Hill-Murray is currently the only Catholic school in Minnesota with a Clinical Psychologist on staff who will provide a medical diagnosis for children with learning differences. In addition, she will provide professional support to the Hill-Murray community regarding mental health.

We are proud to welcome Dr. Julie Robinson, Ph.D., L.P. as our new on-campus Clinical Psychologist.

Dr. Robinson will be available to consult with both Hill-Murray families as well as families in the broader community by appointment only. If your family is interested in meeting, please click the button below.


Dr. Julie Robinson, Ph.D., L.P. is a Clinical Child Psychologist with specialized training in pediatric neuropsychology. She received her doctorate in Counseling Psychology from the University of Iowa in 1993. She completed a pre-doctoral internship in clinical psychology at the University of Florida in 1993, and a two-year post-doctoral fellowship in pediatric neuropsychology at the University of Minnesota-Pediatric Neurology department.

Dr. Robinson worked for more than 20 years at Children’s Hospital and Clinics-Minnesota in providing neuropsychological assessments and psychotherapy to children and adolescents presenting with a variety of neurological, learning, psychiatric and behavioral concerns. Presenting issues ranged from learning disabilities/differences and ADHD, anxiety/depression to more significant psychiatric and medical issues, such as head injuries, Type 1 diabetes, and thought disorders.

How do you know if your child needs an assessment?

Your may child benefit from a psychological/neuropsychological assessment if…

  • You’re concerned that reading difficulties/math problems/poor writing skills are impeding your child’s academic progress
  • He/she seems to have more difficulty than same-aged peers in keeping track of homework (or other personal items), assignments, deadlines, and their schedule
  • Teachers have noticed that your child struggles to stay focused in class or seems slower to complete tasks than peers
  • Your child appears to “know” information or how to complete a task one day, but then seems to “forget” by the next day
  • You suspect your child may be experiencing significant worries or fears that appear to be impacting his/her ability to enjoy life and complete daily tasks
  • Your child seems sad more often than not, lacks confidence, or appears to avoid trying new activities for fear of failing
  • Your child struggles with developing and maintaining friendships with peers or positive relationships with siblings, parents, or teachers

What kinds of issues can be assessed?

The types of learning, psychological or other neurobiological issues in children and adolescents Dr. Robinson evaluates include:

  • ADHD (attention-deficit/hyperactivity disorder)
  • Dyslexia /Reading Disability
  • Dysgraphia/Writing Disability
  • Dyscalculia (Math Disability)
  • Language Disorder
  • Executive Functions Difficulties
  • Traumatic Brain Injury
  • Tourette’s
  • Autism Spectrum Disorders
  • Anxiety
  • Mood Disorders/Depression
  • Twice Exceptional

What will I learn?

To determine the extent and type of testing needed to best answer you and your child’s questions, Dr. Robinson will meet with you for a 75-minute diagnostic interview. At the end of that appointment, we can determine whether further evaluation is necessary. If testing is warranted, we will decide together on the level of assessment that seems appropriate.

If additional testing is not appropriate, Dr. Robinson will make referrals and/or recommendations as needed. This consultation session can also be used to explore a specific question or struggle you are having with your child, or if you’re uncertain whether an assessment or therapy would be the best fit. When testing is complete, Dr. Robinson will meet with you for a 90-minute feedback session to review the findings, answer questions posed during the diagnostic interview, and make recommendations. You also will receive a report that summarizes what we have learned.


This 75-minute consultation will determine the extent and type of testing needed for your child.
This fee will be wrapped into the costs of the assessment if testing subsequently occurs.

Cost: $230

Generally, about 3 to 4 hours of testing targeted to answering a specific question, such as “Does my child have a reading disability?” or “What types of accommodations can my child ask for during standardized testing, such as the ACT ?” These types of questions can generally be answered in a one-day assessment.

Cost: $1,900*
*These fees cover testing, scoring, interpretation, reporting both in writing and an in-person meeting with parents/child. If you have a Health Savings Accounts (HSA) or Flexible Spending Accounts (FSA), you maybe be able to pay for some or all of the assessment from such accounts. Please check your HSA or FSA for restrictions.

