The first report card is a snapshot, not a verdict. It tells you where systems are breaking down and where executive functioning skills need a boost. With a few targeted moves, you can tighten routines and see progress before winter break. This is a great time to reset.

If you want a plan tailored to your child, our executive function coaches work with families across Manhattan, Brooklyn, Queens, and surrounding areas.

Start with one-week goals, not resolutions

Big overhauls collapse under holiday schedules. Choose two targets:

1. Homework start on time
2. Materials packed the night before

Write these as simple goal setting statements: “Start math by 4:15,” “Pack bag at 8:00.” Post them where your child works. Review nightly for one week, then keep or swap goals.

Make time visible to protect working memory

When time is abstract, kids stall. Externalize it:

• Use a large analog clock or timer during homework.
• Estimate how long each task will take, then check the actual time and adjust.
• Run two 20–25 minute work blocks with short movement breaks.

This frees working memory to focus on the task instead of juggling minutes.

Build start-up and shutdown routines

Two short checklists cover most issues:

• Start-up (3 minutes): open planner, list top three tasks, set timer, begin.
• Shutdown (3 minutes): pack bag, stage tomorrow’s clothes, set alarm, place the planner by the backpack.

Tape both lists to the desk. For younger children, make them visual with icons.

Break assignments into do-able chunks

Vague tasks drain attention. Convert each assignment into three steps max:

• “Read pages 10–14” → “Preview headings, read 2 pages, write 3 notes.”
• “Study vocab” → “Make 6 cards, test 3, retest misses.”

Chunking keeps students moving and reduces avoidance.

Train cognitive flexibility on purpose

Kids make gains faster when they practice switching strategies. To grow executive functioning skills that stay cognitively flexible:

• Use “Plan A / Plan B.” If highlighting fails, switch to teaching it aloud or writing a summary.
• During review, mix two subjects in the same session.
• After each block, ask: “What worked? What’s my Plan B if this stalls tomorrow?”

Small switches build adaptability — the skill that carries through midterms and beyond.

Use games to strengthen EF (and keep motivation up)

Skill-building can be fun. Pick 10-minute options that play games with attention, memory, and flexible thinking:

• Working memory: backward digit repeats, “I’m going on a trip” with categories.
• Inhibition: “Simon Says,” freeze dance, Go/No-Go apps.
• Flexibility: “Set,” “Spot It!,” or rule-switch Uno (change color/number rules mid-round).

With younger children, keep wins frequent and instructions simple. With older students, add light time pressure for a challenge.

Simplify materials management

Lost folders cost more time than tough content. Standardize:

• One binder or notebook per class, color-coded.
• A single home base for supplies.
• End-of-day two-minute backpack sweep.
• Photograph whiteboards or assignment slides (if permitted) to avoid copy errors.

Consistency beats perfection. Keep the system the same all year.

Coach the communication loop

When students hit a wall, teach brief help requests:

• “I tried X and Y; I’m stuck on Z. Can we review the first step?”
• Email template for older students: one paragraph stating the task, barrier, and question.

This builds self-advocacy and saves everyone time.

Troubleshooting quick hits

• “Can’t get started.” Shrink the first step to 60–90 seconds and start the timer. Praise initiation, not completion.
• “Meltdowns during math.” Move math earlier, cut the set in half, and interleave one easy problem between hard ones.
• “Planner is empty.” Tie capture to the same class period daily and have a teacher initial for three days to form the habit.
• “Stuck on one strategy.” Run Plan A for one block, then require a Plan B attempt for the next block to stay cognitively flexible.

What progress looks like in two weeks

• Homework starts within five minutes of planned time
• Fewer back-and-forths about missing materials
• Shorter work blocks with higher follow-through
• More accurate time estimates and calmer evenings

These are the “small wins” that compound between now and winter break.

Need a quick reset before the holidays?

Manhattan Psychology Group offers rapid-start executive function coaching that targets executive functioning skills your child can use immediately — working memory supports, goal setting, planner routines, and flexibility drills that keep motivation high. We see families in Manhattan, Brooklyn, Queens, and nearby communities.

Ready to build a system that sticks through winter break and into the new term? Let’s make a plan.

