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Los Angeles Center for Integrated Assessment - LACIA

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Los Angeles Center for Integrated Assessment - LACIA

We are a boutique psychological assessment practice specializing in whole-person evaluations.

Dr. Allison Kawa is a licensed clinical psychologist and the Clinical Director at the Los Angeles Center for Integrated Assessment (LACIA). She specializes in conducting comprehensive assessments of children, adolescents, and emerging adults. Dr. Kawa's approach to evaluations is informed by decades of work with individuals with neurodevelopmental disorders, formal training in object relations theory, and cutting-edge research in the field of interpersonal neurobiology. Her areas of expertise include child and adolescent development, diagnosis and treatment planning for neurodevelopmental disorders (e.g., ADHD, learning disorders, processing disorders, etc.) as well as psychiatric issues (e.g., anxiety, depression, Obsessive-Compulsive Disorder), and assessment of individuals with trauma. Dr. Kawa also has clinical interests and expertise in autism spectrum disorders, the impact of technology on developing brains, issues specific to adoption, and pre-verbal trauma. She is the mother of two children, an amateur baker, and the reigning Mario Kart champion in the Kawa home.

03/20/2026

What if testing isn’t about labeling… but understanding? 💡
The right frame can completely change the conversation.

When parents feel hesitant about evaluation, it’s often about protecting their child, not resisting support. Reframing testing as information, not a label helps reduce fear and keeps the focus where it belongs: on understanding how a child learns, thinks, and regulates.

A comprehensive evaluation can clarify patterns, guide meaningful supports, and prevent kids from working harder than they need to behind the scenes.

Language matters. The way we introduce testing can open the door to collaboration instead of defensiveness.

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03/18/2026

Dyslexia is a neurotype- a distinct way the brain is wired that affects how information is processed. Dyslexic neurotypes are often associated with cognitive strengths that can support highly effective leadership, especially in complex and dynamic environments. These individuals frequently demonstrate strong big-picture and systems thinking, allowing them to see patterns, connections, and long-term strategy with clarity. They often excel in creative and divergent thinking, generating innovative ideas and solutions, alongside strong verbal reasoning and storytelling skills that support persuasive and inspiring communication. Many dyslexic individuals also develop resilience, adaptability, and comfort with ambiguity from navigating systems not designed for them. In addition, they tend to prioritize collaboration and delegation, leveraging team strengths rather than trying to manage every detail independently. Together, these strengths can support leadership that is visionary, flexible, and people-centered. Identifying and nurturing strengths allows dyslexic children to grow into dynamic and highly effective leaders across a range of industries.

03/16/2026

Communication is the foundation of early social development. When preschoolers have articulation or language delays, expressing ideas, joining play, and being understood by peers can be more challenging. Early communication differences can affect how children develop confidence in acting on their ideas. If expressing themselves is difficult, some children may hesitate to speak up, worry about making mistakes, or hold back socially. This can show up as separation anxiety and withdrawn behavior early on.

Even after speech and language skills improve, some children may carry forward patterns that negatively affect self-confidence, willingness to take academic or social risks, and self-esteem. These downstream effects can linger for years, undermining subsequent phases of development and shaping personality development. Early identification and treatment is important, as is understanding and supporting the child in childhood and adolescence. Rebuilding self-confidence, reducing shame, and supporting the creation of a healthy sense of self are easier when you understand the way early challenges have rippled through development.

03/13/2026

Why does a child seem inattentive even when they are trying to listen? 🤔
Sometimes the issue is not attention. It is language processing.

Children and teens with receptive language differences may look distracted when the real challenge is understanding spoken information. They may frequently ask for repetition, respond off topic, follow only the first step of directions, or watch peers to figure out what to do. Processing spoken language can take more time and effort, especially in busy classroom environments. 🧠

When attention differences are the primary issue, the student often misses the instruction entirely. However, once their attention is engaged, they can usually understand and repeat the directions accurately. 🎯

These differences often co-occur in neurodivergent students, particularly in those with ADHD. Working memory, processing speed, and auditory attention all influence how spoken language is taken in, held in mind, and organized for understanding.

Careful observation and comprehensive evaluation help clarify whether challenges are related to language processing, attention regulation, or both so that support strategies can match the student’s needs. 🌱

03/11/2026

They know the answer… but can’t get the words out. Subtle expressive language differences are often missed in bright students.

Expressive language challenges in school-aged children and teens do not always look like obvious speech problems. Many students clearly understand information but have difficulty efficiently organizing, retrieving, and expressing their ideas. Because these students may be bright, socially motivated, or hardworking, the challenges can be easy for adults to overlook.

Signs can include frequent word-finding pauses, vague language, or reliance on fillers like “stuff” or “things.” Students may give shorter or less detailed answers than expected, struggle to explain steps, summarize information, or tell coherent stories, and rely on gestures to support their communication. Class discussions and open-ended questions can feel effortful because formulating responses takes time.

Over time, expressive language differences may show up as reduced participation, frustration when explaining ideas, or written work that is simpler than the student’s actual understanding.

Early identification helps ensure that language differences are recognized and supported so students can communicate their knowledge more effectively. 🌱🧠📚

03/09/2026

Bright students with co-occurring dyslexia and ADHD sometimes have gaps in vocabulary and background knowledge. They may understand ideas deeply but have fewer opportunities to absorb new vocabulary and general knowledge through reading.