This is a more comprehensive evaluation of a child’s cognitive functioning (e.g., memory, language, executive functioning, etc.), as well as an assessment of learning and attention. Direct testing time will range from 5 to 6 hours of assessment. May also involve screening of emotional/behavioral concerns.

Typical questions include:
“Is anxiety playing a role in my child’s academic struggles?”
“My child seems gifted, but could he/she also have ADHD?”

Cost: $2,300*
*These fees cover testing, scoring, interpretation, reporting both in writing and in-person meeting with parents/child. If you have a Health Savings Accounts (HSA) or Flexible Spending Accounts (FSA), you maybe be able to pay for some or all of the assessment from such accounts. Please check your HSA or FSA for restrictions.

This assessment provides the most comprehensive assessment of learning, cognitive, socio-emotional, and adaptive functioning. It will involve up to 7 or 8 hours of direct testing, and is designed to address questions that are complex or multi-layered, and may include those cases in which family issues may be particularly problematic.

Typical questions might include:
“Is my child being a ‘teenager,’ experiencing a full-fledged mood disorder, or at risk for some type of chemical abuse?”
“Why does my child suddenly seem to shut down and disinterested in his/her future?”

This level of assessment also may be appropriate in cases in which an identified medical issue exists, such as traumatic brain injury, seizure disorders, or other neurological problems.

Cost: $2,600*
*These fees cover testing, scoring, interpretation, reporting both in writing and in-person meeting with parents/child. If you have a Health Savings Accounts (HSA) or Flexible Spending Accounts (FSA), you maybe be able to pay for some or all of the assessment from such accounts. Please check your HSA or FSA for restrictions.


The tests range from paper-and-pencil, hands-on, question-and-answer to computer-based tests designed to assess a variety of cognitive functioning. Parents, the child, and teacher(s) will be asked to complete questionnaires and rating scales to assess emotional functions and behavior.

Together we will determine the extent and type of testing appropriate for your child. The evaluation will be tailored to your individual child and the extent of testing will vary depending upon the presenting concerns.

Learning disabilities are a group of specific disorders that impede one’s ability to read, listen, speak, spell, write, perform math calculations, or organize information. By definition, individuals with a learning disability have normal intelligence, but a significant weakness in one or more areas of learning. Between 5 and 10 percent of children have learning disabilities.

Dyslexia is a term used to describe those children whose reading difficulties stem from deficits in phonological processing (understanding how letters and sounds go together) and with phonemic awareness (how words can be segmented into discrete sounds). Children at risk for dyslexia include those with a family history of reading difficulties, as well as: delayed speech, problems rhyming or remembering names, difficulty understanding how words can be broken down into individual sounds, or reading that is very slow and labored.

Some psychological assessments are specific to evaluating a person’s intellectual abilities and academic skills, often to determine whether a person has a learning disability. These are sometimes referred to as psychoeducational assessment. Other psychological assessments are more comprehensive and may explore how emotional, psychological, and behavioral factors might be influencing a person’s functioning, in addition to intellectual and academic abilities. Neuropsychological assessments are used to refer to psychological evaluations for children and adolescents with histories of neurologic, developmental, or medical conditions that affect learning and behavior.

Dr. Robinson’s goal when assessing your child is to help him/her achieve a greater level of well-being, whether that be improved academic functioning, healthier coping skills, or stronger social relationships. In addition to the detailed recommendations and referral suggestions she may give during the summary/feedback session, she can also provide follow-up consultation or updated testing as your child meets new developmental challenges, to assist in tweaking earlier interventions, or when documentation for various school services or accommodations are needed.

Due to the extra time involved in billing insurance companies, Hill-Murray will not bill insurance companies directly. However, some insurance plans may reimburse you for a portion of the assessment costs later. Families should check with their FSA/HSA accounts to determine if they can be reimbursed from those funds. You are encouraged to talk with your insurance provider or FSA/HSA account managers prior to scheduling an assessment.