Dr. Sia Sipsas-Herrmann is a licensed psychologist and certified school psychologist.  She earned her bachelor’s degree in psychology from UCLA, and her masters and doctoral degrees in educational psychology / school psychology from Arizona State University.  She has specialized training in autism and pervasive developmental disorders, and has served as lead psychologist in  the Washington Elementary School District's Autism Program for over 7 years.  Dr. Sipsas-Herrmann has received specialized training in autism spectrum disorders through the UCLA Autism Clinic (under the direction of Dr. O. Ivar Lovaas), the University of North Carolina's TEACCH program, and the University of Michigan's Autism Diagnostic Observation Schedule (ADOS).  In addition to autism, Dr. Sipsas-Herrmann's professional interests include learning disorders, academic giftedness / precociousness, other pervasive developmental disorders, behavior modification and early intervention.  Dr. Sipsas-Herrmann’s professional activities have encompassed work as an evaluator and diagnostician, a behavioral therapist, a school psychologist,  a treating psychologist, and as a consultant.  Dr. Sipsas-Herrmann has served as an autism / pervasive developmental disorder consultant to school districts and agencies in both the United States and Canada.  Dr. Sipsas-Herrmann's professional memberships (past and /or present) have included the American Psychological Association, the National Association of School Psychologists, and the Autism Society of America.    For a more detailed biography,see  Dr. Sipsas-Herrmann's curriculum vitae.

As a licensed psychologist and certified school psychologist, my professional focus has consistently centered upon improving the lives of children and adolescents.  I am particularly interested in helping children and adolescents through school and home-based intervention efforts.  For the past 15 years I have maintained a special focus on children and families who are navigating the challenges of autism and other pervasive developmental disorders.  I have been especially privileged to have been included as a member of home-based intervention teams, and truly value my relationships that have developed with families through these home-based interventions.  I am also keenly interested in academic precociousness and gifted education.  I believe that gifted children are entitled to receiving appropriately challenging academic curricula in much the same way that learning disabled children are entitled to receiving special accommodations and services.   Having worked in school systems for many years, I am acutely aware of the challenges and obstacles that families can encounter when seeking services for their children, and in the importance of "advocacy" when attempting to initiate and maintain such services.  In addition to direct clinical services, I specialize in providing diagnostic  / assessment services and report writing that meets both school and state eligibility requirements.  Common problem areas that I routinely work with in my practice include autism / autism spectrum disorders, pervasive developmental disorders, learning disabilities, academic giftedness / precociousness,  emotional / behavioral disorders, and other developmental disabilities. 

Lisa Donsker is a licensed professional counselor (LPC).  She completed her bachelor's degree in psychology from the University of Puget Sound in Tacoma, Washington, and her masters degree in counseling from Arizona State University.  Lisa has completed specialized training in Eye Movement Desensitization and Reprocessing (EMDR) therapy,  has trained in Motivational Interviewing (MI), and is also a certified advanced Spanish speaker.  Lisa's practice focus includes child / adolescent therapy, parent coaching, depression / grief / trauma work, therapeutic interventions with at-risk youth and family systems counseling.  For a more detailed biography,see Lisa Donsker's curriculum vitae.

As a licensed professional counselor, my therapeutic work has centered mostly upon issues involving at-risk youth, trauma / grief, substance abuse issues and family systems dynamics.  I use a variety of tools and techniques in my therapeutic work, including cognitive-behavioral therapy  (CBT), motivational interviewing (MI), and Eye Movement Desensitization and Reprocessing (EMDR).  Having worked with troubled youth and families for many years, I pride myself on being able to see beyond a child or adolescent's presenting problems, and at being able to help them discover and resolve blocks and obstacles that have given rise to such problems.   I believe that most every child, adolescent or parent has an innate capacity for positive growth and development, and that my job as a therapist is to help people cultivate and develop themselves to their fullest potential. 

Dr. Alicia Luckey is an educator, certified school psychologist in Arizona, and has obtained the National Certified School Psychologist (NCSP) distinction through the National Association of School Psychologists.  She earned her bachelor's degree from Bowling Green State University in criminal justice, which enabled her to begin her work with behaviorally disordered youth in 2001.  She subsequently earned her masters and doctoral degrees from Arizona State University in educational psychology, with a concentration in school psychology.  Research publications have included concentrations on the play behaviors of preschoolers, particularly focused on children who engage in high levels of solitary play, as well as investigating cognitive and academic gains as a result of cognitive skills training.  Dr. Luckey's work focuses on gifted / intellectual assessment, cognitive development strategies, learning disabilities, and students who have behavioral and emotional difficulties.  Dr. Luckey's professional memberships include the Arizona Association of School Psychologists, the National Association of School Psychologists, and the American Psychological Association.  For a more detailed biography, see  Dr. Luckey's curriculum vitae.

As a mother, school psychologist and educator, I am a firm believer in evaluating and treating the whole child which encompasses cooperation from the educational environment as well as the family and the student.  My philosophy is eclectic, incorporating tenants from several different psychological theories which view the child as an actor in his / her world, but also as only one piece of a complex puzzle that includes family and school contextual variables.  I sincerely enjoy working with families, other professionals including medical doctors, psychiatrists, teachers, and students themselves to best understand the entire picture related to the areas of concern.  My practice in working with children and families is dependent on the temperament of the child and ranges from direct cognitive-behavioral to more fluid play-type therapy.  Common challenges facing students and families I work with include Attention Deficit Hyperactivity Disorder (both on and off medication), students with Emotional Disabilities, Specific Learning Disabilities, Selective Mutism, and those suffering from Enuresis and Encopresis.  I also routinely conduct gifted / intellectual evaluations, comprehensive psychoeducational evaluations, and learning disability evaluations.