A collaborative process
What to expect from coaching
We begin by understanding the student’s experience, identify a small number of meaningful goals, practice practical skills, and adjust the plan based on what happens in real life.
The process is structured enough to create consistency while remaining flexible enough to respond to the student’s age, priorities, and changing needs.
Schedule a consultationThe coaching process
- 01
Initial consultation
For a minor client, the initial conversation generally begins with a parent or guardian. Adult students may schedule their own consultation. We discuss current concerns, strengths, what has already been tried, other supports involved, and what success might look like.
- 02
Intake and agreement
Before the first coaching session, the appropriate client or parent completes intake forms and reviews the coaching agreement, privacy expectations, fees, scheduling policies, and emergency limitations.
- 03
Student-centered goal setting
We identify a small number of practical goals. The student is included so the goals feel relevant and collaborative rather than imposed.
- 04
Individual coaching sessions
Sessions may include reflection, planning, games, visuals, movement, role-play, breaking down tasks, practicing communication, troubleshooting systems, or preparing for real situations.
- 05
Practice between sessions
When appropriate, the student chooses a manageable strategy or experiment to try. The purpose is not extra homework; it is to connect coaching with daily life.
- 06
Parent or sponsor communication
Parents of minors receive appropriate general information and support ideas while the student retains age-appropriate privacy. Adult students decide what information may be shared with a parent or sponsor.
- 07
Progress review
We periodically review goals, what is changing, what remains difficult, and whether coaching should continue, shift, pause, or conclude.
A typical session may include
- A brief check-in about what felt easier or harder since the last meeting
- Choosing one current situation or priority to focus on
- Identifying the executive, emotional, social, or environmental demands involved
- Learning or choosing a practical strategy
- Practicing the strategy together
- Planning how and when it will be used in real life
- Ending with a clear, manageable next step
Coaching is meant to build independence.
The goal is not for a student to depend indefinitely on another adult to organize, remind, or regulate for them. Over time, we look for signs that the student understands themselves more clearly, uses strategies more independently, recovers more effectively, and knows how to seek support when needed.
Coaching may end when goals are met, the student is ready to practice independently, another service is more appropriate, or the client or family decides to pause. Whenever possible, we use a final session to reflect on progress and plan for what comes next.
Begin with a no-cost consultation.
Talk with Bonnie about what is happening and whether coaching may be a useful next step.