About Yulika Forman, PhD

I have been an effective advocate and a consultant for children with special needs for the past six years. I started my practice with focus on autism, and subsequently expanded to include children with ADD/ADHD, language-based disabilities, specific learning disabilities, anxiety, sensory integration and processing issues, and others.

I have a favorable combination of training, experience and interpersonal skills for the work I do. I am trained in special education law and advocacy by the Federation of Children with Special Needs and am a former Board member of SPAN (Special Needs Advocacy Network). I hold a PhD in Child Development with focus on disability, and a Masters degree in Rehabilitation and Mental Health Counseling. I have worked as a home- and school-based therapist with children with various emotional and behavioral issues, am certified as a basic Floortime provider, and am trained in behavioral analysis and modification.

I work with school teams to make your family priorities, as well as my and other evaluators’ recommendations, a part of your child’s educational program and to ensure that your child is making progress. I am wired into a network of highly-regarded professionals for consultation and referrals. I often suggest additional evaluations, approaches and services that you might have not considered, that will benefit your child and family short- and long-term.

Please explore my website to review examples of my real life cases, and to learn more about my practice and how to contact me to explore how I could help your child and your family.

Advocacy = Better Outcomes

 For six months, school has ignored mother's requests to evaluate her 3.5 year old child with autism.

Achieved: With my intervention, the child was evaluated by occupational therapist, speech therapist, physical therapist and neuropsychologist, and has qualified for special education.  

School has offered placement of my preschool-aged client with autism into a substantially separate classroom, while the parent believed that an integrated classroom is more appropriate for the child.

Achieved: The child was placed into an integrated classroom for the morning and substantially separate classroom for the afternoon part of the school day. Each setting provided different supports and opportunities to work on specified IEP goals.  After making significant progress, the child was moved into the integrated classroom for the full day.