Executive functioning services are self-pay. We are not in network with insurance for EF sessions. Some families may choose to submit a superbill for possible out-of-network reimbursement when services are provided by a licensed Speech-Language Pathologist.

A superbill is an itemized receipt you can submit to your insurance company if you want to request possible out-of-network reimbursement. It does not guarantee payment, and reimbursement depends on your individual plan.

We are happy to review previous testing, and those reports can provide very helpful background information. In many cases, however, psychological or educational evaluations do not take a deep enough look at executive functioning in a way that helps guide ongoing EF treatment.

A previous report may identify concerns with attention, organization, working memory, planning, or self-regulation, and it may even recommend executive functioning therapy. But it often does not fully show how those challenges are affecting your child at school, in day-to-day life right now, or what specific supports and strategies would be most helpful in treatment.

Our executive functioning intake is designed to look more closely at the practical skills your child uses to manage daily demands at home, at school, and in everyday routines. We use that information to make individualized recommendations and build a treatment plan that fits your child’s current needs.

Previous testing gives us background. Our intake helps us plan individualized treatment.

This is a common question, especially when parents hear the word “speech” and think only about articulation, stuttering or the way speech sounds.

Actually, Speech-Language Pathologists are trained in a diverse range of cognitive processes that impact language, brain function (cognition), swallowing, speech, hearing, and voice. During schooling, clinicians learn about all of these processes, but many clinicians choose to specialize in a specific area. At our practice, our clinicians have specialized clinical training in executive functioning, education, and language.

Executive functioning is closely connected to language, processing, organization, comprehension, memory, and the ability to plan, explain, and carry out tasks. A licensed Speech-Language Pathologist is trained to evaluate many of the underlying skills that affect how a child takes in information, organizes it, and uses it effectively.

That matters because oftentimes a person’s challenges are not just about being disorganized. They may also involve how the person is processing language, understanding directions, organizing thoughts, or managing the language demands of school and daily life. It is extremely common for people with executive functioning challenges to have difficulty with reading and writing, as these processes are rooted in language and cognition.
Having the intake completed by an SLP helps us build a stronger clinical picture and make more informed recommendations from the start.

We are looking at the skills that affect daily functioning, including organization, planning, working memory, task initiation, emotional regulation, flexible thinking, follow-through, and how those challenges show up in real life at home, at school, and in everyday routines.

We do not use a one-size-fits-all testing approach, this is actually called “dynamic evaluation.” The evaluation may include parent interview, clinical observation, structured tasks, rating scales, and other measures selected based on your child’s age, needs, and presenting concerns. Examples of some forms that you or your child may be asked to complete include the Brief-2, The McCloskey Executive Functioning Scales, The Self-Q, The Kaufman Interview, and several others.

No. Tutoring focuses on academic content. Executive functioning support focuses on the skills that help a child manage tasks, stay organized, plan ahead, start work, follow through, regulate emotions, and function more independently. We may use schoolwork, planners, backpacks, or current assignments as tools for practice, in fact, we prefer that so that we are not giving the child “extra” work. These services may complement one another, but they are not the same thing.

That depends on your child’s age, needs, goals, and the level of support needed. Many families begin with weekly sessions, while others may meet less often depending on the situation. We make recommendations based on the intake findings and your child’s treatment goals. Session length will also vary based on your child’s stamina and treatment plan.

That is a completely reasonable question.

Executive functioning support is not always necessary for every child, and we never want families to feel like they need to add one more appointment just for the sake of it. But for some children and teens, executive functioning challenges are a major reason life continues to feel hard even when they are already in therapy.

Therapy can be incredibly helpful for things like anxiety, emotional regulation, self-esteem, coping skills, relationships, and processing life experiences. Executive functioning support is different. It focuses more directly on the practical skills needed to manage everyday demands, such as planning, organization, time management, follow-through, task initiation, and independence.

In some cases, therapy and executive functioning support work very well alongside each other because they are addressing different parts of the picture. For example, a child may need therapy to manage overwhelm, anxiety, or frustration, while also needing executive functioning support to build the tools and systems that help daily life run more smoothly.

That said, more services is not always better. We consider the whole child, the family’s schedule, and whether this support makes sense right now. Sometimes executive functioning support is a strong fit alongside therapy. Sometimes it makes more sense to wait. Our goal is to make thoughtful recommendations, not overload your child.