Parent Training: The focus in this area is education on ADHD, ASD, or other social-emotional and developmental difficulties. Parents learn how to fully support their child’s needs, the underlying factors that cause behavioral challenges, Parent Management Training and new parent skills to develop a more positive parent-child relationship. Parents also learn how to support their child in developing his or her skills. Connection, validation, structure and boundaries and scaffolding support for lagging skills are key in supporting children with extreme impulsivity and emotional difficulties.
Child Behavior Therapy: This treatment involves a careful and therapeutic approach to skill development including: assessment of the child’s needs, behaviors, skills and learning style; development of concrete goals and strategies; direct one-on-one teaching of skills; and measured tracking of progress. For children with ASD, the following treatment methods are used: Natural Environment Teaching and incidental teaching; joint attention and play-based interventions; Pivotal Response Treatment; Early Start Denver Model; and Verbal Behavior.
PEERS® Social Skills Treatment: The Program for the Education and Enrichment of Relational Skills (PEERS®) is an evidence-based social skills intervention for preschoolers, adolescents and young adults with ASD, ADHD, anxiety, depression and other socio-emotional challenges. This is a 16-week group program for parents and their child. Individualized therapy incorporating this treatment one-on-one is also provided.
Executive Function Coaching: This area involves direct one-on-one or group skills training in: self-motivation and task initiation, sustaining attention, working memory, planning, organization and time management, response inhibition, self-regulation, emotion regulation and flexibility. This is a strengths-based approach in which the child is the leader in the process while still working towards concrete goals and using evidence-based strategies. This enables her clients to learn about their processing styles and needs, as well as which systems work best for them. This type of support is most effective for children with ADHD, executive function weaknesses and/or high functioning ASD.
Classroom Support: This type of support includes working with the child’s classroom teachers to implement individualized supports for the child to help manage symptoms of ADHD, ASD or other difficulties in the classroom that may be barriers to learning.