Educational Advocacy
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Psychoeducation Evaluation Review
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Universal Design & Academic Accommodation
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Executive Functioning Support
Psychoeducational Evaluation Review
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Neuropsychological, psychoeducational, and psychological evaluation reports have a WEALTH of knowledge that often goes underused when supporting individual growth and learning.
Have you, your student, or your school received an evaluation report that you’d like to understand better?
Gain clarity about what assessment results tell us about your/your student(s)’:
External Behavior (observable actions, etc.)
Internal Behavior (thought processes, etc.)
Strength Domains (easy-access skills for thriving)
Growth Domains (difficult-to-access skills; areas of expected challenge/struggle_
Accessibility Needs (accommodations, interventions, and supports necessary to meet expectations and thrive in environments intended for individuals with neurotypical functioning)
Become an INFORMED and EFFECTIVE ADVOCATE for you or your student’s needs in academic, work, and daily life environments.
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For individuals who have received a neuropsychological, psychoeducational, or psychological evaluation who want to:
Better understand their cognitive, behavior, and emotional profiles
Have a greater sense of their cognitive processing strengths and deficits
Design supportive accommodations for home, work, or school
Advocate effectively for their needs in academic, career, relationship, and daily life settings
If you struggle to understand and apply the information you’ve received about your learning or cognitive needs, let’s review together what your results show.
Reviews are particularly critical for anyone with a diagnosis, sub-threshold diagnosis, or suspected diagnosis of ADHD, ASD, LD, Anxiety, Depression, and/or Executive Functioning Deficits.
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We’ll first meet to discuss your current concerns and questions.
I’ll then create a detailed written summary of any evaluation or assessment results we currently have.
We’ll meet again for an IN-DEPTH discussion of your evaluation results. You’ll come away with a complete understanding of your cognitive, behavioral, and emotional profile. We’ll also discuss what accommodations, supports, and interventions would be beneficial for success.
Additionally, we’ll compare assessment results to currently observed behavior, strengths, and challenges to determine what more is needed to achieve your desired developmental outcomes.
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I have worked with so many individuals, families, and educational programs who are uncertain how to support the unique learning and developmental profiles of students with neurodiverse needs.
And yet, most of the time, there are clear answers in assessment reports. It simply takes a bit of knowledge to translate test results to real-world action and application.
It is regrettably insufficient to have a one-time conversation with a busy service provider to fully understand the wealth of information that test results can tell us about needs and supports.
This is particularly critical for anyone struggling in typical environments due to neurodiverse needs related to ADHD, ASD, LD, Anxiety, Depression, and/or Executive Functioning Deficits.
Together, let’s harness all the information we have so that you, your student(s), your faculty, and your families can thrive.
Universal Design for Academic Accommodations
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When supporting learners with diverse needs, we often speak of “add-in” accommodations and interventions.
These strategies and structures we might put in place to support learners with neurodiverse needs tell us more about the current limitations of our education and assessment systems rather than the limitations of our learners.
For example, when we offer extra time on testing, we acknowledge that time-based performance is part of the skill we are assessing. Is it? Or can we eliminate this extraneous restriction to accurately assessing student knowledge? Offering time freedom champions all students to accurately demonstrate content/skill knowledge - without inadvertently measuring timed performance as well.
Instead, universal design takes a “rising tide lifts all ships” approach.
Just as wheelchair-accessible sidewalk ramps benefit everyone (walkers, bike riders, strollers, etc.), universal design for academic accommodation says, “You, the individual are not the problem. We, as the system, are - and we’d like to change.”
If you, your student, or your educational program is dedicated to sustainable inclusion for diverse learners, let’s talk about UDAA.
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I consult with parents, students, families, educators, and organizational leaders to develop more sustainable practices for inclusive learning and work using Universal Design.
Universal design is not just a practice for assessment but a philosophy for person-centered, inclusive education.
If you, your student, or your educators are struggling to meet academic needs through traditional accommodation and intervention frameworks, I can help!
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For both students and educators, we’ll meet to talk about the tension points you’re experiencing (what isn’t working) and desired outcomes (what you’re truly wanting).
From there, we’ll develop specific and comprehensive accommodation structures and intervention actions plans that work for your learners and educators.
I’ll also provide on-going support for collaborative integration and change.
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Universal design takes away both the stigma and burden that students and teachers feel with traditional accommodation models.
Universal design gives agency and autonomy back to those engaged in a learning relationship. Students feel more empowered, confident, and capable in their performance. Educators feel more easeful and creative when meeting their students’ needs. Ultimately, connection is restored in the teacher-student relationship.
Want this for your student(s) and/or teachers? Let’s talk about how I can bridge the gap for sustainable academic success!
Executive Functioning Support
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Executive functioning consists of the skills needed to execute complex (multi-step) functions or tasks.
It can be thought of as the cognitive processes for purposeful, goal-directed, problem-solving behavior, including:
Intaking information from the environment
Organizing it for meaning and application
Extracting and activating it for task completion
Reflecting/reviewing results to adjust and improve future action
Executive functioning involves:
Behavior Regulation – the ability to regulate and monitor behavior effectively (including impulse control and self-regulation)
Emotion Regulation – the ability to regulate emotional responses and adjust to changes (environment, people, plans, demands, etc.)
Cognitive Regulation – the ability to control/manage cognitive processes and problem-solve effectively (including task-initiation, working memory, task-monitoring/shifting, planning/organizing, follow-through, and task-completion)
Individuals with executive functioning deficits typically have above average cognitive capacity, but impaired processing speed and working memory. This means that while sophisticated intellectual capacity is present, the individual may struggle to process (intake, access, output information) at a similar rate as their peers.
Individuals with neurodivergent processing related to ADHD, ASD, LD, Anxiety, and Depression frequently experience executive functioning difficulties.
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Do you struggle with executive functioning challenges? Does a loved one struggle with executive functioning challenges, at home, work, or school?
Are you an educator struggling to support students with executive functioning challenges? Are you an educational program struggling to support participants with executive functioning challenges?
With a doctoral specialization in executive functioning support, I can help manage and reduce these very real challenges through structural strategies and supports. Let’s talk!
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Anyone struggling with cognitive, behavior, or emotion regulation may benefit from support for executive functioning.
Individuals with neurodivergent processing related to ADHD, ASD, LD, Anxiety, and Depression frequently demonstrate diminished executive functioning capacities - and receive significant value from understanding how EF impacts their daily life.
Learn how to structure your environment, harness your strengths, build your skillset, request helpful supports, and understand and manage your overall experience - I can help!
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The human brain is fascinating in all its capacities. Yet the world is built for a very narrow range of the human experience.
Neurodivergence does not mean you or those you care about have to struggle in school, work, relationships, or everyday life.
Let’s work together to shift the narrative from divergence (other-ing) to diversity (all-in) - and build a world that is adaptive and inclusive for everyone. Join me!