Dyslexia can reduce reading fluency and stamina, which limits exposure to the large volume of written language where much vocabulary and background knowledge are typically learned. ADHD can make sustained reading, information retention, and incidental learning more difficult due to differences in attention, working memory, and engagement with text.

Over time, this combination can create uneven knowledge development. Many bright students grasp concepts quickly when information is presented verbally, visually, or through discussion, but reading alone may not provide the same level of exposure to new words and ideas.

This pattern is important to consider during assessment and treatment planning, especially when strong reasoning skills do not match vocabulary or background knowledge on testing.

🧠 Neurodiversity affirming evaluations can help clarify the underlying learning profile and guide appropriate supports.

03/06/2026

What looks like “being the easy kid” can sometimes be anxiety. When children constantly prioritize others’ comfort, it may be a coping strategy that is mistaken for a character strength.

In many neurodivergent children and teens, fawning is a stress response. Instead of expressing distress directly, a child may become highly agreeable, overly helpful, or quick to apologize to prevent conflict or avoid rejection.

This pattern is often driven by anxiety, hypervigilance, and social uncertainty, especially for kids navigating sensory differences, communication differences, or past negative social experiences.

Over time, chronic fawning can lead to:
• emotional exhaustion
• masking of authentic needs
• difficulty identifying personal boundaries
• hidden anxiety or sensory overload

Because these students may appear cooperative, empathetic, or “mature,” their underlying stress can be missed. Recognizing fawning helps parents, educators, and clinicians respond with curiosity and support rather than reinforcing over-accommodation.

Supporting neurodivergent kids includes creating environments where they feel safe to express needs, set boundaries, and show up authentically. 💛

03/04/2026

Some students look “fine” at school but fall apart at home, and knowing how to support them and their families relies on understanding the root cause of the dysregulation. It is important to consider the cost of functioning.

When a student is regulated, they can participate, shift tasks, and recover from mistakes with relative flexibility. Their effort is sustainable and they typically do not experience significant exhaustion after routine demands.

When a student is masking or white knuckling, the outward behavior may look compliant or high performing, but it is maintained through intense effort, anxiety, perfectionism, or rigid control. The nervous system is working overtime to keep things together.

Signs that a student may be masking rather than regulated can include:
• extreme fatigue after school
• emotional meltdowns at home
• avoidance of new or unstructured tasks
• a sudden drop in functioning when structure or supports are removed

Looking at what happens before, during, and after demands often reveals the difference. A student who is truly regulated tends to recover and move forward. A student who is masking is often paying a much higher internal cost.

Understanding the difference helps educators, clinicians, and parents provide appropriate supports instead of increasing pressure. 💛

03/02/2026

Autistic children and teens often mask social communication and sensory differences through deliberate compensation. Masking can include relying on rehearsed scripts, consciously mimicking peers’ interests, forcing eye contact, suppressing stimming, and analyzing social situations using rule based thinking.

Many over prepare for transitions or group work and adopt a socially acceptable persona at school that looks very different from their authentic self at home. Sensory distress is frequently internalized, which means overwhelm may not be visible in the moment.

Masking is not manipulation. It is adaptation.
And it is often exhausting. 🧠💛

When we understand autistic masking, we can better support regulation, reduce burnout, and create environments that do not require children to hide who they are.

02/27/2026

Bright children and adolescents may mask ADHD through overcompensation. They often rely on anxiety or last minute adrenaline to start tasks, perform best in highly structured environments, and use perfectionism or excessive overchecking to manage executive inefficiencies. Some mirror peers or copy contextual cues to compensate for missed information. Inattentiveness may be primarily internal, showing up as mental chatter or daydreaming rather than visible hyperactivity.

When strong reasoning and verbal skills coexist with chronic procrastination, uneven output, emotional exhaustion, or dependency on structure, it is worth considering ADHD in the differential diagnosis. Accurate identification supports self-understanding, reduces shame, and guides appropriate accommodations and intervention.

02/25/2026

Bright, verbally adept students with dyslexia can mask underlying decoding weaknesses through advanced language, strong listening comprehension, and rich background knowledge. They may memorize text, rely on context or first letter guessing rather than systematic decoding, and avoid independent reading by preferring audiobooks or verbal demonstrations of knowledge.

Some overcompensate with perfectionism and excessive effort. Others deflect with humor, distractibility, or task avoidance when reading becomes cognitively demanding.

Early and accurate identification supports access, confidence, and academic growth. 💛

02/23/2026

Neurodivergence often runs in families. 🧬
Family history matters more than we think.

If a parent or sibling has autism, ADHD, OCD, or learning differences, the likelihood of neurodivergent traits in a child is higher. That does not mean something is wrong. It means we pay closer attention.

When there is known family history, the threshold for referral should be lower. Early identification supports earlier access to accommodations, skill building, and strengths-based intervention. 🌱

Research consistently shows that timely evaluation and appropriate supports are associated with better academic, social, and emotional outcomes. Early clarity reduces secondary challenges like anxiety, school avoidance, and lowered self-concept.

Neurodivergence is part of human diversity. 🧠✨
Accurate diagnosis helps children understand how their brains work and access environments that fit.

Address

2566 Overland Avenue Ste. 645
Los Angeles, CA
90064

Opening Hours

Monday	9am - 5pm
Tuesday	9am - 5pm
Wednesday	9am - 5pm
Thursday	9am - 5pm
Friday	9am - 5pm

Telephone

+14243176878

Website

http://www.LA-CIA.org/

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