Samantha Dolitsky, M.S.

Empowering Minds, Decreasing Anxiety:

Building Confidence and Independence
in Your Child.

About Samantha

Services

  • In the college and university setting, it is often emphasized that students will need to be independent and figure out how to navigate the educational system on their own. However, the support provided by universities for students in this transition period is often lacking. Many universities adopt a "sink or swim" mentality, leaving students to fend for themselves without adequate guidance or assistance.

    This approach can have negative consequences for students who may struggle for various reasons. If a student does not perform well academically, they may be required to retake a course, resulting in additional expenses and a prolonged stay on campus. This can create financial burdens and extend the time it takes to complete their degree.

    Samantha aims to provide the necessary tools and support for college freshmen to succeed from day one.

    She recognizes that universities often lack sufficient guidance and assistance for students.

    Her goal is to instill confidence, organization, and effective planning skills in students.

    By doing so, she aims to reduce anxiety and increase students' independence and self-assurance.

    Samantha's support helps students navigate their academic responsibilities and social engagements.

    Her work fills the gap in university support, empowering students to thrive in the college environment.

    By addressing the shortcomings of the current system, she sets students up for academic and personal success.

  • Samantha Dolitsky, with nearly a decade of experience, has observed a strong correlation between academic success and social-emotional skills in students.

    She identifies four key modules of executive functioning skills that middle and high school students should master before advancing in education or entering the workforce.

    The first module is tracking assignments, involving organization of tasks, due dates, and requirements.

    The second module focuses on managing materials, including textbooks, notebooks, and resources in an organized manner.

    Time management is the third module, teaching students to prioritize tasks, allocate study time, and create balanced schedules for academic work and personal pursuits.

    The fourth module emphasizes task planning, teaching students to develop well-thought-out plans for completing tasks neatly, thoroughly, and on time.

    Samantha emphasizes the importance of teamwork, with weekly session summaries, check-in calls, and meetings with teachers to create a unified support approach.

    Samantha's work is not therapy-focused but aims to develop executive functioning skills, reducing anxiety and increasing confidence and independence.

    By honing these skills, students become better equipped to manage academic responsibilities and navigate various aspects of their lives more effectively.

  • Through meaningful conversations with parents and students, Samantha develops personalized plans that create a strong support system where everyone is on the same page. As the academic year progresses, the program can be adjusted based on academic and life events, ensuring that your child stays on the right path.

    Each coaching session is tailored to meet the unique needs of every student, offering a highly individualized approach.

    A typical executive functioning coaching session may include reviewing at student’s wall calendar, planner, online portal, and discussing current and upcoming assignments.

    Samantha will work with your child to plan tasks for the upcoming week, focusing on effective organization and time management.

    Addressing specific issues such as anxiety or other challenges is an essential part of the coaching process.

    Your child will learn and practice valuable tools to improve attention, study skills, organization, and more.

    Sessions with Samantha are conducted remotely through Zoom, providing convenient and accessible support.

  • Executive Function refers to a set of cognitive skills that enable individuals to plan, organize, initiate, monitor, and complete tasks or goals. These skills are essential for managing and regulating one's thoughts, actions, and emotions in order to achieve desired outcomes.

    There are several key components of executive functioning skills, including:

    Task initiation: The ability to start a task or activity without undue delay or procrastination.

    Planning and organization: The capacity to create a roadmap or strategy for accomplishing a task, including breaking it down into smaller steps and allocating resources effectively.

    Time management: The skill of estimating and allocating appropriate amounts of time to different tasks, prioritizing activities, and adhering to schedules.

    Working memory: The ability to hold and manipulate information in mind for short periods, such as remembering and using relevant information to complete a task.

    Cognitive flexibility: The capacity to adapt to changing circumstances, switch between tasks or strategies, and think creatively to solve problems.

    Self-regulation: The skill of managing one's emotions, impulses, and behaviors to stay focused, resist distractions, and persevere in the face of challenges.

    Executive functioning skills continue to develop throughout childhood and adolescence. Children and young adults may struggle with these skills, and their abilities to initiate tasks, stay organized, or follow through on responsibilities may be limited. This doesn't mean that they are intentionally neglecting their duties but rather that they may require support and guidance to develop and strengthen their executive functioning skills.

