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The Learning and Emotional Assessment Program (LEAP) at Massachusetts General Hospital assesses students and children ages 2 to 22 who have developmental difficulties and consults with their parents, teachers and care providers.
Our clinical professionals have devoted their training, research and clinical practice to acquiring the specialized skills needed to assess children with learning disabilities, psychological disorders and developmental disorders. Our team loves working with children and has a natural ability to put them at ease.
The Department of Psychiatry at Mass General offers a depth and breadth of resources available at few other hospitals or psychiatric centers, meaning your child receives comprehensive, state-of-the-art care without leaving our campus. Services available through the MassGeneral Hospital for Children include:
MassGeneral Hospital for Children also has several locations in Greater Boston. For example, we collaborate with our colleagues at the hospital's Lurie Center for Autism in Lexington, MA, to help children with autism spectrum disorders and other developmental disorders.
Our servicesOur clinical assessments are designed to be a positive experience, and we find that many children enjoy the warm, one-on-one attention they receive. Our professionals are experienced at discussing the benefits of assessments with even the most skeptical of adolescents.
Our staffOur experienced professional staff includes child psychologists, licensed clinical psychologists, neuropsychologists, certified school psychologists, clinical psychology interns and postgraduate fellows.
Our researchResearch is an ongoing companion to treatment in the LEAP program, with clinical test data collected daily from patients who choose to participate. This data is used to help participants in LEAP, as well as in other programs and departments.
Referral formsReferral forms for parents and clinicians are available for download.
Publications & mediaA listing of books, blogs, videos, publications and more by LEAP clinicians.
Conditions we evaluateLearn more about the variety of conditions and disorders treated by the clinicians at LEAP.
After publishing the book Straight Talk About Psychological Testing for Kids with her colleague Gretchen Felopulos, PhD, in 2004, Ellen Braaten, PhD, was overwhelmed by parents seeking help for their children's developmental difficulties. To address this vital and growing health care need, the Learning and Emotional Assessment Program (LEAP) at Massachusetts General Hospital was founded in 2008. Within a year, the program’s professional resources were doubled.
We have designed our clinical assessments to be a comfortable and often fascinating experience, and we find that many children enjoy the warm, one-on-one attention they receive. In addition, our professionals are adept at discussing the benefits of assessments with even the most skeptical of adolescents.
Depending on your child's particular challenge, the assessment may take a few hours, or a few days. We'll then make an appointment for a confidential parent conference at a later date to present our results and make recommendations. This appointment often takes a few hours.
LEAP evaluations incorporate a collaborative assessment method to actively engage the patient, his or her family and the referring clinician. Following this evaluation, we make recommendations for treatment or counseling. In particular, LEAP offers the following evaluation and assessment services:
Our experienced professional staff includes child psychologists, licensed clinical psychologists, neuropsychologists and certified school psychologists. This team is complemented by bright and dedicated clinical psychology interns and postgraduate fellows with a sincere interest in helping children achieve their true potential.
Director of LEAPAssociate Professor, Harvard Medical SchoolLicensed Psychologist
Ellen Braaten, PhD is the Director of the Learning and Emotional Assessment Program (LEAP) at Massachusetts General Hospital and the Track Director of the Child Psychology Training Program at Mass General/Harvard Medical School. She is an Assistant Professor of Psychology at Harvard Medical School. Dr. Braaten received her MA in Clinical Psychology from the University of Colorado and her PhD in Psychology at Colorado State University and completed her internship training at Massachusetts General Hospital. She has been affiliated with Mass General since 1998.
Dr. Braaten is widely recognized as an expert in the field of pediatric neuropsychological and psychological assessment, particularly in the areas of assessing learning disabilities and attentional disorders. She has been the recipient of funding to conduct research studies on children with nonverbal learning disabilities and attentional disorders and has published numerous papers, chapters and reviews on ADHD, learning disabilities, gender and psychopathology, intelligence, and neuropsychological and psychological assessment of children.
Assistant Director, Clinical Operations
Sheila O'Keefe, EdD received her doctorate in Counseling and Consulting Psychology from Harvard University. She completed her internship and two postdoctoral fellowships in the Department of Psychiatry at the Massachusetts General Hospital. Dr. O'Keefe is the Director of Psychology Training at Mass General and is responsible for coordinating the predoctoral internship and postdoctoral training program. She is an Assistant Professor of Psychology at Harvard Medical School. Her teaching interests include ethics and professional boundaries while her clinical interests include grief and end-of-life issues. Dr. O'Keefe served a seven year term and is a past Chair of the Commonwealth of Massachusetts Board of Registration in Psychology.
