Jonathan Thomas-Stagg
Dr. Thomas-Stagg has over 12 years of professional practice experience in Illinois, working in public school systems, University settings, and in private practice. He works with learners of all ages. He has special expertise in working with college-age students and working professionals. He is a graduate of the School Psychology program at Illinois State University where he earned his Ph.D. in 2008. Since that time, he has worked hard to help learners of all ages maximize their academic potential while caring for their well-being and promoting psychological balance. Jonathan is well-versed in psychological assessment and works closely with individuals and families to plan reasonable interventions and accommodations to help learners meet their goals.
Specialties
ADHD
Anxiety
Autism
Depression
Executive Functioning
Learning Disorders
NVLD
Other
Testing
Math Disorder
Reading Disorder
Ages
High School
Middle School
Elementary School
Languages
English
About
I've always been a lifelong learner, and been interested in helping others achieve their learning goals. As a psychology major in college, I was also a director of a theater program at a local high school. It was then that I became interested in helping school-age children develop their unique skills and talents. Pursuing a graduate degree in School Psychology, I discovered that I was interested in working with individuals of all ages in both psychological assessment, learning interventions, and therapeutic interventions.
Every person can make a valuable contribution to this world. If the world was only made up of the contributions of neurotypical individuals, it would be a pretty dull place. School failures are not moral failures, but sometimes are just a result of trying to fit a round peg into a square hole. Working with a compassionate care team can help you overcome the anxiety that comes along with school failures. Your hard work will pay off!
A targeted learning assessment can pave the way for developing effective intervention and accommodations plans. Without a learning assessment, educators may be blindly picking interventions that are not tailored to an individual's strengths and weaknesses. Moreover, for children or adults with any kind of learning or psychological disability, there may be relevant legal protections under IDEA, Section 504 of the Rehab Act of 1973, or the Americans with Disabilities Act that promote learning or offer reasonable accommodations to persons with disabilities. Without an appropriate documentation of disability or learning needs, individuals may not be able to access the supports and accommodations they need.
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