Discover our Transformative Executive Functioning & Attention Programs
This groundbreaking program targets the core building blocks found in executive function, attention and motivation. Rather than merely addressing symptoms, it delves into the root causes. This leads to authentic development rather than reliance on compensations, memorized rules, isolated skills, or medication.
It's an effective method for pursuing self-improvement. Our program empowers individuals to function more effectively and successfully at school, work, or home. It also offers a helpful framework for employees and employers aiming to foster positive change through effective strategies and a shared language for navigating various situations.
The program is ideal for anyone aged eight and up who seeks to:
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Reduce stress/anxiety
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Manage time efficiently
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Improve focus
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Enhance organization
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Create more order in their life
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Improve relationships and communication
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Boost motivation
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Increase emotional regulation
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Make confident, positive decisions
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Master how to attain responsibility with success
Program Flow
Our Executive Functioning and Attention Programs offer a holistic and positive approach that address the root source of challenges. We provide effective and proven tools and strategies to foster meaningful change in your life. Our goal is to help you leverage your unique qualities and strengths, transforming your challenges into opportunities for growth and success.
Science agrees that all people progress through a series of developmental stages. However, some might not fully progress through all the stages, may miss parts, or even skip entire steps. When this happens, it can create gaps in an individual’s abilities as they continue to develop.
The number of missing pieces affects how and where one functions. We all have minor gaps, and everyone can benefit from this program. However, when an excessive number of pieces are missing, it can impede one's ability to reach their full potential. Too many missing pieces can lead to a diagnosis of ADHD or Executive functioning disorders.
By systematically and thoroughly filling these gaps, we can observe that characteristics begin to diminish, and natural growth occurs in those areas of deficiency. This process removes barriers, supports lifelong learning, and enables full participation in life. To achieve one's full potential, three stages must be addressed: individuation, identity development, and social integration. Learn more about these stages in the tabs below:
Pre-Screening
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Informational Webinar:
This introduction will acquaint you with the core philosophy, tools, strategies, methodology, and purpose of our programs, highlighting how we can support you or your loved one. -
Online Intake Forms:
Recognizing that everyone is unique, this information will help us understand your specific situation and identify the most suitable approach to achieve your goals. The forms may also clarify any questions you have, which we can address during the consultation. -
Consultation:
After the forms are submitted and thoroughly reviewed, both parties may have questions. This stage is our opportunity to gain a deeper understanding of who we are working with while offering you a clear overview of what your personalized program will entail. It is crucial that the program focuses on our client's interests, motivations, and goals. -
Registration and Deposit:
Reserve your date and receive your confirmation packet.
Common Characteristics
Each individual is unique, possessing distinct strengths and facing different challenges. For neurodivergent individuals with ADHD or those experiencing difficulties with executive functioning, symptoms and their intensity can vary widely.
Key characteristics of ADHD often include inattentiveness, impulsivity, and hyperactivity, frequently accompanied by challenges in executive functioning areas.
While many individuals with ADHD exhibit traits across these domains, it's not always the case. For instance, about 20-30% of people encounter issues with concentration and focus but not with hyperactivity or impulsiveness. This was historically referred to as attention deficit disorder (ADD). Currently, ADHD is categorized into three types:
ADHD, Inattentive Type ADHD, Hyperactive Type ADHD, Combined Type In Canada, it's estimated that 5-7% of children and 4-6% of adults have ADHD.
People with ADHD often experience emotions differently, and it's estimated that emotional dysregulation—difficulty in managing emotions—affects approximately 1 in 3 children and 1 in 2 adults with ADHD.
Executive function skills play a critical role in managing day-to-day tasks such as planning, organizing, prioritizing, focusing, executing tasks, solving problems, and adapting to new situations.
Research indicates that strong executive functioning skills significantly impact mental and physical health as well as overall quality of life. Weaker skills can influence academic performance, employment stability, and social connections.
Everyone will display some of these behaviors occasionally. However, for individuals with Executive Functioning challenges or ADHD, these behaviors often represent the "rule rather than the exception."
Below is a list of behaviours, feelings, and attitudes commonly seen in individuals with ADHD or Executive Functioning challenges. It's important to observe if these characteristics appear in various settings: at home, in school or work, during leisure activities, or in social situations. If you notice that 15 or more of these symptoms are present and impacting different areas of your life, it may be time to explore further. Please reach out to us, and we can assist you in finding solutions that leverage your strengths.