Director of ResearchAssistant Professor of Psychiatry, Harvard Medical School
Alysa E. Doyle, PhD graduated with honors in psychology from Williams College and earned her doctorate in Clinical Psychology at the University of Minnesota. Based on her doctoral thesis, Dr. Doyle received a Dissertation Research Award from the American Psychological Association. Dr. Doyle completed her pre-doctoral internship and postdoctoral fellowship in Child and Adult Clinical Psychology at Mass General. Dr. Doyle's research interests lie in the fields of developmental neuropsychology and psychiatric genetics, particularly as they pertain to disruptive behavior disorders in children. She has presented her work at national and international meetings and has co-authored over 69 articles that have appeared in peer-reviewed journals.
Instructor in Psychology, Harvard Medical School
Dr. Nancy Lundy is a licensed psychologist. She is interested in neuropsychological assessment of pediatric patients with medical conditions including epilepsy, stroke, leukodystrophies and head injury and with neurodevelopmental disorders and learning disabilities. In addition to her work with LEAP, Dr. Lundy provides evaluation services in the Psychology Assessment Center, leads individual and group psychotherapy through Mass General's Outpatient Psychiatry Service and conducts testing and therapy at Mass General's Chelsea HealthCare Center.
Timothy Soto, PhD received a bachelor’s degree in psychology from California State University, Los Angeles. He subsequently worked as an applied behavior analysis (ABA) instructor for children with autism spectrum disorder for several years prior to completing his MA in psychology in education at Teachers College-Columbia University in New York, NY. Before returning to graduate school, he worked in epidemiology and obsessive compulsive disorder research labs at the New York State Psychiatric Institute in New York, NY. He then completed his doctoral degree in clinical psychology at the University of Massachusetts, Boston. He completed his practicum training at the Home for Little Wanderers Child and Family Clinic in Roslindale, MA. He completed his internship training at Massachusetts General Hospital, Harvard Medical School in the Child Track and his postdoctoral training through the Massachusetts General Hospital for Children Lurie Center for Autism and the Aspire clinical psychology fellowship.
Dr. Soto is a Licensed Clinical Psychologist in the state of Massachusetts, specializing in pediatric neuropsychological and psychological assessment of toddlers, children, adolescents and young adults with learning, emotional, social and behavioral challenges. He has a wide array of training across settings, including community health centers, emergency rooms and hospital outpatient clinics. In addition to expertise in conducting neuropsychological, psychological and educational evaluations with individuals with learning and social-emotional challenges, Dr. Soto’s research and clinical interests focus on individuals with ASD from toddlerhood through young adulthood.
Gina Forchelli, PhD, NCSP is an Instructor at Harvard Medical School. Dr. Forchelli received a dual BA in psychology and music at Muhlenberg College in Allentown, PA. She completed her MEd in school psychology at Teachers College-Columbia University in New York, NY. Before returning to complete her PhD, she worked as a school psychology intern within the White Plains School District in NY. Her PhD in school psychology was completed at Temple University in Philadelphia, PA. She completed her internship training at the Milton Hershey School in Hershey, PA, a residential school for low-income students. Her postdoctoral training in neuropsychological assessment was completed within the LEAP program. Dr. Forchelli is a Licensed Psychologist and a nationally certified school psychologist.
Dr. Forchelli specializes in pediatric neuropsychological and psychological assessment of children and adolescents with learning, emotional, and behavioral concerns. She has completed training across multiple settings including an outpatient trauma-based clinic, residential therapeutic school and public schools. She has developed proficiency in individual and group-based treatment of children and adolescents experiencing difficulties with anxiety, depression, self-harm/suicidal ideation, sexual/physical trauma, oppositional/conduct behaviors and attention/hyperactivity and impulsivity. During her training as a school psychologist in the public schools, she also gained experience in school-based assessment and intervention to support the learning and emotional needs of children. Dr. Forchelli has particular interest in evaluation and intervention with adolescents with executive function difficulties that co-occur with cognitive and emotional regulatory difficulties and skill development to enhance transition to young adulthood and post-secondary pursuits. Dr. Forchelli’s work has presented at meetings for the American Psychological Association and National Association of School Psychologists.
