Laura Moy
Laura is a senior level Executive Function coach, Supervisor, Intake Coordinator, and member of the Beyond BookSmart Professional Development team for our Boston branch. In her role, she supports students, families, and coaches in their collective efforts to help students experience success. She holds a Master's degree in Educational Leadership from Bank Street College of Education, and a Bachelor's degree in Special Education and Elementary Education from Salve Regina University. Her experience teaching in various classroom settings in the states of New York, Rhode Island, and Massachusetts has proven to her that above all, students crave the tools that will help them to navigate both the world of school and the world around them. Through years of being an Executive Function coach, she has found (and strongly believes) that what truly counts when it comes to giving children a quality education is the explicit teaching of tools and strategies that enhance Executive Functioning, leading to true and lasting independence, self-advocacy and empowerment in children and teens.
Earlier this summer, we published a pair of blog articles featuring the ways perfectionist tendencies in students can result in academic anxiety for those with executive function challenges. These articles featured helpful tips for students who become paralyzed when attempting to initiate a task out of fear that it may not be “good enough”. For some students, however, the problem isn’t in getting started, but rather the dilemma lies in not knowing how to stop the worrisome thoughts once things get going!
Last week, I had a meal at one of my favorite Italian restaurants. The food there is simplicity at its best; the chefs use straightforward, focused ingredients to create one delicious dish in which you can taste every hint of flavor. Everything on the plate has a purpose, and there are no frills- just good, tasty food. The ability to create a menu in which all elements harmonize together to accomplish a larger goal is the hallmark of any great chef.
Parents often bring their children for neuropsychological testing to relieve some of the head-scratching that often comes along with having a child with weak Executive Function skills. They hope that their confusion will transform into some specific guidance as to how to best support their child. So, it can be quite a surprise when more questions arise after the testing is completed. The question that is on the minds of most parents searching for that next step is “How do I ensure that the support I choose for my child will address the issues uncovered during testing?” Parents want to know that the time and effort invested in a thorough evaluation process will bear some fruit; someone will be able to pick up where the evaluator left off and lead the child to success. The process could be said to be similar to entrusting a real estate agent to find you that perfect house; you’ve envisioned exactly what you want, but you need an expert who knows the field to deliver results. Executive Function coaches are often that someone when it comes to dovetailing the work of a neuropsychologist.
Like many other parents during the holiday season, I recently found myself in a store purchasing a video game that I did not wholeheartedly want to buy, but that someone on my list so desperately wanted. The sales counter in this particular store provides a glimpse into the range of emotions this popular pastime generates. There were the eager eyes just high enough to see the exchange of money over the counter, fists clenched in excitement. There were also pursed lips and small, almost silent, sighs as parents handed over money, looking quizzically at the game going into the bag, wondering about its appeal. It was almost as if you could hear the personal struggle taking place within each of their minds; this is what my kid wants most in the world, and I want him to be happy, but I also know the arguments that will undoubtedly take place when it comes to turning this thing off.
