Dr. Elizabeth Tsakiris specializes in psychological assessment, research, therapy and intervention services for families and their children with complex behavior and developmental challenges. For the last 10 years, she has provided expert psychological and consultation services for unique students to school systems across the east coast. Her psychological skills are augmented by a special education degree, and 17 years of teaching in hospital/ residential settings, as well as self-contained and inclusive classrooms settings. After 33 years in Montgomery County Public Schools, she will be opening her private practice in spring 2013. Over her career, Liz has worked to integrate neuropsychological constructs, affect development with learning and behavioral theories for children with complex profiles across clinic, school and home. Traditional learning and developmental trajectories assume relatively intact vocal, hearing, vision, movement, cognition and physiological health. Dr. Tsakiris’ specialized assessment and interventions emphasize discovery, acquisition and demonstration of relationship and learning competencies for children with autism and multiple disabilities that don’t always fit this trajectory. Consultation with schools and families incorporates understanding how such children “show what they know” along a unique, individual format, as opposed to forcing them into a more traditional one where they can’t grow and learn as easily or joyfully. These efforts include modifying psychological assessments to better understand how the most challenged children learn and relate, followed by development of appropriate educational and behavioral interventions accordingly. Using a hands-on approach in the “real time” of school and home, she works with parents and teachers to help develop teaching and behavior strategies unique to the multiple needs of each child. Her interventions incorporate current research in neurology, psychology and education—with an emphasis on compassion and creativity that helps parents, teachers, and children thrive. Publications include a chapter in ICDL Clinical Practice Guidelines (2002) on Evaluating Intervention Effectiveness in Autism- Clinically Significant or Clinically Meaningful? In 2009 she completed the first retrospective outcome study comparing 30 children who completed intensive ABA and DIR programs in Treatment Effectiveness in Preschool Autism – A Look at Affective Variables- earning first place in Behavior and the Mind Graduate Research competition in the state of Maryland. Last year she authored a chapter on working with teachers of severely challenged students in Becoming a School Consultant: Lessons Learned, edited by Dr. Sylvia Rosenfield. Whether in research, assessment, or intervention, Dr. Tsakiris is committed to extending the reach of the medical, psychological, and educational community to the most significantly challenged children and their families.