Dr. Narmene Hamsho
New York State, Psychology License #024397
New Jersey State, Psychology License #35SI00745900
New York State, Psychology License #024397
New Jersey State, Psychology License #35SI00745900
BA, Psychology; University at Buffalo
MS, Psychology; Syracuse University
PhD, School Psychology; Syracuse University
Post Doctoral Fellowship; University of Massachusetts Boston
If you’re here, you’re likely looking for answers, and someone you can trust to help you understand your or your child’s needs. I want you to know you’re in the right place.
I’m a licensed psychologist who has spent over a decade working with neurodivergent youth and their families, not just in clinical settings, but also directly in schools. I’ve conducted evaluations, led IEP meetings, collaborated with teachers, and supported students from preschool through college. I know how the special education system works because I’ve been part of it, both as a school psychologist and as a professor who trains future school psychologists.
I not only use the latest research in my practice, I help create it! I regularly publish on topics like autism and inclusive education, and co-lead federally funded research projects focused on improving outcomes for neurodivergent students. One of these projects, has involved developing Smooth Sailing, a professional development program for teachers to improve their understanding of autism.
I’ve spent my career working with neurodivergent individuals, helping them get the clarity, support, and advocacy they deserve. I’m deeply invested in building a world where neurodivergent children are understood, celebrated, and supported, especially in schools. Everyone deserves to feel safe, seen, and valued in their learning environment. It is my goal to support parents to ensure their child is getting the support they need to thrive.
My approach is neurodiversity-affirming, culturally responsive, and grounded in both science and compassion. I use gold-standard tools, like the ADOS-2 (Autism Diagnostic Observation Schedule – second edition). If you’re feeling overwhelmed or unsure where to start, I’m here to help.
Eisenhower, A., Levinson, S. A., Nadwodny, N., Cohen, S. R., Joseph, K., Thammathorn, P., VanHook, B., Hamsho, N., & Blacher, J. (2025, May). “My best teachers understood that our mental health was a lot more important:” Characterizing the student-teacher relationships of autistic students and their impact on school experiences. Poster presented at the Annual Meeting of the International Society for Autism Research (INSAR), Seattle, WA.
Hamsho, N., Collier-Meek, M., McAvoy, H., Blacher, J & Eisenhower, A. (2024). Relationships of Paraeducators and Teachers with their Autistic Students. Journal of School Psychology, 105. https://doi.org/10.1016/j.jsp.2024.101321.
Feldman, M., Hamsho, N., Blacher, J., Carter, A.S., & Eisenhower, A. (2022). Predicting peer acceptance and peer rejection for autistic children. Psychology in the Schools, 59(11), 2159-2182. http://doi.org/10.1002/pits.22739
Bolourian, Y., Losh, A., Hamsho, N., Eisenhower, A., & Blacher, J. (2021). General education teachers’ perceptions of autism, inclusive practices, and relationship-building strategies. Journal of Autism and Developmental Disorders, 52(9), 3977-3990. https://doi.org/10.1007/s10803-021-05266-4
Hamsho, N., Williams, N.L., Eggleston, B.N., & Eckert, T.L. (2020, February). Crumpled paper: Examining behavioral contributors to writing. Poster session presented at the annual convention of the National Association for School Psychologists, Baltimore, MD.
For a complete list of my publication record, please visit my google scholar profile.
To learn about Dr. Hamsho's current research, please visit her lab website.