Dr. Gregory Reed JR., PHD - Washington, DC

Dr. Gregory Reed JR., PHD

School Psychologist in Washington, District of Columbia

NPI 1417429259

Gregory Reed JR. is a School Psychologist based in Washington, DC and is specialized in School. Gregory Reed JR. practices in Washington, DC and has the professional credentials of PHD. The NPI Number for Gregory Reed JR. is 1417429259 and holds a License No. (District of Columbia).

The current practice location address for Gregory Reed JR. is 4095 Minnesota Ave Ne, Washington, DC and can be reached out via phone at 240-644-8655.

Location: 4095 Minnesota Ave Ne, Washington, DC, 20019-3541

NPI Number

1417429259

Provider Name

Gregory Reed JR.

Credential

PHD

Provider Entity Type

Individual

Gender

Male

Address

4095 Minnesota Ave Ne, Washington, DC, 20019-3541

Phone Number

240-644-8655

Fax Number

Provider Enumeration Date

12/18/2018

Last Update Date

03/10/2024

Address

4095 Minnesota Ave Ne

City

Washington

State

District of Columbia

Zip

20019-3541

Phone Number

240-644-8655

Fax Number

Address

4095 Minnesota Ave Ne

City

Washington

State

District of Columbia

Zip

20019-3541

Phone Number

240-644-8655

Fax Number

Type

Behavioral Health & Social Service Providers

Classification

Psychologist

Speciality

School

Taxonomy

103TS0200X

License No.

(District of Columbia)

Definition

A psychologist whose specialty is concerned with the science and practice of psychology with children, youth, families; learners of all ages; and the schooling process. The basic education and training of school psychologists prepares them to provide a range of psychological diagnosis, assessment, intervention, prevention, health promotion, and program development and evaluation services with a special focus on the developmental processes of children and youth within the context of schools, families and other systems. School psychologists are prepared to intervene at the individual and system level, and develop, implement, and evaluate preventive programs. In these efforts, they conduct ecologically valid assessments and intervene to promote positive learning environments within which children and youth from diverse backgrounds to ensure that all have equal access to effective educational and psychological services that promote healthy development

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