805 E Broward Blvd #301 Fort Lauderdale, FL 33301
Ryan McEwen, SSP., NCSP Licensed School Psychologist
About ME
I am a Licensed and Nationally Certified School Psychologist in the state of Florida, bringing over nine years of experience in evaluation services that cater to students and families in the Palm Beach County School District. I earned both my Master’s and Specialist degrees in School Psychology from Barry University and have dedicated my career to helping students with their behavioral, emotional, intellectual, and academic needs.
Throughout my career, I have worked in a variety of specialized educational settings, such as Autism Spectrum Disorder cluster programs, Emotional/Behavioral Disability cluster programs, Gifted cluster sites, and programs for students with Intellectual Disabilities. These experiences have equipped me with extensive knowledge in psychoeducational evaluations, enabling me to identify and support students from preschool through high school effectively.
In addition to providing evaluations, I offer consultation services to assist families in navigating school-based supports, accommodations, eligibility meetings, and interventions. I believe that parents should feel informed, supported, and empowered throughout every step of this process.
I have significant experience working with students and families across Miami-Dade, Broward, and Palm Beach counties. I currently provide evaluation services in Aventura and Fort Lauderdale.
Importance of Choosing the right psychologist
Understanding
I understand that every child learns differently, and navigating the educational system can often feel overwhelming for families. My goal is to provide not only comprehensive evaluation services but also to assist parents in clearly understanding their child's strengths and challenges.
Experience
Throughout my career, I have worked across a wide range of specialized educational settings, including programs for Autism Spectrum Disorder, Emotional/Behavioral Disabilities, and Gifted learners, as well as services for students with Intellectual Disabilities. These diverse experiences have given me extensive knowledge in identifying and supporting students from preschool through high school.
Support
As a practicing school psychologist within the public school system, I am well-acquainted with the eligibility requirements and processes that schools use to determine necessary services and supports. Furthermore, I provide families with the necessary documentation, guidance, and consultation to ensure the psychoeducational evaluations process is as straightforward and efficient as possible.
Services
At McEwen Psychological Assessment, my mission is to provide comprehensive evaluations to help students achieve their educational goals as well as improve their mental health and well-being. I specialize in comprehensive psychoeducational evaluations for students with concerns related to:
Gifted Eligibilities
Learning Disabilities
ADHD
Autism Spectrum Disorder
Intellectual Disabilities
INformation on SPecific school-based eligibilities
Dyslexia/Learning Disabilities
Dyslexia/Learning Disabilities
Dyslexia/Learning Disabilities
A learning disability is a neurological condition that affects how a person receives, processes, stores, or expresses information. This condition is not linked to intelligence, motivation, or effort. Individuals with learning disabilities often demonstrate average or above-average intelligence but may experience substantial challenges in
A learning disability is a neurological condition that affects how a person receives, processes, stores, or expresses information. This condition is not linked to intelligence, motivation, or effort. Individuals with learning disabilities often demonstrate average or above-average intelligence but may experience substantial challenges in specific academic areas such as reading, writing, and mathematics. Typically, an evaluation for a learning disability includes a comprehensive assessment of intelligence, cognitive processing, phonological and orthographic processing, as well as reading, math, and writing skills. For students exhibiting characteristics of a learning disability, evaluation services like psychoeducational evaluations can determine eligibility for Exceptional Student Education Services (ESE) under the category of Specific Learning Disability (SLD). Common types of learning disabilities encompass dyslexia, which affects reading; dysgraphia, pertaining to writing; and dyscalculia, related to mathematics. Dyslexia specifically impacts reading and language processing, making it difficult for students to recognize and decode words, connect letters to their respective sounds, read accurately and fluently, and manage spelling and writing tasks. Dyslexia can vary in severity and may coexist with strengths in areas such as creativity, problem-solving, reasoning, or visual thinking. It is one of the most prevalent learning disabilities and is not attributed to poor vision, lack of education, or low intelligence. In educational and clinical contexts, dyslexia is generally defined as a specific learning disorder characterized by impairments in reading, resulting in ongoing challenges with word recognition, decoding, spelling, and reading fluency despite receiving appropriate instruction. Essentially, while a learning disability encompasses a range of conditions impacting education in distinct manners, dyslexia corresponds to a specific type of learning disability primarily affecting reading and related language skills. Learning disabilities and dyslexia can variably influence student learning based on individual strengths, challenges, and the support they receive. How Learning Disabilities Affect Student Learning: Students with learning disabilities may face hurdles in areas such as: Reading—understanding written material, reading fluently, or recognizing words; Writing—organizing ideas, spelling, handwriting, or expressing thoughts in writing; Mathematics—grasping number concepts, performing calculations, or problem-solving; Memory and processing—recalling instructions, retaining information, or processing details quickly; Organization and time management—tracking assignments, materials, and deadlines; Attention and concentration—maintaining focus on tasks while filtering