Author: Raegan Frenette

Once in a while it really hits people that they don’t have to experience the world in the way that they have been told to.” ~ Alan Keightley 

Coaching can be a game-changer for many people, but it’s important to know which type of coaching is right for you. ADHD Attention Deficit Hyperactivity Disorder) or ASD (Autism Spectrum Disorder) Coaching, Executive Function Coaching, and Academic Coaching may sound similar, but each has a different focus and approach. Let’s break down the key differences. 

ADHD Coaching and ASD Coaching 

This type coaching is designed to help people with ADHD or ASD manage the challenges that come with this condition. A certified coach works with you to build skills like time management, organization, or handling emotions. ADHD and ASD coaching also helps with setting personal goals and staying on track with them. ADHD Parent Coaching works with parents to help them understand their child and how ADHD or ASD affects them. It can also help parents to adjust their parenting skills and build strategies to provide support and help their child to develop skills and strategies. 

Many people are also looking for an Executive Function Coach who works with you to improve skills like planning, time management, prioritizing, setting goals, organizing, and problem-solving. It’s also helpful for those who struggle with executive functioning skills, even without an ADHD diagnosis. 

Who It Helps: 

People with ADHD or ASD, from teens to adults and parents who want to better manage their day-to-day lives, or help their child build the skills that will help them succeed. 

Focus: 

ADHD or ASD Coaching aims to address the unique challenges that ADHD brains face in their daily lives. This type of coaching is collaborative and client driven. 

Academic Coaching 

No student learns the same way as their peers. Academic Coaching is aimed at helping students with or without disabilities improve their study habits and performance in school. This coaching focuses on developing skills like notetaking, test prep, and overcoming procrastination. It’s especially useful for high school and college students who need extra help to stay on top of their schoolwork. Academic Coaching and tutoring have a different purpose and process. 

Who It Helps: 
Students who need support to succeed academically in middle, high school, post-secondary and continuing education. It can help students who procrastinate on beginning assignments, are late handing in assignments, are distracted, have trouble staying on task, disorganized or appear to lack motivation. We teach students that it’s okay to ask for help, and we help your student gain the confidence to ask for help. 

Focus: 
Academic Coaching can focus on time management, planning and prioritizing and keeping focus. It can also help improve study strategies and boost academic motivation. It can help build metacognition allowing them the opportunity to “think about thinking” and reflect on their learning journey and what drives their academic choices. Students can apply the skills they learn during their coaching sessions to all their classes. 

Key Differences 

While these coaching types may overlap, the main difference lies in their focus. ADHD coaching zeroes in on managing ADHD symptoms. Executive Function Coaching targets critical thinking skills like planning and memory, while Academic Coaching is all about boosting school performance. 

Coaching takes time and effort from both the individual and parents. It’s not a quick fix. 

Are you ready? 

If you’re unsure which type of coaching is right for you, we can help you figure it out. Sessions are online, and we offer flexible scheduling with 30- or 60-minute sessions with between session support. 

Interested in learning more? Visit our coaching services page or contact Laura at [email protected] to explore which coaching service might suit your needs. 

As an ADHD Coach for over eight years, I have met parents who felt lost in what they could do to improve their child’s behaviour. Whether it was having their child listen to them as they reminded them yet again of an unstarted or unfinished task, there was often frustration for both parent and child. Could someone else get through to them? 

For many of these children, I might be one of many people they have been taken to. The hope is that they will be able to listen, do their homework, and do their chores without someone forever reminding them.  

The shift in my approach was realizing that fixing kids was not the answer. They were never broken! Instead, it was about providing parents with the tools and resources to understand and support their neurodiverse child. This change came when I completed the first Shanker Self-Reg® Foundations course at the MEHRIT Centre. This approach involves helping parents begin a journey of becoming more aware and learning why and how to reframe behaviour. 

In recent years, every parent I have worked with arrives in the first session frustrated and overwhelmed. Through listening and empathy, I help them navigate their challenges, by providing insights into parenting neurodiverse children. Often, I am the first person they have talked to who understands the challenges of raising a neurodiverse brain. 

