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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.
Navigating Autism and Grief: Understanding and Supporting Unique Emotional Journeys
Grief is an intense and inevitable facet of life. Though the process is distressing for everyone, neurotypical people (people without autism) and autistic individuals will likely experience grief differently. Adults with autism spectrum disorder often have delayed and unexpected reactions to grief. Because of this, it is important for loved ones to recognize the signs of autistic grief and the unique support required for autistic adults during the grieving process.
OCD and Autism: Understanding the Difference
On the surface, autism spectrum disorder (ASD) and obsessive-compulsive disorder (OCD) can look similar. While both diagnoses commonly co-occur, they are distinct diagnoses that come with unique experiences. Many people find it difficult to distinguish between OCD and autism because of their shared traits, as well as widespread misinformation about both diagnoses.
Understanding where ASD and OCD overlap and diverge is invaluable. This knowledge allows individuals to seek relevant, tailored support and clinical providers to make appropriate diagnoses.
Read on to learn more about autism, OCD, and their similarities and differences.
Unlocking Support: The Importance of an Adult Autism Diagnosis
When I was growing up in the 90s and early 2000s, autism spectrum disorder was heavily stigmatized and misunderstood. Since I did exceptionally well in school, no one in my family even considered I might be autistic. Throughout my life, I struggled a lot with focus, sensory sensitivities and interacting with other people. When I was diagnosed with Ehlers-Danlos Syndrome (EDS) in 2019, I learned how common it is to have ASD or ADHD with EDS. I was diagnosed with ADHD in 2021, but it still felt like I was missing a piece of the picture.
Until recently, most adults were not diagnosed with autism in their youth. There are likely several reasons for this, including a variety of issues within the diagnostic process. People of color, nonbinary people, transgender individuals and women have been historically underdiagnosed. This is due to discrimination, stigma or misconceptions. The diagnostic process started to improve in the early 2000s, with new diagnostic criteria that more accurately represents how autism shows up in the world.
For those of us who weren’t diagnosed earlier in life, though, getting an accurate diagnosis can be hard. Some of us have learned how to mask or camouflage so efficiently that we blend into a neurotypical world really well, making it difficult to find a provider who will take our request for an autism assessment seriously.
This is one of the many reasons why working with a neurodivergent-affirming clinician is critical when seeking a formal diagnosis. Regardless of the outcome, the diagnostic assessment process can play a helpful role in better understanding yourself.