Dr. Logerquist has over 20 years experience in schools, clinical and medical settings that provide a wide range of intellectual, academic, social and behavioral evaluations. Her primary interest and area of specialty is the evaluation of individuals suspected of having an Autism Spectrum Disorder and similar conditions.
Autism Spectrum Disorders include the following diagnostic categories:
- Autistic Disorder
- Asperger’s Disorder
- Pervasive Developmental Disorder
- Rett’s Syndrome
- Childhood Disintegrative Disorder
Differential diagnoses are available for conditions that are similar to Autism Spectrum Disorders, such as:
- Non-Verbal Learning Disabilities Syndrome
- Social Anxiety Disorder
- Intellectual and Developmental Disabilities (Mental Retardation)
- Attention Deficit Hyperactivity Disorder
- Social, Emotional and Behavioral Disorders
- Learning Disorders
In evaluations for individuals suspected of having an Autism Spectrum Disorder, symptoms of an autism spectrum disorder are addressed as they present currently as well as historically. Information regarding current symptoms is obtained through direct assessment, interview and observation. Observations occur in the natural environment, when possible. Information regarding historical symptoms is obtained in interview with family members and records review. The evaluation process will include the administration of the Autism Diagnostic Inventory-Revised (ADI-R) and the Autism Diagnostic Observation System (ADOS), which are considered the “gold standard” in the field of autism (Klin, Sparrow, Marans, Carter, & Volkmar, 2000). The evaluation process culminates with a profile of the individual’s strengths and limitations related to social behavior. Factors that appear to impede social progress will be identified. A description of strategies will be provided to address these factors.
In evaluations for individuals suspected of having a processing deficit, performance will be analyzed using the Cattell-Horn-Carroll (CHC) theory in which seven broad domains of abilities are assessed. The evaluation process culminates with a profile of cognitive processing strengths and limitations and a description of the individual’s learning style. Factors that appear to impede academic progress will be identified and strategies will be provided to address these factors.
Diagnostic conclusions and recommendations are provided in “client friendly” language. Diagnostic information is translated into special education categories (when appropriate) based on current state and federal legal constraints. The individual’s strengths and limitations are described in order to aid in the understanding of the reader and to ensure that the client obtains the appropriate services and accommodations that they need. Recommendations include research- based interventions that have proven to be effective for use in home, school and/or work environments.