SERVICES

ADHD & EXECUTIVE FUNCTIONING COACHING

  • ​​Coaching supports students by providing structure, skills and strategies for success in a trusting, nonjudgemental environment.  Each student is empowered to make decisions, ask questions, brainstorm and ponder the consequences, both positive and negative, of their behaviors.  The purpose of coaching is to provide support, motivation and accountability.  Coaching can help with the following:

  1. Identifying areas of difficulty and frustration and developing compensatory strategies
  2. Acknowledging areas of strength
  3. Setting and attaining goals
  4. Increasing self-confidence
  5. Gaining increased independence and self-advocacy skills
  6. Improving time management and planning skills
  7. Developing techniques for increased concentration
  8. Managing academic stress
  9. Improving organizational skills
  10. Learning strategies for completing and turning in homework
  11. Maximizing a greater sense of balance and fulfillment at  school
  12. Developing effective study skills
  13. Creating accountability plans
  14. Setting up daily routines

INSTRUCTION, STUDY SKILLS, COMPENSATORY STRATEGIES

  • Reading: Intensive phonemic awareness, visualization, comprehension, and syllabication instruction incorporates multisensory games, and Orton-Gillingham methods of reading. 
  • Language skills: A unique program is created for each student.  Possible topics of focus may include spelling, writing, understanding inferences, following directions (written and oral), multiple choice strategies, and reading verbal and nonverbal cues. 
  • Mathematics:  Math instruction may include creative projects, established methods such as Touch Math, and the learning of rules through interactive games, music, software, and manipulatives.
  • Study skills are often expected in education but rarely taught.  As a result, many students need to learn effective ways to encode the academic content and complete assignments in the allocated amount of time.  
  • Compensatory Skill Building This method involves teaching students to use their strengths to compensate for their weaknesses. A scaffolding approach is employed.  Dr. Warren demonstrates techniques and uses multi-sensory methods to help the students internalize the process.  

ONLINE COURSES AND IN PERSON TEACHER TRAINING

  • Teacher training is available online HERE or upon request in person. Topics may address the specific needs of an individual, (e.g., determination of reasonable accommodations, or putting IEP objectives into practice) or they may involve individual/group training in a particular area of interest. Topics may include but are not limited to:

  1. Multi-sensory Reading Remediation
  2. Learning Specialist Training
  3. Multi-sensory Teaching Strategies
  4. Teaching Students Optimal Study Strategies

  • School Workshops and Brainstorming Sessions
    Workshops and brainstorming sessions are designed upon request. Topics suggestions include but are not limited to:

  1. Designing an Optimal Resource Room
  2. Multi-sensory Reading Remediation
  3. Multi-sensory Teaching Strategies
  4. Meeting the Needs of Students with Diverse Learning Styles
  5. Evaluating Students' Learning Styles and Selecting the Best Teaching Method and Assignment Options
  6. Making Instruction Fun and Multi-sensory

Read testimonials HERE

ASSISITIVE TECHNOLOGY AND RESOURCE ADVICE

  • There are a lot of technological tools and software products that students can utilize for academic accommodations, remedial assistance, and strengthening cognitive areas of functioning.  Some technology and software can also be employed as "reasonable accommodations," if a student has a diagnosis and an educational plan.  Dr. Warren educates students, parents, and teachers about software and technology that is optimal for individual students as well as groups.  In addition, she is also available to demonstrate and offer clientele direct experience with the products before they are purchased. 

CONFIDENCE BUILDING, COACHING, AND ADVOCACY

  • Learning struggles can lead to a poor self-concept and discomfort in the learning process. Negative thoughts such as, "I can't," "I'm careless," and "I'm stupid," can be internalized, creating a self-fulfilling prophecy that disables the mind and intensifies learning problems.  In some cases, excessive worry, social isolation, and feelings of hopelessness can result. When left uncared for, difficulties in other learning arenas may result. Confidence building helps to:

  1. Resolve painful learning experiences
  2. Pair pleasant experiences with areas of academic difficulty
  3. Develop personal coping strategies
  4. Define appropriate support networks
  5. Management of one's inner voice

BRAIN TRAINING AND COGNITIVE REMEDIATION

  • Cognitive Remediation: Some students need to strengthen certain areas of cognitive function.  Cognitive work involves methods and materials that strengthen cognitive areas of weaknesses.  Students always begin at a level where they experience success so that they feel capable and can make measurable gains.