Introducing Self-Reg® techniques is crucial. We talk about Domain Stressors. We talk about the impact of energy depletion. Then we look at the five steps of Self-Reg®: Reframe, Recognize, Reduce, Reflect and Restore. We might look at the Thayer Matrix to give them another tool to use on their journey. Through practice they begin to shift perspective. Parents understand better how the ADHD brain works. They understand how the ADHD brain is affected by stress that may be hidden or obvious. There is a why. There is a reason. 

That is the message I want to spread: Shift your expectations, let go of the old, unhelpful beliefs, and join the Self-Reg® journey. Are you ready to join me? 

If you are interested in learning more about Self-Reg® and the impact it can have on your life or your child’s life, please contact [email protected]. You can also learn more about CanLearn’s coaching services here!  

Laura Godfrey, ACC, CACP 

Certified ADHD Life Coach at CanLearn Society

CanLearn’s Share the Magic Program offers free books to children who don’t have books at home and literacy resources and workshops to child-care providers and parents. 

In 2018, the National Literacy Trust’s research (UK) “Book Ownership, Literacy Engagement and Mental Wellbeing” found that: 

• Children who own their books are six times more likely to read above the level expected for their age. 

• They are also nearly three times more likely to enjoy books. 

• Interestingly, children who do not have books of their own at home are twice as likely to have low mental wellbeing. 

There is much research to support the importance and value of reading aloud to young children. For example, young children whose parents read to them daily are exposed to at least 290,000 more words by the time they enter kindergarten than children who are not read to regularly. Depending on how much daily reading time children get, that number can go up to over a million words.  

However, parents and caregivers do not need research articles to know that literacy development’s true outcome is creating readers who love to read. This is sometimes challenging in the age of so many toys, gadgets, and electronics competing for a child’s attention. Yet, it is not that complicated when we know that children who own books are more likely to be good readers and that nothing sparks a love of reading in children more than reading aloud with them. A lot of it is common sense. 

Sadly, things are not that simple for disadvantaged families. Parents with socioeconomic challenges face unique challenges when it comes to supporting their children’s reading development. They may be experiencing their own language and reading difficulties, and their children may not have the opportunity to own books. This may profoundly impact children’s literacy outcomes and create a cycle of educational disadvantage. 

The Share the Magic Program visits daycares in high-needs communities and reads with children. At the end of the Program, each child receives a free book to take home, keep, and share with their family. The Program helps caregivers learn strategies to help young children enjoy reading including but not limited to: 

• Using different voices for different characters 

• Using their body to act out words (for example, yawn if a character is tired) 

• Asking children to participate by predicting what will happen next, explaining vocabulary, and asking questions before, during, and after reading 

• Reading faster in the exciting parts of the story and softer when the story gets scary. 

During the COVID-19 pandemic, the Program was delivered virtually, which compelled us to create several read-aloud videos of favourite books.  

Bark George is read by the former Share the Magic Coordinator, Gwen Schaefer. Gwen coordinated the Program for five years and continues to be involved by volunteering to read to preschool children. Most recently, Gwen has written an amazing children’s book called “The Garden Party.”  

On her website, Gwen says, “I wanted to write a preschool children’s book to encourage playing outdoors, using senses to discover the world around us and instill a love of reading in the early years. A book that would be easy for children to memorize and \ “read” \ to family, friends, and even their pets.”  

The Garden Party is a delightful and educational journey that takes children on a garden hunt to find creatures hiding behind plants found in many Canadian gardens.  

The Garden Party lives up to its author’s promise! Gwen has generously agreed to visit as many Share the Magic Program sites as possible this fall and share her book with children. 

Nada Jerkovic 

Manager, Literacy Programs 

CanLearn Society 

As a former School Psychologist and a mother of children in the public school system, I’ve become quite interested in the IPP process. I’ve worked on school support teams creating and updating IPPs, have walked caregivers through the IPP process and have advocated for students who need adjustments to their IPPs.

I believe it’s critical that caregivers have a good understanding of what an IPP is and how important their role is in the IPP process. In this blog I want to set the IPP scene – review the basics.

What is an IPP?

An Individualized Program Plan (IPP) is a document meant to outline a specific plan to address your child’s challenges and needs and highlight their strengths.