When afternoons dissolve into tantrums and mealtimes feel like standoffs, parents want tools that work now. Parent Child Interaction Therapy (PCIT)—and its toddler adaptation, PCIT-T—gives families those tools. These evidence based treatments improve cooperation, strengthen the parent child relationship, and lower parental stress using live, real time coaching. PCIT-T is designed for children aged toddler years, while standard parent child interaction therapy is validated for children aged 2 to 7 years. Both help with early behavior problems, emerging disruptive behavior, and routines that matter for school readiness.

If you’re looking for a clear plan, our PCIT team serves families across Manhattan, Brooklyn, Queens, and surrounding areas (in person and via telehealth).

What PCIT-T Is—and why starting early helps

PCIT-T is a developmentally sensitive version of PCIT for toddlers. It targets the building blocks of regulation, listening, and connection before patterns harden. For many families—especially where autism spectrum disorder or attention deficit hyperactivity disorder ADHD is a question—earlier coaching leads to faster gains: calmer transitions, shorter tantrums, and improved child participation in daily routines.

PCIT-T keeps the proven PCIT structure and adapts language, pacing, and expectations for younger kids so skills actually stick at home, daycare, and the playground.

The two phases, tailored for toddlers

1) Child Directed Interaction (CDI)

You follow your child’s lead in play while a therapist coach[es] parents through the PRIDE skills. In PCIT-T we lean even harder on PRIDE to grow attention and connection:

• pride skills praise reflect imitate (and also describe, enthusiasm)
  • Praise specific actions: “You put the block on gently.”
  • Reflect your child’s words to show you’re listening.
  • Imitate appropriate play to join, not control.

CDI strengthens attention span, language, and child relationships with caregivers and peers. It also reduces power struggles by making positive parenting the default.

2) Parent Directed Interaction (PDI)

In Parent Directed Interaction PDI, we teach clear, calm directions and consistent follow-through. For toddlers, PDI uses brief, concrete commands (“Put cup on table”), choices, and predictable consequences that fit short attention spans. For older children, PDI expands to multi-step directions, chores, and school routines.

Both phases are practiced with real time prompts so you know exactly what to say when your child digs in or dysregulates.

What sessions look like (simple, repeatable, measurable)

• Assessment and goals. We identify 2–3 target behaviors tied to daily life: getting dressed, leaving the park, sitting for snacks.
• Weekly coaching. 45–60 minutes. A therapist observes and coach[es] parents via earpiece or telehealth prompts.
• Daily practice. Five to ten minutes of CDI “special play,” plus short PDI reps during one or two targeted routines.
• Tracking. Quick counts of protest length, command follow-through, and transition success guide pacing.

Most families see earlier starts, fewer blowups, and smoother exits within a few weeks.

How PCIT-T helps common toddler challenges

• Tantrums and disruptive behavior. Replace yelling and negotiating with labeled praise for calm body, clear commands, and consistent follow-through.
• Transitions. Use first-then language, one-step directions, and immediate reinforcement for moving from play to cleanup to seat time.
• Listening. Short commands + wait time + immediate praise build compliance fast.
• Separation and sharing. CDI boosts regulation and flexibility for daycare and playdates.
• Neurodevelopmental concerns. For toddlers with autism spectrum disorder traits or attention deficit hyperactivity disorder (ADHD) risk, PCIT-T front-loads caregiver skills that reduce escalation and improve communication.

Why parents feel better, too

A major driver of parental stress is not knowing what works. PCIT replaces guesswork with scripts and coaching. You’ll learn to:

• Give effective, one-step commands in a calm, consistent way
• Ignore minor attention-seeking safely and reinforce the behavior you want
• Catch and praise regulation (“quiet hands,” “gentle feet,” “nice asking”) the second it happens
• Keep your tone steady when your child escalates—and recover quickly when you slip

That clarity lowers conflict and repairs the parent and child loop that keeps afternoons tense.

PCIT-T vs. standard PCIT (and where “older children” fit)

• PCIT-T (toddler focus). Heavier emphasis on CDI, language growth, and short PDI routines matched to toddler attention and motor skills.
• Standard PCIT. The same model scaled for children aged 2 to 7 years, with fuller PDI (multi-step directions, chores, homework starts).
• Shared core. Live coaching, measurable goals, and rapid skill rehearsal across both versions.

