Mary Prasad, PhD, is a licensed pediatric neuropsychologist with over 25 years of experience working with children. She completed her undergraduate education at Trinity University in San Antonio, Texas, before earning both her master's and doctorate degrees in Clinical Neuropsychology from the University of Houston. Dr. Prasad completed her APA-accredited pre-doctoral internship at the Long Island Jewish Medical Center in New York, followed by a post-doctoral fellowship specializing in pediatric neuropsychology at the University of Texas Health Science Center at Houston (UT Health).
Following her fellowship, Dr. Prasad served as a pediatric neuropsychologist at Mount Washington Pediatric Hospital in Baltimore, Maryland. She returned to Houston in 2000 and spent 24 years as a faculty member at UT Health. During her tenure there, she contributed significantly to research in pediatric neuropsychological outcomes, serving as co-investigator on multiple federally funded studies examining outcomes from traumatic brain injury (TBI) in children. Dr. Prasad also served as principal investigator for a federally funded study investigating environmental influences on outcomes for children with TBI, and as co-investigator on a study of interventions for children with reading disabilities and attentional difficulties.
Dr. Prasad specializes in the comprehensive evaluation and identification of developmental disorders including Attention-Deficit/Hyperactivity Disorder (ADHD) and specific learning disabilities. Her clinical expertise extends to the assessment of children with various neurological conditions such as traumatic brain injuries, seizure disorders, and brain tumors. With her extensive research background and clinical experience, Dr. Prasad is particularly skilled at translating complex neuropsychological findings into practical recommendations to support children's academic, social, and emotional development.
Throughout her career, Dr. Prasad has been committed to providing thorough, evidence-based neuropsychological assessments that help children and their families better understand cognitive strengths and challenges. She takes pride in developing individualized recommendations that empower children to reach their full potential in all aspects of their lives.
Dr. Kerne received her doctoral degree in Counseling Psychology from the University of Texas at Austin in 2012, and she has been a Licensed Psychologist in the state of Texas since 2015. She completed her pre-doctoral internship training at Phoenix Children's Hospital where she conducted neuropsychological evaluations, counseling, and inpatient consultation services to children, adolescents, and families. She also completed a two-year post-doctoral fellowship specialization in Pediatric Neuropsychology at Baylor College of Medicine / Texas Children's Hospital in September 2014 where she conducted neuropsychological evaluations on children and adolescents with neurological, medical, and neurodevelopmental disorders.
Dr. Kerne worked as a pediatric neuropsychologist at the Dan L. Duncan Neurodevelopmental Clinic at UT Health from 2015 to 2020. She has experience conducting a wide range of neuropsychological evaluations including ADHD, learning differences, intellectual disabilities, autism spectrum, and other psychological, emotional, and behavior concerns. She also provides intervention and consultation services for children and adolescents presenting with a wide variety of emotional, social, and behavior concerns.
Prior to her work as a psychologist, Dr. Kerne earned a Master of Arts degree in Counseling and Guidance from New Mexico State University, and she worked as a Licensed Professional Counselor (LPC). She graduated from Rice University with a bachelor's degree in biology.
Dr. Kerne takes a collaborative approach to neuropsychological assessment, working closely with families, schools, and other professionals to develop comprehensive understanding of each child's unique profile. Her background in both counseling psychology and neuropsychology allows her to integrate emotional and cognitive factors when making recommendations for intervention and support.