Korrie Allen, PsyD, ABSNP

Licensed Psychologist | Board-Certified School Neuropsychologist | Child, Adolescent, and Family Specialist

Board Certification

She holds board certification through the American Board of School Neuropsychology, which reflects advanced training in neuropsychological assessment specifically within educational settings. It’s earned through peer review well beyond standard licensure, and a small share of psychologists hold it.

More on ABSNP certification: absnp.com

Korrie Allen, PsyD, ABSNP works with children, adolescents, and their families across a range of emotional, behavioral, and developmental concerns, including ADHD, autism, anxiety, behavioral challenges, and social-emotional difficulties.

Her clinical work is shaped by experience in both psychological assessment and ongoing treatment. This combination means that therapy is informed by an understanding of cognitive and developmental functioning, and evaluation is always interpreted with attention to how a person is functioning in daily life. The focus is not on separating testing from treatment, but on understanding how they inform one another.

Initial sessions tend to begin with careful listening. Families are asked about what has already been tried, what has helped even partially, and what a typical good day looks like compared to more difficult ones. This attention to detail helps ensure that treatment planning is grounded in lived experience rather than assumptions or generalized approaches.

Many parents notice that this process feels different from more standardized intake experiences. The emphasis is on understanding patterns over time, including how behaviors shift across settings such as home, school, and social environments. This broader view helps shape interventions that are practical and responsive to real-world conditions.

She has specialized training in SPACE (Supportive Parenting for Anxious Childhood Emotions), a parent-based treatment program developed at Yale University for childhood anxiety. SPACE is designed to reduce anxiety by working directly with parents rather than requiring child participation in sessions, and it is not widely offered by clinicians in the region. This approach is one of several tools used when supporting families navigating anxiety-related concerns.

Areas of Clinical Expertise

Child and adolescent neuropsychological evaluation
ADHD assessment and behavioral management
Autism spectrum disorder evaluation and support
Anxiety treatment, including CBT and SPACE
Behavioral concerns and emotional dysregulation
Social emotional development
Executive functioning assessment and skill-building
Developmental disorders in young children
IEP consultation and school-based support
Parent coaching and family guidance

SPACE (Supportive Parenting for Anxious Childhood Emotions)

Trained in SPACE

SPACE, or Supportive Parenting for Anxious Childhood Emotions, is an evidence-based treatment for childhood and adolescent anxiety that works primarily through parents rather than requiring direct participation from the child.

The core idea is that anxiety is often maintained not only by internal worry processes, but also by patterns that develop around it in daily life. Over time, families may understandably begin to accommodate anxiety in ways that reduce distress in the short term but unintentionally keep it in place long term. SPACE focuses on helping parents make structured changes to these patterns while maintaining a supportive and validating stance toward their child.

Research on SPACE includes multiple randomized controlled trials demonstrating outcomes comparable to individual cognitive behavioral therapy for childhood anxiety. In some cases, particularly when family accommodation has become more entrenched or when a child is unwilling or unable to participate in direct therapy, SPACE has shown equal or greater effectiveness in reducing anxiety-related impairment.

This approach can be especially helpful in situations where traditional therapy has not led to meaningful changes in daily functioning, or when anxiety significantly affects routines at home but the child is not engaging in or benefiting from individual treatment. By working directly with parents, the focus shifts to changing the environment around the anxiety in a structured and clinically guided way.

The goal is not to remove support from the child, but to help families respond in ways that reduce the grip anxiety has on daily life, while maintaining a strong and supportive parent-child relationship throughout the process.

How Sessions Actually Go

Treatment planning is explicit and structured from the beginning. Families are not left guessing about direction or expectations. Goals are clearly defined, progress is reviewed over time, and the overall trajectory of treatment is discussed so there is a shared understanding of what change is being worked toward. Most cases begin with weekly sessions, with frequency adjusted as clinically appropriate based on progress and need.

With younger children, therapy often does not resemble traditional talk-based sessions. Instead, it is structured around developmentally appropriate methods such as play, drawing, building activities, and other forms of expression that allow children to communicate indirectly. These approaches are used because they align with how younger children naturally process experience, regulate emotion, and make sense of what is happening around them. Parents are not peripheral to this process. They are engaged consistently, with regular integration into the work rather than occasional updates.

Work with adolescents follows a different structure. Teenagers are often highly sensitive to authenticity, and therapeutic engagement depends on trust that is earned over time rather than assumed at the outset. Expectations around confidentiality are explained clearly from the beginning, including its limits and the circumstances under which information is shared with caregivers. At the same time, parents remain involved in a way that focuses on overall themes, progress, and functioning across settings, rather than a detailed account of every session. This balance allows adolescents to have a space where they can speak openly while still ensuring that families remain appropriately informed and involved in treatment.

Connect with Korrie Allen, PsyD, ABSNP

Reach out through the shared Coherence intake and Chelsea will coordinate from there.

Contact: info@coherenceneuropsych.com

School Work

Korrie Allen, PsyD, ABSNP regularly participates in school meetings, including IEP discussions, when families need clinical input to support educational planning. In these settings, the focus is on making neuropsychological findings usable within the structure of the school system rather than remaining confined to a clinical report.

A central part of this work involves translating evaluation results into practical language that educators can apply in the classroom. This may include clarifying how attention, learning, executive functioning, or emotional regulation challenges are likely to appear during academic tasks, group work, transitions, and independent assignments.

Many families come to these meetings after already having received detailed reports that were difficult for schools to fully implement. A recurring concern is that well-written evaluations can still go underutilized if the recommendations are not clearly connected to day-to-day classroom demands. Addressing that gap is a consistent focus in her involvement with school teams.

The goal in these settings is not to add more documentation, but to improve how existing information is understood and applied. By helping bridge clinical language and educational practice, recommendations are more likely to be translated into supports that can actually be carried out within the school environment.