Autism & ADHD Psychologist in Houston, TX
You’re here because something doesn’t quite feel right — or because you finally have language for concerns you’ve been carrying for a long time about your child’s development, behavior, or learning.
Maybe you’ve been told to wait and see, but your instincts say your child needs support now. Maybe school feels harder than it should, emotions run big, attention is a struggle, or daily routines turn into exhausting battles. Or maybe you’re lying awake at night, wondering how your child’s brain works and what you can do to best support them.
If you’re searching for an Autism evaluation or ADHD evaluation in Houston — for your child or for yourself — and want a psychologist who understands both the science and the emotional weight of this process, you’re in the right place.
Neurodiversity-Affirming Autism & ADHD Evaluations for Children and Adults
When families reach out for an Autism or ADHD evaluation, they’re often looking for more than a diagnosis. They want clarity. They want answers they can trust. And they want guidance that actually helps them understand what’s going on — not just a report full of scores and jargon.
My evaluation process is designed to do exactly that.
Rather than rushing to labels or relying on a single test, I take a comprehensive, individualized approach that looks at the whole person. For children and teens, that means understanding development, learning style, emotional regulation, sensory needs, and how they experience school, home, and relationships. For adults, it means making sense of lifelong patterns, strengths, challenges, and the experiences that may have been misunderstood for years.
My Evaluation Priorities
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Evidence-Based Assessment
Gold-standard tools and current research guide every evaluation.
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Collaborative Process
I partner closely with parents, caregivers, and clients.
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Neurodiversity-Affirming Care
Differences are respected, understood, and valued.
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Deep Individual Understanding
A nuanced picture of how Autism or ADHD shows up for you or your child.
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Meaningful, Practical Recommendations
Clear guidance for home, school, work, and daily life.
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Actionable Feedback
Real-world insights, not just a diagnostic label.
Autism & ADHD Evaluations in Houston, TX
Seeking an autism or ADHD evaluation doesn’t mean something is “wrong” with you or your child. It means you’re paying attention, advocating, and working to understand how your child learns, feels, and connects.
If you’re looking for a Houston-based child psychologist who combines clinical expertise, neurodiversity-affirming care, and a parent’s perspective, I’d be honored to support your family.
Dr. Rachel Fein- Child Psychologist & BCBA Specializing in Autism and ADHD
Why I’m the Right Person to Guide You Through This
I bring both professional expertise and lived experience to this work.
I’m a licensed child psychologist and Board Certified Behavior Analyst (BCBA) with specialized training in Autism and ADHD assessment across the lifespan. I’m trained in gold-standard diagnostic tools (ADOS-2 and MIGDAS-2) and evidence-based approaches, and I take that responsibility seriously.
But I’m also a parent of a neurodivergent child.
I know what it’s like to lie awake at night wondering if you’re missing something. I know how heavy the evaluation process can feel — and how much it matters to feel truly understood by the person guiding you through it.
That combination allows me to approach evaluations with both clinical precision and deep empathy. I don’t just assess — I listen. I don’t just diagnose — I help you make sense of what it means and how to move forward in a way that aligns with your values.
If you’re looking for an autism or ADHD evaluation in Houston, TX that is thoughtful, affirming, and grounded in both science and real-life understanding, I’d be honored to support you.
Learn more about Dr. Fein
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Licensed Psychologist
I am licensed to practice in-person in Houston, Texas and virtually across Texas, California and 42 other states.
Texas License: 37946
California License : PSY34184
PSYPACT APIT#: 17772
Board Certified Behavior Analyst
BACB Certification: #1-09-5366
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With over 20 years of experience, I’ve worked in leading clinical and academic settings—including The Meyer Center for Developmental Pediatrics and Autism at Texas Children’s Hospital, UT Health, The Severe Behavior Disorders Clinic at the University of Houston Clear Lake, Legacy Community Health, Katy Independent School District, and the Arbor School. I’ve also contributed to research in the field of Autism, ADHD, and other neurodevelopmental disorders and have taught as an Assistant Professor at Baylor College of Medicine and an Adjunct Professor at the University of Houston.
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Podcasts:
Peer-Reviewed Articles:
Jellinek-Russo, E., Keller-Margulis, M., Mire, S. S., Lozano, I., Duran, B., Fein, R. H., Gonzalez, J., & Day, S. X. (2025). The transition to kindergarten for Hispanic and Latine autistic children: A focus group study with caregivers. Journal of Autism and Developmental Disorders. Advance online publication. https://doi.org/10.1007/s10803-025-06721-2.
Fein, R. H., Mire, S., Umana, I., Loria, E., & Duran, P. (2024). Culturally informed practices for conducting autism assessment with Latine children in the United States. Practice Innovations. Advance online publication. https://doi.org/10.1037/pri0000253
Jellinek-Russo, E., Duda, T. & Fein, R. H. (2023). The RUBI Parent Training for Disruptive Behavior in a Child with Electrical Status Epilepticus in Sleep (ESES): A Case Report. Journal of Clinical Psychology in Medical Settings, 10.1007/s10880-023-09949-1. Advance online publication. https://doi.org/10.1007/s10880-023-09949-1
Izuno-Garcia, A. K., McNeel, M., & Fein, R. H. (2023). Neurodiversity in promoting the well-being of children on the autism spectrum. Child Care in Practice, 29(1), 54-67. https://doi.org/10.1080/13575279.2022.2126436
Mire, S. S., Benoit, J. S., Fritz, J., Racine, M. D., Fein, R. H., Raff, N. S., Rosenbrock, G., & Dawson, K. D. (2021). Parenting perceptions and stress at treatment intake among families of children with autism. Family Relations, 71(2), 660-670. DOI:10.1111/fare.12585
Schwartz, D., Fein, R. H., Carvalho, C., Sutton, V. R., Mazzeu, J., & Axelrad, M. E. (2020). Neurocognitive, Adaptive, and Psychosocial Functioning in Individuals with Robinow Syndrome. The American Journal of Medical Genetics. Part A. 10.1002/ajmg.a.61854.
