These are ‘hot’ topics of interest

3 Easy Ways to Start the School Year On the Right Foot

/in /by

School is starting and you want to help your child start the school year on the right foot.

A Written Plan

As you prep your child for this new school year, I recommend developing a written game plan.  Hold a sit down meeting and discuss the positive aspects of the last school year as well as the top challenges. Discuss and write out a short plan of steps or strategies for how your child can avoid repeating those challenges this year. If your child is going to earn a reward for his or her performance, set a short-term month reward and a longer term end of grading period reward. You want your child to experience success in earning the first reward to maintain motivation for persisting towards the longer term reward. If the first reward is missed, revised the game plan and a new short term reward.

They Have What it Takes

Second, your child needs to hear from you that you believe they have what it takes for this to be a great school year. Emphasize that you don’t expect perfection, but you do expect effort.  Validate that it is not always going to be easy but that’s ok because working hard is something you and your family are accustomed to doing. Let your child know you will support with not only encouragement but will help find tutors and other professionals as needed.

You Keep Learning

Last, continue to develop your parenting skills as parenting is a journey through many seasons.  As one option, I’ll be hosting a fall parent expo. There are state and national conferences for most disabilities where you can attend virtually to learn.  A few are below. I also included a link to a partial list of counselors in case you, or your child, need that support.

Counselors: http://www.Jimforgan.com/counseling
ADHD: https://www.additudemag.com
ADHD: https://www.theadhdconference.org/adhd2026/home
Dyslexia: https://www.dyslexiacon.org
Dyslexia: https://www.ortonacademy.org/for-parents/

Frame the school year so your child has hope and knowledge that when tough times come, you will work through it together. Parent, you’ve got this!

“I’ll Do It Later…” Helping Your Teen Overcome Chore Procrastination

/in /by

Getting my teen to complete home chores is a problem and the procrastination is real. “I’ve asked three times, and it still isn’t done.” If getting your teenager to complete chores feels like a daily struggle, you’re not alone. And if your child has ADHD, autism, dyslexia, or another learning difference, the challenge may have less to do with motivation and more to do with executive functioning.

As a school neuropsychologist, I often remind parents that executive functioning is not about intelligence or willingness. It is the brain’s management system which are the skills that allow us to plan, organize, remember, initiate tasks, manage time, shift between activities, regulate emotions, and follow through until something is complete. For many neurodivergent teens, these skills develop differently and often require more intentional support.

Executive Functioning

Research has consistently shown that individuals with ADHD experience significant differences in executive functioning, particularly with task initiation, working memory, inhibition, and sustained attention. Many autistic adolescents also experience executive functioning differences, especially with cognitive flexibility, planning, and adapting to unexpected changes. Students with learning disabilities may expend so much mental energy meeting academic demands that fewer cognitive resources remain for everyday responsibilities at home.

What may look like procrastination is often something much more complex. Your teenager knows exactly what needs to be done but struggle to get started. They may become overwhelmed by a chore that seems simple to others because they cannot determine the first step. They may become distracted halfway through, lose track of materials, or forget multiple-step directions. These are executive functioning challenges and not character flaws.

Provide Support

That doesn’t mean we lower expectations. Instead, we change the support. Think of chores as opportunities to build independence while providing the scaffolding your teenager’s brain needs today. Research on executive functioning and skill acquisition suggests several strategies can make a meaningful difference:

  • Break chores into small, clearly defined steps rather than giving broad directions like “clean your room.”
  • Use visual checklists so your teen doesn’t have to rely solely on working memory.
  • Pair chores with consistent routines to reduce the need for constant decision-making.
  • Use timers or the “first…then…” approach to help with task initiation.
  • Offer choices when possible, as autonomy increases motivation.
  • Provide immediate, specific praise that recognizes effort, strategy, and persistence rather than perfection.
  • Gradually fade supports as your teen demonstrates increasing independence.

Perhaps the most important shift is changing the question from “Why won’t they do it?” to “What’s getting in the way?” That simple change moves us from blame to problem-solving.

