Executive Function Support for ADHD or Neurodivergent Older Teens

This class provides weekly executive function coaching and support to neurodivergent  teens ages 14-18 with ADHD and other learning differences.   This class meets Late August- Mid June.  Winter break will be November-December.  

Consult my course catalog for other offerings:
https://docs.google.com/document/d/137fb-LliAf-0kBGDIQfZCNBUHXssBt91qmv-rqcPkJQ/edit?usp=sharing

Students can join this class at any time since each session stands alone with the following structure:

Opening Question (10 minutes) As we gather, we will discuss a question that relates to the topic of the day in some way or builds class community.

Student Reflection and Sharing (20 minutes):  Students will be given the opportunity to evaluate their academic progress for the week, share challenges that they are having in terms of executive function, and brainstorm with other students how to meet these challenges.  Twenty minutes of class will be dedicated to student sharing and discussion. Students will fill out a reflection sheet about how their week is going then share some highlights of this reflection with other learners.  My own sharing throughout this section of the class will be very intentional, using examples from my own life and what works for other learners to support executive function development.

Executive Function Mini-lesson (20 minutes): A teacher directed mini lesson will be presented that is focused on an executive function skill that students may find challenging.  This lesson will be primarily explicit instruction, but students will be invited to practice the skill or share insight into their own experience regarding the lesson topic.  (For example, a quick presentation on "What is working memory?" with a follow up activity of students listening to a topic presented, making a mental picture in their mind, then recording what they saw/ remembered)

Topics covered will include: focus, time management and overcoming time blindness, accountability, organization, impulse control, long term planning, note taking and study skills etc. 

Every class session will be followed up with a study guide or a PDF copy of the slides of my explicit instruction lesson. Students may receive an  optional extension activity that they can do during the coming week after some class sessions. 

After their initial video check in, learners are welcome to participate on screen, with screen off, verbally, or in the chat whatever makes them comfortable.  The most important thing to me is that teens are participating in class discussion and sharing your their ideas and experiences in some way!

*****Note that some class sections may not meet every week due to teacher commitments.  You will find more information in the topic descriptions below. This class runs late August- October, takes a winter break November-December, then resumes to meet January-June.


Topics for the Fall 2024 and Winter/Spring 2025

(Schedule subject to change based on teacher availability)

Week of September 1:  Transitions and How to Prepare for a New Year of Learning (Sunday and Monday classes do not meet)

Week of September 8:  Self Advocacy

Week of September 15: Study Space Organization + Email Management (Thursday classes do not meet)

Week of September 21: No class meetings this week

Week of September 29: Following Directions + How to Read a Syllabus

Week of October 6: Task Initiation: Eat The Frog First Strategy (Weekday classes held before 3 pm  PST will not meet this week)

Week of October 13:  Mind mapping as a Brainstorming Strategy

Week of October 20: Organization: Clutter

Week of October 27: Sleep ( Weekday classes held before 3 pm PST will not meet this week)

Week of November 3- December 29  Class is on winter break.  Resumes the week of January 5th

Week of January 5:  Self Monitoring Strategy: Brain Dump

Week of January 12:  Working Memory Strategies

Week of January 19: Impulse Control

Week of January 26:  Mondays (Weekday classes held before 3 pm PST will not meet this week)

Week of February 2nd: Two Column Summary Note Taking

Week of February 9th: Motivation

Week of February 16: Flexible Thinking: What’s your Plan B?

Week of February 23: Friendship (Weekday classes held before 3 pm  PST will not meet this week)

Week of March 2: Visual Note Taking

Week of March 9: Prioritizing

Week of March 16: Strategies to help you focus

Week of March 23: Multitasking vs Monotasking  (Weekday classes held before 3 pm  PST will not meet this week)

Week of March 30: Class does not meet this week.

Week of April 6: Making Decisions

Week of April 13: Self Monitoring

Week of April 20:  Two Column Study Question Note Taking (Sunday class does not meet due to the Easter Holiday)

Week of April 27: Transitions and Task Switching (Weekday classes held before 3 pm  PST will not meet this week)

Week of May 4: Planning and Project Management

Week of May 11:  Class does not meet this week

Week of May 18: Task Initiation

Week of May 25: Emotional Control

Week of June 1: Staying on Task

Week of June 8: Travel Planning




Students will benefit from spending time with community of other neurodivergent teens with ADHD and other learning differences who are learning to manage executive function skills better so their academic and personal lives can be a little easier, and they can have more time for fun.  

****My Refund Policy****

Ongoing: No refunds will be offered for missed classes.  Parents, if you don’t wish to pay to hold your spot, please use the pause feature by at least the Saturday before your learner will be missing class. Transfer to a same week section is offered  upon request when possible. (I recommend that you plan ahead) Videos of most class sessions will be available for review. A PDF of my slides or study guide always available after the session is over.