Amanda Ward, PhD graduated with highest honors from Loyola University Chicago prior to completing her doctoral training at the same institution in the Clinical Psychology Program. She completed a predoctoral internship in child/adolescent psychology at Stanford Children’s Hospital/Children’s Health Council in Palo Alto, CA, which included a rotation in neuropsychological assessment. She was a postdoctoral fellow at the LEAP program where she received further specialized training in neuropsychological assessment.
Dr. Ward is currently a Licensed Clinical Psychologist in the state of Massachusetts. She has experience with neuropsychological and psychological assessment across multiple settings including pediatric clinics, outpatient clinics and inpatient medical units. During her doctoral training she also conducted neuropsychological evaluations within a children’s rehabilitation hospital to assess the impact of traumatic injuries on cognitive, learning and social-emotional functioning. At this time, she specializes in neuropsychological assessment of children and adolescents with learning, emotional and behavioral concerns and provides recommendations for school- and community-based services. Dr. Ward is particularly interested in the evaluation of children and adolescents with learning challenges and neurodevelopmental disorders. Her research, professional, and clinical interests involve utilizing a developmental approach to better understand the whole child in order to determine an appropriate intervention plan.
Darlene Maggio, Practice Manager Austin Hallock, Receptionist & Front Desk Megan Murray, Administrative & Front Desk Patrick McGuinness, Psychometrician & Front Desk
Hillary Bush, PhD Michael Capawana, PhD Nathan Cook, PhD
Research is an important component of the Learning and Emotional Assessment Program's (LEAP) mission. Each clinical evaluation yields valuable information, which patient can choose to share to help further LEAP's mission. These data can be used to answer scientific questions that have implications for the patients we see and are always privacy protected to ensure anonymity.
The cornerstone of LEAP's research initiative, led by Alysa Doyle, PhD, is the Longitudinal Study of Genetic Influences on Cognition (LOGIC). This project has allowed us to build a permanent but flexible research infrastructure at LEAP, including a database to organize our enormous repository of information and a mechanism that allows patients to contribute to research.
Through this study, patients allow us to use information collected from their assessments. Patients can also fill out additional questionnaires and provide DNA for genetic analyses. The fluidity between the clinical and research realms that LOGIC represents resulted in this project winning the 2014 hospital-wide Clinical Research Day Team Award at Massachusetts General Hospital.
To date, LOGIC has collected data from over 1,000 children and adolescents. We have used this information to publish papers and garner grants from various foundations and the National Institutes of Health. The questions we are interested in answering include:
This research infrastructure has also allowed us to develop collaborations across the hospital, including:
Our team aims to grow the baseline sample of LOGIC to data from 3,000 youth. A data set of this size with information about genetics, neuropsychology, learning and emotional problems will allow us to answer the questions above and learn more about conditions like autism spectrum disorder, ADHD, mood disorders, anxiety disorders and psychosis.
We also aim to launch the longitudinal follow-up of the LOGIC study. In this arm of the project, we will meet with youth enrolled in the study over time. This follow-up will allow us to learn more about why some children do well while others continue to struggle. Understanding different trajectories should also create new opportunities for early identification of those at risk.
Finally, we are using our database to train a new generation of clinical researchers. The Fellows who rotate through LEAP can develop or contribute to research projects relevant to the LEAP population. Papers currently under development include understanding sensory processing and social difficulties across a range of conditions.
We are grateful for the funding that has allowed us to grow our research program. We are particularly indebted to the Stanley Center for Psychiatric Research at the Broad Institute of Harvard and MIT for their ongoing support, as well as to the David Judah Foundation for helping us to launch our research program and to the National Institutes of Health (NIH).
If you would like to support the work of the LEAP program, please visit our giving site to make a donation.
Clinician's Referral Form
Parent Referral Form
HIPAA Authorization Form for release of information
Completed forms can be emailed to email@example.com or faxed to 617-643-6060.
Webinar: Women Taking the Lead
Webinar: If My Kid Is So Smart, Why Is He So Slow?
Contributing Blog: Pros And Cons Of A Private Clinic Versus Public School Evaluation
Contributing Blog: When to Talk About the Birds and Bees
Should you be discussing ISIS and Ebola with your kids?Some suggestions from Dr. Braaten about what's appropriate to tell children.
Isis aiming to spread message of fearDr. Braaten talks about balancing vigilance and fear to match the needs of your personality.
Happy wife, happy lifeDoes a new study prove it's true? Dr. Braaten talks about it.
Do childhood doodles and drawings predict future intelligence? Dr. Braaten discusses some of the latest research, and what it really means for your child.
Talking about rejection The investigation into a recent Connecticut prom incident is a chance for parents to discuss with teens how to turn somebody down with compassion.
How do you keep your children from being spoiled, turn them into givers?Dr. Braaten offers advice for parents on how to keep your children from being spoiled and making them into givers.
‘What did we miss?’ Mom of teen who committed suicide now works to help othersDr. Braaten contributes to this story about the rise in teen suicide and how we can work to prevent it.
Straight Talk About Psychological Testing for Kids
How to Find Mental Health Care for Your Child
The Child’s Clinician Report Writing Handbook
Braaten EB, O’Donnell E. (2010) Neuropsychology and pediatrics, in A Practical Guide to Neuropsychological Testing for Patients, Practitioners, and Other Professionals edited by E Arzubi & E Mambrino. New York, NY: Springer Publishing.
Grush, L., Braaten, E.B., & Willoughby, B.L.B. (2010). Neuropsychology and Child Psychiatry. To be printed in E. Azurbi (Ed.), A Guide to Neuropsychological Assessment for Practitioners and Professionals. New York, NY: Springer Publishing Company.
Nowinski, L.A., Willoughby, B.L.B., Wilson, H.K., O'Donnell, E.H., Glover, R.L. Colvin Putnam, M., & Braaten, E.B. (2009). Exploring the Impact of Parental Psychiatric and Personality Factors on Parental Reactions to Their Child’s Psychiatric Diagnosis. Poster presented to the annual conference of the American Psychological Association. Toronto, ON.
Willoughby, B.L.B., Nowinski, L.A., Putnam, M.C., Glover, R.L., O’Donnell, E.H., Wilson, H.K., & Braaten, E.B. (2009). Parental reactions to their child’s psychiatric diagnosis: A family-stress framework. Poster presented to the annual conference of the American Psychological Association, Toronto, ON.
Contributing author: Parent’s guide to emotional first aid: Helping children and adolescents cope with predictable life crises. Editors: G.P. Koocher & A. La Greca.
Doty, N.D. & Kazak, A.E. (2011). Challenges and coping in non-traditional families. In G.P. Koocher & A. La Greca (Eds.), Parent’s guide to emotional first aid: Helping children and adolescents cope with predictable life crises. New York: Oxford University Press.
Doty, N.D. (2010, August). Child and Adolescent Neuropsychological Evaluation: A Family Stress Approach. Paper presented at the annual conference of the American Psychological Association. San Diego, CA.
Family-based Approaches to Neuropsychological Assessment of Children & Adolescents. Presented at the 2010 annual conference of the American Psychological Association. San Diego, CA.
Putnam MC, Braaten EB, O’Donnell E, Gorman MP, & Chitnis T. (2009). Cognitive and psychological functioning in pediatric-onset multiple sclerosis. Poster presented at the annual meeting of the American Academy of Neurology, Seattle, WA.
504 & IEP plans: Recognizing the Need and Advocating for School Supports for Pediatric Patients with Chronic or Complicated Medical Illness. Talk presented by Ellen H. O’Donnell, PhD at the 3rd Annual Office Management of Common Pediatric Issues: Improve Care and Reduce Risk Fall 2011.
Putnam, M.C., Wig, G.S., Grafton, S.T., Kelley, W.M., & Gazzaniga, M.S. (2008). Structural organization of the corpus callosum predicts the extent and impact of cortical activity in the nondominant hemisphere. Journal of Neuroscience, 28(11), 2912-2918.
Funk, C., Putnam, M.C., & Gazzaniga, M.S. (2009). Consciousness. In G.G. Berntson and J.T. Cacioppo (Eds.) Handbook of Neuroscience for the Behavioral Sciences.
Putnam, M.C.*, Steven, M.S.*, Doron, K.W., Riggall, A., & Gazzaniga, M.S. (2010). Cortical projection topography of the human splenium: Hemispheric asymmetry and individual differences. Journal of Cognitive Neuroscience, 22(8), 1662-1669.
* Authors contributed equally Putnam, M.C. & Blais, M. (2010). Neuropsychology and Adult Psychiatry. In E. Arzubi and E. Mambrino (Eds). A Guide to Neuropsychological Testing for Health Care Professionals.