Our goal isn’t to raise a teenager who never procrastinates. Our goal is to help them understand how their brain works, discover strategies that fit their unique strengths, and develop the confidence to manage life’s responsibilities.

Someday they’ll live on their own. The greatest gift we can give them isn’t a perfectly cleaned bedroom today but it’s the executive functioning tools they’ll use for a lifetime. I teach an in person executive functioning course for teens that can help your child learn these important skills. Learn more here.

Call (561) 625 4125 to discuss helping your teen. We test for ADHD, dyslexia, autism, learning disabilities, anxiety, processing problems, and more.

Four Benefits of Homeschooling Your Neurodivergent Child

/in /by

Have you considered homeschooling your neurodivergent child? For many families, homeschooling provides an opportunity to create a learning environment where a neurodivergent child can truly thrive. Children with ADHD, autism, dyslexia, dysgraphia, anxiety, sensory processing differences, and other learning differences often have unique strengths that may not always be recognized in a traditional classroom. Homeschooling allows you to build an educational experience around those strengths rather than around standardized expectations.

Benefit One of Homeschooling Your Neurodivergent Child

One of the greatest benefits is individualized instruction. Lessons can be paced according to your child’s learning style, allowing extra time when concepts are challenging and moving quickly through material they already understand. This flexibility often reduces frustration and increases confidence.  You select a curriculum that matches your values and your child’s needs rather than having your child fit into a globalist set of academic standards.

Benefit Two of Homeschooling Your Neurodivergent Child

Second, homeschooling also offers opportunities to minimize distractions and sensory overload. A quieter environment, flexible seating, movement breaks, and personalized schedules can help your child maintain attention, regulate emotions, and engage more effectively in learning. Neurodiverse children benefit from hands-on kinesthetic learning.

Benefit Three of Homeschooling Your Neurodivergent Child

Third, is the ability to incorporate your child’s interests into instruction. Whether your child loves animals, engineering, art, or technology, these passions can become powerful teaching tools that increase motivation and deepen understanding across multiple subjects.

Benefit Four of Homeschooling Your Neurodivergent Child

A fourth benefit is homeschooling can strengthen your child’s self-esteem. Daily routines can be adjusted to accommodate your child’s periods of peak focus and energy rather than forcing learning into a rigid timetable. Instead of constantly comparing themselves to classmates, neurodivergent learners experience success at their own pace.

Is Homeschooling Your Neurodivergent Child Right For You?

Homeschooling is not the right choice for every family, and it requires commitment, planning, and access to curriculum resources. However, for many neurodivergent children, it provides an environment where curiosity, creativity, and confidence can flourish. We work with homeschool families and provide school neuropsychological evaluations to help guide you to specialized curriculum, therapies, local co-ops, and more.

What are the Drawbacks of Homeschooling Your Neurodivergent Child?

One of the main drawbacks is the financial sacrifice parents make to live off a one income household salary (assuming you are a married couple).  Second, self-doubt is a barrier for many since you might think, “I”m not qualified to be a teacher.” Third, a neurodivergent learner might need outside professional therapies that are costly when not provided by the public school education.

To learn more about homeschooling consider joining the Florida Parent Educators Association and check out their resource full website at www.fpea.com.

Call (561) 625 4125 to discuss your child. We test for ADHD, dyslexia, autism and more. www.JimForgan.com.

executive functioning course for teens

The Skills Schools Expect but Rarely Teach

/in /by

Would your child benefit from learning skills in an in-person executive functioning course for teens? Parents often tell me the same thing about their teenager: “My child is smart, but they’re disorganized, forgetful, overwhelmed, and constantly procrastinating.” If that sounds familiar, your teen may not lack intelligence or motivation. Instead, they may need stronger executive functioning skills.

What is Executive Functioning?

Executive functioning is the brain’s management system. These skills help teens plan ahead, stay organized, manage time, remember assignments, regulate emotions, and follow through on tasks. Research and clinical experience consistently show that executive functioning skills are essential for academic success, independence, and confidence.

