Dr. Ann Simun, PsyD

Clinical Neuropsychologist
Licensed Psychologist (20113)

 

Services We Provide

My colleagues at Neuropsychology Partners and I provide the detailed information you need to understand why your child may be struggling, and we help identify specific areas of learning strengths and weaknesses.  We specialize in evaluating the whole child and not simply looking for a single answer, or looking from a single perspective.

Dr. Simun began her career in pediatric psycho-therapy, understanding and treating mental health diagnoses, before becoming a school psychologist and focusing on educational needs.  She later trained as a neuropsychologist and has both broad and deep experience in working with children and teens who have challenges in the areas of learning, development, behavior, socialization and mental health.

In addition to assessment and consultation, including detailed neuropsychological assessments, psych-educational assessments, social emotional and behavioral assessments, and Independent Educational Evaluations (IEEs), she provides consultation to parents on how to implement the information they have learned about their child’s needs. This support extends to case planning meetings, helping draft IEPs, working with school districts and Regional Centers, and working with treatment/therapy teams.  In the cases where cooperation is not successful, she supports her clients at hearings including Due Process Hearings for schools and Fair Hearings for Regional Center.

Children aged 3 and up are served, as well as teens and young adults.

Appointments are available weekdays during normal business hours in either West Los Angeles or Tarzana.

Consultations are also held to evaluate existing assessments, help draft or modify IEP goals, make recommendations for interventions, and support other professionals working with the child (educational therapists, speech therapists, OT, ABA/behaviorists, medical doctors, psychotherapists, and psychiatrists).

 

How I Help My Clients

I believe that in order to create an effective intervention plan for a struggling child or teen, we must first fully understand the basis of his or her strengths and weaknesses.   It is not enough to describe what they cannot do well, we must find their learning mode and play to their strengths.  We must help them understand their learning styles and challenges so they can move towards becoming independent adults.

In addition to understanding how a child learns best, and where he or she struggles, having a diagnosis is helpful for eligibility purposes, to understand the likely trajectory of the child, to help select interventions based on science, and to communication with other professionals.

Parents, educational professionals, and therapists are critical to the assessment process.  Our evaluations are comprehensive and generally include school observations, teacher information, and information from treating professionals.

Assessments are personalized to each child based upon the questions posed by the parents or referring professional.  Most assessments include assessment of cognition, learning, memory, attention, academic skills, psychomotor, processing speed, visual processing, auditory processing, executive functions along with an assessment of social and adaptive functioning.  this information is integrated with information from early development, home and community functioning, and school functioning, and information from community professionals (therapists, etc.).  In addition, observations are conducted of the child in his or her existing program, and proposed placements can also be evaluated.

Once all the information is gathered it is analyzed and a detailed report is generated explaining t he findings along with any diagnosis and recommendations.  Recommendations are individualized to the child and to the questions posed for the assessment.

An in-depth meeting is then held to review and explain the results to the parents.  Older teens are recommended to also attend all or part of the results meeting to better understand the findings.  In many cases, I also attend IEP meetings or treatment team meetings to present my findings and confer with the team to develop or modify an intervention program.

Developmental screenings are a quick and easy way to help ensure that young children are developing on track and can also be used to identify when further assessment may be warranted.

Preschool students can be evaluated for developmental delays, and for intellectual giftedness to help with school selection and intervention planning.

School aged children can be assessed for giftedness, learning differences, developmental delays such as Autism, and dual exceptionality to help plan for appropriate educational programming.

High School College students can be evaluated to make recommendations for needed educational and testing accommodations, for transition planning, or to modify intervention plans based on developmental needs.

Some parents continue to have me follow their child year after year to help keep an eye on progress and ensure that interventions are effective and being implemented in an effective manner, and adjust as the child develops.

 

Top 10 Reasons why you would need an evaluation or screening from Neuropsychology Partners:

  1. Your child has an IEP/IPP/IFSP but he or she is not progressing well.
  2. Your child is struggling in school and the school “has no idea” what is going on or how to help; they have recommended an outside medical or psychological assessment.
  3. Your child has been “diagnosed” with a problem but the interventions do not seem to be effective and you wonder what more might be going on and how to help.
  4. The school insists your child is “fine” while you see him or her struggling in school or at home.
  5. You suspect your child is intellectually gifted or dual exceptional (gifted with learning differences)
  6. Parents and school district disagree about the basis of a child’s difficulty (eligibility), their unique needs, their placement, and/or special services.
  7. You see some areas of concern and wonder if the problem is large enough to require services
  8. Your child has a medical problem which is known to impact brain function (epilepsy, hydrocephalus, premature birth) and you want a detailed examination of their functioning
  9. Your child has a history of special needs, is heading to high school and college, and you feel they may qualify for testing accommodations for the SAT, LSAT, MCAT or other examination.
  10. You have an array of various diagnoses and explanations from a range of professionals and you would like to “put it all together” to help create a coherent plan for them.

 

Top 10 questions answered by our evaluations:

  1. Does my child have ADHD/Autism/Learning Disabilities, etc.?
  2. How much progress has my child made in his or her program?
  3. Why is my child so frustrated at school?
  4. Why is my child having social functioning problems?
  5. Is my child gifted or dual exceptional?
  6. What type of school program might best?
  7. What type of interventions do we need?
  8. Which reading programs might be best for him or her?
  9. What are the scientifically validated methods for addressing these needs?
  10. Which types of therapies are most likely to produce the desired results?

 

Contact

Ann Simun, PsyD
Clinical Neuropsychologist
Licensed Psychologist (20113)
310-478-8888    310-478-8890 fax
2001 S. Barrington Avenue, Suite 214, LA, CA 90025
and in Tarzana off Reseda
drsimun@earthlink.net

www.neuropsychology-partners.com