Executive function coaching is a specialized form of support that helps students of all ages build essential life skills such as planning, organization, time management, and self-regulation. Unlike traditional tutoring, it focuses on teaching students how to manage themselves, their time, and their responsibilities effectively. Through personalized strategies, students learn how to overcome challenges, stay focused, and regulate their emotions—skills that are critical for both academic achievement and long-term success in life.

An educational consultant provides families with the guidance, knowledge, and support they need to navigate the special education process with confidence. We understand the IEP can often feel overwhelming with its terminology, accommodations, strategies, and procedures. We help families understand both the IEP and PPT process, including what to expect during meetings, how decisions are made, and how to effectively participate as part of the team. We also explain the supports, what they should look like in the classroom, and ways to reinforce skills at home. With this guidance, parents can feel confident that their child’s IEP is meaningful, appropriate, and effectively supporting their success.

Educational therapists possess training in areas such as learning disabilities, case management, executive functioning, and the overall academic and emotional support needed for success in formal classroom settings. Furthermore, educational therapists extend their role beyond that of content tutors and consultants by assisting students in developing their academic and foundational thinking skills essential for becoming more efficient and independent learners.

Educational therapists are specially trained to work with the whole child. Educational therapy differs from traditional tutoring. As a member of the nationally recognized Association of Educational Therapists, along with her special education teaching experience, Melissa applies specialized intervention strategies designed for situations where a more individualized, strategy focused approach is needed. Unlike standard tutoring, educational therapy takes a coaching based approach, teaching students practical strategies and skills to address academic, socio-emotional, and attentional challenges both in school and at home. It focuses on supporting the whole child through a collaborative team effort that includes the family, teachers, and other outside providers, ensuring that skills and strategies are woven into the student’s daily life.

Educational therapists differ from psychologists, therapists, and psychiatrists in their scope of practice. Educational therapists do not diagnose conditions, conduct medical or psychological evaluations, prescribe medication, or provide psychotherapy. They also do not administer psychological or intelligence tests related to conditions such as ADHD, depression, or other medical or mental health diagnoses. Rather, they coordinate and implement an intervention plan that utilizes information from a variety of sources including the client’s educational, social, emotional, psychological, and neuropsychological contexts.

The title ‘learning specialist’ is not regulated and may be used by individuals with varying levels of training. In contrast, educational therapists are approved by the Association of Educational Therapists after meeting rigorous standards for professional preparation and experience, qualifying them to provide individualized remedial instruction to children and adults with learning challenges. The registered service marks Educational Therapist/Professional (ET/P) and Board Certified Educational Therapist (BCET) assure the public of the practitioner’s professionalism and demonstrated competency.

Executive function skills begin developing from birth and continue to mature gradually until around age 25-30. While many children and teens pick up these skills naturally over time, others—particularly those with developmental delays, disabilities, autism spectrum disorder, ADHD, learning differences, or other special needs—may face greater challenges. Supporting students in building strong executive function skills can have a wide range of positive effects, including improved school performance, smoother social interactions, and a stronger ability to bounce back from setbacks. Building executive function skills as early as possible is essential.

Find the Areas to Work On – We start by doing informal Academic and/or Executive Function Assessments and look over any school documents (IEP’s, 504’s, Progress Reports) to see where your child might need the support. Choose Goals That Matter – Together, we decide on goals that are important to your child and will make a real difference in their day-to-day life. Make a Weekly Plan – Each week, we create a plan to work on those goals step-by-step so progress feels manageable and achievable. Stay Connected – Session updates are provided via email to inform parents/guardians of the content and focus of each session. Team meetings (parents, guardians, and sometimes the student depending on age) are offered to talk about what’s going well, celebrate successes, and make any changes if needed. Build Independence – As your child meets their goals, we help them take more ownership so they can use their skills confidently on their own.

We offer both  in person (in lower Fairfield County) and e-practice (virtual sessions). E-practice sessions are conducted via Zoom, allowing for an interactive experience  from the comfort of your home, no matter where you are located in the world.

Coaching is a unique journey for each individual. Unfortunately it isn't a step-by-step linear process. Educational therapy takes time—it’s a structured process focused on strengthening skills, building strategies, and improving brain efficiency. Progress depends on consistent sessions, home practice, and each child’s unique learning profile. As skills grow, new challenges may arise with increasing academic demands. With time, students begin using strategies independently, and meaningful progress follows. Our goal is to move as quickly as possible, but as slowly as needed, to support both academic and emotional growth.

It is very common, especially for older students. Many children worry that support means something is ‘wrong’ or that tutoring will feel like more school. My goal is to build a relationship first, help students feel comfortable, and create a supportive environment where they feel successful and understood. Most students become much more comfortable once they realize sessions are individualized, supportive, and focused on helping them feel more confident and independent and not judged. I always explain to students this is a partnership and we work together to figure out what helps them succeed.