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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.
Understanding The Link Between POTS and Autism
Many autistic individuals report experiences with postural orthostatic tachycardia syndrome (POTS), a disorder of the autonomic nervous system. Although there has been some research on comorbid autism and POTS, science is yet to reveal much about the two diagnoses’ relationship. However, we know that they have some overlapping features, and that people with either diagnosis can benefit from support strategies. Read on to learn more about what we know about POTS and autism.
Navigating ARFID and Autism: Understanding the Connection
For most people, eating daily meals comes naturally. But for others, eating can be a daily source of stress, discomfort or even fear. Certain textures might feel unbearable, new foods might trigger anxiety or eating might simply not feel important. These experiences are real and valid, and they’re central to understanding avoidant-restrictive food intake disorder (ARFID).
ARFID is an eating disorder characterized by limited food intake or avoidance of food. It can be due to sensory sensitivities, fear of negative consequences (like choking or vomiting) or lack of interest in eating. ARFID was first classified in 2013 and differs from other eating disorders (like anorexia nervosa) in that it is not driven by body image concerns.
Approximately 1-5% of people have ARFID, but it’s much more common in autistic individuals than in the general population. There’s substantial overlap between ARFID and autism, and both are highly heritable. Many autistic individuals have unique relationships with food sensory sensitivities, strong preferences and a desire for routines, which are also traits commonly associated with ARFID.
About 1 in 5 autistic individuals (and a similar number of their parents) have avoidant-restrictive eating traits, and about 1 in 10 meet the full criteria for ARFID. Among individuals who have an ARFID diagnosis, approximately 8% to 55% are also autistic. More than half of individuals with ARFID have other co-occurring conditions such as anxiety, depression, sleep disorders or learning differences.
ARFID has three main subtypes, which often overlap:
- Sensory-based avoidance: This involves strong aversions to specific sensory characteristics of food such as texture, taste, smell, temperature or appearance. Individuals may eat only foods that feel safe and avoid many others based on sensory discomfort.
- Fear-based avoidance: Eating is restricted due to fear of negative consequences such as choking, vomiting, allergic reactions or pain. These fears may begin after a traumatic food-related event, or they may develop on their own over time.
- Low interest in eating: This is sometimes called “lack of interest” and involves low appetite, feeling full after eating only a small amount of food or a general indifference to food. Eating may feel like a chore, and individuals may forget to eat or feel overwhelmed by the demands of mealtimes.
These subtypes are not mutually exclusive, and many people with ARFID experience a combination of them.
Understanding Autism and Stomach Issues: A Guide for Autistic Adults
Digestive problems are very common in the autistic community, and they’re more than just tummy aches. Autistic adults often report a range of gastrointestinal (GI) symptoms, including constipation, nausea, abdominal pain and bloating. These concerns can seriously impact daily life, yet they’re often overlooked or misunderstood by healthcare providers. This guide is here to validate your experience, provide helpful information and support you in advocating for better care.
