Questions, answered.

Adult coaching runs on a monthly retainer of $785. Student coaching runs on a monthly retainer of $875. The retainer covers your reserved session time, between-session support, the assessment process, and document review. You're never paying per session or watching a meter; you're holding a place in a practice that holds a place for you.

I publish pricing because you deserve to know before you reach out. If cost is a genuine barrier, that's a conversation we can have on the discovery call.

Generally, no. Coaching sits outside the medical system, which is part of what lets it work the way it does: no diagnosis codes, no treatment plans, no insurance company in the room.

Many clients use HSA or FSA funds with a Letter of Medical Necessity from their doctor. Whether that works for you depends on your plan and your physician, so check with your plan administrator and your doctor. I'm glad to walk you through what the process has looked like for others.

Research on ADHD coaching points to meaningful gains in executive functioning, goal attainment, and self-efficacy, and my client outcomes track with that. But the honest answer has a second half: coaching works when you work it. The clients who see real change show up consistently, experiment between sessions, and tell me the truth about what's actually happening.

Coaching won't work if you're looking for someone to do it for you, or if you're not ready to try things that might not work on the first attempt. Part of my job on the discovery call is telling you honestly whether I think coaching is the right tool for where you are right now, and pointing you somewhere better if it isn't.

Therapy and coaching are different tools for different jobs, and plenty of people benefit from both at once.

Therapy looks at depth and healing: processing your past, treating a condition, working through trauma or anxiety or depression with a licensed clinician. Coaching is forward-focused. We're building awareness and systems for your present and future. We're asking what's actually happening, what you want instead, and what structure would get you there.

I'm a coach. I don't diagnose, and I don't treat. If at any point I believe therapy would serve you better, I'll say so directly and help you find the right licensed professional. That's a promise, and it goes both ways: therapists refer clients to me when the work needed is systems and follow-through rather than healing.

A tutor works on subject content: the calculus itself. An academic coach works on school systems: the planner, the study schedule, the assignment tracking. Both can be valuable, and both share a quiet assumption that the problem lives in the schoolwork.

ADHD coaching works on the person. School is usually where the pain is loudest, so that's often where we start, but the same patterns showing up in homework show up in friendships, jobs, driving, and home. We build self-awareness first, then systems that fit the actual person, and the student carries those forward long after the semester ends. When the situation also calls for a tutor, I'll say so; the roles work well together.

Medication and coaching address different layers, and research suggests the combination outperforms either alone. Medication can change what's neurologically available to you in a given moment. It doesn't build the systems, habits, and self-knowledge that turn available capacity into a life that works. That second layer is coaching.

To be clear about my lane: I don't prescribe, adjust, or advise on medication. Those decisions belong with you and your prescriber. What we do together is build the skills-and-systems layer that no prescription touches.

Less advising than you'd expect, and more than it sounds like. My job is helping you see what's actually happening, in your own words, because for those of us with ADHD the patterns are usually invisible from the inside. Awareness comes first. Then we design experiments, build systems around your real strengths, and adjust based on what your actual life reports back.

Sessions are working sessions. You set the agenda, we work on something real, and you leave with something to try. Between sessions, you have support when things wobble. Over months, the wins compound into something that doesn't depend on me anymore. That's the goal: coaching that ends because it worked.

No. Coaching doesn't require a diagnosis, and it doesn't provide one. Plenty of my clients are formally diagnosed; others recognize the patterns in themselves and want help with the patterns, paperwork or no paperwork.

If you want a formal evaluation, that's done by a licensed professional such as a psychologist or psychiatrist, and I'm glad to point you toward how that process works. The coaching itself starts wherever you are.

Coaching is an unregulated field. Anyone can put “ADHD coach” on a website tomorrow, which makes credentials one of the few signals you can actually verify.

Two bodies matter most. The International Coaching Federation (ICF) credentials coaches at three levels (ACC, PCC, MCC) based on training, verified client hours, and examined skill. The Professional Association of ADHD Coaches (PAAC) certifies ADHD-specific competence on top of that foundation. I hold the PCC and the PCAC, and I serve on the teaching team of an ICF-accredited coach training program.

Whoever you talk to, me included, ask where they trained, what credential they hold, and who holds them accountable. A good coach will love that you asked.

Yes. Parents start this conversation all the time, and starting it doesn't commit your student to anything.

Here's how it works: you and I can talk first, so you understand the program and can decide whether it's worth raising at home. The coaching itself only proceeds with your student's genuine buy-in, because student-led is the whole engine of the work. Most students who are skeptical haven't refused coaching; they've refused another adult telling them to try harder. The discovery call lets them experience what this actually is before anyone asks them to commit to it.

We talk for about an hour. You share what's going on, I explain how I work, and together we figure out whether coaching is the right fit for your situation. You'll leave the call feeling heard, with a clear sense of what working together would actually look like, and with any questions you brought with you answered.

No sales pitch. No pressure to decide on the call. If it's a good fit, you'll know it.

The adult program is a six-month engagement. Phase One runs twelve weeks at a weekly cadence, opening with a 90-minute extended intake: getting clear on goals, doing the executive function work, finding the patterns that aren't serving you and the strengths you can build on. Phase Two runs biweekly, because new patterns need space to hold without me in the room every week.

The student program runs on the school-year arc, typically late summer through the academic year, because a single semester rarely gives new strategies time to stick. Students often see the real shift in second semester, after the foundational work settles. Mid-year starts happen regularly; we shape the engagement around when you begin.

Six months sounds long until you've watched a burst of motivation fade by week five. The runway is the point. We're building something that holds.

Yes, and for this work it often works better. You're coached inside the environment where your life actually happens, which means we're building systems where they'll be used, and a session fits into a real week without a commute. I coach clients across the country by video, and the relationship comes through the screen just fine.

The work, mostly. Sessions are where we build awareness and design the experiment; the week is where the experiment runs. You have between-session support for the moments when things wobble, and that's included in the retainer rather than metered, because a question on Tuesday shouldn't wait for Friday's appointment.

This is also the honest answer to why coaching bills monthly: you're not buying a stack of appointments. You're in an ongoing working partnership that happens to meet on a schedule.