Intensive School Performance Intervention

Learning Strategies, Motivation and Executive Functioning Strategies for Adolescents & Young Adults

Time for a new learning strategy

What Will Students Learn?

  • Their Personal Profile of Strengths and Weaknesses as Students
  • How to Identify and Reverse Inefficient Habit Loops’ Which Prevent Academic Success
  • Specific Learning, Organization, Time Management, Test Taking & Self Advocacy Strategies Required to Succeed in School
  • How to Avoid Negative ‘Self-Talk Traps’ that Lower Academic Motivation
  • Mindfulness Techniques Which Increase Concentration and Accountability and Decrease Stress and Anxiety


  1. Although schools often identify performance issues early, these problems frequently persist into high school when the stakes of poor performance are highest. ISPI addresses this issue
  2. The reasons for underachievement are complex, personal and unique to each student. Each student presents his/her own ‘blend’ and this must be diagnosed. ISPI addresses this issue
  3. Although schools often offer interventions when students do poorly, there is not enough time or intensive instruction to impact all of the contributing factors. ISPI addresses this issue
  4. Improving study habits, learning strategies, negative beliefs, organizational skills, time management, overall executive functioning, emotional status, confidence and motivation may be necessary. ISPI addresses this issue

What Makes ISPI Unique?

Evidence Based:

Utilizes learning strategies which have been proven effective
Utilizes CBT supportive counseling throughout


Works with each student’s personality, school history and family variables


Features 2 comprehensive, standardized behavior rating scales prior to instruction

Each student is evaluated on:
1. Their perceived learning strategy and motivational strengths and weaknesses
2. Their present executive functioning in 9 areas essential to school success:
         Attention, Emotion Regulation, Flexibility, Inhibitory Control,
         Initiation, Organization, Planning, Self Monitoring, Working Memory


Utilizes the data from the diagnostics above to guide goal setting and to structure instruction

Strengths Based:

Introduces only the strategies necessary for each student’s success


Regular interactions with school and family insures student compliance and efficacy

Support and Reinforcement:

Periodic checks for application at home and school
Scheduled contact with school personnel
Contact with the student in between sessions

What Type of Student Can Benefit From ISPI?

  • Competent Students who appear to be unmotivated
  • Students who chronically earn grades below their potential
  • Students who cannot seem to function independently
  • Students with weak executive functioning
  • Students with ADD or ADHD who are underperforming
  • Students who require extra reinforcement or lack learning strategies
  • Students with organizational and time management issues on 504 Plans
  • Students who are not benefiting from regular education interventions
  • Students who under perform due to unrealistic parental expectations
  • Motivated students from problematic family situations
  • Students who are anxious or depressed by their performance in school

What Type of Student is Unlikely to Benefit From ISPI?

  • Students categorized as Intellectually Deficient
  • Situations where drug involvement is the primary issue
  • Families that have no real investment in improving school performance
  • Students with severe conduct disorders
  • Students who are chronic truants