out distractions. As a result, students may require additional time to complete assignments, benefit from repeated instruction, or seek accommodations such as extended time on tests, assistive technology, or alternative methods to demonstrate their knowledge. How Dyslexia Affects Student Learning: Since dyslexia predominantly disrupts reading and language processing, students might read more slowly and less accurately than their peers, struggle to decode unfamiliar words, face challenges with spelling and written expression, have difficulty taking notes during lessons, feel fatigued by reading-intensive tasks, or encounter troubles understanding material when most of their effort is spent decoding words. For example, a student with dyslexia might grasp a science concept effectively when communicated verbally but struggle to learn the same information from a textbook. Academic and Emotional Impact: Without suitable support, students may exhibit: Lower academic performance compared to their actual capabilities; Increased frustration and anxiety about schoolwork; Decreased confidence and self-esteem; Reluctance to participate in reading or writing activities. Nevertheless, with early identification, evidence-based instruction, accommodations, and supportive teaching strategies, students with learning disabilities and dyslexia can make significant academic progress and succeed in their studies. Common supports include: Explicit, structured instruction; multisensory teaching approaches; audiobooks and text-to-speech technology; extended time on assignments and tests; graphic organizers and note-taking aids; opportunities to showcase learning through oral presentations, projects, or alternative formats. These supports enhance student access to the curriculum while nurturing the skills essential for becoming independent learners. Additionally, for students with symptoms of ADHD, ADHD testing may also be beneficial in conjunction with existing evaluation services.
Gifted
Dyslexia/Learning Disabilities
Dyslexia/Learning Disabilities
A gifted program is an educational program designed to identify and support students who demonstrate exceptionally advanced abilities, potential, or aptitude in one or more areas, such as intellectual reasoning, academic achievement, creativity, problem-solving, leadership, or specific academic domains. Gifted programming typically provi
A gifted program is an educational program designed to identify and support students who demonstrate exceptionally advanced abilities, potential, or aptitude in one or more areas, such as intellectual reasoning, academic achievement, creativity, problem-solving, leadership, or specific academic domains. Gifted programming typically provides learning opportunities that extend beyond the standard curriculum through increased depth and complexity, accelerated learning, enrichment activities, independent inquiry, and opportunities to engage with challenging material.
A gifted learner is a student whose cognitive abilities, academic performance, creativity, or demonstrated potential indicate a capacity to learn and reason at a level that is significantly advanced relative to same-age peers. Gifted learners may acquire information rapidly, make sophisticated connections between ideas, demonstrate advanced problem-solving skills, show strong curiosity and persistence, or exhibit particularly advanced abilities in specific academic areas. Giftedness can present differently across individuals, and a gifted learner may demonstrate advanced abilities in some areas while performing within the expected range in others.
Identification for gifted programming generally considers multiple sources of information, which may include standardized cognitive or academic assessments, classroom performance, teacher observations, work samples, and other relevant developmental or educational information. The purpose of gifted education is not simply to provide more work, but to ensure that students receive appropriately challenging and meaningful learning experiences that match their individual strengths, needs, and rate of learning.
ADHD/Other Health Impairment
Dyslexia/Learning Disabilities
ADHD/Other Health Impairment
ADHD (Attention-Deficit/Hyperactivity Disorder) is a neurodevelopmental condition that affects how a person regulates attention, impulses, activity level, and executive functions—mental skills used for planning, organizing, and self-control. An evaluation for ADHD, often part of ADHD testing, typically assesses intellectual functioning, a
ADHD (Attention-Deficit/Hyperactivity Disorder) is a neurodevelopmental condition that affects how a person regulates attention, impulses, activity level, and executive functions—mental skills used for planning, organizing, and self-control. An evaluation for ADHD, often part of ADHD testing, typically assesses intellectual functioning, academic functioning, cognitive processing, and ADHD-specific characteristics through direct assessment as well as parent and teacher rating scales, along with social and developmental history. Students exhibiting characteristics of ADHD may qualify for accommodations through a Section 504 Plan or Exceptional Student Education Services (ESE) under the eligibility of Other Health Impairment (OHI). ADHD is categorized into three presentations: Predominantly Inattentive, which includes difficulty focusing, following instructions, organizing tasks, or remembering details; Predominantly Hyperactive-Impulsive, characterized by excessive movement, restlessness, difficulty waiting, and acting without thinking; and Combined Presentation, featuring elements of both inattentiveness and hyperactivity-impulsivity. It's important to note that ADHD is not an indicator of intelligence; individuals with ADHD can have average, above-average, or below-average intellectual abilities. Moreover, ADHD often overlaps with learning disabilities, making psychoeducational evaluations crucial for understanding a student's needs. How ADHD Can Impact Learning: 1. Difficulty Sustaining Attention: Students may find it hard to concentrate during lessons, reading assignments, or lengthy tasks, potentially missing important information even while trying to focus. For instance, a student may grasp the beginning of a teacher's explanation but lose interest partway through. 