PTS Coaching - ADHD Professional Presentations

Professional Development and School System Support

With the growing stress in the classroom, more and more students are struggling to manage their behavior and attend appropriately to the academic curriculum.

As educators, you know that the implications of having a student in the classroom who is disruptive or demanding go well beyond the impact on that individual child. Classmates often lose valuable learning time and experience confusion and frustration as well.

Teachers want their students to learn and succeed but may not have the resources, knowledge, tools, and strategies to help their struggling students.

These workshops are appropriate for educators and any professionals who work closely with children.

Note: If scheduling allows, I recommend providing an evening workshop for parents that can complement the training to give parents tools and insights to support their children.

Professional Development Presentation Topics:

[While this presentation is designed as a full-day Professional Development presentation, it may be modified for a half-day presentation.]

This training provides the latest research and best practices regarding how to remediate and support students with ADHD and Executive Function weaknesses. Participants will gain skills, strategies, and techniques to help students in need at the Point of Performance while balancing the needs of all students in the classroom. Learn to teach kids a targeted ten-minute lesson on how their brain works to help them focus, reduces stress, and learn more effectively. Take advantage of the latest brain research and evidence-based best practices to get kids motivated, focused, organized, and performing closer to their real potential.

Learner Outcomes

  • Identify how executive functioning deficits impact students’ ability to utilize classroom learning and perform well on curriculum objectives successfully.
  • List enhanced strategies for engaging and maintaining students’ attention and active participation.
  • Apply subtle changes in classroom structure and environment to improve time management, organizational skills and study skills that will benefit all children, not only those with ADHD.
  • Show how to reduce students’ stress levels so they can perform better and meet greater expectations.
  • Identify pre­arranged strategies to aid slower processors and distracted students.

Research has shown us that how we perceive our ability to learn dramatically impacts our confidence, motivation, and perseverance.

This presentation will explore how to best help students see themselves as learners and how to best support them in developing perseverance in the face of challenge. We will start off by briefly explaining how Executive Function skills are developed and include strategies educators can use to help students develop grit, perseverance, and optimism in their learning.

Students often struggle to stay engaged, motivated, and active when approaching their work. Sometimes it’s due to the academic demands, but it is due to their ability to manage the demands placed upon them. Parents are often ill-equipped to know how to intervene best, and some end up unintentionally exacerbating the problem as a result.

This presentation will explore what makes make doing homework challenging for many students by examining three factors; setting the stage for learning, the expectations on the student, and the potential role of the parent.

Students often have a difficult time managing their frustration and anger. Before very long, they may become upset, disruptive, and struggle to communicate why they are troubled. Additionally, they often have a difficult time understanding how their behavior and position may be impacting others around them.

Explicitly teaching communication skills can vastly improve students’ self-regulation, and how to help parents teach the art of a productive conversation.

This workshop explores and demonstrates how to actively teach games and techniques will be introduced to illustrate methods of teaching students the steps involved in being heard, communicating that they truly understood what is said, and expressing empathy for another person’s perspective.

Setting meaningful goals is an impactful way for students to develop and improve Self-Regulation skills. Research shows that when people set goals and work toward them, not only do they perform better, but they experience less stress and anxiety and they are happier and more satisfied with their lives.

This workshop will help educators teach both the value and the process of setting, monitoring and achieving personal and academic goals.

Paraprofessionals play an integral role in facilitating student achievement as well as supporting the work of the classroom teacher. Children with ADHD and learning challenges, while often bright, enthusiastic, and creative individuals, can create a tremendous challenge in the classroom due to their behaviors and their unique needs for support.

This workshop will address the specific challenges that paraprofessionals face as they work to support the needs of the individual student, the learning environment, and the classroom teacher.

If interested in having Cindy as a guest speaker for Professional Development Presentation or a Presentation for Parents, please click the button below, complete the Contact Form and she will get back to you as soon as possible.

  • “It’s a pleasure to recommend Cindy Goldrich to present at your school or organization. She led a ½ day presentation at Boulder Country Day School where she helped us discover the unique qualities of both students and adults with attention deficit and executive function issues. Cindy was a dynamic presenter, well informed and eager to engage with her audience. She reviewed key characteristics of ADHD and executive functioning deficits, all the while putting to rest myths and inaccuracies that seem to inundate the public discourse. Her practical strategies were well received by our faculty and staff, and we were immediately able to put her training to good use. She’d be an outstanding resource for schools and/or organizations seeking to explore or to learn more about these important issues.”

     - John H. Suitor III (Head of School, Boulder Country Day School)

  • “Thanks for the great presentation today. As a school counselor, I wanted to hit the record button and press play for my parents/teachers.”

    - Kim S. (School Counselor)

  • "I enjoyed your presentation. You were engergetic, informative, and made the learning accessible by using lots of real life examples. I walked away with greater insight, strategies and tools I will use in my classroom. Thank you."

    - Ms. B. (6th grade teacher)

  • "I attended your conference at WSBOCES in January...loved it...and have used many of your strategies (and ways of thinking) in my classroom.”

    - Pamela S (1st grade Teacher)

  • “I had the good fortune to attend one of your sessions at the NWAIS conference in Seattle and want to thank you – I learned a great deal in a very brief amount of time! In terms of defining what the executive functions are, I have never seen a more clear and easily understandable definition and list of the distinct areas as the one you presented last week. Thank you.”

    - Joan T. (Teacher)

  • "I loved your workshop yesterday!! I immediately started re-reading your handouts and feel very inspired. I can't wait to implement many of the strategies, especially showing how the neurons connect and what is happening inside their brains. I also love the two homework handouts.”

    - Lisa (Elementary Teacher)

  • “I attended one of your trainings earlier this year and loved it!!!! I work as an Educational Technician at a grade 2-5 school and work with many children with ADHD. I was happy to share some of the strategies that I learned from one of your trainings and they proved to be terrific strategies with the students.”

     - Amy H. (Educator)

  • “I am a clinical psychologist and I have worked with many psychologists, social workers and therapists. I took Cindy’s 7-week course on parenting children with ADHD, and was very impressed. Cindy covers a broad range of material, and offers many practical techniques and tools for parents dealing with challenging children. But most importantly, Cindy has a gift for making parents feel understood. She helps parents look at their weaknesses without making them feel badly about their parenting. She provides a great sense of hope for parents who are feeling despairing and guilty. I so valued her coaching that my daughter and I now work with her privately on an ongoing basis. Working with Cindy has been invaluable to us and our relationship. I highly recommend Cindy’s class and her coaching to parents and professionals working with people with ADHD.”

    - Eve L. (Clinical Psychologist and Mother of 11 yr. old girl)

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