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Dr. Sia Sipsas-Herrmann is a licensed psychologist and certified school psychologist (Arizona), and is also PSYPACT certified to provide telepsychology services in these jurisdictions across the United States. She earned her bachelor’s degree in psychology from UCLA, and her master’s and doctoral degrees in educational psychology / school psychology from Arizona State University. She has specialized training in autism spectrum disorders, and 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 spectrum disorders, Dr. Sipsas-Herrmann’s professional interests include academic giftedness / precociousness, anxiety disorders, ADHD, 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.
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 collaborating with school and home-based intervention efforts. I am 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 children with learning disabilities 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. I also understand there are unique challenges in parenting such children. In addition to direct clinical services, I specialize in providing diagnostic / assessment services and report writing that meets both school and state eligibility requirements. For the past 20 years I have also maintained a special focus on children and families who are navigating the challenges of autism spectrum 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. Common problem areas that I routinely work with in my practice include academic giftedness / precociousness, autism spectrum disorders, anxiety disorders, twice-exceptionality, learning disabilities, emotional / behavioral disorders, and other developmental disabilities.