• I have seen excellent IPPs that use a child’s strengths to help support their areas of challenge

An IPP is a working document. This means that we expect it to change with the needs of the student.

• As a School Psychologist, I loved to see a string consecutive IPPs that referenced changing goals, growth areas and shifting expectations. This process can be quite validating and rewarding for the student as well!

An IPP uses assessment findings to inform instructional strategies and develop supports. In other words, an IPP translates the findings of an assessment into strategies, supports, accommodations and a support plan for the student – like a roadmap.

IPPs include:

• Goals and objectives that a student will work towards during the school year
• Accommodations to help the student learn more effectively
• Information that can help with transition planning

The best IPPs are those that outline goals that are meaningful, measureable and achievable

Who Needs and IPP?

Each student identified as having a special education need must have an IPP – section 47(1) of the School Act outlines this in a bit more detail.

How to Get Started

Different schools and teams will approach the IPP process slightly differently

• Begin as soon as a student is identified as having special education needs – usually through an assessment that results in a specific diagnosis

CanLearn’s friendly, expert team of psychologists can help you get started with a psycho-educational assessment. For more information or to book, please contact us at [email protected] or (403) 686-9300 ext. 102.

• School teams typically hold IPP meetings at the beginning of each school year
  • Update meetings are held throughout the school year so changes and adjustments can be made.
• Once your child has had an assessment, you can reach out to the school and let the support teacher, vice principal or principal know that an assessment has been completed and you would like to learn more about the IPP process at the school.

Who Is Involved in the Process?

Each school is a little different, but typically, the IPP team is a collaborative group consisting of the caregivers, principal (or vice principal), classroom teacher, support teacher, school counsellor or school psychologist. Other professionals may also be involved depending on the school and student needs (e.g., speech-language pathologist, occupational therapist, early childhood educator, class aide).

Why is it important for caregivers to be involved?

• Opens channels for communication and problem-solving outside of the IPP meetings
• Friendly/student focused language
• Generalization of goals outside of the classroom
• Strength focused document and goals

What are the Benefits?

Putting together a strong IPP can be a lot of work for caregivers and the school team. However, a well thought out, collaborative, student-focused IPP has many benefits.

An IPP:

• Helps everyone in the student’s support network to be on the same page and working toward shared goals
• Outlines strengths as well as specific areas of need, which can promote a strengths-based approach to support
• Identifies specific supports and individualized objectives that can be measured throughout the year
• Helps teachers to focus their time on strategies that are most impactful
• Increases communication between team members and outlines specific roles and responsibilities
• For older students, can be a good tool to help with self-advocacy
• Creates a paper trail of strategies tried, successes, and learnings
• Allows for future planning – working toward increased skillsets and areas of growth
• Helps with transitions between teachers, schools, programs, etc.

Dr. Heather Baker, R.Psych,

Director of Clinical Services at CanLearn Society

Did you know that the General Education Development (GED) program that was offered in Canada for decades has ended and been replaced with CAEC?

CAEC stands for Canadian Adult Education Certificate.

Completing the CAEC tests gives adults the equivalent of a high school diploma. The tests are:

• English Language Reading
• English Language Writing
• Mathematics
• Science
• Social Studies

Getting a CAEC can lead to several different opportunities, for example:

• Get accepted to college
• Improve employment opportunities
• Personal achievement

At CanLearn, we know that preparing for the CAEC tests on your own can be challenging.

We can help.

Our adult learning programs can help you study and ensure that your reading, writing, math, spelling, and grammar skills are up to scratch.

In addition to preparing for the CAEC tests, CanLearn adult literacy programs can help you:

• Learn or improve skills such as reading, writing, and numeracy regardless of your current level
• Learn how to learn
• Learn how to support your child’s learning at school
• Improve your well-being: feel purposeful and optimistic, build connections with others, develop a sense of belonging

Our programs are:

• Offered in small classes or one-to-one tutoring
• Offered via in-person classes or virtually

The enrollment is ongoing from September to May.

No matter where you are on your learning journey, we can help you meet your goals!

If you are interested in learning with us, please fill out the Information Request Form or call us at 403 686-9300 ext. 128

Nada Jerkovic
Manager, Literacy Programs, CanLearn Society