The challenge is that many middle and high school students are expected to “just know” how to manage increasing academic demands without ever being directly taught these skills. As coursework becomes more complex, students who struggle with organization, planning, and attention can begin to feel frustrated, discouraged, or anxious.

Jupiter or Port St. Lucie Executive Functioning Course

That is why I created my executive functioning course for students in grades 6–9. In Jupiter or Port St. Lucie, we teach practical skills in a fun, interactive, and supportive environment. Students participate in activities, scenarios, and guided discussions that help them learn strategies related to organization, planning, time management, memory, and attention.

Course Benefits

A big benefit of executive functioning instruction is increased independence. Parents often feel exhausted from constantly reminding their teen about homework, projects, missing assignments, and schedules. Stronger executive functioning skills help students rely less on parents and develop more ownership of their responsibilities.

Another major benefit is improved confidence. Many teens with executive functioning weaknesses begin to believe they are “bad at school,” when in reality they simply need systems and strategies that match how their brain works. Learning practical tools can help students feel more capable and successful.

Sign Your Child Up: Executive Functioning Course for Teens

Our executive functioning course for teens is taught by male school psychologists and includes hands-on instruction, take-home materials, and a follow-up Zoom session to reinforce skills and accountability. Executive functioning skills are not fixed traits. They can be taught, practiced, and strengthened over time. Investing in these skills now can help your teen succeed not only in school, but also in future college, career, and life responsibilities.  Our next 2026 course starts in August. Learn more at JimForgan.com/executive or call 561-625-4125 to register.

All boy or ADHD

Is He ‘All Boy’ or ADHD?

/in /by

All Boy or ADHD?

It’s a question many parents wrestle with: “Is my son just ‘all boy,’ or could this be Attention-Deficit Hyperactivity Disorder?” From a school psychologist’s perspective, the answer isn’t about labeling typical boyhood energy as a disorder. It’s about understanding his patterns, intensity, and impact on family, friends, and school.

Boys Have Energy

Boys, by nature, often display high energy, curiosity, and a drive for movement. Climbing, roughhousing, talking endlessly about their interests are all within the wide range of typical development. The phrase “all boy” is often used to describe this spirited, active temperament. In many cases, that energy can be channeled productively with structure, clear expectations, and opportunities for physical activity.

Characteristics To Look For in Your Boy

However, ADHD is not simply “more energy.” It is a neurodevelopmental condition characterized by persistent patterns of inattention, impulsivity, and/or hyperactivity that are inconsistent with developmental level. The key distinction lies in how much these behaviors interfere with daily functioning. For example, does your child struggle to follow simple routines even with support? Are teachers consistently reporting difficulty with focus, organization, or impulse control? Do social challenges arise because of interrupting, difficulty waiting, or emotional reactivity?

Another important factor is consistency across environments. A child who is only highly active at home but functions well at school, with peers, and in structured settings is less likely to meet criteria for ADHD. In contrast, ADHD-related behaviors tend to show up across multiple settings in home, school, or social situations despite appropriate supports.

Duration also matters. All children go through phases of increased activity or distractibility, particularly during times of stress or transition. ADHD, however, reflects a longstanding pattern, typically evident before age 12 and persistent over time.

First Steps to Take

Before pursuing a formal evaluation, there are several practical steps parents can take. First, establish predictable routines with consistent wake times, homework schedules, and bedtime can significantly improve attention and behavior. Second, limit screen time and increase opportunities for physical movement throughout the day. Third, communicate with your child’s teacher to implement simple supports such as preferential seating, clear instructions, and frequent check-ins. These strategies not only help clarify whether concerns persist despite intervention, but they also provide valuable information if an evaluation becomes necessary.

I encourage parents to move away from the either/or mindset. It’s not about dismissing concerns as “just boy behavior,” nor is it about rushing to a diagnosis. Instead, observe, gather input from teachers, and consider a comprehensive evaluation if concerns persist. We want to give you understanding to help him reach his potential.

Ultimately, understanding your child’s unique profile of strengths and challenges alike allows you to respond with the right supports, whether that means structure and outlets for energy or targeted intervention.

Call Call (561) 625-4125 to discuss your child.