<p>Does anyone have any info on executive function coaches in Fairfax County? A friend has asked for advice and I know nothing. Extremely high IQ kid, just finished freshman year of college but is on academic probation. Had testing done that confirmed "genius IQ" ( quoting the mom here- I haven't seen the scores) but little to no executive functioning skills. Anyone have any coaches to recommend or ones to avoid? How much do they charge? What do they do? And is it effective? Any info at all- I figure this group of parents will know something that I can share with her. Thanks.</p>
<p>You may want to try the Fairfax twice exceptional group. The primary focus is on elementary through high school but someone there can point your friend in the right direction and answer your questions.</p>
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<p>What does an executive function coach do?</p>
<p>I somewhat understand what it means to have little to no exec function skills, but am not sure. It seems to me that it involves a problem with decision-making (deciding what is the right thing to do, the right order to do things, impulsivity sometimes over-rides making a logical choice, etc.) Is that right? what else?</p>
<p>i googled this to learn more…maybe this will help this mom…</p>
<p>In all kinds of ways, parents organize and structure their child’s environment to compensate for the executive skills their child has not yet developed.</p>
<p>Consider your child’s developmental level
Understand what’s normal for his age. If his skills are delayed or deficient you will need to intervene with tasks that match his actual developmental level. If you’re not sure what’s normal for his age, talk to his teacher and other parents.</p>
<p>Move from the external to the internal
Begin by changing things in her environment before trying to change her. For example, start with changing her physical or social environment, altering the tasks you expect her to perform, or changing the way you interact with her by providing cues, supervision, and encouragement.</p>
<p>Use—rather than fight—your child’s innate drive for mastery and control
From an early age children work hard to control their own lives. Support this agenda by creating routines and schedules so he’ll know what to expect. Build in choices to give him some control. Practice difficult tasks in small steps, increasing demands gradually, and using negotiation rather than authority.</p>
<p>Modify tasks to match work capacity
The goal is to teach your child to engage in work by getting her to override her desire to quit or to do something preferable. This is done by making the first step of a task easy and immediately following with a reward. Gradually increase the effort she must expend to achieve the reward; either increase the task demands or increase the amount of time you expect her to work before earning the reward.</p>
<p>Teach deficient skills
Rather than expecting your child to acquire skills through observation or osmosis, intentionally teach the skills he lacks. Define a skill and select a task with which to teach it. Outline the steps required to complete the task, and provide ongoing modeling, cueing, support, and supervision until he is able to perform the task on his own.</p>
<p>Provide the minimum support necessary for success
Adults often provide too much or too little support. In either case, the child does not develop the ability to perform the task independently. Determine how far your child can get in a task without help and then intervene. Do not do the task for her; offer enough support (physical or verbal, depending on the task) to get her over the hump and moving toward success.</p>
<p>Use incentives to augment instruction
Incentives can be simple (praise) or elaborate (a point system that lets him earn rewards daily, weekly, or monthly). </p>
<p>For some tasks—and some children—mastery of the task is incentive enough. Other tasks, however, do not have built-in incentives. Rewards make the effort of learning a skill and performing a task less burdensome. </p>
<p>Furthermore, placing an incentive after the task teaches the child to delay gratification—a valuable skill in its own right.</p>
<p>Provide supports and supervision until success is achieved</p>
<p>Parents often set up a procedure, see that it’s working, then drop what they’re doing yet still expect their child to be successful. For example, a parent may walk her child through the process of organizing his desk, then leave him to maintain the organization scheme before he’s had a chance to practice and master it. Mastery does not come all at once; it’s a process that requires your feedback all along the way.</p>
<p>Gradually cut back support, supervision, and incentives
While some parents fail to keep interventions in place long enough for their child to achieve success, others keep the same level of support and supervision in place long after their child is capable of acting independently. </p>
<p>Remove supports gradually as your child achieves mastery of new skills. Remember principle No. 6: Don’t cue or prompt your child when she doesn’t need it. Likewise, don’t go from all to nothing too abruptly. That’s the equivalent of going from training wheels to pushing your child off on a two-wheeler and expecting her to ride without falling.</p>
<p>The long-term goal is to be able to send your child out into the world armed with a set of skills he can use to tackle problems on his own.</p>
<p><a href=“http://www.smartkidswithld.org/ld-basics/treatments-and-support/executive-function”>http://www.smartkidswithld.org/ld-basics/treatments-and-support/executive-function</a></p>
<p>I have long suspected that my MIL and some of her kids have this problem. I couldn’t understand why she did things in such an unorganized impulsive way, and I never understood why she never taught her kids ANYTHING (detailed in that Parent Cafe complain thread). But, the reality is that when you don’t have the skills yourself, you don’t know how to teach them.</p>
