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Biography
Dr. Anna Kroncke is a licensed psychologist with over 20 years of experience conducting assessments with children, teenagers and adults. She has extensive experience working with neurodivergent individuals across the lifespan and has authored many articles and a textbook on autism assessment. At Prosper Health she conducts autism evaluations with adults. She also works with children and families conducting comprehensive evaluations for autism, ADHD, anxiety, and learning differences. She has extensive experience conducting psychological evaluations and assessments via telehealth and in person. Dr. Kroncke is passionate about working with the neurodivergent community and has been across her career.
Education
University of Georgia, Athens, GA
Ph.D., School Psychology, May 2006
Major area: School Psychology
Minor area: Counseling
University of Georgia, Athens, GA
M.Ed. School Psychology, with highest distinction, 2003
University of North Carolina, Chapel Hill, NC
B.A. Psychology, with highest honors, 2001
Certifications
Licensed Psychologist CO #3474
Licensed Psychologist GA #3334
PSYPACT licensed for Interjurisdictional Practice
Nationally Certified School Psychologist
Area of Expertise
Assessment tools and approaches
Autism
Attention-deficit/hyperactivity disorder
Social-emotional development in childhood
Learning differences
Modalities
Comprehensive assessment
Cognitive-behavioral therapy
Mindfulness
Parent consultation
Affiliations
Research and Publications
Kroncke, A., Willard, M & Huckabee, H. (2016). Assessment of Autism Spectrum Disorder: Critical Issues in Clinical, Forensic, and School Settings. New York: Springer.
Kamphaus, R.W., Thorpe J.S., Winsor, A.P., Kroncke, A.P., Dowdy, E.T., VanDeventer, M.C.
(2007). Development and Predictive Validity of a Teacher Screener for Child Behavioral
and Emotional Problems at School, Educational and Psychological Measurement, 67(2) 342-356.
Kamphaus, R. W. & Kroncke, A. (2004). “Back to the Future” of the Stanford-Binet
Intelligence Scales. In Hersen, M., Goldstein, G. & Beers, S (Eds.),
Comprehensive Handbook of Psychological Assessment, Intellectual
& Neuropsychological Assessment, Volume 1, (pp.77-86). Hoboken, NJ: John Wiley & Sons Inc.
Koyama, T., Kroncke, A. P., Koyama, Y., & Coghill, R. C. (2004). Effects of stimulus
duration on heat-induced pain: the relationship between real-time and post-stimulus pain ratings, Pain, 107(3), 256-266.
Kamphaus, R. W., Dowdy, E., & Kroncke, A. P. (2003). Reliability (pp.
546-547). In T. Ollendick & C. Schroeder (Eds.), Encyclopedia of
clinical child and pediatric psychology. New York: Kluwer Academic/Plenum.
Kamphaus, R.W., Quirk, M.P., & Kroncke, A.P. (2006). Learning Disabilities
Assessment. In Psychodiagnostic assessment of children: Dimensional and
categorical methods. Hoboken, NJ: John Wiley & Sons Inc.
Workshops and Presentations
Kroncke, A. & Willard, M. (2022) Denver Metro CHADD presents ADHD and the Autism Spectrum
Kroncke, A. (2022) ADDventures Conference from DU Learning Effectiveness presents: Autism Spectrum Disorder or ADHD? Or Could it be both?
Willard, M. & Kroncke, A. (2022) Big Waves nonprofit presents “it’s okay to not be okay”
Willard, M. & Kroncke, A. (2020/2021). CADE autism assessment training and free offering Nevada and Delaware school districts
Willard, M. & Kroncke, A. (2020/2021). CADE autism assessment training and free offering Durango School District, Colorado
Willard, M. & Kroncke, A. (2020/2021). CADE autism assessment training and free offering Cherry Creek School District, Colorado
Willard, M. & Kroncke, A. (2019 and 2020). Ongoing autism spectrum training for St Vrain School District Special Education
Willard, M. & Kroncke, A. (2018, November 2). From the kingdom of isolation to sleepovers with a BFF: the progression of social skills from social presence to intimacy. Presented to Colorado Society of School Psychologists. Keystone, Colorado.
Willard. M. & Kroncke, A. (2017, November 11). Diagnostic data: making it digestible for parents using the Cleape evaluation model. Presented to Colorado Society of School Psychologists, Vail, Colorado.
Kroncke, A. & Willard. M. (2017, August 13). Classroom interventions for autism spectrum disorders. Presented to STEM Lab School. Northglenn, Colorado.
Willard, M., Kroncke, A., & Reinhardt, J. (2016, August) Autism Spectrum Disorders in Schools presented to Adams County Schools
Willard, M. & Kroncke. A. (2015, November 7). The 3 x 3 of ASD: Using a prescriptive model to identify ASD in schools. Presented to Colorado Society of School Psychologists. Vail, Colorado.
Sensory Overload in Autistic Adults
Sensory processing differences–sometimes referred to as sensory processing disorder–can significantly impact emotion regulation, daily functioning and overall well-being. Sensory overload occurs when the nervous system is overwhelmed with more sensory input than it can process, a common experience for autistic adults. Research psychologist, Dr. MacLennan, and her colleagues report that approximately 9 out of every 10 autistic adults in their research experience sensory processing differences. Considering the wide-ranging and profound effects of sensory processing differences, it is crucial to understand the nature of sensory overload, its impact on the nervous system, and strategies for managing sensory differences.
Sensory overload can present as a physical, cognitive or emotional response because these experiences overlap. For example, sensory overload may look like irritability, anxiety, difficulty concentrating or fatigue. When it becomes too intense, the body may have a fight or flight response, leading to a meltdown or shutdown while your body is trying to protect you from danger. Developing sensory self-care strategies is vital to your well-being and mental health because sensory overload can contribute to anxiety, stress, fatigue and further impact any existing mental health difficulties.
The senses and their role in sensory processing
While most are familiar with the five senses, visual (sight), auditory (hearing), olfactory (smell), gustatory (taste), and tactile (touch), many are unfamiliar with other senses that play a crucial role in sensory processing. These include the lesser-known vestibular (balance), proprioceptive (position), and interoceptive (internal) senses. These three are particularly significant to autistic people. The vestibular system is in the inner ear, and it helps with balance by sensing the orientation of your head in space. It can be activated through sensory input such as rocking or spinning. Proprioception is our innate sense of our body’s position in space. It’s activated by anything that creates pressure on the joints, such as carrying heavy objects, pushing or pulling. Interoception refers to our internal body sensations such as hunger, thirst or needing to use the bathroom. Individuals with hyposensitivity to interoception may struggle to access these internal cues. These lesser-known senses are incredibly important in sensory processing and nervous system regulation.
Meltdowns in Autistic Adults: Why They Happen, What They’re Like, and How to Live with Them
“Meltdown” is not a term often associated with adult life, but for many autistic adults, meltdowns are a reality. For us, meltdowns are not what you might picture at first: an inconsolable child, acting out over not getting what they want; they’re more like the release valve on a neurobiological pressure cooker.
Neurotypical vs. Neurodivergent Experiences: Understanding Neurodiversity
Neurodivergence is a term coming into increasingly popular use—but what does it mean? With a growing number of people identifying as neurodivergent, it’s important to understand what neurodivergence is, how neurodiversity adds value to our institutions and communities, and the challenges a neurodivergent person often experiences in a neurotypical world.