Abigail Reed, Psy.D., M.Ed.

Dr. Abigail Reed is a postdoctoral psychology fellow specializing in psychological and educational evaluations for children, adolescents, and young adults with neurodevelopmental disabilities, complex learning profiles, and co-occurring social-emotional or behavioral needs. She also provides individual and family therapy, parent training, and consultation with families and multidisciplinary teams.

Dr. Reed earned her Psy.D. in Clinical Psychology from the University of Hartford, where she completed the Child and Adolescent Proficiency Track, and her M.Ed. in Special Education from George Mason University. During her doctoral internship with Virginia Beach City Public Schools, she conducted assessments, provided therapy and crisis intervention, completed risk and threat assessments, and consulted across diverse educational settings. Her work served a broad student population, including children from military-connected families and those with intensive social-emotional and behavioral support needs.

Dr. Reed’s clinical work focuses on autism spectrum disorder, attention-deficit/hyperactivity disorder, intellectual and learning disabilities, anxiety, emotional and behavioral regulation challenges, and other complex developmental conditions. She completed practicum training across outpatient, therapeutic school, and public-school settings. At the Yale Child Study Center, she provided clinical trial interventions for autistic children with co-occurring anxiety, as well as behavioral therapy for children experiencing significant irritability and aggression.

Dr. Reed’s research has examined associations between social anxiety and core features of autism, as well as interventions for autistic children and adolescents with co-occurring anxiety, irritability, and disruptive behavior. Before beginning her doctoral training, she worked as a special education teacher in Fairfax County Public Schools in Virginia, supporting students with diverse learning and social-emotional needs. Drawing on her experience in psychology, research, and education, she uses a collaborative approach to evaluation and care that emphasizes individualized support and a strengths-based, neurodiversity-affirming perspective.