Marie is a School Psychologist who received her bachelor’s degree in Psychology from Fairfield University and her master’s in School Psychology from UCONN. She has experience working with children and adults diagnosed with autism spectrum disorder, learning differences, dyslexia, speech and language delays, ADHD, and executive functioning disorders. She has worked in public and clinical settings for many years, providing tutoring and coaching for individuals with social skills and executive...
Marie is a School Psychologist who received her bachelor’s degree in Psychology from Fairfield University and her master’s in School Psychology from UCONN. She has experience working with children and adults diagnosed with autism spectrum disorder, learning differences, dyslexia, speech and language delays, ADHD, and executive functioning disorders. She has worked in public and clinical settings for many years, providing tutoring and coaching for individuals with social skills and executive functioning difficulties.
Marie’s expertise spans a wide range of areas, including Test Preparation for Measures of Academic Progress (MAP) Growth assessments, Executive Functioning Coaching, ADHD Coaching, and Study Skills. She also offers specialized support for students with ADD, reading disorders, Autism Spectrum Disorder, Language Processing Disorder, Auditory Processing Disorder, and Non-Verbal Learning Disorder. Additionally, she provides social skills coaching for students with ASD and consults on graduate school and Ph.D. admissions, offering guidance on applications and preparation.
She has experience supporting teens with disabilities transitioning from high school and has worked with families to explore post-secondary options.
Currently, Marie conducts psychoeducational and adaptive evaluations and develops individualized education programs at a public middle school. Her perspective is that every student has the potential to succeed—it’s all about matching their unique needs to how information is delivered. Marie is a strong advocate for a whole-child collaborative model, which involves considering every aspect of a student’s life when implementing programs or tutoring. She emphasizes the importance of including the parent’s perspective and addressing both social-emotional and academic needs to ensure services are effectively tailored for each individual.