    Without appropriate support, individuals with executive functioning difficulties may experience frustration, overwhelm, and burnout. It is important to recognize that these challenges are not a result of defiance or laziness but rather a developmental aspect that can be addressed with targeted interventions and strategies. By providing the necessary support and tools, individuals can enhance their executive functioning skills, leading to increased productivity, improved organization, and reduced stress.

  • Grades: The discrepancy between your child's grades and their potential or ability could indicate difficulties with task initiation, organization, time management, or attention.

    Homework: Issues such as missing work, late assignments, incomplete tasks, forgetting to turn in work, losing homework, and rushing through assignments may suggest problems with planning, organization, working memory, and time management.

    Planning: Difficulty using planners effectively, losing or forgetting them, and believing they don't need them could indicate challenges in planning, organization, and self-regulation.

    Preparation: Being frequently unprepared and late for class or events, as well as taking a long time to get started, may suggest difficulties with task initiation, time management, and organization.

    Motivation: Trouble knowing how to start, procrastination, and appearing unmotivated can be indicative of difficulties with task initiation, motivation, and goal-directed behavior.

    Time management: Unrealistic perception of time and energy required for various tasks, waiting until the last minute, or missing deadlines can point to challenges in time estimation, prioritization, and organization.

    Attention: Inability to sustain focus, getting off task easily, and being easily distracted may suggest difficulties with attention regulation and sustained attention.

    Take-a-long-time: Taking a significant amount of time to complete tasks due to processing issues, distractions, and difficulty organizing thoughts can indicate challenges in task efficiency and cognitive processing.

    Resistance: Resisting help or support from others may be a response to frustration, low self-confidence, or difficulty with self-regulation.

    Problems reflecting accurately: Having an unrealistic perception of their own challenges and performance in school can indicate difficulties with self-awareness and metacognition.

    Advocacy: Ineffective self-advocacy, such as not seeking help from teachers or not seeking it early enough, may suggest challenges in communication, self-awareness, and self-advocacy skills.

    Overwhelmed: Feeling overwhelmed by the demands of school, avoiding dealing with school-related issues effectively, denial, or anxiety can be signs of difficulties with self-regulation, emotional management, and stress coping.

    It is important to note that these indicators provide a general overview, and a comprehensive evaluation by a professional, such as a school counselor or educational psychologist, would be beneficial in understanding your child's specific strengths and areas for improvement in executive functioning skills. This evaluation can help inform targeted interventions and strategies to support your child's executive functioning development and overall academic success.

  • Homework: Difficulties in executive functioning can result in forgetting homework assignments, not understanding requirements or details, procrastination, forgetting to turn in completed work, incomplete or rushed work, and losing or misplacing homework materials. These challenges can lead to lower grades and incomplete assignments.

    Planners: Many students with executive functioning difficulties struggle to effectively use planners or understand long-term and short-term planning strategies. They may resist or dislike planning, which can affect their ability to organize and manage their time effectively.

    Grades: Executive functioning challenges can contribute to unexpectedly low grades that do not reflect your child's potential or ability. This may be due to missing or late assignments, ineffective studying strategies, and forgetting to study or prepare adequately for tests.

    Organization: Difficulties with organization can manifest in various areas, including school materials, papers, folders, desk, locker, backpack, and bedroom. Disorganization can make it challenging for your child to locate and manage their resources effectively.

    Time management: Executive functioning difficulties can lead to struggles with time management, including frequently being late, having an unrealistic perception of how long tasks take to complete, and a tendency to procrastinate important tasks.

    Details: Your child may struggle to notice important details about assignments, such as teacher expectations, assignment requirements, or directions. This can result in mistakes or incorrect answers even when they understand the concepts.

    Preparation: Executive functioning challenges can make it difficult for your child to be adequately prepared for class or other activities, leading to a lack of necessary materials and a sense of unpreparedness.

    Advocacy: Students with executive functioning difficulties may struggle to advocate for themselves by asking for help, seeking clarification, or utilizing their teachers as resources. This can hinder their ability to access the support they need to succeed.

    Overwhelm: Feeling overwhelmed by tasks, details, and expectations can make it difficult for your child to start assignments or tasks. They may experience stress, avoidance, and procrastination, which can further hinder their academic progress.

