Given our experiences working in the school setting, we understand the ins and outs of the special education and 504 processes. We are available for:
- Evaluation and treatment of executive functions and social communication skills.
- Consultation with classroom teachers and special educators to support them in working with their neuro-diverse populations.
- Professional development opportunities.
The majority of standardized assessments for Executive Functions are checklist-based, and while they provide information regarding a student’s executive functioning deficits, they don’t offer therapeutic “next-steps” for treatment.
Through the Trees uses their own criterion-reference tool for assessing executive function skill challenges, including how any weaknesses may be impacting a student educationally. Our extensive knowledge base allows for the development of thorough benchmarks and objectives, and given our experience in the school setting, we are able to directly link executive function skill development to Common Core standards across grades and subject areas.
Staff Support, Student Coaching, and Team Consultation
The Common Core standards are ripe with executive functioning expectations at every grade level. For example, the following writing standard asks a sixth grade student to: Develop a topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
For a student with executive functioning challenges, picking a topic is hard, let alone, deciding on “well-chosen” facts?! For an EF-challenged brain, ALL the facts might feel important, and being expected to choose the right ones can feel overwhelming. As a student begins the writing process, they may get stuck thinking for too long, only to have a teacher interpret that as just not getting started. Or, they may start right away, only to find out that they didn’t follow the directions correctly
Through the Trees is available to help. We are skilled in determining the “just right” amount, and “just right” kind, of intervention a student will need for success.