Families often start with PCIT-T and transition into standard PCIT as children grow.

What “wins” look like in the first month

• Faster compliance. One-step commands followed within 5–10 seconds more often
• Shorter tantrums. Down from 20 minutes to 5–10, with quicker recovery
• Smoother routines. Getting dressed, bath time, and leaving the house take fewer prompts
• Stronger connection. More eye contact, back-and-forth play, and shared joy during CDI
• Better carryover. Daycare and grandparents can run the same simple cues

These changes compound, improving the parent child relationship and your child’s readiness for preschool expectations.

How to set up for success at home

• Pick one daily CDI time. Same 5–10 minute window, same space, no phones.
• Post your command script. Say it once, wait 5–10 seconds, praise or give the planned consequence.
• Use visual first–then. “First shoes, then car snack.”
• Shrink the step. If you’re stuck, make the command smaller (“Put one block in the bin”).
• Reinforce immediately. Toddlers learn from speed, not speeches.

If your child has language delays, we’ll add visuals and gestures; if motor planning is tricky, we’ll adapt steps. The model adjusts to the child—not the other way around.

When to consider PCIT-T

Choose PCIT-T if your toddler has daily meltdowns, hits or throws when upset, refuses routine transitions, or your family needs structured coaching that matches busy NYC life. PCIT-T also complements other evidence based treatments. We coordinate with speech/OT and daycare so everyone runs the same simple plan.

We’re here to help

Manhattan Psychology Group delivers Parent Child Interaction Therapy (PCIT) across NYC. Our PCIT therapists provide real time coaching, clear home plans, and coordination with childcare and schools. Whether you start with PCIT-T or standard PCIT, expect practical tools, measurable progress, and a calmer home.

Ready to begin? Schedule Parent Child Interaction Therapy with our team in Manhattan, Brooklyn, Queens, and surrounding areas. We’ll teach child directed interaction (CDI) and parent directed interaction (PDI) you can use today—and build the positive parenting habits that set your child up for the next stage.

Midterms creep up fast. For students with ADHD, the gap between knowing what to do and getting it done is where grades slip. This 10-day sprint turns executive function into action so you can stay on track, reduce mental fatigue, and use study time that actually sticks. It works for people with ADHD across grades 6–12 and college.

If you want a customized plan, our coaches work with families across Manhattan, Brooklyn, Queens, and surrounding areas.

How this sprint works

• Short, daily tasks with clear scripts
• External structure (timers, paper planners, checklists) to support time management
• Retrieval-based methods so you pay attention to what matters and stay focused
• Built-in movement and recovery to manage attention deficit hyperactivity disorder symptoms and mental fatigue

Use the Pomodoro technique: 25 minutes on, 5 off (or 30/5). Stack 2–3 cycles per block. That’s your core unit for all study sessions.

Your setup (Day 0, 15 minutes)

• Master calendar: list test due dates, topics, and target scores.
• Study guide sources: teacher review sheets, past quizzes, notes. If none exist, build your own outline today.
• Tools: timer; highlighters; sticky notes; one folder per class; your planner (digital or paper planners, your choice).
• Format preference: match tasks to how you learn best (often called “learning style”), but keep the focus on retrieval and practice over rereading.

The 10-Day EF Sprint

Day 1: Map the tests and carve time

• Block two study windows per day through midterms (one after school, one short evening).
• Write blocks into your planner for each subject. Treat them like appointments.
• Gather materials for every class to cut friction later.

Studying tip: start with the class you avoid most.

Day 2: Build mini study guides

• For each subject, list units, key terms, formulas, and likely question types. One page per unit.
• End each block by writing three “must-know” questions for tomorrow.

Pomodoro technique: 2 cycles for the hardest class, 1 for the easiest.

Day 3: Retrieval first, notes second

• Close notes. Answer yesterday’s questions from memory. Then check and correct.
• Turn errors into flashcards or a problem list.
• Do one mixed set (two subjects) to build flexibility.

ADHD study boost: start with a 60-second “start ritual” (open planner, cue timer, first question).

Day 4: Time-boxed problem sets

• For math/science, run two Pomodoros of mixed problems. Mark steps you miss.
• For humanities, write two short practice paragraphs using key terms.
• Update mini guides with patterns you keep missing.

