Sara Van Hoose, Ph.D.
PSYCHOLOGICAL & NEUROPSYCHOLOGICAL ASSESSMENT
FOR ADULTS & CHILDREN & ADOLESCENTS IN BROOKLYN HEIGHTS
Clarity about how you think, learn, feel, and function
A thoughtful evaluation can identify patterns of strength and difficulty, clarify what may be contributing to them, and provide practical recommendations for school, work, treatment, and daily life.
Comprehensive evaluations for adults, children, and adolescents.
FOR ADULTS
FOR CHILDREN AND ADOLESCENTS
Clarifying a complex or incomplete picture
Understanding how a child learns and functions
Adults often seek evaluation when questions about attention, organization, learning, social experience, or emotional functioning have become harder to manage — or when previous diagnoses no longer explain the full picture.
When questions arise about learning, attention, development, emotional functioning, giftedness, school placement, or testing accommodations, an assessment can provide clarity and identify the supports that are most likely to help.
REASONS FOR ASSESSMENT
Questions an evaluation can help clarify
01
ADHD & EXECUTIVE FUNCTION
04
GIFTEDNESS & TWICE EXCEPTIONALITY
02
AUTISM IN CHILDREN
& ADULTS
05
DIAGNOSTIC CLARIFICATION EMOTIONAL, PERSONALITY,
MEMORY &
COGNITIVE FUNCTIONING
03
LEARNING DIFFERENCES & DYSLEXIA
06
ACCOMMODATIONS FOR SCHOOL, TESTING, WORKPLACE
A
good assessment makes complexity understandable.
At its best, assessment requires careful observation and clinical judgment: looking for patterns across measures and considering them in the context of a person’s history and circumstances.
I approach each evaluation as an individual inquiry rather than a standard battery applied to a diagnostic question.
The report grows out of that inquiry, with the person behind the scores held in mind as findings are brought together and recommendations take shape.
BACKGROUND
Insight shaped by classroom, clinical, neuropsychological work
My background in education and clinical psychology shapes how I approach assessment. Before becoming a psychologist, I was a classroom teacher. I later sought out specialized training in neuropsychology, learning disorders, dyslexia, executive functioning, traumatic brain injury, and cognitive changes associated with dementia and other neurodegenerative conditions, working with clinicians recognized for their expertise in these areas.
I have since brought that experience into teaching and supervising doctoral psychology students, including leading clinical practicums focused on assessment and intervention.
This breadth allows me to develop nuanced, detailed findings and insights that reflect the individual—not a boilerplate set of conclusions—and translate them into practical recommendations for school, work, treatment, and daily life.
THE PROCESS
From the first conversation to practical next steps
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CLINICAL INTERVIEW
EVALUATION
FEEDBACK
REPORT
We discuss your concerns, history, and what you hope the evaluation will clarify.
Testing is completed according to the questions being explored.
We review the findings in clear language and discuss what they mean.
You receive a written report with practical recommendations for school, work, treatment, or daily life.
COMMON QUESTIONS
Frequently asked questions
Wondering whether an evaluation would be useful?
I'd be glad to arrange a brief complimentary consultation.