What do you actually learn
Three clinical insights that change every case you see.
“Fine at home” is clinical data — not a parent’s excuse.
Home may reduce the executive demands placed on a child. School may require sustained attention, working memory, initiation, planning, inhibition and self-monitoring simultaneously.
The performance gap isn’t inconsistency to explain away. It’s data to interpret.
The “non-compliant” child may be struggling to execute—not refusing to participate.
What looks like avoidance, procrastination, or poor motivation may actually reflect executive-function demands exceeding the learner’s current capacity.
Task initiation, working memory, planning, shifting and self-monitoring can all break down under cognitive load.
When we treat the behavior without identifying the EF bottleneck, we address the symptom—not the skill.
Chronological age isn’t always the right starting point for an EF intervention.
A child with ADHD may demonstrate executive-function skills below what would typically be expected for their chronological age.
If intervention targets are set from age expectations rather than demonstrated capacity, we can build strategies on the wrong baseline.
TEFIC teaches clinicians to identify the actual skill level first, then build the intervention target from there.
THE DIFFERENCE
What changes when you hold the framework.
WITHOUT TEFIC
The intervention is clinically correct. Nothing is changing.
The intervention is appropriate. The child still isn’t making meaningful progress.
You write a thorough report. The school does nothing.
"Fine at home."You nod and move on.
A complex referral arrives. You refer on.
WITH TEFIC
You identify the exact EF component failing. The intervention finally fits.
You stop asking, “What strategy should I teach?” and ask, “Which EF component is breaking down?”
Your report has clinical formulation + RPWD Act 2016. The school acts.
What changes between home and school?
The complex referral is your speciality. You know where to start.
WHY NOW
The clinical need is here.
The trained clinicians aren’t.
ADHD diagnoses arerising. EF-informed clinicians are not.
Most diagnosed children reach a clinician before any EF-informed intervention. The
diagnosis arrives. The framework doesn’t.
Late-diagnosed adults have nowhere to go.
One of the fastest-growing clinical populations in India. Arriving in practices not equipped to explain what they
are experiencing.
Comorbid presentations managed, not understood.
ADHD + anxiety + SLD + a school that believes none of it. Without an EF lens, these clients cycle through partial
interventions indefinitely.
Differential diagnosis is
where referrals break down.
Anxiety that is EF failure. Defiance that is inhibition impairment. Mismanaged at
scale. The clinician who sees the difference is irreplaceable.
Your reports describe. They don’t explain.
EF-informed documentation backed by a precise formulation is the difference
between a report in a folder and one that changes what schools and workplaces do.
The EF clinical community in India is forming now.
Cohort 1 practitioners are not joining a field. They are founding it. The referral
network, the authority — it starts here.
I want this framework — email anima@circleofspeech.com​
THE PROGRAMME
One clinical transformation.
Six sessions.
Theory → live simulation → certification. Plus an implementation review four weeks after you qualify.
SESSION
DURATION
1
THEORY
Barkley’s EF Framework — the clinical foundation
90 min
2
CASE SEMINAR
EF Case Formulation — building the clinical habit
90 min
3
CASE SEMINAR
Differential Diagnosis — the hardest clinical skill
90 min
4
INTENSIVE
2.5–3 hrs
Live Clinical Simulation — everything applied
5
CASE SEMINAR
Intervention Planning & EF-Informed Report Writing
90 min
6
INTENSIVE + CERT.
Complex Cases, MCQ Exam & Completion
2.5–3 hrs
7
IMPLEMENTATION REVIEW
4 weeks post-cert — what happened in your practice
90 min
WHO ATTENDS
Clinicians and learning professionals who work with ADHD, learning differences, and executive-function challenges.
Psychologists
Speech-Language Pathologists
You assess, formulate, and write reports—but the EF picture often needs to translate into what happens in everyday functioning.
Your clients’ language, literacy, and communication goals often depend on executive functioning.
→ Move from identifying EF difficulties to understanding their functional impact.
→ Understand how EF affects language, learning, and communication.
→ Identify the EF demands interfering with progress.
→ Write recommendations that translate into actionable supports.
→ Build EF-informed intervention into your clinical work.
→ Build a clearer clinical formulation when EF complicates the picture.
Special Educators & Learning Support Professionals
Reading & Literacy Interventionists
You see the breakdown every day: starting, sustaining, organizing, completing, and independently applying what was taught.
Reading and writing don’t happen in isolation. Planning, working memory, self-monitoring, organization, and cognitive flexibility can shape how students access and apply literacy skills.
→ Identify the EF skill behind the classroom difficulty.
→ Recognize when EF is interfering with literacy intervention.
→ Match scaffolds to the learner’s actual level of functioning.
→ Distinguish a literacy skill gap from an EF-related performance breakdown.
→ Build EF supports into reading and written-language intervention.
→ Turn EF support into practical classroom strategies.
Occupational Therapists
Educational / Academic Interventionists
Your work already addresses participation, regulation, routines, and independence—areas where executive functioning is central.
You may have the right academic strategy—but the learner still can’t start it, hold it in mind, organize it, or use it independently.
→ Understand the executive demands behind functional breakdowns
→ Identify the executive demands within academic tasks.
→ Connect EF skills to real-world participation and independence.
→ Separate “can’t do it” from “can’t independently execute it yet.”
→ Design supports that move learners toward independence.
→ Build more targeted EF-informed supports.
TEFIC assumes one thing: you already work with learners who struggle with executive functioning. You don’t need another list of EF strategies. You need a framework for understanding what is breaking down—and what to do about it.
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