• Considers the student's psychological and academic background while collaborating with the student, parents and teachers to identify accommodations for learning that the student needs to achieve in the learning environment.​

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• Meetings can be with the student, parents, at 504 or IEP meetings, or with a psychologist.

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• Coaching goals are identified in the initial assessment.

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• Accommodations are identified and often assisstive technology is used to bridge students to consistent achievement.

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• Self-advocacy, communication and flexible thinking skills are taught.

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• Executive Function skills such as organization, task initiation, persistence to completion, etc are identified, accommodated and skills developed.