Clinical Work

I utilize differential diagnosis assessment techniques to disentangle commonly overlapping neurodevelopmental symptoms. Such techniques include thorough developmental history review, clinical interviews, behavioral observation, standardized assessment, interviewing multiple raters (caregivers, teachers), valuing cultural norms, and family dynamics. Differential diagnosis is important for guiding effective treatment and parenting strategies, which are essential for tailored support. I am research-reliable in gold-standard measures of autism assessment, including the Autism Diagnostic Observation Schedule (ADOS). 

Publications on differential diagnosis and neurodevelopmental assessment:

• Stavropoulos, K. K. M., Heyman, M., Salinas, G. B., Baker, E., & Blacher, J. (2022). Exploring telehealth during COVID for assessing autism spectrum disorder in a diverse sample. Psychology in the Schools, 59(7), 1319–1334. https://doi.org/10.1002/pits.22672

• Heyman, M., Galligan, M. L., Salinas, G. B., Baker, E., Stavropoulos, K. K. M., & Blacher, J. (2021). Differential diagnosis of autism spectrum disorder, intellectual disability, and attention-deficit hyperactivity disorder (ADHD). Advances in Autism, 8(2), 89–103. https://doi.org/10.1108/AIA-01-2021-0002

• Baker, E., & Jeste, S. S. (2015). Diagnosis and management of autism spectrum disorder in the era of genomics. Pediatric Clinics of North America, 62(3), 607-618. https://doi.org/10.1016/j.pcl.2015.03.003

Relatedly, I am a member of the writing team convened by APA Division 33 to develop Professional Practice Guidelines for diagnosing intellectual disability in forensic settings. Our goal is to establish best practices for psychologists in the evaluation of intellectual disability and ensure that assessments + clinical interpretation are thorough, accurate, and adhere to the highest standards of the profession. The significance of this work is underscored by the landmark Supreme Court decision in Atkins v. Virginia, which established that executing individuals with intellectual disabilities violates the 8th Amendment's prohibition against cruel and unusual punishment. Thus, there is a critical need for precise and reliable diagnostic procedures to protect the rights of individuals with intellectual disabilities in the criminal justice system.

In 2024, I completed my pre-doctoral clinical psychology internship at the University of Maryland-Baltimore at the National Center for School Mental Health. I provided culturally responsive + evidence-based interventions in a Baltimore City public school (a combined elementary-middle school), utilizing a tiered service model. I consulted frequently with teachers and incorporated parent-management training into family sessions. 

I am trained in Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) and Attachment, Regulation, and Competency (ARC), and I utilize these approaches to improve self-regulation skills, strengthen child-parent connections, and overcome trauma/stress responses.

My sister has an intellectual disability, which inspired me to pursue a career in psychology and work with neurodiverse children. I have extensive experience supporting culturally and linguistically diverse families through the Individualized Education Program (IEP) process within various school districts across Southern California. I am passionate about communicating assessment results, providing students with strengths-based and individually centered accommodations, and utilizing data-driven decision-making (e.g., Response to Intervention, RTI) to promote student success.