Frequently asked questions

How often do you usually meet with students?

I see the best results with students when we work twice a week together. Over time, we may switch to once a week as the student builds more skills for independence. However, some clients prefer to start slow with meetings once per week, and that’s perfectly fine as well.

What does a typical session look like?

I typically start with a check-in, to get a sense of how the student has been doing. We’ll take a look at each of the student’s courses, and what tasks the student will need to complete. We organize a to-do list, and a general plan for effectively completing the tasks. Then, I’ll ask the student to reflect on what task or tasks they anticipate to be most challenging or most important. We will then identify strategies for completing that task successfully. It’s important to me that we not only practice the executive functioning skills involved in general planning, but also apply skills involved in specific academic tasks (for example, reading skills, writing, test preparation, etc.). It is important for me to establish a sense of consistency and routine to help the student build good habits, while also providing options to allow the student to practice decision-making and build a sense of autonomy.

How often do you communicate with parents?

Communicating with parents on an ongoing basis is a top priority for me. I dedicate time after each session to record notes regarding the student’s progress, reported challenges, and strategies that we practiced together. It is important for me to record detailed notes to support the student’s self-reflection, as well as create a detailed record of the student’s progress and response to intervention. This can be very helpful in order for the student and family to advocate for the student in school settings, and to determine appropriate support strategies in the future. I am also happy to communicate with teachers when it is appropriate and helpful to do so.