Psychologist

Position Summary

This is a full-time position (40 hours per week) that prefers a minimum 2-year commitment and will continue upon availability of funds and performance. Work will be conducted primarily in person, engaging directly with families and participants; some tasks may be completed remotely. The role offers professional growth and training in developmental and behavioral assessment and intervention within a collaborative research environment.

The Psychologist will lead and work with a team that includes psychometrists, child-family life specialists, BCBA interventionists, behavior technicians, and trainees. Child participants may also receive care from psychiatrists and other medical providers within the MIDB who will consult with the study team. The position will report directly to Dr. Amy Esler and is open until the posting is removed, with an ideal start date of July 1, 2026.

• Lead psychological and neuropsychological evaluation of toddlers and school-age youth with neurodevelopmental disabilities, including autism, intellectual disability, rare disorders, ADHD, and those with behavioral and mental health needs
• Provide and review other team members’ written summaries of testing results, including written and oral feedback to families and recommendations for treatment and educational planning
• Provide expertise in consultation and execution on appropriate cognitive and behavioral assessments to describe children and measure their growth
• Manage participant engagement supports during testing through positive behavior strategies and advanced interpersonal, analytical, technical, and child interaction skills
• Train and lead team members to ensure adherence to standardized administration, scoring, and data management procedures

• Manage compliance and adherence to established research assessment protocols and study procedures by clinical team members
• Direct clinical team members and project coordinators on logistics of scheduling assessment research appointments with participants, preparing testing materials, and organization of assessment data
• Provide consultation on best practices in assessment, including maximizing child engagement and comfort during research protocols, selection of measures, and interpretation of measures
• Lead team members with advanced expertise on day-to-day research operations related to clinical assessments and evaluations

• Supervise trainees and staff administering clinical assessments
• Provide organizational oversight of child life services
• Provide training to faculty, trainees, and research staff to achieve reliability on standardized assessment administration and interpretation
• Maintain assessment fidelity and reliability across clinical core team members
• Manage regular performance reviews and professional development opportunities for project staff and trainees

• Lead and attend project meetings
• Advise and consult on complex problems to support the broader lab and clinical assessment team as needed
• Collaborate regularly with study PIs, Program Director, and Clinical Core Lead
• Participate in the broader intellectual environment to augment professional development
• Conduct various outreach activities for community partners and participate in seminars and other didactic experiences
• Contribute to research analysis and dissemination, including writing and contributing to manuscripts, grant proposals, and scientific presentations

• Ph.D. or a Psy.
  
  D. in clinical psychology, school psychology, or counseling psychology from an APA and/or CPA accredited program, internship training, and minimum 1-year post-doctoral training in pediatric psychology or neuropsychology
• License-eligible in the state of Minnesota
• Strong diagnostic skills, including extensive experience assessing young children with neurodevelopmental disabilities
• Strong skills in clinical interviewing and engaging caregivers and families in assessments
• Excellent organizational skills, strong oral and written communication skills, and computer proficiency
• Ability to work independently and collaborate effectively with people from a variety of communities, backgrounds, and identities; commitment to equity, diversity, and inclusion as well as accepting and embracing neurodiversity

• Desire to contribute to clinical research on neurodevelopmental…