Stay on track move: put your phone in another room.

Day 5: Teach it out loud

• Explain a concept to a parent, sibling, or voice memo without looking.
• Label gaps and immediately do 5–10 reps on those gaps.
• Post one formula or term list where you’ll see it morning and night.

Working memory helper: keep a scratch pad to park distractions during blocks.

Day 6: Past tests and spaced retrieval

• Rework old quizzes/tests. Cover answers. Aim for accuracy under mild time pressure.
• Schedule a second pass two days later (spaced review).
• Refresh your study guide with concise examples.

Emotional regulation tip: if frustration spikes, take the 5-minute break early, move, and return.

Day 7: Mixed review + executive check

• Run a 3-Pomodoro “mock midterm” across subjects.
• End with a 10-minute executive review: What worked? What needs a time tweak?
• Adjust tomorrow’s blocks; add a short morning review for weak areas.

Time management tweak: protect bedtime. Sleep consolidates memory.

Day 8: Weak-spot clinic

• Put 80% of today on your lowest-confidence material.
• For languages: rapid vocab retrieval with sentence use.
• For history/science: quick outlines from a blank page, then verify.

Hyperactivity disorder ADHD support: stand while studying, use a wobble cushion, or walk during verbal review.

Day 9: Format practice

• Match your practice to test format: multiple choice elimination, short-answer scaffolds, free-response outlines, lab math.
• Do one full timed set for each subject.

Stay focused cue: noise-free playlist or white noise only.

Day 10: Seal the plan

• Light review only. Two short Pomodoros per subject.
• Prepare test-day kits (calculator, pencils, water, snack).
• Read your checklist for the morning: wake time, quick review topic, transport, test start. Early lights out.

Troubleshooting for students with ADHD

• “I can’t start.” Shrink the first step: answer one question, then start the timer. Use a countdown (3-2-1-go).
• “I drift after 10 minutes.” Shorten Pomodoros to 15 minutes with 3-minute breaks and build up.
• “I reread but forget.” Replace rereading with brain dumps, flashcards, or teaching aloud.
• “I’m overwhelmed by five classes.” Use a rotation: heavy, light, heavy. Never do more than three subjects per night.
• “My planner stays blank.” Capture at the same time daily (last period). Ask a teacher to initial for three days to lock the habit.

Guardrails for body and mind

• Sleep: 8–10 hours. No late-night cramming.
• Movement: 5-minute walk or stretches every Pomodoro.
• Fuel: protein plus complex carbs before long blocks. Hydrate.
• Breaks: real breaks—no doom-scrolling.
• Environment: clear desk, one notebook out, timer visible. Headphones if noise is a trigger.

These protect focus and lower mental fatigue so you can perform short-term and build long term habits.

Quick checklist

• Tests and due dates mapped
• Mini study guides built
• Daily blocks scheduled in paper planners or digital
• Pomodoro timer ready
• Retrieval tools made (flashcards, problem lists)
• Sleep and movement plan set

Need a jump-start?

Manhattan Psychology Group helps people with ADHD design repeatable systems: executive function coaching, ADHD-informed studying tips, and parent collaboration. We coordinate with schools and adapt plans to each student’s learning style preferences while keeping evidence-based methods front and center.

Sessions available in Manhattan, Brooklyn, Queens, and nearby communities. If midterms are looming, we’ll build your 10-day sprint and keep you on track—from planning to test day.

For many children diagnosed with autism, Halloween can be both fun and exciting and overwhelming. Costumes, crowds, and Halloween decorations can trigger sensory overload, especially with flashing lights and loud sounds. ABA gives you practical tools to create a sensory friendly plan that fits your child. Use the steps below to shape a calm, flexible Halloween experience for a child with autism spectrum disorder (ASD).

If you want a tailored plan, our clinicians support families throughout Manhattan, Brooklyn, Queens, and surrounding areas.

1) Preview the day with visuals and practice

• Build a simple visual schedule: get dressed, photos, short walk, two houses, home.
• Read Halloween themed social stories and watch brief, calm videos.
• Practice trick or treating at home. Role play ringing a bell, holding a bucket, and saying “Trick or treat,” then “Thank you.” Reinforce each step with labeled praise and small rewards.

