Our Model of Care
Our Practice' Our Model of Care
Two Independent Practices, One Collaborative Model
Coherence Neuropsychology and Supports is built on a structure that includes two independently licensed clinical practices operating within the same office setting. Reesman Neuropsychology, LLC and Allen Psychology, LLC each maintain full professional responsibility for their own patients, including clinical decision-making, billing, records, and all aspects of care.
What connects the work is not a shared legal entity, but a coordinated clinical relationship developed through ongoing professional collaboration. The clinicians work in close proximity, share a consistent philosophy of care, and maintain an ongoing willingness to consult with one another when doing so benefits the individual or family involved.
This structure is intentional. It preserves the independence and accountability required in clinical practice while also supporting a level of communication that is often difficult to achieve when services are completely separate or geographically distant. In many cases, this allows evaluation findings to more directly inform therapeutic planning, or for therapy to raise questions that can be clarified through formal assessment when appropriate.
It also becomes especially meaningful in school-related planning. When an individual is navigating an evaluation process, ongoing therapy, and educational planning at the same time, coordinated clinical input can help ensure that recommendations are consistent and usable across settings. In situations where both clinicians are involved, communication can occur directly and efficiently, without requiring families to bridge gaps between unrelated providers.
The result is a model that maintains clear professional boundaries while supporting more integrated thinking about care, particularly when a case benefits from both neuropsychological assessment and therapeutic support over time.
Our Care
What Coordinated Care Looks Like in Practice
For families, the collaborative structure becomes most visible in practical, everyday ways. Instead of separate services operating in isolation, evaluation, therapy, and school support can connect when clinically appropriate, reducing repetition and improving continuity of care.
- A child who completes a neuropsychological evaluation can be referred directly into therapy with clinical context already established and communicated, so the family does not need to repeat their history or rebuild understanding from the beginning
- A child, adolescent, or adult already in therapy can be referred for neuropsychological evaluation when new questions arise about learning, attention, memory, or development, with therapeutic observations helping inform the evaluation process when appropriate
- Complex or unclear clinical presentations can be discussed between clinicians with the family’s consent, allowing multiple perspectives to inform interpretation and recommendations when needed
- Referrals between practices are structured to preserve continuity, meaning relevant clinical impressions and background are carried forward rather than treated as a reset in care
- School coordination can involve both clinicians when appropriate, especially when evaluation findings and ongoing therapy both contribute to educational planning, IEP meetings, or school-based supports
Across these situations, the intent is not to merge two independent practices into one system, but to reduce unnecessary fragmentation when collaboration can improve clarity, consistency, and usefulness for the individuals and families being served.
coherence and Care
Organized, Attentive Care From the First Contact
Many families arrive after navigating systems that have felt fragmented, rushed, or difficult to follow. They may have explained their concerns multiple times to different providers, received reports that were technically detailed but hard to apply, or left school meetings without a clear sense of next steps. In these situations, the challenge is often not only the underlying concern, but the lack of continuity in how information is gathered and used.
From the beginning of the process, attention is given to reducing that sense of fragmentation. Background information and records are reviewed in advance of appointments so that time can be focused on understanding the individual rather than reconstructing history during the session. This allows the clinical work to begin with context already in place.
Communication is structured to be understandable and usable for families, caregivers, and other involved professionals. Findings are translated into language that connects directly to daily life, including school demands, home routines, work expectations, and social functioning, rather than remaining at a purely technical level.
Recommendations are developed specifically for the individual rather than relying on standardized language tied to a diagnosis. The focus is on how identified patterns of thinking, learning, behavior, or emotional regulation show up in real settings, and what types of support are likely to be most effective in response.
When questions arise after an evaluation or during treatment, there is a clear pathway for follow-up and clarification so that families are not left trying to interpret information on their own. The intention throughout is to take complex clinical information and make it more organized, usable, and connected to the decisions families need to make in everyday life.
When You Need One Service, Both, or Are Not Sure
Not every family who reaches out needs the same type of support, and the process is structured to reflect that reality.
In many cases, a neuropsychological evaluation alone provides the clarity a family is looking for. After a comprehensive assessment and feedback session, families may leave with a clear understanding of cognitive, learning, emotional, or developmental patterns, along with specific recommendations that can be implemented at school, at home, or with a separate treating clinician. For some, that level of understanding is the primary goal and does not require additional services within the practice.
In other situations, families engage in therapy or behavioral support without having completed an evaluation. This may include work on anxiety, emotional regulation, behavior patterns, or social functioning, with treatment focused on current needs and day-to-day functioning rather than diagnostic clarification.
There are also situations where both evaluation and therapy are beneficial, either at the same time or in sequence. In these cases, having both services within a coordinated setting can reduce fragmentation, allowing findings from assessment to inform treatment planning more directly, and allowing therapeutic observations to contribute meaningfully to ongoing clinical understanding.
For individuals and families who are unsure where to begin, an initial brief consultation is available to help clarify next steps. This conversation is intended to focus on understanding the concern and determining what type of support would be most appropriate before any commitment is made. The goal is simply to provide direction when the path forward is unclear.
Questions About How Coherence Works?
If you have questions about how the practice operates, how evaluation and therapy may connect, or what type of service might be the most appropriate starting point, you are welcome to reach out.
A brief conversation can often help clarify what is needed and what the next step should be, especially when concerns feel complex or unclear.
Contact: info@coherenceneuropsych.com
How we work
How Information Moves Between Clinicians
When a family is working with both clinicians, communication between evaluation and therapy is handled in a structured, consent-based way that supports continuity of care.
With written authorization from the family, relevant clinical findings from a neuropsychological evaluation can be shared directly with the treating clinician. This is not limited to a summary of written materials. When appropriate, it may include direct clinical discussion between clinicians to clarify patterns, interpret results in context, and connect findings to real-world functioning.
In the same way, the treating clinician can share observations from therapy that may be clinically relevant to understanding the broader picture. This can include patterns in emotional regulation, behavior across settings, response to intervention, or emerging concerns that may not have been fully apparent at the time of evaluation.
This bidirectional communication allows the two areas of care to function in an integrated way rather than as separate tracks running in parallel. Evaluation can inform therapy in a more immediate and practical way, while therapy can refine and expand the understanding developed during assessment.
For families, this structure reduces the need to act as intermediaries between providers. They are not responsible for translating clinical information, deciding what is relevant, or repeatedly reconstructing history across different appointments. Instead, communication between clinicians, when authorized, supports a more continuous and coherent clinical picture while keeping the family at the center of decision-making.