Frequently Asked Questions

Teaching skills and strategies to manage school in a successful way. The goal is to develop autonomy through the use of strengths and assist in understanding the relationship between social/emotional function and learning.

Educational therapists will generally have an Undergraduate degree in Special Education (our founder Sheryl Roessler is  certified in behavior disorders and learning disabilities), while also having an advanced degree, such as a Master’s degree in Counseling. Educational therapists can bridge the gap between learning difficulties, and emotional regulation.

Executive functioning to skills to manage tasks such as planning, problem-solving, and the ability to adapt to new situations.This also includes: working memory, cognitive flexibility, and  inhibition control. We work with students and adults who struggle with executive functioning skills, helping to restore order to their lives.

Learn and practice planning strategies for attacking assignments and studying till it becomes a natural habit. Checking in with me for the accountability factor — improving with achieving manageable goals that build improved executive functioning skills.

Practicing the prioritization of task by creating a daily and/or a weekly list, in order of importance to work from. Assist in the process of understanding organizing techniques and how to follow through with an accountability factor built in for support.

The overall desire to improve their current circumstances or those that keep recurring. The ability to take an honest assessment (with support) to understand what kinds of behaviors they have been exhibiting that makes it difficult to accomplish goals-academically, at work, or in life.

Though coming from a therapeutic place, the focus is on educational issues creating lack of success academically. The student also has access to my services, not just during our set appointment times through text, email, or phone. This may be for extra support academically, socially or emotionally.

A text goes out to the parents after each meeting with a brief overview of what took place. They also have access to text or call as needed. I have had the privilege of talking many a parent ”off the ledge”, as it is extremely stressful to parent a child, teen, or young adult who is exhibiting issues which are difficult to manage.

Yes, they do. Often it is to update me on a situation or ask for my support.

While interviewing a parent or an adult during a consultation session, I can discern quickly that someone is a good fit. It could be the information is much like other clients in the past that I have dealt with or the determination to make a change for the better in their child’s life or, in their own life, if this is a consultation with an adult. I can tell they would be willing to let me figure out the best way to support a change in behaviors needed to come to a successful outcome. One demand that I always ask for in a consultation with a parent is to let me meet with their child at least once to determine if they would like to work with me before I accept them in my practice. It is empowering to the person, be it a child, teen, or young adult to have some say in the decision. I will charge for that session.

All of my sessions are done remotely, mostly using facetime. The youngest student I will see is in 5th grade all the way through college age, around the country and abroad. I see the adults remotely as well.

All persons with ADHD have difficulty with executive functioning skills- the ability to organize, prioritize and follow through with planning in order to execute the completion of tasks.