An 8th grader diagnosed with autism, ADHD and anxiety, built and maintained systems for organization, time management and emotional regulation.
Before starting executive function (EF) tutoring, Ellie’s days were a whirlwind of activities, responsibilities, and emotional ups and downs. Diagnosed with ADHD, anxiety, and ASD, she often felt overwhelmed by the demands of school and life. Her parents described her as bright and capable, but she struggled with organization, time management, and emotional regulation.
Mornings were chaotic: getting out the door required constant reminders and she’d often forget essentials like her medication or lunch. Homework time was a battle, with Ellie feeling paralyzed by where to start, and unstructured time would quickly turn into hours lost on her phone or watching videos.
At school, Ellie benefited from a supportive environment, but as academic demands increased, her executive function challenges became more real. She had difficulty initiating tasks, keeping track of assignments, and following through on multi-step projects. Emotional setbacks, like not getting an answer right away or feeling left out in group work, could derail her for hours. Her parents worried about her transition to high school, knowing that greater independence would only increase these challenges.
After several months of consistent EF tutoring, the changes in Ellie were both subtle and significant. Mornings became smoother: she began waking up on her own some days, getting dressed, and even taking her medication with less prompting. She developed a “meds on the plate” routine and started using checklists and alarms to remember key tasks. While reminders were still sometimes needed, her sense of ownership grew. She even started to help herself to breakfast and pack her own snacks for after practice.
“Now I can wake up, get ready, and even pack my own things without everyone reminding me. It feels good to be more independent.”
Academically, Ellie learned to break down big assignments into smaller, manageable steps. She started using Apple Notes and a physical planner to track her to-dos, and with her Executive Function Tutor’s help, she practiced checking her schedule at key times each day. She became more proactive about asking for help and learned to advocate for herself with teachers. Her confidence grew as she saw herself making progress, and her parents noticed she was less anxious and more willing to try new strategies.
Emotionally, Ellie developed coping strategies for moments of overwhelm like: taking a breath, jotting down questions, or stepping away for a break. She became more reflective about her reactions and started to recognize when she needed support. While setbacks still happened (especially during unstructured time or social challenges), she was better prepared to recover and move forward.
Ellie’s progress didn’t happen overnight. It was the result of a collaborative, step-by-step process involving her, her family, her EF Tutor, and her school team. Here’s what worked: