Susie Kozelka PhD NCSP

Deciding to get a neuropsychological evaluation can seem daunting and confusing. To help make the process as streamlined and informative as possible, I endeavor to make the process as transparent, and informative as possible.  I provide comprehensive neuropsychological assessment to children and adults who present with an array of with learning, attention, and behavior/psychiatric/medical difficulties. To facilitate the use of the neuropsychological assessments, I participate in educational advocacy within the school system, as well as with legal advocates to help parents to navigate the labyrinth of the special education system, helping them attain the appropriate school placement, accommodations, and intervention services critical to the child’s success. Additionally, I provide executive functioning services to children and adults. My goal is to help children and adults develop habits to achieve academic and professional success by using executive functioning strategies.

I provide individuals with complex learning difficulties with detailed neuropsychological evaluations and comprehensive reports, including highly specific recommendations. Through consistent administration of intricately detailed neurocognitive assessments, I thoroughly understand the nuances of the neuropsychological evaluation process and the neurocognitive underpinnings that support learning, development, behavior, and social-emotional functioning. Coupled with my deep knowledge of pediatric evaluations are my practical skills that are critical to efficacious assessment: efficient evaluation skills, thoughtful case conceptualization, and organized, detailed, and timely report writing.

I strive to provide comprehensive neuropsychological assessment to children and adults who present with an array of with learning, attention, and behavior/psychiatric/medical difficulties. To facilitate the use of the neuropsychological assessments, I participate in educational advocacy within the school system as well as with legal advocates to help parents to navigate the labyrinth of the special education system, helping them attain the appropriate school placement, accommodations, and intervention services critical to the child’s success.

Additionally, I provide executive functioning services to children and adults. My goal is to help children and adults develop habits to achieve academic and professional success by using executive functioning strategies.

Licensures:

New York State Psychologist, 021777

Georgia State Psychologist, PSY004643

National Provider Identifier: 1538556261

Education

• Fordham University, May 2015: PhD in School Psychology
• Fordham University, May 2015: Master’s Degree in Educational Psychology: Specialization in Educational Evaluation and Intervention
• Wake Forest University, May 2008: Bachelor of Arts , Classics

Training

• Neuropsychology Fellowship: Columbia University Medical Center, New York Presbyterian Hospital, Promise Program
• Pre-Doctoral Internship: Columbia University, The School at Columbia University
• Autism Pediatric Neuropsychology Externship: NYU Langone Medical Center Child Study Center 
• Neuropsychological Externship: Brooklyn Learning Center
• Neuropsychological Externship: Private Practice of Ravil Sharma

Clinical Experience

• Neuropsychologist and Executive Functioning Coach: Private Practice
• Neuropsychologist: Small Brooklyn Psychology
• Psychologist: Columbia University Medical Center, New York State Psychiatric Institute
• Neuropsychologist: Brooklyn Learning Center 

Teaching Experience

• Assistant Adjunct Professor: Fordham University
• Neuropsychology Supervisor: City College of New York
• Neuropsychology Guest Lecturer: Brooklyn College – School Neuropsychology
• Cognitive Assessment Teaching Assistant; Assessment of Disabilities Teaching Assistant; Multiculturalism Teaching Assistant: Fordham University
• Special Education Teacher Assistant: Emerson Middle School Niles, IL

Research Experience

• Neuropsychology Research: Columbia University Medical Center, Promise Program
• Child and Adolescent Psychiatry Research Assistant: Columbia University Medical Center, New York State Psychiatric Institute
• Educational Psychology Graduate Assistant; Curriculum and Teaching Graduate Assistant; Faculty Research Grant Assistant; Curriculum and Teaching Graduate Assistant: Fordham University
• Psychology Assessment Contractor: Roosevelt Island Child School
• Hunts Point Alliance for Children: Career Education Mentoring Program

Publications/Presentations  

Kozelka, S., Downing, K., & Hardy, L., (2017). The BASC-3: Teacher Rating Differences Based On Gender. (American Academy Of Pediatric Neuropsychology Presentation).

Ding, Y., Laux, J., Salyers, K., &; Kozelka, S. (2016). Personality and graduate academic performance in counselor education and school psychology in the United States. School Psychology Forum: Research in Practice.

Ding, Y., Salyers, K., Kozelka, S., & Laux, J. (2015). Vocational Personality Traits in Counselor Education and School Psychology Students. Journal of Employment Counseling, 52(4), 158-170.

Ding, Y., Zhang, D., Cho, S.-J., & Kozelka, S. (2013). Train bilingual school psychologists to serve in culturally diverse communities. Paper proposal presented at the National Association of School Psychologists Annual Convention, Seattle, WA.

I conduct comprehensive neuropsychological evaluations for children and adults presenting with a range of neurocognitive disorders as well as academic/professional and social related problems. It is important to me to work with families to develop comprehensive neuropsychological evaluations. Typically, these evaluations include an interview and questionnaires with parents and other significant caregivers and teachers, observation of the child in multiple contexts, and state-of-the-art instruments. In conducting analyses, I aim to not simply looking at test scores and diagnostic criteria, but also evaluate how a child chose an answer or made an error or managed frustration/boredom or interacted with others. This gives me a deeper understanding of how kids attend to, interpret, and assimilate information from their dynamic environment .

If you would like to schedule the evaluation, we would schedule a few types of meetings:

• Intake – During this time, we will discuss what you hope to get out of an evaluation and what kind of steps we should take to make sure the evaluation is meaningful and specific to you/your child.
• Classroom observation – As kids spend so much time in schools, I think it’s important to schedule an observation of her classroom if possible. This is a step only for school-aged patients.
• Neuropsychological testing – During the evaluation, we will analyze an individual’s abilities in several domains, including cognitive, academic, attentional, executive functioning, memory/learning, psychosocial, and visual domains. I cannot list all of the tests that I would administer, as I will individualize the administration to fit a person’s needs.
• Feedback session – After all the data has been collected, we would schedule a feedback session to go over the findings. 
• Review report – I will send you a report describing everything that is done with recommendations for next steps.
• Additional meetings – This can include meetings with teachers, schools, lawyers, and therapists (etc!) who may need to better understand the evaluation.