Common Co-occurring Diagnosis
ADHD often coexists with a variety of other conditions, such as executive functioning struggles, anxiety disorders, and learning disabilities, among others. It’s important to take a comprehensive approach that addresses these coexisting conditions, tailoring support and intervention strategies to meet the individual's unique needs and enhance their overall well-being. At Rocky Point Academy, we strive to provide a supportive environment that recognizes and addresses these complexities, empowering participants to reach their fullest potential. For more information on our Learning Programs, please visit our Learning Page.
Dyslexia
Struggles with reading or spelling.
Anxiety Disorder
Excessive fear/worry about every day experiences.
Learning Disability
Unexplained struggles with learning.
Asperger's Syndrome
Autism with a high level of functionality.
Low Executive Functioning
Struggles with planning, organizing, time management, remembering details, and following directions.
Auditory Processing Disorder
Struggles with receptive language.
Developmental Reading Disorder
Struggles with processing language symbols.
Non-Verbal Learning Disability
Struggles with responding to social cues.
Dyscalculia
Struggles with math.
Phonological Disorder
Inability to use some of the speech sounds.
Dysgraphia
Struggles with writing.
Scoptic Sensitivity Syndrome
Also called visual dyslexia.
Sequencing Disorder
Struggles with sequencing.
Dyspraxia
Struggles with coordination.
Speech or Language Impairment
Struggles with expressive language.
Gifted
Particular strength in one or more areas.
Tourette's Syndrome
Involuntary movement, sound, and/or language.
Hyperactivity
Struggles with controlling energy levels.
Visual Processing Disorder
Another name for dyslexia.
The Gift Within
Embracing ADHD as a gift is about recognizing and valuing the unique strengths and perspectives that often accompany it. For example:
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Those struggling with ADHD are over 300 percent more likely to start their own business.
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An estimated eight to ten percent of all pro athletes struggle with ADHD/ADHD symptomology, as compared to four to six percent of the general population of adults.
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There is significant research that suggests individuals with ADHD are superior in creative cognition, divergent thinking, conceptual expansion, and overcoming knowledge constraints often excelling in creative environments, whether that be art, music, technology, or inventive/creative outlets.
Here are some commonly accompanying gifts:
Creativity and Innovation: Many individuals with ADHD have a natural ability to think outside the box. Their diverse thought processes can lead to innovative problem-solving and creative solutions.
Strong Intuition: People with ADHD often have a keen sense of intuition and can make quick decisions that may lead to positive outcomes, simply by following their gut feelings.
Hyperfocus: While attention can be a challenge at times, individuals with ADHD may experience hyperfocus, becoming intensely absorbed in activities they are passionate about. This can lead to exceptional productivity and mastery in areas of interest.
High Energy and Enthusiasm: The energy levels associated with ADHD can be channeled positively, driving enthusiasm and passion that inspire others and fuel dynamic projects and ideas.
Adaptability: Living with ADHD often requires flexibility and adaptability, equipping individuals with the ability to problem-solve more readily than others.
Empathy and Sensitivity: Although, slowing down to recognize the needs of others can be a struggle, many with ADHD are extraordinarily empathetic, sensitive, and loyal.
Resilience: Navigating the challenges associated with ADHD can build resilience and determination, empowering individuals to persevere and succeed despite obstacles.
It's all about harnessing these traits, providing tools and strategies, and filling in missing concepts, so individuals with ADHD can thrive.
At Rocky Point Academy, we aim to nurture these strengths, allowing each individual to reach their fullest potential.
Why It's A Struggle
MAKE THE AUTISM VERSION AWAIT THE WRITING FROM THE ELDERS.
Picture Thinking
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thinking with the pictures of concepts or ideas
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associative (non-linear)
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like 3 dimensional, multi-sensory movies
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works well when using imagination, for figuring out how things work, creating, athletics and arts
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Pictorial thought is the primary thinking style of people with dyslexia.
Verbal Thinking
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thinking with the sounds of words
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linear in time
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follows the structure of language
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works very well for reading, writing, listening or speaking
VS.
Dog
To see how the picture-thinking process can cause a learning disability, click through the slideshow below and follow the steps an individual goes through when they encounter words, symbols and concepts they do not understand.
The individual encounters a confusing stimulus. This can be a written or spoken word, symbol, or object.
The lack of recognition causes confusion.
Compulsive solutions are adopted to solve the mistakes. A solution will be a method of knowing or doing something that’s compulsive and has worked at least once. This usually begins to appear around age 8 or 9. Now, instead of the confusion triggering a disorientation, it will trigger the compulsive solution.
