Clinical Psychology

brain–behavior issues are raised, nor is it likely that it
will be routinely reimbursed. Rather, neuropsycho-
logical assessment is likely to be seen by managed
care companies as a luxury—to be conducted only
when absolutely necessary. This may be why fewer

and fewer neuropsychologists report administering

neuropsychological batteries (e.g., the Halstead-

Reitan) routinely, instead using a more efficient

and focused flexible approach to testing (Boarke,

2008). Finally, neuropsychologists are now more

BOX18-6 Clinical Psychologist Perspective: Paula Zuffante, Ph.D.

Dr. Paula Zuffante is a pediatric neuropsychologist. She

completed her graduate training in clinical psychology

with a specialty in neuropsychology at the University of

Florida in Gainesville. She completed a 1-year clinical

internship in neuropsychology at Brown University and a

2-year postdoctoral fellowship in clinical neuroimaging

and neuroscience at Long Island Jewish Medical Center.

Her doctoral research focused on structural magnetic

resonance imaging and cognitive functioning in schizo-

phrenia and functional magnetic resonance imaging of

auditory processing and working memory. Dr. Zuffante’s

first postgraduate job was at Schneider Children’sHos-

pital at Long Island Jewish Medical Center, where she

helped to establish the pediatric neuropsychology pro-

gram. While there, she continued her work as a

researcher, clinician, and educator. In 2002, she moved

to the Albany, New York area, where she started a pri-

vate practice, Children’s Neuropsychological Services.

We asked Dr. Zuffante about her background and

interests, as well as her take on the future of clinical

psychology and neuropsychology.

What originally got you interested in the field of

clinical psychology?

I became interested in psychology in college when I took

classes on physiological psychology and sensation and

perception. I was fascinated by optical illusions, brain

development, and cognition. I decided to complete an

independent study in physiological psychology. I had the

good fortune to work as a research assistant to a physio-

logical psychologist, Dr. Michael Numan, who was study-

ing the neurological mechanisms of maternal behavior in

rats. I learned about stereotactic surgery and functional

neuroanatomy. I also worked as research assistant to

another psychologist, Dr. Randolph Easton, who was

studying how mental practice facilitates athletic perfor-

mance. Through these experiences, I generated an

enthusiasm for studying the brain, which led me to seek a

position in the Memory Disorders Research Center at the

Boston VA Medical Center after graduating from college.

I was there for 2 years working as a research assistant to

Drs. Laird Cermak and Mieke Verfaellie, who were study-

ing memory disorders in neurologic conditions such as

alcoholic Korsakoff syndrome and encephalitis. I was able

to see firsthand how these patients forgot their experi-

ences from moment to moment while maintaining intact

attention/working memory and intellectualabilities. I also

learnedabout agnosia,working with a man who was able

to copy a picture of an object but, despite having intact

intellectual abilities, could not tell me anything about

what he drew; he was not able to access the name of it or

any semantic knowledge about it. I was in awe of the way

the brain works and of the researchers who so elegantly

demonstrated what was happening in the brains of their

patients. It was the combination of these experiences that

led me to pursue a Ph.D. in clinical neuropsychology.

Describe what activities you are involved in as a

clinical psychologist.

Currently, I share a private practice, Children’s Neuropsy-

chological Services, with my husband, Dr. Andrew

Labarge, who is also a neuropsychologist. I conduct

neuropsychological evaluations of children with known or

suspected brain injuries, learning disabilities, develop-

mental conditions, and psychiatric conditions. I also con-

duct diagnostic autism spectrum evaluations. Most of the

children I evaluate have difficulty with learning or behav-

ioral regulation resulting from or related to their condi-

tion. My neuropsychological evaluations often extend to

the classroom, which I visit to observe how the child func-

tions in the world and to see how my evaluation findings

play out in real life. I consult with physicians regarding

treatment planning and with educational teams regard-

ing academic planning. I also consult with schools on

remediating executive dysfunction in the classroom.

What are your particular areas of expertise or interest?

I have strong interests and experience in working with

individuals with autism spectrum disorders and disor-

ders involving frontal-striatal circuits such as attention

deficit hyperactivity disorder, Tourette’s syndrome, and

obsessive-compulsive disorder. I have always been

interested in executive functions, which are impacted

in all of the above conditions. I am interested in help-

ing families and schools apply effective interventions

to remediate executive deficits.

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