Services
I create individualized plans for academic learning and executive functioning needs. Plans include current strengths and areas for growth, as well as recommended goals and interventions. Through targeted intervention, children will learn strategies to be successful and independent in school and beyond.
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Assessment
To begin educational therapy, all students will have a baseline assessment (formal or informal) to determine their strengths, areas for growth, and underlying areas of need. Findings will be used to develop an educational plan with specific goals.
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Academics
Intervention and remediation is personalized to each student’s interests, in order to increase engagement and productivity. Focus areas include reading, writing, and math. I am also available to lead classroom observations and attend school support meetings.
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Executive Functioning
1-on-1 sessions target student-specific goals in planning and organization, self-monitoring, working memory, initiation of tasks, flexible thinking, and impulse control. I work with the student to develop tools and practice exercises that can be integrated into their school and home environments.
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Case Management
Communication and collaboration is key. I act as the point person between multiple service providers, including school-based and allied professionals (Speech and Language Therapist, Occupational Therapist, Behavioral Therapist, Psychotherapist, etc.).
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Reading: Intervention and strategies in phonemic awareness, letter-sound correspondence, decoding, fluency, vocabulary development, expressive language and reading comprehension.
Writing: Spelling, mild handwriting/graphomotor challenges, brainstorming, organizing ideas, editing, and using technology and graphic organizers to improve writing development.
Math: Number sense, math facts, math operations, word problems, and content specific math.
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While all children and families are different and no two plans will look exactly the same, here is an example of what the process may look like:
• A parent/guardian consultation with Kathryn to discuss needs, concerns and questions.
• An initial student session with Kathryn to assess the student’s academic and/or executive functioning needs.
• A parent/guardian debrief with Kathryn to discuss assessment findings and proposed goals, as well as an educational plan for services.
• Weekly sessions (number of sessions will vary from student to student) to target academic and/or executive functioning goals through games, art, books, movement and current school work. Each session is personalized to make learning exciting, productive, and fun.
• Brief parent/guardian checks-ins with Kathryn following each session (5 mins), as well as re-assessment and progress monitoring reports every few months.