2) Choose the right costume with graded exposure

• Comfort first. A Halloween costume should be breathable, tag-free, and easy to move in.
• If your child doesn’t like masks or hats, skip them. Try a favorite T-shirt, soft hoodie, or a simple cape.
• Test pieces for a few minutes daily, then extend. If a mask is a must, consider face paint as a softer alternative and test a small patch first.

3) Shape the environment, not just behavior

• Walk your route earlier in the week to scout Halloween decorations and avoid houses with strobe lights or animatronics that create a sensory friendly challenge.
• Plan a short window at dusk to minimize crowds, light, and loud sounds.
• Look for friendly events like early “trunk-or-treats,” quieter blocks, or autism friendly Halloween hours at local venues.

4) Use clear routines and first–then supports

• Post a “first–then” card: “First two houses, then car snack.”
• Keep instructions brief and concrete. One step at a time.
• Reinforce cooperation quickly: “You held my hand the whole block. Awesome walking.”

5) Teach communication for breaks and boundaries

• Before you go out, teach a simple help request: “Break, please,” pointing to a card or sign.
• Rehearse polite refusals: “No, thank you,” for unwanted candy or activities.
• If your child is non-speaking, bring a quick choice board for “more,” “home,” “skip house,” or “photo later.”

6) Pack a sensory kit

• Noise-reducing headphones, sunglasses, a favorite fidget or chew, wipes if using face paint, water, and a small snack.
• Identify quiet “reset” spots on your route such as the car or a calm corner.
• Use timers to structure breaks: two minutes of quiet, then decide to continue or end.

7) Keep the outing short and predictable

• Start with two to four houses. Success beats endurance.
• End on a win and celebrate with a happy Halloween picture or sticker.
• If energy is low, host a door-to-door inside your building with neighbors who are prepared.

8) Make parties workable

• For Halloween parties, arrive early before it’s crowded.
• Ask hosts to dim flashing lights and lower music.
• Create a “quiet room” plan and a time limit. Tell your child how many activities you’ll try, then leave before fatigue peaks.

9) Use ABA to problem-solve in the moment

• If a behavior spikes, step back to an easier task. Example: pause the route and role play one greeting, then return to the plan.
• Replace challenging behaviors with a clear alternative: hand squeeze instead of grabbing, “help please” instead of bolting.
• Reinforce each successful approximation. Small steps compound.

10) Redefine success

A sensory friendly Halloween might be wearing a favorite hoodie, visiting two calm porches, and returning home for a movie and treats. That still counts. Your goal is confidence, not maximum candy.

Quick checklist

• Visual schedule and social story ready
• Costume tested in short bursts
• Route scouted; strobe and animatronic houses avoided
• Sensory kit packed
• First–then card and break card printed
• Short time window set, end on a win

We can help you plan it

Manhattan Psychology Group uses ABA to tailor Halloween routines to your child’s needs. We can rehearse scripts, design choice boards, and coordinate with schools or community programs so your child feels ready. Services available in Manhattan, Brooklyn, Queens, and nearby communities.

Want an autism friendly Halloween without the overwhelm? Contact us to build a plan that protects regulation and keeps the night fun and exciting for your family.

New York City is reshaping how city schools teach reading. As the largest school system in the country, changes here affect hundreds of thousands of the city’s students across public schools—from early grades learning to decode to high schools offering targeted interventions. If your child has dyslexia or is at risk, this shift matters. Here’s what to watch, what to ask, and how to get help in Manhattan, Brooklyn, Queens, and surrounding areas.

What’s changing in NYC reading instruction

NYC launched NYC Reads, a systemwide literacy program built on evidence-based, phonics based instruction. Elementary schools must use one of a small set of approved reading programs aligned to the “science of reading,” with explicit phonemic awareness, phonics, fluency, vocabulary, and comprehension components. 

This fall’s expansion continues the rollout and tightens expectations for intervention. In addition to core curricula, the city now requires schools—including high schools—to choose from approved intervention programs for students who are behind, so that struggling readers receive structured support rather than piecemeal help.

Bottom line: expect more consistent reading instruction across classrooms and clearer systems for students who need extra help.

