353 Lexington Ave, New York
Frequently Asked Questions
About Testing
Neuropsychological testing evaluates how a person thinks, learns, attends, remembers, and processes information. It is designed to answer specific questions and to provide reports that meets institutional standards.
Psychoeducational testing focuses on academic skills and learning patterns. It helps identify strengths and areas of difficulty in reading, writing, mathematics, and related cognitive processes, often in the context of school-based support.
Both involve standardized assessment and clinical interpretation. Neuropsychological testing examines broader cognitive functioning, including executive functioning, attention, memory, and processing speed. Psychoeducational testing focuses more specifically on academic achievement and learning profiles.
In practice, evaluations often integrate elements of both, depending on the questions being asked.
Testing sessions themselves typically take place over one or two appointments. The written report, however, requires careful scoring, analysis, and synthesis. In most cases, reports are completed within several weeks of the final testing session.
A limited number of expedited report slots are available for an additional fee when your timelines are compressed.
Testing is appropriate when there are persistent concerns about attention, learning, memory, executive functioning, or performance in academic or workplace settings—and when clear reporting is required.
Initial consultations are 15-minutes and carry no obligation.
Diagnoses and Understanding Results
ADHD often shows up as persistent difficulty sustaining attention, organizing tasks, managing time, or regulating impulses. For many people, these challenges are not about effort or motivation, but about how the brain processes information.
An evaluation clarifies whether these patterns meet diagnostic criteria and distinguishes ADHD from other conditions that may present similarly. For some, a diagnosis brings relief and language for experiences that have long felt confusing.
Learning disorders affect the development of reading, writing, or mathematical skills despite adequate instruction and intellectual ability. These differences are neurologically based and are not a reflection of intelligence or effort.
A comprehensive evaluation identifies specific patterns of strength and difficulty and provides a clearer understanding of how someone learns best.
Giftedness refers to significantly advanced cognitive abilities relative to age peers. While often associated with strengths, it can also involve uneven development, heightened sensitivity, or social challenges.
Evaluation helps clarify cognitive strengths and inform thoughtful educational planning.
A diagnosis provides a framework for understanding patterns of strengths and challenges. It does not define a person. When appropriate, it can guide accommodations, educational planning, or treatment.
About Accommodations
Accommodations help ensure that academic institutions, testing authorities, and workplaces evaluate performance in light of documented differences in learning, attention, or cognition. They do not change standards or expectations; they reduce barriers that might otherwise interfere with demonstrating ability.
Examples may include extended time, reduced-distraction testing environments, note-taking support, assistive technology, or alternative testing formats such as oral administration or separate testing settings.
We base recommendations on evaluation findings and documented areas of need. Institutions typically require clear evidence that a condition substantially limits one or more major life activities. Our reports explain how specific cognitive or learning patterns affect functioning and provide recommendations aligned with those findings.
We provide a comprehensive written report that you may submit to schools, testing authorities, or employers as part of an accommodation request. Our clear, well-supported documentation presents findings and recommendations so that decision-makers can evaluate requests accurately and in context.
A diagnosis provides a framework for understanding patterns of strengths and challenges. It does not define a person. When appropriate, it can guide accommodations, educational planning, or treatment.
Practical Questions
Begin by scheduling a brief consultation. Initial consultations are 15-minutes and carry no obligation.
Dr. Siegman does not participate in insurance networks. A superbill can be provided for potential out-of-network reimbursement, subject to your insurer’s policies. If you would like a written estimate of anticipated costs before testing or therapy begins, we are happy to provide a good faith estimate upon request.
A superbill is a detailed receipt that includes diagnostic and procedural codes. You may submit it to your insurance company to request out-of-network reimbursement.
Yes. Information shared during evaluation is confidential and protected under applicable laws. Reports are released only with written authorization, except where disclosure is required by law.
Initial consultations are 15-minutes and carry no obligation.
About Therapy
Start by scheduling a brief consultation. This is a short conversation to see whether working together feels like a good fit.
We begin by talking about what has led you to seek therapy, your concerns and experiences, and what you hope to gain from the work. From there, we briefly consider whether my approach may be helpful, review practical details such as location and scheduling, and leave time for any questions you may have.
