Dudley G. Luke, Ed.M., Ph.D.

 Licensed Clinical Psychologist
Services
Psychotherapy and Counseling

I approach treatment from cognitive-behavioral and psychodynamic perspectives, depending on the situation and the problem.  I treat children, adolescents, and young adults and often work with the family as well as the individual, especially with child clients.  I work cooperatively and responsively with other healthcare providers such as psychiatrists and family physicians, and with institutions such as the school district and social service agencies.   Listed below are some of the conditions I treat.

Autism Spectrum Disorders
I have extensive experience of treating individuals who are 10 years old or older and are high functioning "on the spectrum."  Because my doctorate is in Social Psychology, I have a deep understanding of the normative social behavior and processes and utilize this knowledge to help guide individual "on the spectrum" to understand their thoughts and behaviors toward a common therapeutic goal.

Autism-
Social impairment, communication delay and difficulties, and restricted, repetitive stereotyped patterns of behaviors.

Aspergers Syndrome
- Poor social interaction skills, difficulty understanding social interactions and responding appropriately to conventionally learned social cues, rigid routines and rituals, pre-occupations and obsessional thinking, unusual thoughts, social immaturity.

Pervasive Developmental Disorder (PDD)
Aspects of Autism and/or Aspergers Syndrome, but not sufficent to make the diagnosis of either.

ASD often
co-occurs
with symptoms of other disorder such as anxiety, depression, attention deficit, and/or learning problems. I have extensive experience in treating these  associated disorders

Anxiety Disorders

Generalized Anxiety Disorder - Constant feelings of nervousness, worry, or fear.

Phobias - Usual strong fear of or aversion to specific objects, people, or situations, such as social situations.

Obsessive-Compusive Disorder (OCD) - Repeated thoughts that cause anxiety and repeated efforts to stop it, often developing into a behavioral ritual.

Mood Disorders

Depression - Feeling sad, unhappy, hopeless, loss of pleasure, irritability, low self-esteem, difficulty with concentration and making decision, often accompanied by low energy and fatigue, and sleep and eating problems.

Dysthymia - Similar to depression, but milder and longer-term with sadness and loss of pleasure and direction in life.

Psycho-Educational Issues

ADHD - Inability to attend, concentrate and focus and/or hyperactivity.  I conduct assessments and craft behavioral and family treatment strategies to manage behaviors.  Consult on best learning methods and monitor and coordination with other specialist such as psychiatrists, teachers, and tutors.

Other Issues

Drawing on my background, research and clinical experience, I have also helped individuals with

Acculturation, Identity, and Adjustment Issues

Life Choices and Decision-Making Processes




Assessments and Consultations

Autism Spectrum Disorder Assessments

I conduct assessments for ASD with children and adults 6 years old and older. A typical evaluation for ASD usually includes review of records, a clinical history of behaviors and symptoms with the individual and family, a clinical interview with and observation of the individual, administration of screening instruments normed to ascertain ASD and level of adaptive functioning, and presentation of findings in a report.  The report will provided recommendations for intervention and treatment.  This evaluation is usually conducted over two sessions.

An extended evaluation for ASD, utilizing instruments that measure behaviors directly observed by the individual (the ADOS) and an in-depth interview with significant others (the ADI) usually takes longer, but these instruments are consider the "gold standard" in ASD assessments.  The purpose of the assessment and degree of certainty in the diagnosis often determines which assessment is performed.


Psycho-Educational Assessments

These evaluations are performed to ascertain current level of performance in school and potential performance to determine why the students are not performing up to potential, and to provide insight into problems and recommendations for interventions to help students do their bests. Students often do not achieve because of the following reasons. 

Psychological such as anxiety, depression, anger and oppositionality. 
      
Biochemical
such as Attention Deficit Hyperactivity Disorder (ADHD).
 
Genetic such as ASD or PDD

Neurological such as learning disabilities in the areas of math, reading, or writing.

I conduct psycho-education assessments with children and adults 6 year old and older. My approach to psycho-education assessment is comprehensive and aims to rule out causes and to focus on the specific cause so that the best intervention from the appropriate providers are made (such as counselors, tutors, psychiatrists, neurologist, etc). A full assessment usually requires multiple visits. In the first visit, information is gathered and in the second and third sessions, testing is conducted. In the last session, a report is presented, findings discussed, and interventios and referrals are made. Many parents have presented this report to schools to help them better understand the student's problems and to obtain appropriate services and accommodations (e.g., IEPs or 504 plans).  Some adult students have utilized reports in support for special services and accomodation at colleges and universities, and national testing services (e.g., ETS) which usually require comprehensive testing reports by licensed psychologists.
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