Rocky Point Academy
Executive Functioning & Attention Program Steps
Disorientation
Although characteristics of ADHD and executive functioning issues vary greatly, they all have one thing in common: disorientation. Sometimes the symptoms may be mild (an individual who seems to have attention problems often missing what is said, or making comments that have nothing to do with the conversation around them) or fairly devastating (unable to hold a job due to inattentiveness or poor communication skills).
Step 1: Pre-Screening
1. Online video information seminar:
A complimentary 50 minute online information session provides potential clients, parents, teachers or others with information about:
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How ADHD and Executive Functioning Disorder develop.
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The program structure and tools.
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How our methods resolve the root cause of the issues.
2. Online intake forms:
Due to the personalized nature of our approach, these forms will help us gain a clearer understanding of how to design a program that will maximize strengths, resolve struggles, and use their personal interests to achieve the client’s and family’s goals.
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Intake Assessment: (To be filled out by parents/guardians and/or adult clients)
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Personal Profile: (To be filled out by attendee. Depending on the reading level of the attendee, they may need a parent/guardian to help them fill out this form.
3. Consultation:
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Once we have had an opportunity to go carefully over the information you send in, you will be contacted by Rocky Point Academy to arrange for a free phone consultation to discuss the program further. During this consultation we will share our findings and how the program will be specifically designed for you or your child’s needs and goals.
4. Registration and Deposit:
· When you decide that you are ready for a program, we can register you over the phone. A non-refundable deposit will be taken to reserve your date and then a confirmation packet will be sent to you via email. We accept VISA, MasterCard, Interac, eTransfer or cheque.
Step 2: Individuation
Learning Readiness Tools
These self-regulation tools and techniques create a mental state that is present, aware, and ready for learning. Tools can be helpful for sustaining attention, focusing, following directions, communicating, relieving stress/anxiety, reducing constant movement… and more. We use a variety of methods to assist this process: visual, auditory, or tactile depending on the participant’s natural strengths.
Self-Development and Awareness
Developing a sense of self is an important step –it is the first stage of natural development. Learning is much more than memorized knowledge. Learning requires that the participant is actively involved, empowered and making connections to their own experiences. In order for this connection to happen- one must connect learning to a foundation concept of self. Once this connection is made, learning happens more naturally.
Stage 3: Identity Development
Typically, we begin a developmental journey at birth, and meet what are known as ‘developmental milestones’ in a more-or-less organized and predictable trajectory and within a generally predictable time-frame. Being in an oriented state most of the time is a requirement if these milestones are going to be met as expected. If an individual is disoriented most, or even much, of the time, development does not follow the typical pattern.
This stage of the program consists of the series of core life concepts found in natural development. These concepts are necessary for functioning effectively and confidently in this world. Concepts such as change, consequence, time, sequence, and order. Active engagement is assured through a series of interesting, powerful, multi-modal (visual, auditory, and kinesthetic) learning steps:
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Participants discover the concepts through instruction and exploration.
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They instill the missing concepts using the multisensory medium of clay, empowering them with the learning process
Step 4: Implementation and Social
This stage of the program focuses on helping the individual to apply the concepts in their own life to create meaningful change. The desired changes will depend on each person’s specific needs, goals and situation:
Theory of Mind:
Prior to attending a program, clients often become frustrated or argumentative when others have different thoughts, feelings, and desires than their own. The concepts enable a client to discover what is or is not within their control and to allow for differences.
How to Make Good Choices:
discovering what choices are acceptable and good for the well-being of the client and those around them.
Establishing Order:
learning how to use the concepts to establish order, determine order, create order and maintain order in one’s self and environment.
Creating New Behaviours:
exploring behaviours that have had negative consequences and learning how to use the concepts to create more positive outcomes.
Developing Self-Responsibility:
use the concepts to identify what is hindering motivation and determine which skills need to be developed, and how to develop them, in order to be responsible.
Strengthening Executive Functioning Skills:
implement the concepts to effectively improve self-regulation (emotions, focus, etc.), organization, time management, project management and flexible thinking.
Improving Social Interaction:
discover the types of relationships and discern healthy from unhealthy relationships.
Stage 5: Post Program
Support Training:
A support person will be taught the basic tools and implementation methods and be shown how to coach the client after a program.
Review & Consultation:
We provide unlimited phone support and are glad to answer any questions which may arise after a program. When needed, the client may return for review sessions at no additional charge.