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Ashley Herrera Tejeda
School Psychologist in Boston, Massachusetts
NPI 1699532663

Ashley Herrera Tejeda is a School Psychologist based in Boston, MA and is specialized in School. Ashley Herrera Tejeda practices in Boston, MA. The NPI Number for Ashley Herrera Tejeda is 1699532663 and holds a License No. (Massachusetts).

The current practice location address for Ashley Herrera Tejeda is 154 Ruskindale Rd, Boston, MA and can be reached out via phone at 617-635-8652.

Location: 154 Ruskindale Rd, Boston, MA, 02121-3708
Profile Details Legacy Identifiers Practice Address Mailing Address Primary Taxonomy
person
Provider Profile Details
NPI Number
1699532663
Provider Name
Ashley Herrera Tejeda
Credential
Provider Entity Type
Individual
Gender
Female
Address
154 Ruskindale Rd, Boston, MA, 02121-3708
Phone Number
617-635-8652
Fax Number
Provider Enumeration Date
03/05/2024
Last Update Date
03/13/2024
institution
Provider Business Practice Location Address Details
Address
154 Ruskindale Rd
City
Boston
State
Massachusetts
Zip
02136-6152
Phone Number
617-635-8652
Fax Number
person
Provider Business Mailing Address Details
Address
154 Ruskindale Rd
City
Boston
State
Massachusetts
Zip
02136-6152
Phone Number
617-635-8652
Fax Number
person
Provider's Taxonomy Details 1
Type
Behavioral Health & Social Service Providers
Classification
Psychologist
Speciality
School
Taxonomy
103TS0200X
License No.
()
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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