Dr. Devon MacEachron's mission

is to uncover each student’s unique

profile of strengths, weaknesses,

interests, and goals, and to tailor

educational recommendations to

optimize learning and help

students realize their full potential.

Welcome to the practice of Devon MacEachron, PhD

 

Devon MacEachron, PhD provides comprehensive neuropsych and psychoeducational assessments focused on discovering the student’s unique profile of cognitive strengths and weaknesses and identifying how individual differences impact learning, achievement as compared to ability, social, emotional, and behavioral functioning, and interests and affinities. As a specialist in twice-exceptional and gifted learners, dyslexia, ADHD, Asperger’s, and academic motivation with a positive psychology focus on strengths and interests, Dr. Devon is an expert diagnostician who provides an actionable game-plan to families enabling students to achieve their highest potential.

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Twice-Exceptional

Twice-exceptional (or 2E) learners are bright/gifted students who also have a learning weakness or disability such as dyslexia (which can present as stealth dyslexia in gifted students), ADHD, Asperger’s, or other learning challenges. These students often fail to be identified as gifted or learning disabled because they can appear to compensate and pull off average performance, when in fact they are capable of far more.
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Gifted

Gifted students tend to be frustrated by a slow pace of instruction and may feel out-of-step with their age and grade peers both academically and socially. There is a significant lost opportunity when a student is curious and eager to learn new things, yet is held back from doing so. Under-challenged students may ultimately act up to get attention or "check out" by disengaging from schoolwork. They need to be understood and supported.
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Learning Disabilities/Difficulties

When a bright student is not achieving as expected there may well be a learning disability or difficulty in the way acting as an impediment to learning. Tasking them to “try harder” doesn't usually help as they would do better if they could. Such students may develop a weak self-image and believe that no matter how hard they try, they can’t do well at school.  Whether they have a diagnosable learning disability or "just" a significant, sub-clinical difficulty that negatively impacts learning, these children need help.
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