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Dr. Betty Bostani
He who looks outside, dreams.
He who looks inside, awakens.
Carl Jung
Our Services
We specialize in the in-depth understanding on the unique needs of those affected by neurodevelopmental impairments such as Autism Spectrum Disorder (ASD) Attention-Deficit/ Hyperactivity Disorder (ADHD), Learning Disability, Twice Exceptional (2e) and Intellectual Disability, as well as those struggling with Anxiety, Depression, Low Self- Esteem, and other related delays and disorders.
Diagnosis across the Lifespan
Diagnostic evaluations provide clarity and insight into one's challenges, as well as peace of mind from understanding oneself accurately and comprehensively. Treatment goals need to be individualized to one's specific areas of need, as determined by the results of the assessment. It is essential to know what you are treating in order to know how to treat it.
Early diagnosis is also a critical factor in best outcome. Neuroplasticity describes the ability of neural networks in the brain to change through growth and reorganization. Effective and evidence-based Applied Behavior Analysis (ABA) programming may fundamentally rewire the brain to function in ways that differ from how it previously functioned. Early diagnosis allows for early intervention, while the brain is optimally malleable and the most profound progress may be made. The consensus with research in the area of ABA for children with Autism Spectrum Disorder (ASD) is that intervention begin as early as possible in the child's development. Signs of ASD may be detected as early as 18 months of age or younger, however, much to the misfortune of many children today, pediatricians may not be fully equipped with the training and specialized knowledge necessary to identify important indicators of the disorder and may dismiss parental concern. A seasoned clinician with a trained eye and expertise in ASDs is paramount to an appropriate diagnostic evaluation.
Likewise, for children who contend with ADHD, misunderstood school struggles often bring about poor academic performance despite substantial effort, and very often result in low self esteem, depression and maladaptive behaviors. Due to challenges with taking initiative, sustaining attention and retaining information, teachers often describe these students as "lazy" and decide that their impaired perfomance is due to lack of effort. Without early diagnosis, the student experiences delays in learning and frustration in and outside of the classroom, from recurring failures despite trying their best, and over time they blame themselves and develop poor self worth. With an early understanding of the disorder and symptomology, proper support may be accessed so that with personalized accommodations, the student may learn, evidence their true capacity and potential, while developing confidence in themselves and their abilities.
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Individuals who are in their adult years may be facing challenges in interpersonal relationships, employment, and independent living that are unclear to them. Despite their ability to lead relatively successful, independent lives, these challenges persist and have an impact on their overall well-being. Further assessment could lead to a greater understanding of oneself and how they interact with the world. A diagnostic evaluation provides the clarity needed to determine the treatment path and goals for acquiring skills and tools to cope and function appropriately in life.
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Standardized Assessments
Psycho-Educational / Neuro-Psychological Assessments
Assessments are useful in the diagnosis of specific learning, intellectual and developmental disabilities, making educational placement decisions, designing instructional objectives, and planning treatment interventions. They assist adults and families in identifying the particular challenges with which they or their child contends, and results are utilized to pursue the most appropriate service or placement and assist in the creation of individualized programming. Follow-up assessments are recommended annually and can be instrumental in providing insight on progress, and in determining the appropriateness of the current service or placement, as well as goals moving forward.
Assessments include but are not limited to:​
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Academic Achievement - measures a student's academic abilities in comparison to age-related peers in reading, writing, math, and other areas.
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Adaptive Behavior - to identify the extent to which an individual engages in behaviors that reflect the standards of personal independence and social responsibility typical for their age. Communication, Daily living skills, Social Develolpment and Motor skills are assessed.
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Attention and Memory - to evaluate levels of functioning in areas such as visual and auditory memory, delayed memory, distractibility, and retrieval from memory.
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Cognition or Intellectual Functioning - to comprehensively evaluate areas of intellectual functioning, including verbal comprehension, visual-spatial skills, fluid reasoning, working memory, and processing speed.
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Executive Functioning - to assess processes responsible for guiding, directing, and managing cognitive, emotional, and behavioral functions necessary fo goal-directed behavior and problem solving; including but not limited to inhibition, self-monitoring, flexibility, emotional control, working memory, planning, organization and initiation.
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Language Development - comprehensive measures of core, receptive and expressive language abilities.
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Neuropsychological Functioning - measures cognitive processes related to executive functioning / attention, language, memory / learning, sensorimotor functioning, visuospatial functioning, and social perception.
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Pragmatic Language / Theory of Mind - to assess the social aspects of language, including one’s ability to get along with others and understand things from another’s perspective.
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Social Skills - measures developmentally expected areas of interpersonal relationships, play skills, and social coping.
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Self-Help Skills - to assess age-appropriate skills related to independence and autonomy, which may include personal hygiene, dressing, feeding / drinking, and doing chores.
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Visual-Motor Integration - measures one’s ability to accurately perceive visual input and coordinate with motor movement and control.
Evaluation
for Test Accommodation
In some situations, an individual’s specific physical or learning limitations may require the support of testing accommodations that will ensure that the test-taker can demonstrate their true aptitude or achievement level without affecting test validity. Testing accommodations may involve but are not limited to large-print exam booklets, extended time, distraction-free rooms, allowing for breaks, screen-reading software, and alternative response formats. Test accommodations may be applied within a classroom setting as well as when taking high school entrance or equivalency exams such as the SSAT, ISEE, or GED, college entrance exams such as the SAT or ACT, admission exams to professional schools such as the LSAT or MCAT, admission exams for graduate school such as the GRE or GMAT, and for licensing exams for trade or professional purposes such as cosmetology, the bar or medical licensing.
