. Each service is tailored to meet the unique needs of individuals and families.
I work with toddlers, preschoolers, children, preteens, adolescents, and adults. My scope of practice includes ADHD, Autism, learning disabilities, dyslexia, dysgraphia, dyscalculia, bilingual education & assessment, anxiety, depression, and more.
Just reach out through my interest form to schedule your free consultation. We'll discuss your needs and figure out the best way to support you or your child.
At this time, l do not accept insurance. However, I can provide a superbill for you to provide to your insurance to inquire about possible reimbursement for the cost of a private self-pay evaluation.
Yes, I offer in-person services in Los Angeles County, Orange County, and San Diego County.
Yes, I offer virtual services throughout California, making it easy to get support no matter where you are.
I'm a Licensed Educational Psychologist (#4299) and a Nationally Certified School Psychologist. I have a CA Pupil Personnel Services Credential in School Psychology and am a Diplomate in School Neuropsychology.
Yes, I'm fluent in both English and Spanish, so I can provide bilingual (or Spanish-only) evaluations and support.
I empower parents and guardians with the knowledge and tools to advocate for their children. Services include IEP/504 plan guidance, review and consultation of educational documents, and training in special education law. I also support families in understanding their child’s neurodivergence or unique learning needs so they feel knowledgeable and confident to support their child.
I'm committed to disability justice and inclusion, advocating for equitable access and opportunities for everyone, inside and outside of my professional roles. I strive to ensure that parents with disabled children understand their educational rights so they feel empowered to advocate for their child and ensure that their school district is also doing what is best for their child. I consult with staff regarding how we can be more affirming or inclusive in our recommendations and service delivery. I constantly educate myself on how to be more aligned in my work and life with disability justice principles and listen to first-hand experiences from disabled folks with different support needs. I also take on an intersectional lens with disability because no person has one single issue. Many families I work with are also marginalized in other ways such as race, socioeconomic status, religion, immigration status, or all of the above. I consider how these factors impact how families show up in the educational system and what other systemic barriers they may be burdened by. With these approaches, I am able to meet families and other educators where they’re at so we can all move forward collectively.
I approach neurodiversity with open arms and from a neuro-affirming lens! There is no “right” way to be, so by celebrating and affirming neurodiversity, we allow folks to be authentically themselves and unlearn the internalized ableism that brings shame for not fitting into a rigid box. Some neurodiversity-affirming practices I love include: promoting autonomy, respecting all communication styles, listening to (and learning from!) neurodivergent people, highlighting strengths, and avoiding deficit-based language.
I don’t have a definition of disability that is different from the dictionary definition. However, my perspective on disability is rooted in disability justice. I don’t believe that disability should be viewed as a curse or burden upon a person, family, or society. I do acknowledge that having a disabled family member or child, or being a disabled person can pose tremendous challenges. But, I firmly believe that many of these challenges are due to systemic flaws and would not exist if we lived in a world that was accepting and set up to be accommodating for disabled people. When we truly accept others for their differences, accommodating them becomes a priority and when disabled folks have proper accommodations, they have access. Disabled folks are typically always accommodating others so others don’t feel uncomfortable by a disabled person’s disabledness when it should be the world that accommodates them.
You can reach me by filling out the contact form on my website or by emailing jenna@jpedpsych.com.
I support adults to identify underlying learning difficulties that may be impacting their workplace or educational performance, such as dyslexia or ADHD. Any of my evaluations can be conducted with an adult client. Together, we can discover what inventions and support are needed to improve study skills, time management, organization, comprehension, etc.
Yes! Depending on the scope and reason for your referral, a diagnosis based on criteria in the Diagnostic and Statistical Manual of Mental Disorders 5th Edition Text Revision (DSM-5 TR) can be provided.
A school-based psychoeducational evaluation may be provided to your child at no cost if the school team suspects a disability under the 13 eligibility categories of the California Code of Regulations for Special Education Services. They are not diagnostic evaluations. A school-based psychoeducational evaluation seeks to identify your child’s strengths, areas of challenge, and if they are eligible for Special Education services. Having a documented disability (i.e., Autism, ADHD) does not guarantee that they will be eligible for Special Education services as their disability has to significantly impact their educational performance and require the need for specialized support not provided in the general education setting/program. A school-based evaluation will also be included as part of your child’s educational record.
A private evaluation (regardless of the type) is not limited to the CA Code of Regulations and can provide whatever you want it to provide. This may be a diagnosis, a snapshot of your child’s academic and/or cognitive skills, IQ testing, etc. Similar to a school-based evaluation, a private evaluation will also determine your child’s strengths and areas of challenge. It will not be part of your child’s “record,” and you can share the evaluation findings with whomever you choose. A private evaluation may be of interest to you if you are not interested in Special Education services and/or if you are seeking a diagnosis for your child. Private evaluations can also be provided to adults 18+ who require vocational and/or academic support.
The cost of evaluations can vary based on the specific services and assessments needed. To provide an accurate quote, I offer a free consultation where we can discuss your needs and determine the best approach for your situation. This way, you’ll have a clear understanding of the costs involved before moving forward.
The length of the evaluation process can vary depending on several factors, including the type of assessment, areas being evaluated, and how quickly paperwork and scheduling are completed. It will take 1 to 2 months or potentially longer, depending on individual circumstances. I’ll work closely with you to keep the process moving smoothly and will provide updates along the way to ensure you’re informed throughout the evaluation.
The process includes filling out intake forms, scheduling an assessment, and undergoing a comprehensive evaluation. Afterward, I’ll provide a detailed report and recommendations, followed by a feedback meeting to discuss the results and next steps.
A learning disability evaluation assesses academic achievement, cognitive/intellectual functioning, and psychological processing skills. It includes a records review, interviews, a detailed assessment report with diagnostic impressions, and personalized recommendations.
lEEs are comprehensive evaluations requested through a school district when a parent is in disagreement with the district’s evaluation findings. An IEE is conducted by a qualified evaluator who is not employed by the school district, which will provide an unbiased professional opinion. A psychoeducational IEE typically includes records reviews, observations, interviews, assessment of academic functioning, cognitive/psychological processing skills, behavioral functioning, and adaptive behavior (if needed). My attendance in one IEP meeting is also included to review my findings and advocate for appropriate educational planning.
You may contact me if you are considering requesting an IEE for your child. Districts will provide you a list of qualified evaluators, but parents may also request a qualified evaluator of their choosing.
Yes, I provide comprehensive assessments and personalized recommendations to support accommodation requests for college and career success, ensuring students get the support they need to thrive.
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