1. Getting to know the student
We begin with a parent consultation, an informal conversation with the student, and brief questionnaires to better understand their strengths, challenges, and current needs.
2. Making sure coaching is a good fit
Coaching works best when the young person is willing to participate. Together, we clarify expectations, communication, and scheduling before deciding how to move forward.
3. Choosing a meaningful goal
The student identifies an area they would like to make easier or more successful. Goals are collaborative, specific, and connected to what matters to them.
4. Coaching and practice
Sessions are practical, collaborative, and grounded in neuroscience. Depending on the student’s needs, we may use executive function strategies, autonomic nervous system regulation tools, reflection, movement, visual supports, and hands-on practice. We will build on what is already working, experiment with new approaches, and adjust based on what the student actually finds useful.
5. Reviewing progress and next steps
We regularly review progress and adjust goals as needed. The long-term aim is greater independence, not ongoing reliance on coaching.
Learning how stress and emotion affect attention, memory, and decision-making
Practicing autonomic nervous system regulation tools
Using movement when it supports focus, regulation, or learning
Building planning, organization, task-initiation, and follow-through strategies
Reflecting on patterns and testing what works in real life
Note: My coaching process is informed by the Smart but Scattered executive skills model developed by Peg Dawson and Richard Guare.