Elaine Fletcher-Janzen, Ed.D., NCSP, ABPdN, obtained her doctorate in School Psychology from the College of William and Mary in 1993, and has been a school psychologist in the public schools, neuropsychiatric inpatient, and university settings for the past 40 years. Dr. Fletcher-Janzen received her Diplomate in Pediatric Neuropsychology in 2010. She has been a Professor of School Psychology, a Past President of the American Academy of Pediatric Neuropsychology, and has received the Lifetime Achievement Award from the School Neuropsychology Institute.

 

Since 2003, Dr. Fletcher-Janzen has provided international, national, state, and local staff development and trainings on the biopsychosocial aspects of differential diagnosis in assessment, teaching, and intervention. Trainings provide the translation of neuroscientific findings into applied settings and the application of biopsychosocial principles to test construction, research, assessment, and intervention. Special emphasis on affective neuroscience, pediatric neuropsychology, trauma-informed school systems, culturally competent assessment, and intervention with learning disabilities, traumatic brain injury, and chronic illness.

 

Dr. Fletcher-Janzen has co-edited and authored sixteen books and reference works, including the Encyclopedia of Special Education (Wiley), the Diagnostic Desk Reference of Childhood Disorders (Wiley), the Neuropsychology of Women (Springer), three editions of the Handbook of Clinical Child Neuropsychology (Springer), and the Neuropsychological Perspectives on the Diagnosis of Learning Disabilities in the Era of RTI with John Wiley & Sons. She has written over 200 articles in the fields of special education, school psychology, and neuropsychology.

 

Dr. Fletcher-Janzen’s research interests address affective neuroscience, embodied cognition, interoception, trauma-informed schools, cross-cultural aspects of cognitive abilities, the impact of socioeconomic status on intelligence scores, and the identification of learning disabilities, neuropsychological aspects of chronic illness, and the systematic management of pediatric chronic illness in school and clinical settings.