Fein, R. H., Banks, G. G., Gragert, M. N. & Axelrad, M. E. (2018). Brief behavioral intervention for disruptive behavior in a patient with a hypothalamic hamartoma: A case report. Journal of Clinical Psychology in Medical Settings. https://doi.org/10.1007/s10880-018-9592-5
Fein, R. H., Brewton, C., Bergez, K., & Mire, S. S (2016). Girls with autism: Exploring gender disproportionality in special education. Research and Practice in the Schools, 4(1), 42-53.
Goin-Kochel, R. P., Mire, S. S., Dempsey, A., Fein, R. H., Guffy, D., Minard, C., Cunningham, R. M., Sahni, L. C., & Bloom, J. A. (2016). Parental report of vaccine receipt in children with Autism Spectrum Disorder: Do rates differ by pattern of ASD onset? Vaccine, 34(11), 1335-1342. https://doi.org/10.1016/j.vaccine.2016.02.008
Peer-Reviewed Textbook:
Banneyer, K. N., & Fein, R. H. (Eds.). (2022). Autism Spectrum Disorder: Symptoms, Diagnosis and Types of Treatment. Nova Science Publishers.
Peer-Reviewed Book Chapters:
Fein, R. H. (accepted). Provider Bias in the Assessment of Autism. In Evaluation of Autism Spectrum Disorders: A Professional’s Guide to Social and Cultural Influences (ed V. Edgars).
Fein, R.H., Venta, A., Meinert, A.C., Mire, S.S. and Bergez, K. (2021). Autism Spectrum Disorder. In Developmental Psychopathology (eds A. Venta, C. Sharp, J.M. Fletcher and P. Fonagy).https://doi.org/10.1002/9781118686089.ch6
Banneyer, K. N., Fein, R. H., & Storch, E. A. (2020). Adapting cognitive behavioral therapy for child with autism spectrum disorder and comorbid anxiety and obsessive compulsive disorders. In R. D. Friedberg & B. J. Nakamura (Eds.), Cognitive behavioral therapy in youth: Tradition and Innovation. https://doi.org/10.1007/978-1-0716-0700-8
Fein, R. H., Goetz, A. R., & McKee, S. (2019). Gastrointestinal Disorders. In A. Dempsey Editor (Ed.), Pediatric Health Conditions in Schools: A Clinician’s Guide for Working with Children, Families, and Educators. (pp. 261-288). New York, New York: Oxford University Press.
Dempsey, J., Llorens, A. Fein, R. H. & Dempsey, A. (2018). Talking about Tics with Peers and Coping in Social Interactions.In J. McGuire Editor (Ed.), The Clinician’s Guide to the Treatment and Management of Youth with Tourette Syndrome and Tic Disorders(pp 155-176). San Diego, California: Academic Press.
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Why Work With Me?
Timely Autism & ADHD Evaluations—No Long Waitlists
Families often contact me feeling worried and eager for answers. When concerns arise about autism or ADHD, waiting months for an evaluation can add unnecessary stress. I prioritize timely access so families can move forward with clarity and confidence.
Comprehensive, unhurried evaluations
I take the time to truly understand your child—not just test scores or symptoms. Each Autism or ADHD evaluation is comprehensive and unhurried, allowing space to learn about your child’s development, daily functioning, strengths, and challenges.
Strengths-based and individualized
No two children are the same. I use a neurodiversity-affirming approach and tailor every evaluation and recommendation to your child and family—never a one-size-fits-all template.
Expertise that values parents
With over 20 years of specialized training in autism and ADHD assessment and treatment, I bring deep clinical expertise. At the same time, I recognize that parents are the true experts on their child. Collaboration and listening are central to my work.
Professional expertise with real-life understanding
In addition to being a licensed psychologist and autism & ADHD specialist, I am also a mother raising a neurodivergent child. I understand this journey personally and support families with empathy, respect, and practical insight.
Your Questions, Answered
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If you or your child are experiencing ongoing challenges with attention, behavior, learning, emotional regulation, social interactions, or daily functioning that interfere with school, work, relationships, or quality of life, an evaluation can be helpful. Evaluations are appropriate for young children through adulthood and can bring clarity, understanding, and direction—regardless of age.
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The evaluation process is comprehensive and individualized. It typically includes clinical interviews, standardized assessments, behavior rating scales, developmental and medical history, and observations. For children and teens, caregiver and school input may be included. For adults, self-report measures and interviews are emphasized. Evaluations are conducted in a respectful, neurodiversity-affirming manner and may occur across one or multiple sessions.
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Autism, ADHD, anxiety, and learning differences can share overlapping features. A thorough evaluation looks at the full picture—developmental history, current functioning, patterns over time, and strengths—rather than relying on one test or symptom. This allows for accurate diagnosis, identification of co-occurring conditions, or clarification when a diagnosis is not appropriate.
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You will receive a clear explanation of findings, including diagnoses or diagnostic impressions when applicable. This includes a comprehensive written report with individualized recommendations for school, work, therapy, and daily life supports. Results are reviewed in a feedback session so you can ask questions and fully understand next steps.
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Yes. Evaluations often support access to school accommodations (IEPs or 504 Plans), workplace accommodations, standardized testing supports, and treatment planning. For adults, evaluations can also help with self-understanding, advocacy, and identifying appropriate supports in higher education or employment settings.