    Focus: Difficulties with focus and attention regulation can result in incomplete work, trouble concentrating, and an inability to stay on task. This can affect your child's ability to complete assignments and absorb information effectively.

    Writing papers: Executive functioning challenges can impact the writing process, including trouble organizing thoughts, difficulty clarifying ideas on paper, ineffective editing, and a longer-than-expected time to complete writing assignments. Verbal communication skills may not translate smoothly to written work.

    It's important to recognize that these difficulties are not indicative of a lack of intelligence or effort. Rather, they reflect challenges in the underlying cognitive skills needed for effective task execution and organization. By understanding and addressing these executive functioning challenges, your child can receive the necessary support to improve their academic performance and overall functioning.

  • Executive functioning skills develop as a result of the maturation and development of the prefrontal cortex, which is the region of the brain responsible for higher-order cognitive functions. The prefrontal cortex continues to develop throughout childhood, adolescence, and even into early adulthood.

    During early childhood, there is a rapid growth of neural connections in the prefrontal cortex, which sets the foundation for executive functioning skills. As children grow, the connections between different brain regions involved in executive functions strengthen, allowing for more efficient processing and integration of information.

    However, the development of executive functioning skills is not solely dependent on biological factors. Environmental influences and experiences also play a crucial role. Children learn and develop executive functions through practice, guidance, and exposure to various cognitive and social experiences.

    For example, engaging in activities that require attention, self-regulation, problem-solving, and planning can help improve executive functioning skills. These activities can include games that require strategy, structured tasks that involve following multi-step instructions, or even imaginative play that encourages flexibility and creativity.

    Furthermore, the quality of relationships and the presence of supportive and stimulating environments can also impact executive functioning development. Positive interactions with caregivers, responsive parenting, and enriched educational settings can contribute to the growth and refinement of executive functions.

    It's important to note that individual variations exist in the development of executive functioning skills. Some children may naturally exhibit stronger executive functions at an earlier age, while others may require more support and practice to strengthen these skills. With appropriate guidance and opportunities for growth, executive functioning skills can continue to improve and become more sophisticated throughout development.

  • ADHD and Executive Functioning: ADHD is a neurodevelopmental disorder that affects a person's ability to sustain attention, regulate impulses, and manage hyperactivity. Executive functioning skills, which involve self-regulation, planning, organization, and task completion, are commonly impaired in individuals with ADHD. These skills are often affected due to difficulties in the prefrontal cortex, the area of the brain responsible for executive functions.

    Executive Functioning Deficits and ADHD: It has been observed that executive functioning deficits in early childhood can predict the development of ADHD symptoms later on. Challenges with working memory, impulse control, time management, organization, and planning can be early signs of ADHD in children.

    Executive Functioning Difficulties in Non-ADHD Individuals: While executive functioning difficulties are strongly associated with ADHD, it is important to note that individuals without ADHD can also experience challenges in executive functioning skills. Factors such as stress, anxiety, learning disabilities, or other cognitive conditions can contribute to executive functioning deficits in individuals who do not have ADHD.

    Impact on Daily Functioning: Difficulties with executive functioning skills can have a significant impact on daily life, including academic performance, time management, organization, social interactions, and overall functioning. These challenges can affect individuals with ADHD and those without ADHD alike.

    It's important to remember that ADHD is a clinical diagnosis that requires a comprehensive evaluation by a qualified healthcare professional. If you suspect that your child or yourself may have ADHD or executive functioning difficulties, it is recommended to consult with a healthcare provider who specializes in ADHD or a licensed mental health professional for a proper evaluation and appropriate support. They can provide a comprehensive assessment and develop an individualized plan to address the specific needs and challenges related to executive functioning skills.

  • 15 to 20% of general education students: This refers to the percentage of students without specific learning difficulties or ADHD who may still experience challenges with organizing, time management, and planning skills. These difficulties can impact their academic performance and overall functioning.

    30 to 35% of children with learning difficulties: Children with learning difficulties, such as specific learning disorders, may have a higher incidence of organizing, time management, and planning deficits. These difficulties can further impact their ability to effectively engage in learning activities and meet academic expectations.