Grush, L., Braaten, E.B., & Willoughby, B.L.B. (2010). Neuropsychology and Child Psychiatry . To be printed in E. Azurbi (Ed.), A Guide to Neuropsychological Assessment for Practitioners and Professionals. New York, NY: Springer Publishing Company
Willoughby, B.L.B. (2010 August). Assessing family relationships in pediatric neuropsychological evaluation: Innovative measurement strategies. Paper presented at the annual meeting of the American Psychological Association, Washington, DC.
Willoughby, B.L.B. (2009). Advancement in the assessment of autism spectrum disorders and nonverbal learning disabilities/. Society for Research in Child Development, Denver, CO.
Willoughby, B.L.B. (2009). Assessment of autism spectrum disorders. Learning and Developmental Disabilities Evaluation and Rehabilitation Services (LADDERS), Lexington, MA.
Willoughby, B.L.B. (2009). Evaluation and treatment of autism spectrum disorders. University of Massachusetts, Boston, MA.
Willoughby, B.L.B. (2008). Adolescent peer crowds. University of Massachusetts, Boston, MA. Willoughby, B.L.B. (2008). Peer crowd relationships and health behaviors/em>. Suffolk University, Boston, MA.
LEAP treats a variety of conditions and disorders. With the trained resources of Massachusetts General Hospital's Department of Psychiatry, we are able to evaluate and treat a variety of conditions and disorders. Learn more about the conditions and disorders that we treat.
An adjustment disorder is defined as an emotional or behavioral reaction to an identifiable stressful event or change in a person's life that is considered maladaptive or somehow not an expected, healthy response to the event or change.
ADHD, also called attention-deficit disorder, is a behavior disorder, usually first diagnosed in childhood, that is characterized by inattention, impulsivity, and, in some cases, hyperactivity.
Autism spectrum disorder is a neurological and developmental disorder that usually appears during the first three years of life.
Behavior disorders include mental health problems with a focus on behaviors that both identify emotional problems and create interpersonal and social problems for children and adolescents in the course of their development.
Conduct disorder is a behavior disorder, sometimes diagnosed in childhood, that is characterized by antisocial behaviors which violate the rights of others and age-appropriate social standards and rules.
A depressive disorder is a whole-body illness, involving the body, mood, and thoughts, and affects the way a person eats and sleeps, feels about himself or herself, and thinks about things.
Dysthymia, also known as dysthymic disorder, is classified as a type of affective disorder (also called mood disorder) that often resembles a less severe, yet more chronic form of major (clinical) depression.
The term eating disorders refers to a variety of disorders. The common feature of all the eating disorders is abnormal eating behaviors. Eating disorders are serious mental health problems and can be life threatening.
Generalized anxiety disorder (GAD) causes its sufferers chronic and exaggerated worry and tension that seem to have no substantial cause.
Major depression, also known as clinical depression or unipolar depression, is classified as a type of affective disorder or mood disorder that goes beyond the day's ordinary ups and downs, becoming a serious medical condition and important health concern in this country.
Manic depression, also known as bipolar disorder, is classified as a type of affective disorder or mood disorder that goes beyond the day's ordinary ups and downs, becoming a serious medical condition and important health concern in this country.
Many children and adolescents have mental health problems that interfere with their normal development and daily life activities. Some are mild, while others are more severe.
Obsessive-compulsive disorder is an anxiety disorder in which a person has an unreasonable thought, fear, or worry that he or she tries to manage through a ritualized activity to reduce the anxiety.
Oppositional defiant disorder (ODD) is a behavior disorder, usually diagnosed in childhood, that is characterized by uncooperative, defiant, negativistic, irritable, and annoying behaviors toward parents, peers, teachers, and other authority figures.
Panic disorder is characterized by chronic, repeated, and unexpected panic attacks - bouts of overwhelming fear of being in danger when there is no specific cause for the fear
Persons with a personality disorder display more rigid and maladaptive thinking and reacting behaviors that often disrupt their personal, professional, and social lives.
According to the American Psychiatric Association, a phobia is an uncontrollable, irrational, and persistent fear of a specific object, situation, or activity.
Post-traumatic stress disorder (PTSD) is a debilitating condition that often follows a terrifying physical or emotional event - causing the person who survived the event to have persistent, frightening thoughts and memories, or flashbacks, of the ordeal.
Schizophrenia is one of the most complex of all mental health disorders. It involves a severe, chronic, and disabling disturbance of the brain.
151 Merrimac St., 5th Floor Boston, MA 02114Phone: 617-643-6010Fax: 617-643-6060
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