<p>The OP’s friend may want to read over the above and implement some of these ideas. she may have been modeling the skills, but her son hasn’t noticed or been able to absorb them. </p>
<p>I would like to clarify what I am asking- I would like specific names of coaches. All of the info listed above is info about exec functioning impairment but the Dr. who did the testing specifically stated that parents trying to do this just does not work and it is time to go with a professional coach. But he felt it was a conflict of interest for him to recommend a specific one</p>
<p>Try the Edge Foundation. They specialize in coaching for high school and college. I believe they are nonprofit. I do know someone who used them with success a few years ago but I do not know the name of the coach. </p>
<p>Since 99.9% of people here dont live in fairfax, the only way we’d be able to provide names if we google or call fairfax therapists and ask if they can recommend…which is what the mom should be doing.</p>
<p>why doesnt the doctor who did the dx’ing have a resource list…that would be part of HIS job.</p>
<p>there are some therapists who specialize in young people who also do life-coaching…that may be a resource. </p>
<p>life coaches in fairfax
<a href=“Find Life Coaching Therapists and Psychologists in Fairfax, VT - Psychology Today”>Find Life Coaching Therapists and Psychologists in Fairfax, VT - Psychology Today;
<p>You asking a very specific question on an international platform. That’s why I suggested the Fairfax Twice Exceptional group. Plenty of people ask and recommend therapists/coaches in Fairfax County on the group. I realize the age is a bit off but it’s a start.</p>
<p>The other place to start may be at NVCC. They may have a list of therapists/coaches who can help your friend’s son.</p>
<p>I second the recommendation to post on the Fairfax Twice Exceptional group. You could also post on the Fairfax County Association for the Gifted (FCAG) Yahoo group.</p>
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<p>My DC has done some executive function workshops through school (FCPS middle school) but has not worked with a coach (yet).</p>
<p>The family could identify a few of the highest-end public school districts in Fairfax County, call the head of special services (special ed) at each of them, and see who they (or their high school age case managers) might know. The right person is most likely a practicing cognitive behavioral therapist with a knack for working with adolescents with executive function disorder. It should be affluent districts where parents can and do pay out of pocket for this kind of stuff. Undergrad institutions in Fairfax County should have Disabled Student Services offices, too, with personnel who might know referrals. Again, this would most likely be known at a private college with a well-heeled student body. Further, if there’s a master’s program in that county, training cognitive behavioral therapists, ask them. Maybe one of their professors practices on the side.</p>
<p>The right practitioner probably advertises as a psychotherapist, not as a “coach” I’d look for a licensed therapist with CBT training, and a Master’s degree or PhD. I think most practitioners have the master’s, not the PhD, and that’s fine.</p>
<p>There are a lot of people calling themselves “life coaches” today, and it’s my understanding that by law they don’t have to have any particular credentials. There is zero external quality control, or governmentally-enforced credentialing or accountability. I think we could all hang out shingles as “life coaches” today. It’s not the same as being a licensed therapist.</p>
<p>I agree that the family involved should be doing the legwork, ultimately. And I do think it’s odd that the doctor can’t provide names, with appropriate disclosures as to whatever conflict of interest there is. Maybe he doesn’t know anybody.</p>
<p>Thanks for the suggestions and I will pass them on. When she first asked for suggestions, I had googled as a couple of folks suggested. The big issue as I saw it with that approach, was that one of the names that popped up first was well known as he had been front page news in a major ethics lapse that cost him his previous career. That made me wonder ( much as “fieldsports” pointed out) what exactly is required in terms of training in order to claim expertise. I will suggest the FCPS group and calling the school for some names.</p>
<p>I am not sure why the Dr. didn’t give names other than her stating that it would be a conflict of interest. Not sure if he said that or if that is her interpretation. She did say he suggested CHAD but that when she looked at it, it seemed to be for much younger children.</p>
<p>conflict of interest? whose interest? he’s a doctor who thinks this patient needs to see a professional that offers a different service.</p>
<p>she must have misunderstood. encourage her to call him back and ask. </p>
<p>Interesting point- I hadn’t thought about maybe she had misunderstood. I will suggest she call back.</p>
<p>Believe it or not. I’ve heard of cases where EF coaches work effectively via phone/skype/email. </p>
<p>This group was the gold standard for neuro pych testing when I lived in Mont. county. They also do tutoring, depending on where the family lives in Fairfax they may be an option. If not they could refer the family to someone closer.</p>
<p><a href=“http://stixrud.com/”>http://stixrud.com/</a></p>
<p>Also, they may want to check with the local autism society for recommendations.</p>
<p>I just read that some Occupational Therapists are good for this…including Pediatric OT’s. They have to teach some of the same things to people after strokes, brain injuries, etc.</p>
DD worked with an executive functioning coach. With the exception of the first meeting, all their meetings were by phone or email. It was a terrific way to decrease family stress and teach concrete strategies
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