![]() She therefore aims to provide accurate diagnoses and helpful and informative recommendations to families using the most valid and reliable assessments available and by working with other professionals (speech, occupational, physical and ABA therapists). Manion knows how difficult it can be for parents to find answers about their children’s development and behavior. She also holds certifications in SMART Recovery and Becoming a Love and Logic Parent.Īs a mother of two neuro atypical children, Dr. Before that, she received her BA in psychology from New Mexico State University in 2008 and her MA in general psychology from the University of the Rockies in 2013. Stephanie Manion has been working in the field for over seven years, and whenever an opportunity to learn more about neurodevelopment presents itself, she takes it! She received her PsyD in clinical psychology with an emphasis in neuropsychology in 2019 from Ashford University. Blair grew up in Grand Junction, and she is pleased to be back with her family.ĭr. She has conducted research on resilience and holistic interventions, published articles, presented at conferences, and been a university guest lecturer. ![]() Blair also has training in mental health therapy, with a specialty in yoga therapy. She has specialized in pediatric neurodevelopmental and neuropsychological assessments. She has also completed clinical hours at Oregon Health and Science University (Child Development/Rehabilitation and Sports Medicine Centers) and Pacific Psychology and Comprehensive Health Clinic. Blair completed her APA-accredited doctoral internship at Providence Medical Group, Family Medicine, in Portland, Oregon. Megan Blair earned a Doctor of Philosophy in clinical psychology in 2020 from Pacific University, an APA-accredited institution. Swann enjoys traveling, cooking and working closely with dog rescues. In addition to her work at Pediatric Psychology Services of Colorado, Dr. Swann also has specialized training in EMDR and Dialectical Behavioral Therapy (DBT). Her dissertation focused on the detection and differentiation of autism spectrum disorder in adult populations. She has also undergone advanced training for the Autism Diagnostic Observational Schedule – 2nd Edition (ADOS-2) at the University of California San Francisco. Swann is a member of INSAR and has attended international conferences on autism research. Swann is currently pursuing certification as a BCBA (Board Certified Behavior Analyst) in order to provide behavior-analytic services for individuals with autism.Dr. Emissions test: You’ll have to put the gifted car through an emissions test and present the test results at the DMV if your county requires one Odometer reading : You’ll have to present a current and accurate odometer reading when registering the car if it’s less than 10 years old. Specifically, she works extensively with children suspected of neurodevelopmental disorders such as autism spectrum disorder, ADHD, language disorders, intellectual disabilities and learning disorders. ![]() She also attended an APA-Accredited internship program at Broughton State Hospital. Nichole Hardy Swann received a Doctor of Clinical Psychology degree in 2016 from the Florida School for Professional Psychology, an APA-Accredited institution. If you feel like you may benefit from speaking to a clinical therapist, Book an appointment today or request a callback.Dr. They may, therefore, request that parents also complete academic testing to gain eligibility for alternative school placement. Accordingly, these school boards require more than an IQ test. However, some school boards require the full Psychoeducational Assessment to establish that a child has both the cognitive ability and academic skill development to be successful in a gifted classroom. Ontario school boards require evidence/results of a standardized intelligence test completed by a Registered Psychologists or Psychological Associate to identify students with very superior intelligence under the exceptional intellectual gifted category. Gifted Testing for School Placement in Ontario Therefore, parents of exceptionally bright or gifted children frequently complete a private Psychoeducational (Educational) Assessment to determine their child’s eligibility for alternative academic placement options. Many school boards in Ontario do not start identifying children for gifted programs until the second, third or even fourth grade. Parents are often more aware of their child’s advanced development and signs of giftedness before their child even starts school.
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