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Home and School Observations
In-person observation of school placement and participation is an essential part of the comprehensive psycho-educational assessment process. Valuable insight is gained into a student's readiness for learning, and ability to navigate through the academic structure and integrate with peers. Findings are incorporated into the results of the assessment with specific recommendations on what the student needs to access the curriculum.
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In-home observations are also offered for the assessment of appropriate ABA programming and implementation based on the unique needs of the student. Parents are often concerned with the rate or lack of progress of their child is making or with programming that is not comprehensive or does not seem individualized to their child's most critical areas of need. Dr. Bostani's expertise in ABA programming provides an objective review of a program with clear feedback on whether or not it is effective, and what is needed to optimize it.
Therapy
Dr. Bostani provides a safe and compassionate setting for those seeking to benefit from individual, couple, or family-based therapy. Her clinical experience has included working with individuals ranging from childhood to adulthood, who are either dealing with one or a variety of mental health issues or have a personal relationship with someone under her care. Her approach is personalized to each patient's presentation and needs and includes psychotherapeutic and behavioral strategies and interventions. Further, through Cognitive Behavior Therapy (CBT), patients are empowered to learn the ability to control their own thoughts and identify goals and strategies to improve their quality of life.
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The Therapy Setting
Individual Therapy
Individual therapy is an effective treatment for many types of mental, emotional, and behavioral health issues, and may be short-term (focusing on immediate issues) or long-term (delving into more complex problems). This setting can also be helpful to those who are facing difficult life situations, or would like to develop healthier, more functional personal habits. Self-awareness, introspection and processing one's thoughts, emotions and experiences with a compassionate and trained professional are key to growth, resolution and peace of mind.
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Couples Therapy
Sometimes poor communication, unspoken conflicts, or past pain can get in the way of feeling deeply connected to our partners. The foundation of trust or the close bond that had defined the relationship may have weakened or impacted their connection. Couples therapy provides a safe space to learn the expectations and behaviors that have contributed to the current dynamics of a relationship, how those expectations and behaviors are manifested or communicated, and how a more collaborative and communicative relationship can lead to better understanding and support. Parents of children with disabilities are particularly vulnerable to marital discord and need a great deal of support of their own.
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Family Therapy
Family therapy, or family counseling, is a line of psychotherapy aimed at addressing the family system as a whole. By identifying roles and patterns, assessing problems or conflict, and recommending strategies to move forward, family therapy can nurture the key elements of a healthy family system: trust, communication, connection, roles, and boundaries. Dr. Bostani also uniquely treats families within which symptoms of neurodevelopmental conditions unknowingly contribute to patterns of conflict and challenge.
Third-Party Collaboration
Independent Educational Evaluation (IEE)
Under the Individuals with Disabilities Education Act (IDEA), parents of a child with a disability have the right to obtain an Independent Educational Evaluation (IEE) from a qualified examiner not employed by the public agency (i.e., school/school district) responsible for the child’s education. An IEE at public expense may be requested if a parent disagrees with an evaluation obtained by the public agency. Parents may also obtain an evaluation at their own expense.
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Eligibility for services and supports may be denied buy the school, or the supports in place may be inadequate or inapprorpriate for the student's needs. At times, schools are not certain how to properly assist a student. A comprehensive independent assessment will examine all areas of functioning to determine the individual's unique presentation of strengths and challenges and determine if eligibility criteria are in fact met. Parents and IEP teams can rely on Dr. Bostani's ability to translate testing results into goals and her extensive knowledge of services, resources, interventions and accommodations that will produce the most appropriate educational opportunities within which the student may learn and grow. Classroom placement is an essential component of the evaluation, to determine the least restrictive environment for the student, and the supports needed for success. Dr. Bostani participates in IEP meetings to support and advocate for her patient's needs.
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IEP Meeting Collaboration
504 plans
The Individuals with Disabilities Education Act (IDEA) is a law that makes available a free appropriate public education (FAPE) to eligible children with disabilities throughout the nation and ensures special education and related services to those children. The IDEA governs how states and public agencies provide early intervention, special education, and related services to eligible infants, toddlers, children, and youth with disabilities.
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If a student is eligible for services under IDEA, he or she must have an IEP in place. An IEP's purpose is to identify and meet a child or adolescent's specific special education needs. It sets goals and objectives based on assessment, observation, and feedback from parents, teachers, and others involved in the overall special education program.
Paramount to a student's success is a program that effectively and comprehensively addresses all areas of impairment. Dr. Bostani's thorough assessments provide the insight and personalized recommendations needed for the development of an appropriate and individually suited education program. Her expertise in IEP meetings provides much needed direction, support and advocacy. Her participation is integral in determining educational placement and curriculum access, necessary accommodations, program modifications, support, and services a child will receive. Accommodations include but are not restricted to extended time, test accommodations, instructions provided in multiple formats, assistive technology, noise-canceling headsets, and visual aids. Modifications may include modified work, word banks of answers, use of a calculator, pass/no pass options, rewording questions to simpler language, and alternate books or materials. Support and services may include 1:1 assistance, access to the Resource Specialist Program (RSP), occupational therapy, speech and language services, and / or adaptive physical education.
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A 504 Plan is less formal than an IEP and does not include specific goals. With an identified condition or disability that substantially limits learning (i.e., ADHD, hearing/vision impairments, anxiety, depression), it provides accommodations (i.e., extended time, preferential seating), services and modifications.
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Expert Testimony
​Many of our patients and their families require advocacy when addressing educational needs and to obtain required treatments and support for documented developmental disabilities. Dr. Bostani has been a staunch advocate for parents and their children since 1994. She has expertise in providing legally defensible psychological evaluations and expert testimony during the mediation and fair hearing process. She supports families to secure appropriate services and assistance from organizations such as Regional Centers, which are contracted with the Department of Developmental Services and various school districts within the Department of Education.
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