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Alissa
- Rate RM285
- Response 6h
-
Students2
Number of students accompanied by Alissa since their arrival at Superprof
Number of students accompanied by Alissa since their arrival at Superprof
RM285/h
Contact
- Support for Students with Autism
- Support for students with ADHD
- Support for Students with dyslexia
- Special Education needs
- Support for students with ADD
Executive Function Coaching Integrated With Math, Science and Reading Instruction, K-12
- Support for Students with Autism
- Support for students with ADHD
- Support for Students with dyslexia
- Special Education needs
- Support for students with ADD
Lesson location
About Alissa
Hi, I'm Alissa! I graduated from the University of Washington with a B.S. in Bioengineering, a B.A. in Music, and a minor in Applied Mathematics. I've been teaching in some capacity since 2018, and tutoring is now my full-time work. I've worked with students from ages 3 to 37, including students with ADHD, autism, and giftedness, and I teach math, science, and literacy.
I choose to teach because I noticed specific barriers to students' learning:
- Two providers for one problem. Executive function coaches don't teach content, and subject tutors don't teach executive function. Families end up hiring both, and the strategies never make it into the actual schoolwork. I do both in the same session, because that's where the skills have to work.
- The wrong skill gets targeted. Executive function isn't a single skill. Task initiation, working memory, emotional regulation, and cognitive flexibility develop earlier, and planning, organization, and time management build on top of them. A planner doesn't help a student whose actual bottleneck is starting, because opening the planner is itself a task that needs initiating.
- Out of date teaching methods. I'm a researcher at heart; I regularly read recently published evidence related to cognitive and instructional science, and update my materials accordingly. Because I read the literature directly, I can act on it now instead of waiting for it to filter down.
Having a single educator across all subjects means consistency: no rebuilding a personal relationship or reexplaining your unique learning needs.
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About the lesson
- Primary
- Secondary
- SPM
- +5
levels :
Primary
Secondary
SPM
Form 6
STPM
Adult education
Masters
Doctorate
- English
All languages in which the lesson is available :
English
I teach executive function (EF) strategies integrated into subject-level instruction, and standalone when a student needs it. A student who can't start an essay and a student who can't start a problem set are dealing with the same skill, but the strategy has to be built inside the assignment in front of them. We externalize the steps of a multi-step problem onto the page instead of holding it mentally. We build error-analysis routines so a student catches their own mistakes. We break an assignment into a first move small enough to actually begin.
I treat emotional regulation as a foundational EF skill. It's the one most often left out of executive function programs, and it gates the rest: a brain in fight or flight mode has restricted access to planning, working memory, and self-monitoring. Left unaddressed, this gets misread as attitude or lack of motivation.
My instruction builds around how a student uniquely processes information. That means multiple ways into the same concept, choice in how a student demonstrates what they know, and adjusting the format when the format is the barrier. Students get more say in how the session runs than they usually expect.
Math and science: I hold a bioengineering degree and a minor in applied mathematics, and I teach math from early number sense through AP Calculus, plus biology, chemistry, physics, and environmental science. I design and 3D print my own manipulatives, so abstract concepts become physical objects a student can hold and move.
Literacy: Instruction is explicit, systematic, and multisensory, grounded in the science of reading. That covers phonemic awareness, phonics, orthographic mapping, and morphology, adding kinesthetic and tactile pathways alongside listening and looking.
If your student has an IEP or 504 plan, I align instruction to the goals in it and provide the team with observations from a one-on-one setting they don't otherwise get. Accommodations that exist on paper still have to happen in practice, and I work with families on making sure that happens.
After every session, parents get a written summary with my observations and whatever measurable data that session produced. Older students get it too, so they learn how to identify patterns and self-correct.
The first session is free, and includes a diagnostic assessment, with no obligation to continue. It's a low stakes way for parents, students, and me to see if we're the right fit.
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Rates
Rate
- RM285
Pack rates
- 5h: RM1425
- 10h: RM2850
online
- RM285/h
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