Executive Functioning Coach For Children In NY

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Our Executive Functioning Coaching

Program

Learn Executive Functioning The Ladder Method way

 

Intake & Assessment

The process kicks off with a phone discussion led by one of our enrollment executives dedicated to client services. After gaining insight into the family's requirements, we assign an assessment coach to delve deeper into the student and family's needs during a personalized meeting.

Implementation

Upon reviewing the assessment, our assessment team collaborates with the Student Success department to develop a tailored strategy. This strategy is subsequently put into action through weekly appointments. The frequency and duration of these meetings are determined based on the assessment findings and our recommendations.

Ongoing Evaluation

Regular evaluations are conducted by the assigned coach and the Student Success team to monitor progress and identify pivotal junctures for implementing or adjusting skill-building strategies for the client.

What is the The Ladder Method difference?

What is the difference between learning Executive Functioning and learning Executive Functioning through

The Ladder Method?

 

Proprietary Approach

We have a unique methodology thanks to our proprietary approach and curriculum meticulously crafted by our founder.

We recognized the importance of replicating Candice's approach to ensure effective outcomes. This isn't just about maintaining quality control over our program; it's about ensuring that we deliver a program that consistently yields results.

Statistical Success Rates

We affirm the efficacy of our program through the utilization of statistical models and data analysis to gauge success with every student.

We firmly believe that our success is intertwined with yours or your child's success.

Team Work

We operate within team structures to achieve our desired outcomes.

When you engage with us, you're not just receiving support from a single educator or therapist; you're benefiting from collaboration with a team of dedicated staff members who are committed to ensuring your child's success and well-being.

Meet Noah Donner Klein

Noah joined our program in the Spring of 2019. His journey is a testament to the remarkable progress achievable through our toolbox and proprietary method for enhancing executive functioning skills.

Today, Noah stands as a testament to the effectiveness of our approach. He has not only successfully graduated from his major at USC but has also seamlessly transitioned into a thriving career just one month after graduating from college.

Our Executive Functioning FAQ

What is Executive Functioning?

8 -12 key skills that people use to plan and execute tasks as diverse as setting the table to playing sports to completing homework and turning it in.

The skills we focus on are below:

 

Organization

The ability to create methods and systems to stay tidy and have things put away where they can be found easily.

What this looks like in practice: You regularly find your child’s homework or papers thrown into a backpack without organization. This student or adult may regularly misplace keys or assignments.

Time Management

An ability to understand accurately how long something will take to properly plan and execute.

What this looks like in practice: An inability to understand why something was not completed on time, procrastination or a failure to complete most of the steps before having to turn something in.

Working Memory

The ability to keep pieces of information in one’s head for the duration of when it is needed.

What this looks like in practice: An inability to remember directions even after having had them explained numerous times. An inability to memorize without regular repetition. It may look like absentmindedness.

Self-Monitoring

The ability of a person to understand how they are doing at a task.

What this looks like in practice: An inability to understand why they didn’t do well on an assignment or a project.

Planning

The ability to understand how to plan out the execution of a set of tasks and prioritize between tasks.

What this looks like in practice: An inability to set out a plan to execute a project, presentation or set of homework.

Focus/ Attention

An ability to maintain sustained focus on a person or project and shifting to the next project when needed.

What this looks like in practice: An inability to maintain focus for the duration of something, interrupting an adult with an unrelated topic, interrupting in class with an unrelated topic.

Task Initiation

The ability to initiate a task that is assigned without coaxing or another adult present.

What this looks like in practice: An inability to get started or to understand and get started on the next step in an order of tasks.

Emotional Regulation

The ability of a person to react appropriately to positive or negative feedback or instructions.

What this looks like in practice: An inability to restrain an emotional feeling. Children or Adults that lack emotional regulation overreact to an issue.

Task Management

An ability to understanding the micro-steps and timing of a bigger project and how to manage those steps in an order. See also planning.

What this looks like in practice: An inability to task manage might look a weakness to understand what the micro-steps of a project are, how to prioritize them, how to allocate time for them and what steps go in what order.

Meta-Cognition

The ability to understand how one learns best to apply it to acquire more information.

What this looks like in practice: An inability or struggle to study for tests or understand what processes work best for the learner.

Goal Directed Perseverance

The ability to stick to the task at hand and not give up when faced with a challenge.

What this looks like in practice: An inability to stick to the task at hand and switch when faced with challenges. Several projects go incomplete.

Flexibility

The ability to adapt when something changes or shifts either in terms of due date or expectation.

What this looks like in practice: An inability to cope with the shift and either an outburst or impulsivity ensues.

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