Focus: Practical strategies for attention, organization, task initiation, and completion
Key content:

• What EF actually is (beyond “attention”)

• Working memory vs processing speed vs inhibition

• Why “they know it but can’t show it”

• Classroom strategies that actually work (not just accommodations)

Focus: Reframing ADHD from compliance → neurodevelopment
Key content:

• ADHD as a performance disorder, not a knowledge disorder

• Emotional regulation + rejection sensitivity

• Why typical discipline fails

• What actually improves functioning

Focus: Supporting anxious students without reinforcing avoidance
Key content:

• Avoidance cycles

• School refusal

• Perfectionism and reassurance-seeking

• Exposure-based supports teachers can use

Focus: Translating assessment results into classroom practice
Key content:

• Dyslexia, dysgraphia, dyscalculia (functional impact)

• Why effort ≠ output

• Fluency vs comprehension vs working memory

• Evidence-based supports

Focus: Real-world social, sensory, and cognitive differences
Key content:

• Masking and internal distress

• Social confusion vs defiance

• Sensory processing

• Flexibility + rigidity

Focus: High reasoning + low working memory/processing speed
Key content:

• “Looks capable but underperforms”

• Cognitive overload

• Output vs knowledge discrepancy

• Classroom implications

Focus: Real-time classroom strategies
Key content:

• Brain-based model (thinking brain vs survival brain)

• Co-regulation in classrooms

• What NOT to say during escalation

• Reduce language, increase safety

Focus: Moving away from compliance-based models
Key content:

• Lagging skills framework (à la Ross Greene)

• Triggers vs skills deficits

• Functional thinking

Focus: Helping teachers interpret psych-ed reports
Key content:

• What matters (and what doesn’t)

• How to read WISC/WIAT profiles quickly

• Translating recommendations into practice

Focus: Often-missed profiles
Key content:

• Internalizing symptoms

• Masking, perfectionism, anxiety overlap

• Why they’re overlooked

Focus: Increasingly relevant
Key content:

• Anxiety-based avoidance

• Gradual reintegration strategies

• What schools should (and shouldn’t) do

Focus: Differential understanding
Key content:

• Overlapping symptoms

• Key distinguishing features

• Implications for classroom support

Focus: Practical implementation
Key content:

• Coaching in the moment

• Structured peer interaction

• Generalization of skills