IN-PERSON IN STUDIO CITY & ONLINE across CALIFORNIAADHD doesn’t need fixing. The systems around it usually do.
Therapy, executive function coaching, and school or workplace coordination for kids, teens, and adults with inattentive, hyperactive, or combined ADHD.
ADHD-CCSP certified (Clinical ADHD Professional)
Certified Executive Functioning Coach
Nationally Certified School Psychologist (NCSP)
Studio City + telehealth
across California
What ADHD actually looks like, day to day
For a kid, it might be forgetting the same instruction three times in one afternoon, or homework that takes four hours because focus keeps sliding somewhere else. For a teen, it might be a locker that's a disaster, deadlines that sneak up every single time, or a report card that says "not living up to potential" one time too many. For an adult, it often looks like being called disorganized for years before anyone said the word ADHD out loud: missed deadlines, a job search that stalls at the follow-up email, a calendar that exists but never gets checked.
ADHD shows up in three patterns
Inattentive
Difficulty completing tasks, staying focused, planning, organizing. Often missed in girls, quieter kids, and adults who've learned to mask it well enough to get by, right up until the workload outpaces the coping strategies.
Hyperactive-impulsive
Restlessness, difficulty sitting still, acting before thinking. More likely to be flagged by teachers in early elementary, less likely in high school. In adults, it often shows up as impulsive decisions or a mind that's already three topics ahead of the conversation.
Combined
Both presentations together. The most commonly diagnosed type, at any age.
All three types involve underlying executive function deficits: the brain skills that help us start, sustain, and switch attention; plan and prioritize; manage time; and regulate emotions.
My approach to ADHD has three parts that work together
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Education
We start by understanding how ADHD is showing up specifically for this kid, or this adult, in this household or this workplace. Generic ADHD strategies fail when they're applied without context. The first weeks of treatment are about mapping the landscape.
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Skill-building
Executive function coaching to develop the actual mechanics: homework systems, planner use, breaking down assignments, transitioning between tasks, managing big feelings when frustration spikes. For clients whose ADHD comes with strong emotional swings alongside the logistics, I also draw on DBT-A, which targets the behavior-based executive function and emotional regulation pieces directly.
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System coordination
ADHD doesn't exist in one room. With your written consent, I work with the school or the workplace, interpreting evaluations, advising on IEPs and 504s, consulting with teachers, and helping adults figure out what to ask HR for. I also work with the home, helping parents build routines and incentive structures that match what's happening at school.
What clients gain
Families and adults who stick with this work tend to describe the same shift: less friction, more follow-through, and a person who finally has language for how their brain works instead of a running story about being lazy or not trying hard enough.
For a kid, that often means homework that stops being a nightly fight, and a report card that reflects effort instead of frustration. For a teen, it often means walking into a test without the dread that used to come first. For an adult, it usually means a job search with actual structure, or a work routine that survives more than two weeks.
None of this requires becoming a different kind of brain. It requires building systems for the brain that's actually there.
A note on medication
I don’t prescribe; that’s a psychiatrist’s or pediatrician’s role. I do work alongside whoever is managing your child’s medication. If your family is exploring medication, I’ll share my clinical observations with the prescribing provider (with your written permission) and help you track behavioral changes that inform dose decisions. If your family has decided against medication, the work continues without it. The decision is yours.
Answers to Your Questions
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Yes, and many families and adults I work with choose to do behavioral and skill-based work first, alongside medication, or instead of it. The decision is made between you and your prescribing provider, not me. What I can tell you is that therapy plus EF coaching plus accommodations meaningfully changes outcomes even without medication, particularly for inattentive ADHD.
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Sometimes yes, sometimes no. If your kid is mostly struggling with logistics (homework, organization, time) and not with mood, sleep, anxiety, or self-esteem, EF coaching alone may be enough. If ADHD has started leading to depression, anxiety, friendship struggles, or shutdown around academic or work performance, therapy adds something coaching can't.
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I don't conduct formal psychoeducational evaluations or write the diagnostic report. I do clinical interviews, screen for ADHD, and refer to a trusted evaluator when formal testing is indicated. I then interpret those results, translate them into action, and help advocate for accommodations.
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Most don't, but the way it shows up changes a lot. Hyperactivity often softens with age. Inattention tends to persist. Many adults function well with ADHD because they've built systems, careers, and relationships that fit their wiring. The point of treatment in childhood is to give your kid those systems early, before the mismatch creates secondary anxiety, depression, or shame
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Tutoring teaches the academic content. Coaching teaches the meta-skills around it: how to start a task, manage time, organize a binder or an inbox, and know when to ask for help. Both can be useful at different stages. I do the coaching. I refer for tutoring.
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Yes. This is one of the highest-leverage parts of the work. With your consent, I review the school’s evaluation, attend the IEP or 504 meeting, and help write accommodation language that translates "ADHD" into specific, measurable, enforceable supports. See the IEP & 504 Consultation page for more.
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Yes, and this is often where self-advocacy becomes the real work. I help college-bound students, current college students, and young adults connect with disability services on campus and figure out what to actually ask for. Accommodations at that level commonly include extended time on assignments and tests, quiet testing environments, and priority registration. Some students with executive function needs also benefit from less obvious accommodations, like dorm placement near specific utilities or classes scheduled close together on campus. I've also helped students write template letters to professors to open the conversation about accommodations directly. ADHD kids and adults tend to struggle with self-advocacy, and college is often exactly where that shows up for the first time, without a parent in the room to smooth it over.
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Yes, and it's more common than people expect. A lot of adult clients come in after years of feeling like they were just bad at adulting, only to find out the actual issue was executive function, not effort. The work usually centers on building the systems that school or early jobs never gave you a chance to develop, whether that's a job search, a new role, or day-to-day life.
Wondering if ADHD is part of what’s going on?
Free 20-minute consultation. We’ll figure out the right next step for your family, whether that’s working with me, working with someone else, or starting somewhere different entirely.