Helping Kids Reach Higher Logo
Helping Kids Reach Higher Logo

services

We work with a variety of age groups from toddlers through teens. Individual, family and group therapy appointments are available. Our psychologists typically provide cognitive behavioral therapy. We provide the following services:


  • Individual & Family Therapy
    • Individual and Family Therapy

      Emotional & Behavioral Issues


      Generalized Anxiety

      OCD, Social Anxiety, Selective Mutism

      Depression

      Bipolar Disorder

      Anger & Stress Management

      Grief, Trauma & Loss

      Oppositional Defiance













       

      Illness & Medical Management


      Coping with Chronic Illness

      Medical & Dental Fears

      Feeding Therapy (Anxiety or sensory based; transition from G-tube)

      Pain Management

      Sleep Disorders

      Pill Swallowing

      Eating Disorders











       

      School & Academic Issues


      Learning Disabilities

      ADHD/ADD

      Gifted Learning





       

      Developmental Issues


      Autism Spectrum Disorders

      Developmental Disabilities & Delay

      Social Development

      Relationship Problems







       

      Family Matters


      Family Therapy

      Coping with Divorce or Remarriage (If joint custody, both parents must agree to services)

      Sibling Relationships





       

      We are not able to treat children or teens with substance abuse problems, children who have sexually perpetrated against others or children who have been sexually abused by an immediate family member. These cases will need treatment through a specialty treatment program or provider.

      We are also unable to take court ordered/related cases or conduct custody evaluations, which need to be completed by a psychologist with specialized training in this area. We are happy to assist you with referrals if needed.


  • Testing & Assessment
    • Psychological testing and assessment


      Psychological testing and assessment are the foundation for making sound, objective decisions about what’s best for your child. Pediatric Psychological Associates provides extensive assessment services, including ADHD, learning disability, autism spectrum, aptitude, personality, and behavior testing to develop plans tailored to the needs and capabilities of each individual.

       

      Initially, we will meet with the parent(s) and child to gather a thorough background history and better understand your concerns. A separate appointment will then be scheduled to complete the testing. This appointment can range anywhere from four to eight hours depending on which tests are administered. After the assessment has been completed, the tests will be scored and interpreted by the psychologist. A follow up appointment will be scheduled within 2 weeks to review the test results with the parent(s). Parents will receive a report which includes test results, treatment recommendations, handouts and other relevant resources. The specific tests and assessment tools used will depend on the nature of your child’s referral question.
       


      assessment examples


      The following is an example of a standard assessment for the evaluation of Attention-Deficit/ Hyperactivity Disorder (ADHD) and a learning disability:


      • IQ testing often administered to determine cognitive ability. The Wechsler Intelligence Scale for Children (WISC-IV) is typically used to assess cognitive skills. This test measures four primary areas including verbal comprehension, perceptual reasoning, working memory and processing speed.

      • Academic testing to determine a child’s aptitude or how they are performing academically compared to children of the same age or grade. The Woodcock Johnson Tests of Achievement (WJ-III NU) is commonly used to assess for aptitude.

      • IQ and achievement scores are typically compared to one another to determine if learning problems exist. Tests for specific problem areas such as the Gray Oral Reading Test (GORT-2) or the Test of Auditory Processing Skills (TAPS) can be given to supplement IQ and achievement testing.

      • Executive functioning skills are measured using the Behavior Rating Inventory of Executive Function (BRIEF).

      • Parents are asked to complete a behavior rating scale, such as the Behavior Assessment System for Children (BASC-2) and the Conners 3. The Conners 3 specifically measures behaviors related to ADHD.

      • Teachers are asked to complete a behavior rating scale, such as the teacher edition of the Behavior Assessment System for Children (BASC-2) and the Conners 3.

      • The Conners’ Continuous Performance Test-II (CPT) is often given to measure attention and concentration when evaluating for ADHD.













       

      The following is an example of a standard assessment for the evaluation of Autism or Autism Spectrum Disorders:


      • Autism Diagnostic Observation Schedule (ADOS-2) is used to assess communication, social interaction, and play or imaginative use of materials

      • Autism Diagnostic Interview-Revised (ADI-R), the ADI-R may be given with parents. The ADI-R provides thorough information about early development and developmental milestones, language acquisition and communication skills, social development and play, interest and behaviors as well as other relevant clinical information.