2. Problems with Working Memory: ADHD can impede the ability to retain and use information over short periods. Example: A student might forget subsequent steps in a math problem after hearing all the initial instructions. 3. Executive Function Challenges: ADHD often impacts planning, organization, time management, and task completion. Example: A student may understand how to complete an assignment but struggle to begin it, organize materials, or meet deadlines. 4. Increased Distractibility: Both external distractions like noise and internal ones such as daydreaming can disrupt learning. Example: A distant classroom conversation might divert a student's attention from their work. 5. Impulsivity: Students may answer questions hastily, rush assignments, or make avoidable errors. Example: A student may grasp a concept but lose points due to skipping instructions or working too quickly. 6. Hyperactivity and Restlessness: Remaining still for extended periods can be challenging, causing disruptions in classroom participation or independent work. Example: A student frequently leaving their seat or seeking movement breaks. 7. Difficulty with Reading and Note-Taking: Keeping focus during long reading passages or simultaneous listening and note-taking can be tough. Example: A student might finish a chapter yet retain little of what was read. 8. Emotional Regulation Difficulties: Some individuals with ADHD may experience heightened frustration, stress, or emotional reactions, impacting learning and classroom performance. Example: A student may feel disheartened after a minor mistake, making it hard to continue working. 9. Inconsistent Performance: A hallmark of ADHD is performance variability. Students may excel in areas of interest while struggling with less engaging tasks. Example: A student may shine in science projects but have trouble with routine homework assignments. Potential Strengths Associated with ADHD: While ADHD can present learning challenges, many individuals exhibit strengths such as creativity, strong problem-solving abilities, high energy and enthusiasm, intense focus on topics of interest (often termed 'hyperfocus'), as well as adaptability and resilience. With the right support, accommodations, and learning strategies, many students with ADHD thrive academically and professionally. Additionally, evaluation services, including dyslexia assessments, can further assist in addressing the diverse needs of students with learning disabilities.
Autism Spectrum Disorder
Autism Spectrum Disorder
ADHD/Other Health Impairment
Autism, or Autism Spectrum Disorder (ASD), is a neurodevelopmental condition that impacts an individual's communication, social interactions, information processing, and perception of the world. It is referred to as a 'spectrum' because autistic individuals display a diverse range of strengths, challenges, and support requirements. A comp
Autism, or Autism Spectrum Disorder (ASD), is a neurodevelopmental condition that impacts an individual's communication, social interactions, information processing, and perception of the world. It is referred to as a 'spectrum' because autistic individuals display a diverse range of strengths, challenges, and support requirements. A comprehensive evaluation typically involves assessing intellectual functioning, academic performance, emotional and behavioral functioning, adaptive skills, specific Autism Spectrum Disorder assessments, observations, and a detailed social and developmental history. Students demonstrating characteristics of Autism may qualify for Exceptional Student Education Services (ESE) under Autism Spectrum Disorder eligibility. Common traits associated with Autism include differences in social communication and interaction, repetitive behaviors, intense interests, sensory sensitivities (such as to sounds and lights), and challenges in emotional regulation and executive functioning, which encompasses planning and attention shifting. It's important to highlight that Autism is not categorized as an intellectual disability; many autistic individuals possess average or above-average intelligence, while others might experience co-occurring learning disabilities like dyslexia or may benefit from ADHD testing. In the educational setting, Autism can shape learning in various ways, presenting potential challenges such as social communication deficits that complicate understanding social cues and figurative language. Attention and executive functioning issues may hinder organization, transitions, time management, and completing multi-step assignments. Furthermore, sensory processing difficulties could lead to concentration problems due to sensory overload from classroom environments. Students may also face challenges with flexibility and change leading to anxiety during unexpected shifts in schedule or routines, and they may require additional processing time for verbal instructions or thoughts. Emotional regulation issues can impede behavior and learning, potentially resulting in frustration or anxiety. However, students on the spectrum often have strengths such as excellent memory for details, analytical thinking, strong visual learning skills, honesty, and attention to detail. Supportive school environments might include clear routines, visual aids, breaking tasks into manageable steps, sensory accommodations like quiet areas, explicit social skills instruction, and extra time for assignments. At home, challenges may manifest as difficulty adapting to routine changes, issues with daily living skills, sensory sensitivities, communication barriers, and emotional regulation difficulties leading to meltdowns. Conversely, strengths may include strong adherence to routines, deep interests, exceptional memory related to preferred activities, and unique problem-solving abilities. Effective home strategies could involve maintaining consistent routines, using visual schedules, providing advance notice of changes, ensuring clear communication, facilitating sensory regulation opportunities, and applying strengths-based positive reinforcement. Additionally, families may find it helpful to pursue ADHD testing, dyslexia assessments, or other evaluation services, including psychoeducational evaluations, to gain a deeper understanding of their child's unique needs.