    50 to 55% of children with ADHD: Attention-deficit/hyperactivity disorder (ADHD) is commonly associated with difficulties in executive functioning, including organizing, time management, and planning. The higher prevalence rates among children with ADHD highlight the substantial impact of these deficits on their daily functioning.

    Every classroom of 30 students has 1-3 children with ADHD: This statistic emphasizes the presence of ADHD in educational settings and the likelihood of having students with ADHD-related executive functioning challenges, including organizing, time management, and planning deficits.

    Stimulant medication does not necessarily reduce organizing, time management, planning deficits: While stimulant medication, such as those commonly prescribed for ADHD, can help alleviate symptoms of hyperactivity and impulsivity, they may not directly address all aspects of executive functioning difficulties. Organizing, time management, and planning deficits may persist even with medication, highlighting the need for comprehensive interventions and support strategies.

    It's important to note that these prevalence rates are approximate and can vary across different studies and populations. They provide a general understanding of the higher occurrence of organizing, time management, and planning deficits among certain groups and highlight the need for targeted support and interventions to address these challenges effectively.

  • Establish Routines: Create structured routines for various daily activities, such as waking up, bedtime, completing homework, studying, and transitioning between tasks. Routines provide predictability and help individuals better manage their time and tasks.

    Develop Systems: Help the individual create personalized systems to stay organized. This could include organizing backpacks, folders, planners, and creating a designated study space. Find organizational methods that work best for them, such as color coding, labeling, or using visual cues.

    Foster Ownership and Engagement: Involve the individual in the process and give them a sense of ownership over their tasks and responsibilities. Encourage their input and allow them to have a say in planning and organizing their work. This helps increase their engagement and motivation.

    Simplify Paper Organization: If traditional binders are overwhelming, consider using a simpler system like a color-coded folder system or an accordion folder. Use visual cues, such as sticky notes or labels, to make important papers stand out.

    Chunk Tasks: Break down assignments and tasks into smaller, more manageable parts. This approach makes the workload less overwhelming and helps the individual focus on one step at a time. Chunking can be based on time (e.g., work for 15 minutes, take a break) or by task (e.g., complete one section at a time).

    Teach Planning Skills: Model and teach the process of planning. Help the individual create plans and schedules, even when they may not feel motivated to do so. Demonstrating how to plan and prioritize tasks can be instrumental in their success.

    Celebrate Microsuccesses: Recognize and celebrate small achievements along the way. Set reachable goals and acknowledge the progress made. Building on these microsuccesses helps boost confidence and motivation.

    Use Timers and Alarms: Incorporate the use of timers or alarms to help manage time effectively. Set specific time limits for tasks or use reminders to prompt task transitions. These tools can aid in developing time management skills and maintaining focus.

    Remember, these strategies may need to be adapted and personalized based on the individual's specific needs and preferences. It's essential to provide ongoing support, patience, and encouragement as they work on improving their executive functioning skills. Additionally, involving professionals such as educators, school counselors, or therapists experienced in executive functioning support can provide further guidance and assistance.

  • Executive Function Fact Sheet (Learning Disabilities Online): This fact sheet provides an overview of executive functioning skills and their impact on learning. It offers insights into the different components of executive function and strategies to support individuals with executive functioning difficulties.

    Understanding Executive Functioning Issues: This article by Amanda Morin on understood.org explores executive functioning issues in children. It provides practical information and tips for parents and educators to understand and support individuals with executive functioning challenges.

    "The Organized Child: An Effective Program to Maximize Your Kid's Potential—in School and in Life" by Richard Gallagher, Elana G. Spira, and Jennifer Rosenblatt: This book offers guidance for parents on how to help their children develop organization and executive functioning skills. It provides practical strategies and tools to support children's success in various aspects of their lives.

    Executive Functions (National Library of Medicine): This manuscript by Adele Diamond delves into executive functioning skills, discussing their development, importance, and potential for improvement through practice. It offers a comprehensive understanding of executive functions and their impact on cognitive abilities.

    Order Out of Chaos: Order Out of Chaos is an organization that provides executive functioning coaching and education specifically tailored for students with ADHD. They offer resources, including planners, designed to support students in improving their executive functioning skills.

    These resources can be valuable for individuals seeking to understand executive functioning skills, support children or students with executive functioning challenges, and access practical strategies and tools for improving executive functioning abilities.