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Adriana Perez
School Psychologist in Medford, New York
NPI 1689306805

Adriana Perez is a School Psychologist based in Medford, NY and is specialized in School. Adriana Perez practices in Medford, NY. The NPI Number for Adriana Perez is 1689306805 and holds a License No. (New York).

The current practice location address for Adriana Perez is 322 Jamaica Ave, Medford, NY and can be reached out via phone at 347-335-2824.

Location: 322 Jamaica Ave, Medford, NY, 11763-3252
Profile Details Legacy Identifiers Practice Address Mailing Address Primary Taxonomy
person
Provider Profile Details
NPI Number
1689306805
Provider Name
Adriana Perez
Credential
Provider Entity Type
Individual
Gender
Female
Address
322 Jamaica Ave, Medford, NY, 11763-3252
Phone Number
347-335-2824
Fax Number
Provider Enumeration Date
06/27/2022
Last Update Date
03/10/2024
institution
Provider Business Practice Location Address Details
Address
322 Jamaica Ave
City
Medford
State
New York
Zip
11763-3252
Phone Number
347-335-2824
Fax Number
person
Provider Business Mailing Address Details
Address
322 Jamaica Ave
City
Medford
State
New York
Zip
11763-3252
Phone Number
347-335-2824
Fax Number
person
Provider's Taxonomy Details 1
Type
Behavioral Health & Social Service Providers
Classification
Psychologist
Speciality
School
Taxonomy
103TS0200X
License No.
(New York)
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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