Fish in a Tree

New Orleans, LA

Fish in a Tree serves all Neurodivergent people.

Fish in a Tree extends its neurodiversity programming and services to universities, fostering an inclusive and supportive environment for neurodivergent individuals within academic settings. Our tailored programs aim to enhance the university experience for those with conditions such as autism, ADHD, learning differences, and sensory processing disorders. By embracing the social model of disability and employing identity-first language, Fish in a Tree strives to create a campus culture that values neurodiversity. Our offerings include virtual and on-site programs, neurodiversity education, training sessions, and consultations for educators, administrators, and students alike. Through evidence-based practices and a neuro-affirming perspective, Fish in a Tree is dedicated to promoting the well-being, independence, and success of neurodivergent individuals within the university community.

Here's a sample of our programming and services for universities.

FOCUS: Advancing Academic Success for ADHD Students with

Executive Function Challenges – Sample Program

Executive Summary: The "FOCUS" program is a targeted initiative designed to significantly enhance undergraduate education at universities by addressing the specific needs of students with ADHD and executive function challenges. This program focuses on the development of innovative programming to provide specialized academic support, promoting self-regulated learning and metacognition among this student demographic.

Program Components:

  • Executive Function Skill Development Seminars: Offer specialized seminars focusing on enhancing executive function skills, such as organization, time management, and task initiation. Build a coalition of ADHD experts and thought leaders to discuss and recommend evidence-based strategies tailored for academic success. Invite coalition members to guest speak on webinars for students and faculty.
  • ADHD-Centric Study Skills Workshops: Develop workshops that specifically address the study skill challenges commonly faced by ADHD students. Provide practical tools and techniques to improve concentration, focus, and sustained attention during academic tasks.
  • Personalized Academic Success Plans: Facilitate one-on-one sessions to create personalized Academic Success Plans for each participant. Work collaboratively to identify specific academic challenges and develop strategies to overcome them.
  • Interactive Virtual Coaching Sessions: Conduct virtual coaching sessions to address real-time academic challenges and foster self-regulation. Leverage technology for interactive goal-setting and progress tracking.
  • Neuro-Accessible Learning Resources: Create neurodiversity-friendly learning materials, including visually structured schedules, task lists, and study guides. Ensure all resources are accessible and accommodating for students with ADHD.

Assessment and Continuous Improvement:

  • Regular Progress Check-ins: Implement regular check-ins to monitor the progress of each participant. Adjust support strategies based on individual needs and feedback.
  • Post-Program Surveys: Conduct surveys at the end of the program to gather insights on its effectiveness. Use survey results to refine and enhance the program for future cohorts.

Collaboration with Academic Departments:

  • Faculty Familiarization Sessions: Organize sessions to familiarize faculty members to the unique challenges faced by ADHD students. Provide guidance on implementing ADHD-friendly teaching practices.
  • Flexible Assignment Structures: Collaborate with faculty to explore flexible assignment structures that accommodate the needs of ADHD students. Advocate for alternative assessment methods that focus on demonstrating understanding rather than time-bound tasks.

Outcomes: The "FOCUS" program aims to achieve the following outcomes:

  • Improved executive function skills among participants.
  • Increased self-regulated learning and metacognitive abilities.
  • Enhanced academic performance and confidence among ADHD students.
  • Cultivation of a supportive academic environment for neurodivergent students.

Implementation Timeline: The program will be implemented over two semesters, with a combination of workshops, coaching sessions, and ongoing support.

Conclusion: By tailoring interventions to the unique needs of ADHD students with executive function challenges, this program seeks to create a transformative learning experience, fostering success and inclusivity.

For full program details, please contact us.