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Erin Taylor
School Psychologist in Chicago, Illinois
NPI 1578077293

Erin Taylor is a School Psychologist based in Chicago, IL and is specialized in School. Erin Taylor practices in Chicago, IL. The NPI Number for Erin Taylor is 1578077293 and holds a License No. 2237038 (Illinois).

The current practice location address for Erin Taylor is 9530 S Hoyne Ave, Chicago, IL and can be reached out via phone at 708-476-6663.

Location: 9530 S Hoyne Ave, Chicago, IL, 60643-1122
Profile Details Legacy Identifiers Practice Address Mailing Address Primary Taxonomy
person
Provider Profile Details
NPI Number
1578077293
Provider Name
Erin Taylor
Credential
Provider Entity Type
Individual
Gender
Female
Address
9530 S Hoyne Ave, Chicago, IL, 60643-1122
Phone Number
708-476-6663
Fax Number
Provider Enumeration Date
11/17/2017
Last Update Date
03/10/2024
institution
Provider Business Practice Location Address Details
Address
9530 S Hoyne Ave
City
Chicago
State
Illinois
Zip
60643-1122
Phone Number
708-476-6663
Fax Number
person
Provider Business Mailing Address Details
Address
9530 S Hoyne Ave
City
Chicago
State
Illinois
Zip
60643-1122
Phone Number
708-476-6663
Fax Number
person
Provider's Taxonomy Details 1
Type
Behavioral Health & Social Service Providers
Classification
Psychologist
Speciality
School
Taxonomy
103TS0200X
License No.
2237038 (Illinois)
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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