I started working with a 14-year-old student and his mother last Monday. The student, was not so interested but doodled during explanations so I know he was listening and processing. The mother, is so excited to learn more about her own brain and being time-challenged. Me, I need to practice multiple times before presenting to a group as I tend to share EVERYTHING I have learned in that session, much more than 50 minutes will allow. I'm fortunate to have such patient and understanding clients go through training with me. We only got through Response Inhibition in our first session but I'm sure I can pick up the pace going forward. I always remind my parents in coaching sessions that just because a student transitions to middle school, then to high school, then to college or living independently does not mean that they have the EF's to be successful. Chronological age does not equal mature executive function skills. I hope to see more Universal Design for Learning components introduced to classrooms in my lifetime. Accommodations can be made for those with learning diagnoses, however, many students struggle with EF skills without having any kind of learning disability and could benefit from certain modifications made for all students.Your explanation of information is so easily understood, Marydee, unlike some other EF courses I've taken. Thank you for keeping it simple while explaining the neuroscience behind it all.