The individual encounters a confusing stimulus. This can be a written or spoken word, symbol, or object.
The Power of Clay
Do you find yourself or a loved one repeating the same negative behavior over and over again? Perhaps you constantly find yourself being late, despite the fact you are always trying to hurry. Or maybe you have a child who has been told everyday… “Remember your lunch, remember your agenda, and don’t forget your mitts…” and still you find yourself delivering things to school on a weekly basis.
Why is it that even though the desire to change the behavior is there… the negative behavior continues to repeat itself?
The answer can be found in the underlying concepts which establish our behaviors. Concepts such as change, consequence, time, sequence and order. If these underlying concepts are missing, the positive behaviors resulting from these concepts will be a challenge to maintain.
So, how do we learn these concepts? Unfortunately, you can’t just read about them, talk about them, or even just practice them… we want them to become a part of who and what we are. When this happens our behaviors will begin to naturally change. At Rocky Point Academy, we accomplish this task through a process called Concept Mastery.
For neurodiverse individuals, creativity is a vital component of the learning process. Achieving mastery requires creativity.
We learn those things which we, ourselves, create. If we create something in the form of memorization, that is what we have- something memorized. If we create something through understanding, then understanding is what we achieve. However, if we create something to the level of mastery, it becomes an integral part of us and our intellect. When something is mastered, it becomes embedded in our thinking process.
When we memorize or understand something, we have created it mentally. In other words, we generate mental images or sounds associated with it. To master something, it must not only be created mentally but also brought into the real world. While understanding exists internally, mastery requires external creation and real-world implementation.
Take riding a bicycle, for example. No matter how well we understand the concept, understanding alone won’t prevent us from tipping over initially. Mastering the skill of riding a bike requires actual riding. We must create and practice it in the real world to achieve mastery.
The question then is, how do we master an idea? We can’t physically ride an "idea" like a bike, but we can create it in the real world.
The concept mastery procedure is unique in that it addresses the underlying root cause of negative or unwanted behaviors. Changing these behaviors need not be an exercise in determination, self-discipline and exhaustion. Address the root… and the behaviors will naturally follow.
When we sculpt a concept in clay, and then explore it in the real world to confirm its validity, that concept is mastered and becomes an inherent part of one's self, enabling natural and enduring behavioral change.
What Is Developmental Therapy?
Our programs at Rocky Point Academy focus on developmental therapy, emphasizing the holistic growth of the individual through natural interactions and experiences within a structured framework.
Developmental Therapy:
Approach: Concentrates on the individual's overall development, highlighting emotional, social, and cognitive growth. It involves the person in meaningful, experiential activities aligned with their interests, fostering natural development and seamless integration into everyday life.
Core Beliefs: Learning is viewed as a dynamic process, with emphasis on the fundamental building blocks from which all learning is derived. Understanding the individual's developmental stage is crucial, and working within their capacities promotes growth, with new behaviors emerging from this enriched understanding.
Behavioral Therapy:
Approach: Employs structured, goal-oriented methods to modify specific behaviors. The focus is on reinforcing desired behaviors and reducing unwanted ones through reinforcement techniques.
Core Beliefs: Operates on the principles of behavior modification, based on the idea that behaviors can be learned or unlearned in response to external stimuli.
At Rocky Point Academy, we embrace the developmental approach to support individuals in discovering their potential through authentic, interest-driven learning experiences.
Results of Our Program
Rocky Point Academy was founded as an in-home tutoring service in Bremerton, Washington, in 1998. In 2000, it incorporated and relocated to Calgary, Alberta, evolving into a learning center with a reputation for its attentiveness and notable results. By 2001, Rocky Point Academy began working with individuals on the autism spectrum, making significant positive changes in their clients' and their family's lives. In 2008, the official Davis Autism Program was established and is now being delivered worldwide.
Clients from 100 consecutive Attention, Executive Functioning, and Autism programs answered three questions on a sliding scale (ratings being: not satisfied, satisfied, greatly satisfied) regarding their program experience. Remarkably, 100% of clients reported feeling greatly satisfied with their experience.
The following data is compiled from over 100 consecutive concept programs delivered at Rocky Point Academy, including our Attention, Executive Functioning, and Autism Programs. A list of the 20 most common program goals were assessed before and after program completion. The results are overwhelmingly positive, demonstrating over a 90% improvement in all 20 areas of desired development.
Our experience shows that clients continue to grow after completing a program, as these concepts further integrate into their lives. This ongoing development opens the door to increasingly more opportunities.