      • IQ testing often administered to determine cognitive ability. The Wechsler Primary & Preschool Scale of Intelligence (WPPSI-IV) can be used for children ages 2:6 – 7:7 and the Wechsler Intelligence Scale for Children (WISC-IV) is typically used for older children.

      • If the child has difficulty with verbal skills, the Peabody Picture Vocabulary (PPVT) test can be used to evaluate receptive language skills.

      • The Sensory Profile is used to assess for any sensory behaviors that may be associated with autism. This particular tool measures sensory seeking behaviors, emotional reactivity, low endurance/tone, oral sensitivity, inattention/ distractibility, poor registration, sensory sensitivity, sedentary behaviors and fine motor/perceptual skills.

      • The Vineland Adaptive Behavior Scale can be used to determine how a child is doing with adaptive behaviors such as self care, communication and functioning in the community.

      • Parents and teachers may complete the Gilliam Autism Rating Scale (GARS) to assess for symptoms of autism or the Asperger Syndrome Diagnostic Scale (ASDS).

      • Parents and teachers may complete a general behavior rating scale such as the Behavior Assessment System for Children (BASC-2).

      • Additional emotional or academic tests can be administered depending on the child’s presenting problem.

















       

      The following are several commonly administered tests to assess behavior, mood, and personality:


      • Children’s Depression Inventory (CDI-2) assesses severity of depression as well as various dimensions of depression including self esteem and interpersonal problems.

      • Multidimensional Anxiety Scale for Children (MASC-2)- assesses the presence and level of anxiety as well as specific aspects of anxiety such as social anxiety, anxious coping, and separation anxiety.

      • Minnesota Multiphasic Personality Inventory for Adolescents (MMPI-A)- helps to identify personal, social, and behavioral problems in adolescents. This test provides information to aid in diagnostic clarification, problem identification and treatment planning.

      • Behavioral Assessment System for Children (BASC-2)- this test can be completed by parents, teachers, and children to assess for a variety of behavioral, emotional, social and academic concerns.









       

       
  • Group Therapy
    • Group Therapy


      Our practice offers several social skills groups for children from preschool age through adolescence. These groups are designed to teach effective social skills to children and teens who struggle due to attention problems, impulsivity, anxiety, or issues related to having an autism spectrum disorder. Even though some children do not have an official diagnosis, they may struggle socially and could benefit from this type of experience.

       

      Each group session focuses on a specific social area, such as starting a conversation, joining in or dealing with bullies.  Group sessions incorporate both structured learning about the week’s topic, as well as “free time”, in which group participants are assisted in practicing their social skills in an environment that is designed to be similar to free time at school, an indoor play date, or just spending time with friends.  During this time, the group leader(s) will assist group members in navigating social situations and will provide 1:1 feedback.  We have many children who return to our groups, as their parents are pleased with their ongoing progress and the children enjoy socializing with peers in an environment in which they feel safe and supported.

      We sometimes offer more specific groups such as a girls group for social anxiety and parenting classes for children with difficult behaviors.

      Groups typically meet for one hour for 6-8 weeks at a regularly scheduled time.  For more information, please contact our office at (502) 429-5431.


       

  • Cognitive Behavioral Therapy
    • cognitive Behaviral Therapy

      Our Therapeutic Approach

      First and foremost, we believe that building a strong, trusting relationship with both the child and family is key to therapeutic success. For us, this involves spending time getting to know a child and helping them feel comfortable, safe, and secure. A positive relationship facilitates the child or teen being open in discussing issues or concerns.

      Our overall treatment approach can be considered “cognitive behavioral.” Cognitive behavioral therapy (CBT) is a form of therapy that emphasizes the importance of thinking in how we feel and behave. How a person views and thinks about a situation can impact the emotions they feel and the way they react to experiences. For example, if someone is experiencing a negative emotion, such as sadness, it is important to understand and identify the negative thoughts that are contributing to the feelings and behaviors they are having. By changing the way you think about and interpret a situation, more positive emotions and behaviors are likely to develop.

      A key feature of CBT is the use of empirically supported treatments (EST’s). EST’s are techniques or methods that have been shown to be effective through research. Cognitive behavioral therapy is the most highly researched therapeutic approach. Use of validated treatments increase a child’s chance of improving.

