A strength-based systemic approach to building skills related to school and life. EEC offers ADHD Coaching and related services to students and adults on the South Shore, Boston, and Worldwide via Google Meet.
The 4 Components of the EEC Coaching Model
EEC believes in a team-based and strength-based approach to building skills. This means we will involve those who are needed to help the skill development process of the client. The goal of coaching is to build the client up to a level of competence and confidence in using the skills and strategies that matter in their personal growth and development. There are 4 components in the EEC coaching support model. This model allows for intense skill development but also fades support as the client builds confidence and competence.
Direct coaching is when the client and coach are working 1:1 together. This can be over Google Meet, in person, or over the phone. The duration and frequency of these sessions are determined by the team’s goals and the desired pace of change. One to two direct sessions a week during the onset can be common and fades as the client achieves a meaningful level of progress. This model of coaching is the most common form of coaching and is required in the beginning for all of our clients. Simple text check-ins and/or motivational messages are also included in this service option. Over time, once the coach and client have an established working relationship and effective momentum in the skill development process, the two will decide how frequently to meet directly.
This model of coaching is equally as substantive as direct 1:1 coaching and provides a similar type of support, but it uses methods such as texting, email, and/or other technology as a means to substantially support a client’s goals and skill development without meeting “face to face”. Indirect coaching is most often used in conjunction with direct coaching and can happen as frequently as needed based on the client’s needs. This is when the coach initiates scheduled or intermittent contact with the client via texts, emails, or calendar reminders during the week. This process allows the coach and client to maintain momentum between the direct coaching sessions. This communication is different from simple text check-ins that are included as part of the direct coaching process; it includes but is not limited to support related to planning, prioritizing, motivating, getting started with tasks, reflecting on progress or challenges, providing information or education, as well as a high level of frequent accountability. These sessions can be broken into 10-minute increments and fluctuate depending on the challenges of the week, and client progress. PLEASE NOTE: Not all coaches provide indirect coaching support; so if you are interested in it, please let us know so that we can ensure that you have a coach that does.
Executive Function Case Management (EFCM) provides a more comprehensive and increased level of coaching support for clients and/or parents looking for a higher level of support, monitoring, advocacy, collaboration, and/or accountability. In addition to the direct 1:1 coaching, EFCM also provides the following elements of support: Coach initiated prompting and check-ins outside of the direct 1:1 sessions to allow for increased external accountability and in-the-moment motivation and support; Coaching for parents/family members as needed to support client progress and client and family goals; Facilitated family meetings to provide an opportunity to discuss goals, progress, and to allow for transparency among/between family members; Collaboration and communication with established members of the client’s team and/or recommendations for other related services/additional professionals who could support the client (i.e. therapists, teachers/professors, tutors, advisors, advocates, neuropsychologists, special education services, disabilities services, etc.).
This is a client-initiated process where the coach and client set a schedule of when the client will update the coach on their daily or weekly progress. The ultimate goal is for all clients to embrace this check-in model and develop the skills to independently initiate updates with their coach as they progress through the coaching process.
We offer these Executive Function Coaching Services, ADHD coaching and consulting services:
Home-based organizational audit
Workshops “My life, a little easier”
Brown-bag workshops “Managing the chaos - hacking the work/life balance”
1:1 performance coaching
Contact us today for a consultation or to learn more.
Pillars of the Coaching Model
Our team-based and strength-based approach to coaching is grounded in research-based methodologies that foster emotional change, affective change, cognitive change, and behavior change. Through this holistic approach to intervention, we help our students, parents, and adults achieve long lasting positive and productive patterns in their lives.
The EEC coaching model targets core self-regulation skills using a comprehensive approach.
Coaches use a strength-based approach to developing daily skills and forming life goals. We use a holistic approach to developing academic skills and life skills, and we use a team-based approach to developing consistent habits and accountability. EEC coaches also use a daily check-in process to review progress and maintain positive growth.
ADHD coaching in Norwell, Boston, South Shore, New York and Surrounding Areas
Based on the notion that ADHD is a performance disability, executive function interventions and strategies need to be supported and developed within the client’s environment. Russell Barkley, a leading expert in ADHD, states that performance-based strategies and interventions for executive function skills need to be within the environment in which the challenges exist. That’s why executive function coaches come to the home for team meetings, organizational consults, episodic memory training, and walkthroughs.
ADHD and Executive Functioning
Many children and young adults will, through maturation and motivation, independently outgrow or compensate for their lagging skills in executive functioning. Others will require extra training and support in order to recognize their lagging skills and work to improve and compensate for areas of executive dysfunction. Interventions can target deficits in planning, organization, and meta-cognitive processing (predicting/evaluating/problem solving). With time and consistent effort, clients begin to develop positive and productive habits and routines. These new performance-based interventions have long-lasting implications on class work, homework, grades, confidence, and independence. However, it is not easy and does require time and effort!
“Morning routines were a nightmare for our family until David got involved. Now we can actually have a cup of coffee while children work through their morning routines. David was absolutely terrific. He was able to work with two of our children but really became a part of the family. After he helped our daughters we were sad to see him go. We would recommend him to anyone who has a child that struggles with executive functioning or other organizational challenges”
Michelle and Anthony
“I came to Dr. Murphy with ADD feeling like things in my life were always out of control & finding myself working really hard to keep my head above water. The goal was to figure out a way to balance a high demand job with my family life. He helped me to develop a customized system that really helped control my day(s) to better manage my work / life balance. I think combining diet & exercise as part of my program really helped me. I feel this combination approach helped me to pull out the positive attributes associated with ADD & diminish the not so good ones. Dr. Murphy provided me the road map that we tweaked & customized to me which has greatly enabled me to better manage my life.”
“I came as close as someone can to failing out of my first semester of college. It was not the first time I had struggled to complete assignments in school, but it was the final straw in realizing that I needed help to figure out how to be more successful in my life. Dr. David Murphy, a man I would now consider my friend, has been instrumental in helping me to achieve that goal. Every meeting was productive and inspirational. Through his methods of organization I have been able to make better decisions and change my attitude towards life in general. My favorite quote from David is, “Work smarter, not harder.” As someone struggling with ADD, he was more than accommodating. He went above and beyond to make me feel comfortable and confident. I highly recommend anyone with a similar struggle to seek out his aid.”
“Dr. David Murphy is an engaging presenter with a wealth of knowledge in the area of executive functioning skills. He was well prepared with his presentation and provided accompanying handouts. He created a relaxing atmosphere, one which encouraged dialogue and questions from educators, parents, and caregivers in the audience. Dr. Murphy’s wealth of knowledge kept the audience’s interest. What resonated most with me personally is when he made the statement that “many kids with executive functioning deficits struggle with picturing the future”. I started re-visiting this concept and relating it to my own personal experiences in having a child with these challenges. It was an “aha” moment for me when I realized my child didn’t have a plan on executing the necessary steps to complete an assignment or daily task because he, in fact, can’t picture what “complete” will look like. In addition, Dr. Murphy did an excellent job explaining what “executive functioning” encompasses, and the impact it can have on a person’s daily functioning skills when these skills aren’t well established. Real-life examples were provided as to how these challenges have negatively impacted individuals he has worked with, along with helpful strategies. This presentation is a “must-see” for anyone who works with children and/or adults in some capacity whether he/she is a teacher, parent, or professional, in order to fully comprehend the multi-faceted areas executive functioning plays a part in.”