Social Thinking Coaching
The Social Thinking teaching framework is designed to help students who struggle with social skills. It teaches students how to figure out what other people may be thinking or feeling. Building these skills can lead to better social interaction. Social Thinking® is designed for ages 4 through young adulthood. It’s concepts and strategies are used to help with:
*Trouble picking up on social cues such as facial expressions and body language
*Difficulty listening or working in a group
Sessions are offered for individuals or groups, and designed for diagnoses including, but not limited to; ADHD, autism, anxiety, language concerns, learning concerns, intellectual disabilities.
Orton-Gillingham Reading Tutoring:
The Orton-Gillingham Approach is a language-based,multisensory, structured, sequential, cumulative, cognitive,and flexible approach. The approach is intended primarily for use with individuals who have difficulty with reading, spelling, and writing, often associated with dyslexia. The multi-sensory approach means that concepts are presented and learned using the four main learning pathways: visual, auditory, tactile, and kinesthetic.
Lindamood-Bell® Learning Approach:
The Lindamood-Bell® approach breaks down learning to read into concrete skills. These include connecting letters to sounds and blending sounds into words. Along with teaching students to read words, the program also focuses on understanding content using imagery. It puts particular emphasis on connecting sounds with written words and images. This approach works well for the student who needs extra practice with language processing.
TheS.P.I.R.E.® Reading Tutoring:
S.P.I.R.E.®is a research-proven reading intervention program that is designed to build reading success through activities and lessons that incorporate phonological awareness, phonics, spelling, fluency, vocabulary, comprehension, and writing. The multisensory lessons include auditory, visual, and kinesthetic activities that keep students actively engaged.
Planning your child’s education can bring both feelings of excitement and uncertainty. I have worked in the field of education for many years, serving in varied roles. My work with students has spanned from preschool through young adulthood. I am an educator by training, but have spent time in schools as an admissions director, educational specialist, social-emotional coordinator, and associate director. I help place students in schools that best meet their academic, social, and emotional needs.
Executive Functioning Training
Executive functioning refers to a person’s ability to regulate their emotions, behavior, and environment in order to achieve specific goals. The skills include organization, planning, initiation, and problem-solving, and self-monitoring, all of which can have a significant impact on performance across home, school, and community settings. Individualized executive functioning sessions are offered, which will be developed based on your child’s particular needs. These sessions are particularly helpful for children diagnosed with ADHD, learning concerns, intellectual disabilities, anxiety, language concerns, and developmental challenges, but can also be useful for children with no diagnoses.
How do I know if my child has executive functioning problems?
· Does your child struggle with lengthy or complex tasks?
· Does your child complete his or her homework but forget to turn it in?
· Does your child frequently lose or misplace items?
· Are you constantly reminding your child to complete daily activities (i.e., start homework, brush his or her teeth, get ready for bed, take medicine)?
· Do simple tasks take your child significantly more time to complete than necessary?
· Does your child have difficulty making or keeping friends?
· Does your child need help or reminders to complete basic chores?
If you answered yes to one or more of these questions, your child may have executive functioning difficulties and may benefit from participating in executive functioning training.