Dr. Araujo has had extensive training and experience in the assessment and treatment of neurodevelopmental and other psychiatric disorders. She has a PhD from the UC Berkeley School Psychology Program and worked several years as a school psychologist in various school districts. She completed her predoctoral training at the University of California, San Francisco and post-doctoral training in the Neuropsychology Program at Mary Bridge Children's Hospital and the University of Washington Autism Center at the Center on Human Development and Disability (CHDD). She has been an attending psychologist at the University of Washington Autism Center, Mary Bridge Children's Hospital, Seattle Children's Hospital and clinical faculty in the Psychiatry Department at the University of Washington.
Comprehensive ssessment of intellectual ability, academic skills and neurocognitive skills to support specific educational and treatment recommendations. Additionally, developmental and IQ testing for eligibility into early entrance, gifted schools and advanced learning programs.
Educational consultation can include an initial interview, review of previous testing, school observation to provide specific recommendations for educational placement, school services, treatment or further evaluation.
Therapy approaches are adapted for the individual and are drawn from evidence -based strategies. Approaches include Cognitive-Behavioral Therapy, Dialectical Behavior Therapy and Acceptance-Committment Therapy.
Group therapy is a special format in which individuals can observe and practice social communication skills among age-level peers. Dr. Araujo has training and experience in implementing evidence -based curriculums (e.g. PEERS ® for Young Adults, Facing Your Fears ®) as well as other social skill groups.
It is not unusual for high functioning individuals with Autism to be diagnosed later in life, however that is not because symptoms suddenly developed. A psychological evaluation will focus on critical areas of functioning: work/occupational, executive functioning, adaptive skills and relationships to help determine appropriate recommendations.
The high school years are a critical time for post secondary planning for individuals with learning disabilites or autism spectrum disorders. Brief or more comprehensive assessment can support educational planning, as well as identifying and securing accommodations in work or college settings.
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