Consult with me about:

• Behavior challenges in the classroom

• Challenges with social dynamics or relationships

• Separation anxiety or general anxiety

• Hitting, biting, pushing, scratching, or any aggressive behaviors

• If a child has experienced a trauma in the past or recently

• Any topics related to social-emotional learning that you would like to discuss in general or applied to a specific situation

Consult with me about:

• Child and family presenting with a child with a life limiting medical condition

• Regressive behaviors resulting from medical diagnosis and/or treatment

• Negative attention seeking behaviors (aggression, tantrums, attn/concentration, interruptions, inability to sit still, change in ability to make transitions, etc)

• Coping with a child who's parent suffers from a life-limiting or life-altering medical condition

• Ways to keep connected to a child or family that is isolated from social connection due to medical care

Consult with me about: 

• Behavioral concerns such as:

  • Tantrums - Meltdowns

  • Hitting / Biting / Pinching​

• Use of visual systems such as:

  • Token system

  • Visual schedules

  • Choice boards

Consult with me about: 

• Any child who has experienced trauma and is demonstrating concerning behaviors as a response to trauma.

• For support with social-emotional learning curriculum in the classroom

• For support with teaching children social skills in the classroom as well as regulation strategies

• Children with a diagnosis of autism or other developmental delays and disabilities

• To help school administrators with using reflective practice strategies to support teachers and parents with understanding the needs of children

Consult with me about:

• A child whose behavior feels confusing, intense, or persistent

• Patterns of dysregulation (aggression, shutdown, impulsivity, power struggles)

• Repeated peer conflict cycles

• Questions about trauma-informed or nervous-system-informed practice

• Supporting children with big feelings or regulation differences

• Adjusting the environment to support regulation and engagement

• Designing smoother transitions and predictable routines

• Preventative supports that reduce reactive moments

• Emergent Curriculum & Inquiry (Reggio-Inspired Practice)

• Preparing for parent conferences involving sensitive topics 

• Navigating differing perspectives between home and school

• Strained co-teacher dynamics

• Burnout prevention and sustainability

Consult with me about:

• ADHD

• Autism

• Learning disabilities

• Anxiety

• Behavior challenges in the classroom

• Developmental Milestones,

• Special Education Eligibility and IEP Development

• Screening for Autism

• Social-Emotional Development

• Concerns with anxiety or behavior,

• How to increase inclusive practices

• ​Questions about Psychoeducational Assessment and Evaluation

• Questions about Cognitive, Academic, and Behavioral Testing

Consult with me about: 

• Challenging behaviors

• Positive Discipline in the classroom

• Working with Diverse Families

• Emotional regulation and social-emotional development

• Understanding behavior through a developmental lens

• Building secure, trusting relationships with children

• Supporting executive functioning and self-regulation

• Preparing for difficult conversations with caregivers

• Family engagement and collaborative problem solving

• Classroom climate, routines, and transitions

• Reflective practice and teacher coaching

• Individual child consultation

• General questions about child development

Consult with me about: 

• A child who can't sit still, blurts out, struggles to wait, or seems to be everywhere at once

• Challenging behaviors in the classroom: aggression, power struggles, tantrums, refusal, shutting down, running off

• A child whose behavior doesn't make sense to you yet, and you want help figuring out what's driving it

• Predictable trouble spots in the day: transitions, circle time, clean-up, drop-off, rest time

• Classroom management when you have a wide range of needs and abilities in one group.

• Adapting curriculum, routines, and materials so every child can access them: visuals, scaffolds, choice-making, universal design

• Children with ADHD, or children you're starting to wonder about

• Executive function support in early childhood: attention, task initiation, follow-through, independence and self-help skills

• Making sense of an evaluation report or IEP: what it actually means for your classroom on Monday morning

• Talking with families about a concern, or supporting a family who feels overwhelmed. 

Consult with me about:

• Trauma-Informed Classrooms

• Understanding the Brain, Behavior & Healing

• Reducing Challenging Behaviors in the Classroom Through Connection-Based Strategies

• Supporting Children with Big Emotions to Improve Regulation and Cooperation

• Strategies that Reduce Anxiety and Power Struggles

• Helping Children Navigate Peer Conflict and Build Social-Emotional Skills 

• Culturally Responsive Self-Care for Educators: Preventing Burnout & Compassion Fatigue

• Building Strong Relationships with Families to Support Child Well-Being

• Practical Trauma-Informed Strategies for a Calmer, More Supportive Classroom

Consult with me about: 

• Challenging behaviors and dysregulation in the classroom

• Children with trauma histories

• Social emotional learning (including Kimochis usage)

• Children with disabilities

• Optimizing child-teacher interactions (including co-regulation) and relationship building

• Optimizing the schedule and environment to minimize dysregulation

• Preventing staff burnout and compassion fatigue

Consult with me about: 

• Children and families going through grief, death of a person or pet.

• Major changes in family systems (separation or divorce of parents, moving homes, a new baby, blended families after marriage/co-habitation).

• Managing educators' feelings about students behaviors or circumstances (i.e. a student aggression).

• Working with families with challenges that impact the student in school (see above, include death, trauma, divorce, relocation).

• Using play (toys, puppets, dress up) to help children cope with life circumstances.

• Using story (and books) to help children understand difficult situations in the classroom and in their lives.

• Best practices in developing rituals, curriculum, and activities that facilitate a caring, respectful, and creative classroom culture.

  • Includes collaborative problem-solving with students for ideal outcomes.

• Incorporating and celebrating Jewish values, customs, and activities in the classroom. 

• Managing burnout in the classroom or administrative leadership

Consult with me about: 

• When something about a child’s behavior just isn’t making sense, or keeps repeating no matter what you try

• If you’re in the middle of a moment and feel yourself getting overwhelmed, stuck, or unsure how to respond

• When it feels like you’re in a power struggle with a child and nothing is shifting

• If you want help understanding what might be going on underneath the behavior, not just how to stop it

• When typical strategies like rewards or consequences aren’t really working the way you hoped

• If a child feels especially hard to connect with, or on the flip side, really dependent on you

• When a child is having big emotional reactions and you’re not sure how to support them without it escalating

• If you’re noticing your own reactions coming up in the moment and want space to think through that

• When you want to respond in a way that actually helps a child build regulation over time, not just get through the day