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Ashley Isaia

Dr. Isaia is a neuropsychologist with specialized training in the evaluation of children, adolescents, and young adults with dyslexia, ADHD, and other learning differences, gifted/talented, and emotional/behavioral disorders. Dr. Isaia has expertise in preschool assessment and medical conditions that can impact brain development. Dr. Isaia is passionate about building lasting and meaningful partnerships with youth and families. She approaches each evaluation with care and sensitivity to the developmental, family, and cultural contexts of her patients and their families. She aims to help identify and harness an individual’s unique strengths, and to empower youth to be their own best advocates. She is deeply committed to delivering exceptional patient and family-centered care using evidence-based practices.

Education and Previous Professional Experience

Dr. Isaia completed her doctoral degree in clinical psychology at the University of Illinois at Chicago (UIC), which included extensive training in clinical assessment and intervention. There, she engaged in child and family-focused research in clinical, community, and primary care settings, with a focus on the parent-child relationship. She subsequently completed a 1-year pre-doctoral internship and a 2-year post-doctoral fellowship in pediatric neuropsychology at the University of Minnesota Medical School, an Association of Postdoctoral Programs in Clinical Neuropsychology (APPCN) member training program.

Community Involvement and Professional Organizations

Dr. Isaia is honored to be a part of these organizations:

In addition to her clinical work, Dr. Isaia has been actively involved in research and outreach initiatives to promote family wellness and resilience in various pediatric populations. At present, she is co-leading a workgroup whose primary goal is to create a family wellness toolkit to support individuals and families coping with a diagnosis of adrenoleukodystrophy (ALD), a rare neurodegenerative disease that can be fatal or life-altering without early intervention.