Frequently Asked Questions

My child’s school has not replied to my concerns regarding my child’s reading and math difficulty.  I don’t want to make enemies and don’t know where to turn.

The rules governing how and when schools must reply to you are very clearly set forth in state and federal code.  A school’s failure to provide Prior Written Notice  is a serious violation that does not foster a healthy educational partnership between home and school. We work to ensure this line of communication is open and that “sunshine” is delivered to your child’s school program.

Advocacy seems an expensive route to go. I’d love to hire an advocate, but I am not certain I can afford your services.

External advocacy is a discretionary service and always recognized by our staff as a matter of trust.  Moreover, our services are not appropriate for every situation, and we actively advise parents when the services of an attorney, medical professional, or other educational consultant may be more appropriate. 

When a parent considers the mounting costs of reactive interventions related to your child’s case (time from work, time away from other children, hospitalizations, transportation, tutoring, etc.) external advocacy can often be a key to improving the cycle. 

While an exact cost benefit of advocacy services varies from case to case, most clients would describe our services as extremely effective and reasonable.  We pride ourselves on an extreme sensitivity to the financial needs of our clients.  As such, --where possible-- we strictly limit billable hours to duties exclusive to our directed scope of service.  We do not “nickel and dime” our clients, nor do we cut corners that would impact our demand for a high quality of service.  We can work with families on flexible billing practices such as division of retainers, payment plans, or activation of sliding scale rates, as eligible.  Most clients would agree that our invoices do not fully reflect actual service provision in any given month. This sensitivity is best revealed by our ethic to fade our services when appropriate.

My child’s 504 plan doesn’t seem to be working for her. What rights do I have?

While there are many differences between 504 plans and IEP’s, your right to request expansion of services under IDEA is a possibility.  We can work with you to set this in motion, or to “tighten up” the current plan to ensure its effectiveness.

My child is in high school.  Where do I need to start for college planning for my son’s LD and ADHD needs?

We work closely with parents and students to develop a College Support Analysis.  This document assists parents in targeting prospective college/universities while rating them against a.) available supports and b.) your child’s learning profile.

My child needs a different type of tutor: one that can assist with organization and skills that will assist in accessing information independently.  Does this support exist?

We provide intensive, research-based interventions that target organization, planning, time-management, as well as tutoring that targets reading, math, and writing skills.

We need more assistance with our son, who attends a local college and needs direct support. What can I do to help him turn a corner in his college experience?

We work intensively with college-aged students to build and apply skills that will serve them in that setting and the work world.

What outcomes can be expected from EF skills instruction with a W&A Coach?

Our goal is to provide a productive setting for student success. The outcomes all depend on realistic goals and interventions that are strategically developed on a firm foundation of best-practice. Our coaches are constantly working to support the generalization and application of these skills outside of the office and into the classroom, home, community, and workplace.  Scaffolding is required to give students incremental steps to change their behavior and build skills that will help them compensate for their executive functioning deficits.  This is a deliberate process that requires commitment on behalf of all stakeholders (parent, student, and coach). We understand that students often view this arrangement with reservation.  As such, we work hard to build rapport in the initial stages of our work together, and to constantly foster that throughout the process.

What is involved in establishing the EF partnership?

For the initial consultation with parents, Dr. Wanzenberg typically meets with the potential client(s) for a free consultation to determine the student’s needs and see if it is a right fit for all parties.

The prospective coach may be included at this appointment, depending on the nature of the case. Sometimes, Dr. Wanzenberg will meet with the family initially, then coordinate a secondary meeting for the potential client to meet with the recommended coach.  We work hard to ensure there is a good match between coach and student.

What ages are appropriate for EF coaching?

We serve a wide range of ages in our  instruction and partnership. However, we have found that middle school (including the year leading to that transition) is an effective period to initiate these services. 

Most of our clients range in the upper high school (grade 11-12) and college age. However, we maintain a variety of coaches that specialize in age, disability, and learning profile.

How is the Executive Functioning Intervention Plan  (EFIP) developed?

When creating the EFIP, the coach, parent, and student can expect it to cover a span of 8-10 sessions.  Although each case is unique, a typical  EFIP follows this format:

Sessions 1-2: Intake and Relationship Building

Session 3: Goal Setting and Prioritization 

Sessions 4-8: Instructional support for goals

Sessions 9-10: Assessment/Evaluation

The coach draws upon available clinical information (i.e., neuropsychological information, therapeutic recommendations, etc.), current  achievement, inventories completed by parent, student, and teachers, as well as observations of the students in session.

What types of disabilities or eligibilities are required to access EF services?

We are proud to serve a wide range of learning needs and never require a clinical diagnosis to support their learning profile.  However, most of our clients maintain diagnoses of Attention Deficit Hyperactivity Disorder (ADHD; all types), learning disabilities, Autism Spectrum Disorders, and/or affective disorders (like anxiety and depression).  Most of our clients have average to above average IQ and a strong communicational basis for dialoging with their coach.

How do your services differ from other coaches?

Above all, our efforts are hallmarked by a strong relationship-based approach that always puts the learner first. The coach-client relationship is characterized by unconditional support, honest feedback, hard work, strong communication, follow through,  and —most importantly— humor.  It is important to note that our style of EF coaching is a behavioral intervention, as we are trying to shape and replace behaviors that contribute to student efficiency and independence.  However, shaping the behavior of students with histories of difficulty or highly entrenched behaviors requires far more than just prescription: these complex matters require an artful relationship that strikes a balance between the learner’s strengths and needs, the talents of the coach, and the various barriers to the student’s success.