When working with children or adolescents, the first sessions may include meeting with parents as well as spending time with the child to understand the situation from multiple perspectives.
Therapy sessions are 50 minutes. Usually, initially, we meet once a week. We can adjust the frequency as appropriate.
Initial consultations are 15-minutes and carry no obligation.
Typical Clients
I work with client of all ages. When supporting younger children, I begin by working closely with parents to better understand the child’s experience and the family context. This is an important part of helping a child feel supported and understood.
I work primarily with individuals and with families. I have a particular interest in helping parents who want to better understand and support their child’s emotional development and how their relationship shapes the child’s experience.
In certain child-therapy situations, I may recommend working with parents or caregivers rather than meeting regularly with the child, as changes in the caregiving environment can often be one of the most effective ways of supporting a child’s emotional development. My approach focuses on understanding the feelings and experiences that may be shaping a child’s behavior so that parents can respond in ways that support healthy development.
For those seeking couples therapy, I can provide referrals to other therapists.
The Therapy Process
People seek therapy for many different reasons. Some feel overwhelmed by anxiety, low mood, or difficult life transitions. Or, perhaps, they are struggling with recurring patterns in relationships, feeling stuck in certain areas of their lives, or trying to better understand themselves and their emotional experiences. Often, people simply have a sense that something isn’t working as well as it could.
Parents often reach out when they are concerned about their child’s behavior, emotions, or adjustment at home or school and are looking for guidance in how best to support them.
My approach to therapy reflects years of clinical work across different settings. Since 2006, I have worked in inpatient and outpatient care, hospitals, schools, community mental health, and private practice, and have studied and used a range of therapeutic approaches, including psychodynamic, relational, attachment-based, CBT, and DBT.
That breadth matters because different people need different things from therapy. Some people are looking to understand longstanding patterns that have shaped their lives and relationships. Others need more immediate support with anxiety, self-criticism, parenting, or a difficult transition. When working with parents and children, this often involves shifting patterns in the family so that the child can grow in a more supportive emotional environment. My approach is to draw from what is most useful rather than forcing every person into the same model.
The length of therapy depends on the person and their goals. Some people come for a shorter time to address an immediate challenge or life transition; others find it helpful to engage in longer-term therapy as they work toward the lasting change that deeper understanding brings.
To make sure that therapy continues to meet your needs over time, we regularly check in to reflect on how the work is helping and how best to proceed.
Changes in therapy often unfold gradually. Some people notice that situations that once felt overwhelming are more manageable, or that they are able to respond differently in relationships or difficult moments.
Others begin to feel a greater sense of agency in their lives. They find themselves better able to reflect, make choices, and act in ways that feel more aligned with who they are.
When therapy involves children or adolescents, parents often notice shifts in the family as well. This may include smoother day-to-day functioning at home, a greater sense of connection with their child, and a better understanding of what the child feels or needs.
Many people start therapy with uncertainty, simply because they have the sense that something is not working as well as they would like.
You may notice repeating patterns in relationships, feel stuck during an important life transition, or find that, despite your best efforts, anxiety, self-criticism, or conflict at home continues. Parents sometimes reach out because they are concerned about a child’s behavior or emotional well-being and want help thinking about what may be happening.
The first step is usually a brief consultation where we can talk about what has been happening and consider whether working together might be helpful.
Practical Questions
My office is located in Midtown Manhattan, near Grand Central. Virtual sessions are also available.
I do not currently participate in insurance networks. I can provide a superbill for clients seeking out-of-network reimbursement from their insurer.
I require at least 24 hours’ notice to cancel or reschedule a session, because I have reserved that appointment time specifically for you. If you give less than 24 hours’ notice, or if you miss the session, I charge the full session fee.
A superbill is a detailed receipt that includes diagnostic and procedural codes. You may submit it to your insurance company to request out-of-network reimbursement.
Yes. Information shared during therapy is confidential and protected under applicable laws. Information is released only with written authorization, except where disclosure is required by law.
Initial consultations are 15-minutes and carry no obligation.
Additional services may be appropriate in some cases, including therapy, coaching, tutoring, or medical consultation. We discuss these options when it makes sense for you.