      Another hallmark feature of CBT is goal setting. All too often, individuals enter therapy without goals, which may prolong treatment and leave one with a sense that they have not accomplished what they wanted. It is important to establish therapeutic goals to have a clear idea of where therapy is going and how you know if you’ve gotten there. CBT psychologists often use tests and rating scales to monitor goals and progress. For example, if a child is experiencing depression, a questionnaire can be given to obtain an initial depression score. The questionnaire can be given several times during therapy to determine if positive changes are occurring. Our psychologists work with the child and family to develop goals and solutions to reach the established goals. To reach one’s goals, solutions may involve developing new and more positive ways of thinking about and viewing a situation, building self-esteem, enhancing one’s coping skills, learning problem solving strategies or practicing relaxation techniques.

      Solutions and techniques can be tailored to the age of your child. For younger children, who may not be as able to understand situations and express their thoughts and feelings as readily as older children or teens, play therapy techniques can be used. Through play and art, children are often able to express themselves and learn new skills. We use numerous therapeutic games and activities that teach children how to identify and express thoughts and feelings and to learn new ways of thinking and behaving.
       

      In many cases, we will give your child, and sometimes parents, goals or “homework” to work on in between appointments. It is important to work hard on goals both inside and outside of therapy. “Homework” may include making a list of negative thoughts you had during the week and how you could view the situation more positively, practicing relaxation skills, or appropriately expressing feelings to someone you have been having problems with. These are small steps towards reaching goals. It is very important for parents to assist children in completing “homework” assignments.

      A key component of our approach is involving parent(s) in therapy. In many cases, parents describe not knowing what happens while their child is meeting with the therapist. We feel it is important to spend time with parents as much as possible, reviewing concerns, progress, goals and time for questions, in additional to meeting with the child or teen alone. We also spend time discussing parenting strategies and behavioral plans, if needed.
       

      CBT is typically more brief and time limited than other therapies, such as traditional psychoanalysis, which can take years to complete. Depending on the nature and severity of the presenting problem, one may be involved in 8-16 appointments. We typically work with children once a week for 45-55 minutes until rapport is developed and progress starts to be seen. Appointments can then be decreased to every few weeks ending in periodic check-ups.

      Even after a child has completed therapy, parents often like for their child to periodically check in with the psychologist to monitor how they are doing and to ensure that the child’s progress does not decline over time. Many children and teens actually chose to continue therapy on a more infrequent basis as they enjoy having a safe and supportive adult figure to discuss situations and issues as they inevitably arise.

 

 

Insurance Fees

If you have a private health insurance policy, it should provide some coverage for mental health services. Our office will assist you in receiving the benefits to which you are entitled. However, it is very important that you find out exactly what mental health benefits your insurance policy provides such as copays, deductibles and maximum number of visits allowed per year.

Private Insurance Companies

Currently, our office is in-network with Anthem/BCBS, Humana (except for Wayne Corporation), Humana Life Synch, United/United Behavioral Health, and Aetna.

We are not in network with any private insurance obtained through the healthcare exchange/kynect.

We also do not participate in any Employee Assistance Programs (EAPs).

We will file out-of-network benefits for Cigna and Tri-Care. Check your out-of-network benefits which are often not much different than your in-network benefits.

We are unable to accept K-CHIP and Medicaid Programs. If your child has insurance through a government sponsored plan you may wish to contact the Bingham Clinic or Seven Counties Services.

Secondary Insurance

We do not bill secondary insurance. If you have secondary insurance and would like to file yourself we can provide you with procedure codes and dates of service as needed. Please check with your insurance company prior to find out what the process is for you to file.

Self Pay Fees

If you wish to pay out of pocket for services our fees are as follows:

Intake Appointment: $175

Therapy Appointment: $150

Psychological Testing: $150 per hour

Group Therapy- can vary- typically: $40 each week

School Observations/Visits & Meetings: $150 per hour

Late Cancellation & No Show Fees

We require 48 business hours for cancellation of therapy appointments and 72 business hours for testing appointments. Non-emergency late cancellations and no shows are charged $45. Testing appointments are charged at $45 per hour scheduled. By cancelling appointments as far in advance as possible, we are able to see children who have been waiting to be seen.

All payments are due at the time of service.



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