Schools

Responsibility for the outcome of an ADHD student’s education is a collaborative effort between the teacher, the parent, and the student.  But how much responsibility does each one contribute?   How and when do we give ownership of ADHD and its cognitive, behavioral, and emotional (CBE) outcomes to the student?

While the solutions are not difficult, they take time for the ADHD student to adjust and implement.   It begins with educating the families and teachers on what it truly means to live with AD/HD, not to have AD/HD.  There are many unknown CBE outcomes expressed by this population that are very misunderstood.  If they are misunderstood, then your approach to helping the student cannot produce a lasting effect.  This is the most frustrating part of working with the AD/HD population.  If the right strategies are taught with greater patience, success will follow.  And that success is felt by the teacher, the parent and the student.

Coaching Students

Please contact me about setting up coaching for students or about referrals of families here.

Workshop Titles

For information about CEUs please use my contact form here.

  • How Dare You Disrupt My Classroom
  • Living & Learning in an AD/HD World
  • Breakout Sessions
  • OR tweak these workshops to accommodate your needs

Success Stories

Just wanted to thank you for giving us some hope in working with our AD/HD.  It is great to see someone with your enthusiasm and positive reinforcement in dealing with these issues.  Thanks for taking the time to teach these classes. .  .” (8/99)
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“You provide a very strong role model for ADD students.  The fact that you have ADD and so obviously have it under control was a real eye-opener for him.  He [our son] looks forward to the meetings every week.” (3/99)
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“When I saw [our 14 yr old son] last night just after your class, he was so excited!  He showed me his notebook and the notes that he took.  He told me all about the famous people with ADD.  He showed me the picture of the head and what you talked about.  Thank you so much.  He can’t wait until next week!” (2/00)

“. . . . I just want to thank you for the very valuable lessons on life you shared with [our family].  You are providing a very real and helpful service.  We have shared our experiences with the Laurelwood Group . . . and we were able to re-evaluate the direction we were taking regarding medications.” (5/00)
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“I recently made a vow to myself that this is the year I get help for my son and wondered where to start – then I saw your articles in the Press!  He is 13 – entering 8th grade.  Each year he starts the school year out very optimistically, telling me – ‘I know how to act now and I’m going to get all A’s and B’s and not get in trouble.’ – followed by the same old reports from most teachers – ‘He’s a good kid BUT – he’s disruptive, he doesn’t pay attention, his grades are very inconsistent, he doesn’t do his homework.’  I see him do his homework – but he forgets to hand in or truly believes he has when in fact he hasn’t!.  I did the train story with him [from the article you wrote] and he just lit up – like WOW she gets how I think!  So for starters, how do I get “Plan for Success” and S.C.O.P.E.”  (8/02)
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“I would just like to share with you how excited we are about these workshops.  With just the few basics you touched on at the meeting in LaGrange, we have already seen some changes in our 12 year old.  My wife and I came home that night with a renewed hope.”  (5/00)
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“I sincerely want to thank you for getting me on the right path to helping Jenny.  I’m starting to feel a little more relaxed.”  (8/99)
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“I have worked closely with doctors and teachers to co-ordinate [son’s] progress.  Your initial public seminar opened my eyes. . . . , the major benefit to me of the series was to realize that we need to begin to transfer the responsibility for management of [his] ADD to him over the next few years.  For [him], the chance to get to know other kids his age who are struggling with ADD was a real plus.” (3/99)
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Education Plan:  Comments on the 3rd quarter of the school year, from a 14-year old who attended the workshops.  Educators were not aware that he had attended the Parent-Student Workshops at Bridge To Success.

“Through the first half of the year, it did not seem as if . . . grades mattered to him much at all.  After the third quarter one would be hard pressed to believe he was even the same person.  [He] raised his grade point average roughly two whole points from the 2nd to 3rd quarters.  [His] English teacher said ‘he has begun to work on areas of weakness, if he can continue this his grades and self-esteem should continue to go up.”  [He], who was very disorganized and inconsistent throughout the first two quarters, was very self-reliant and responsible for studying and turning in almost every assignment issued to him.  No excuses and no lost papers such as in the past.”  (5/00)
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“Dear Mrs. Kubik, thank you for teaching me about my ADD.  You were a good teacher.” (2/01)