Intellectual Disability
Autism Spectrum Disorder
Intellectual Disability
An Intellectual Disability (IND) is a neurodevelopmental disability characterized by significant limitations in both intellectual functioning and adaptive functioning, typically beginning during the developmental period (before age 18). A comprehensive evaluation often includes ADHD testing and dyslexia assessments, along with measures of
An Intellectual Disability (IND) is a neurodevelopmental disability characterized by significant limitations in both intellectual functioning and adaptive functioning, typically beginning during the developmental period (before age 18). A comprehensive evaluation often includes ADHD testing and dyslexia assessments, along with measures of intellectual functioning, academic achievement, adaptive skills, observations, and a social & developmental history. Students displaying characteristics of an Intellectual Disability may qualify for Exceptional Student Education Services (ESE) under the eligibility of Intellectually Disabled (IND). According to the American Association on Intellectual and Developmental Disabilities and the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition, intellectual disability involves deficits in intellectual functioning, such as reasoning, problem-solving, planning, and learning from experience; deficits in adaptive functioning, which affect a person's ability to meet age-appropriate expectations for independence and social responsibility; and an onset during childhood or adolescence. In educational settings, eligibility for special education under the category of Intellectual Disability generally requires evidence that these limitations significantly affect educational performance and necessitate specially designed instruction. The impact of learning disabilities can affect functioning across multiple areas of daily life. Conceptual Skills: Individuals may face difficulties with learning and applying new information, reading, writing, and mathematics, as well as understanding abstract concepts and managing time. Social Skills: Individuals may encounter challenges with understanding social expectations, interpreting social cues, and developing and maintaining relationships. Practical/Daily Living Skills: Depending on the severity of the disability, individuals may require assistance with personal care, household responsibilities, community participation, transportation, and independent living skills. Impact Within the Educational Setting: Academic Achievement: Students with intellectual disabilities often learn at a slower pace and may need repeated instruction and practice, a modified curriculum, explicit teaching of skills, additional time to master concepts, and frequent review. Areas commonly affected include reading comprehension, written expression, and problem-solving. Learning and Memory: Students may struggle with retaining information and applying skills across settings. Communication: Some students may face challenges with expressing ideas clearly and following classroom discussions. Social and Behavioral Functioning: Students may require support with understanding social expectations and self-regulation. Adaptive Functioning at School: They may need help organizing materials and following daily routines. Common Educational Supports: Students with intellectual disabilities may benefit from evaluation services that provide specialized instruction, modified assignments, visual supports, explicit teaching of functional and adaptive skills, and social skills training. Psychoeducational evaluations are crucial in offering insights into the educational and developmental needs of these students. The impact of an intellectual disability varies significantly; some individuals may require limited support, while others may need extensive assistance across academic, social, and daily living domains.
BUsiness INFORMATION
McEwen Psychological Assessment
I operate out of two offices to better serve my clients. The main office is located in Ft. Lauderdale, while the secondary office is situated in Aventura. For more details about how to find us, please visit the 'How to Find Us' page.
Location and Contact Information
Address: 805 E Broward Blvd #301, Fort Lauderdale, FL 33301
Address: 3580 Mystic Pointe Drive, Aventura, FL 33180 Phone Number: 954-372-5724 Email Address: mcewenpsychology@gmail.com
Hours
Open today | 09:00 am – 05:00 pm |
Summer Hours (June and July) are Monday-Friday from 9am-5pm
Open most school holidays from 9am-5pm
Please call for availability
We accept Cash, Venmo/Zelle, and Bitcoin as payment. In addition, we accept payments from all major credit card companies with a 3.5% transaction fee assessed.
How to Find Us
The Ft. Lauderdale office is located at the Ranger Technical Resource building. When you arrive, look for any available "Khospace" parking spaces below the Ranger Technical Resource building, or you may park on the side of the building in "visitors/guest" spaces. There is an overflow parking lot off of NE 1st Street if needed. I added a google image of the overflow parking lot for reference.
Once you are parked, text you are here and I will unlock the main door so that you can take the elevator to the third floor.
The Aventura office is located off of NE 192nd Street on Mystic Point Drive. There are spaces available for clients labeled "Khospace". You may also park in spots labeled "visitor" or "guest". In addition, the office is approximately 0.5 miles from Heritage Park Public Parking, providing convenient access to the area.
Once you are parked, text you are here and I will unlock the main door.
We look forward to seeing you!
