Connecting Potential to Performance Through
ADHD & Executive Function Coaching

Why Beyond Distraction

When your loved one is struggling, so are you

Does your child struggle with:

  • $Difficulty focusing
  • $Being referred to as a ‘daydreamer’
  • $Continually falling behind in tasks
  • $Reduced attention in class
  • $Being easily distracted by thoughts, sounds, people
  • $Not fully listening
  • $Feeling like they lack intelligence

Do you/your loved one feel anxious about:

  • $Continually missing information during class
  • $Losing train of thought
  • $Struggling to complete tasks
  • $Not having a clear plan
  • $Getting exhausted trying to focus
  • $Keeping up with peers
  • $Asking questions in class, fearing the information was already covered

We Help People:

(hover on each image to find out how)

Improve Time Management & Organization

Develop a Growth Mindset

Develop Focus & Attentional Control

Develop Problem Solving Skills

Task Initiation

Enhance Planning Skills

Improve Impulse Control

Emotional Control

What is Executive Function?

Simply put, these are the set of skills that allow you to get things done and navigate life.

Executive functioning means utilizing the skills required to navigate daily life in positive and effective ways. The skills align with your goals, while minimizing overwhelm, frustration and mental fatigue.

We serve students and adults who struggle with distraction, providing them with tools and strategies for academics and lifelong success in a Virtual Coaching/Counseling setting. Whether a person/client has learning differences, has been diagnosed with ADHD, or is simply overwhelmed by a demanding workload, our coaches encourage and strengthen a broad range of critical Executive Function skills, including organization, time management, focus, planning, prioritization, reflection, self-advocacy and many others. We prioritize skills that students use throughout their academic careers and lives.

Distraction leads to anxiety and eventually shut-down

About

Mike Cassidy - Beyond Distraction

I am Mike Cassidy, born and raised in a small town outside of Philadelphia, PA. I am a Certified School Counselor (M.Ed), a science educator (M.A.), an expert in Executive Function and how to best meet the unique needs of those with ADHD. I am married, have two college aged children, I am a dog-lover who enjoys the outdoors.

I have spent over 17 years working with students both in the classroom and counseling settings and have a lifetime of lived experience with neurodiversity, especially ADHD. While I spent my life living and working through ADHD, I was not diagnosed until 40 years of age. Prior to entering into education, I worked in the corporate world and also served in the United States military.

The purpose of starting Beyond Distraction is to create the type of support I wish I had as a struggling teenager and young adult, challenged with the impacts of ADHD and Executive Function. Confidential counseling and coaching support would have reduced shame, increased self-acceptance and enabled greater effectiveness.

Beyond Distraction serves clients locally and globally in a virtual setting. We are headquartered in Southeastern Pennsylvania. (EST)

My Coaching Philosophy

I meet people where they are. I recognize and respect all clients and their challenges are unique. The tools, strategies and frameworks may be standard, while their application is personalized to each situation and person. By developing trust to enable accountability, with a dose of levity and understanding, I am able to positively influence clients to identify their potential and gain empowerment to move toward successful outcomes.

Who do I work with:

  • $Adolescents
  • $Teenagers/High School Students
  • $College Students
  • $Young Adults/Professionals
  • $Parents

Virtual Programming & Pricing

  • $50-60 minute virtual sessions
  • $$180 per hour virtual session
  • $All meetings are virtual
  • $Easy monthly auto payments
  • $Transparent progress monitoring
  • $Group sessions available

Skill Development Focus Areas Include:

  • $Executive Function
  • $Organization
  • $Time management
  • $Focus
  • $Planning
  • $Prioritization
  • $Reflection
  • $Self-advocacy
  • $Self-care
  • $Executive Function
  • $Organization
  • $Time management
  • $Focus
  • $Planning
  • $Prioritization
  • $Reflection
  • $Self-advocacy
  • $Self-care

When your child is struggling, so are you

How do I know if my child struggles with “Executive Function”?

  • Grade problems: Your child’s grades do not reflect their ability or “potential.”
  • Homework problems: Missing work, late work, incomplete assignments, zeros, forgets to turn in work, loses homework, forgets what the homework is, no name, takes forever to complete work, often poor quality and rushed.
  • Planning problems: Don’t use a planners effectively to track schoolwork or other responsibilities. Hate planners, lose them, forget them, think they don’t need them.
  • Preparation problems: Often unprepared and late for class or other events. Takes a long time to get going.
  • Motivation problems: Trouble self-starting, procrastinates, appears unmotivated, don’t know where or how to start.
  • Time management problems: An unrealistic perception of how much time and energy is needed for homework, studying, chores, responsibilities, getting out of the house in the morning, etc.. Wait until the last minute with important deadlines or miss them altogether.
  • Attention problems: Can’t focus or concentrate on one thing to completion, gets off task, derailed, easily distracted.
  • Takes-a-long-time problems: Because of habits that waste time and because of processing issues, these kids can take a very long time to do schoolwork (as well as taking care of other responsibilities).
  • Resist your help. Resist most help.
  • Problems reflecting accurately: Unrealistic perception of how they are doing in school. These students don’t understand their challenges well enough to know what to do about them.
  • Get behind in school and the vicious cycle gets a bit worse with each passing semester.
  • They have excellent excuses, know how to wear you down.
  • Advocacy problems: Do not self-advocate effectively, don’t ask teachers for help early enough or at all.
  • Overwhelmed by the demands of school, leading to denial or anxiety about school, and avoid dealing with it effectively.
  • They often want to do well and have great intentions but don’t have the skills.
  • Often remarkably bright, have tremendous talents, gifts, passions and skills in high-interest areas (which often are not appreciated in traditional schools).
  • May be diagnosed with ADHD, ASD, Dyslexia, processing issues, or another diagnosis. Many have no diagnosis whatsoever.