Why this matters for students with dyslexia

For years, parents of students in grades 3–8 watched report cards and state tests while their children still struggled to learn to read. Structured, phonics based instruction is a better fit for many students with decoding challenges. NYC has also prioritized supporting students with dyslexia through screening efforts and expanded intervention pathways. While implementation varies by school, the direction is clearer: earlier identification, explicit instruction, and targeted help rather than “wait and see.” 

If your child already receives special education services, ask how their IEP aligns with the school’s approved curriculum and intervention program. If your child is not classified but struggles with decoding, spelling, fluency, or written expression, request a progress review and ask about evidence-based intervention blocks.

What parents should ask this fall

Use these questions to clarify support:

1. Which core curriculum and intervention program is our school using? Ask how the materials teach phonemic awareness and phonics, and how students move from decoding to comprehension. 
2. How will progress be monitored? Look for regular, brief assessments in decoding and fluency, not just chapter tests.
3. What happens if my child is behind benchmark? Schools should provide scheduled intervention cycles with trained staff using the approved program—not only homework help.
4. How does this connect to state tests for students in grades 3–8? Ask how classroom data and intervention progress inform preparation for state tests without replacing daily skill building. 
5. How are teachers supported? Effective implementation requires coaching and training; ask about professional learning plans.

How high schools fit in

Reading intervention does not end in middle school. Older struggling readers need explicit instruction in decoding and morphology alongside content-area literacy. NYC’s expansion means high schools must now adopt from an approved list of interventions, providing a path for adolescents who still need foundational skills. If your teen avoids dense reading or guesses at words, request a literacy screening and specific intervention—not just test prep. 

Interpreting test scores without panic

Scores can fluctuate year to year for reasons beyond your child—test difficulty, scoring adjustments, and new standards. Use ELA scores as one data point and compare them with classroom assessments and intervention progress. Ask the school to explain growth targets in plain language and to show how instruction is changing in response to the data. 

How families can reinforce reading at home

You don’t have to become a reading specialist. Focus on small, consistent steps that align with school:

• Practice decoding efficiently. Five to ten minutes a day with controlled text that matches the patterns your child is learning.
• Read aloud for language growth. Choose complex but interesting books to build vocabulary and background knowledge while school targets decoding.
• Make print visible. Keep high-interest, decodable series on hand for early readers; keep audiobooks alongside print for older readers to maintain access to grade-level ideas.
• Protect executive function. Use a visible homework plan and short work blocks to reduce avoidance and build stamina.

If you’re unsure how to start, our clinicians can map a home routine that complements your child’s school program. We support families across Manhattan, Brooklyn, Queens, and nearby communities.

When to consider an outside evaluation

Consider an evaluation if your child:

• Still guesses at words or can’t read unfamiliar words by applying patterns
• Reads accurately but very slowly, with weak working memory for directions
• Struggles with spelling, written expression, or avoids reading-heavy tasks
• Makes minimal progress despite months of intervention

A comprehensive assessment clarifies whether dyslexia or related language weaknesses are present and guides intervention intensity. We coordinate with schools to align findings with special education services when appropriate.

How we can help

At Manhattan Psychology Group, we partner with families and schools to make the NYC reading shift work for your child:

• Evaluations and advocacy for dyslexia and related learning needs
• Executive function coaching to build study systems, planning, and follow-through that reduce homework battles
• ABA-informed routines for younger learners who need more structure around practice time and task initiation
• Parent coaching (including PCIT for younger children) to lower conflict and increase cooperation around nightly reading

We serve Manhattan, Brooklyn, Queens, and surrounding areas with in-person and telehealth options. If your child is supporting students with dyslexia efforts at school but progress is slow, we can help you ask the right questions, interpret data, and line up next steps.

Next step: Email your child’s teacher today to confirm the school’s curriculum and intervention program, then book a consult with our team. With clear instruction, steady practice, and coordinated support, NYC’s literacy changes can open doors for your child—this fall and beyond.

The hours between pickup and bedtime are where many families struggle. Kids hold it together at school, then explode at home. Tantrums, refusals, and sibling conflicts spike when everyone is tired and hungry. For young children and those with attention deficit hyperactivity disorder ADHD, these after-school storms can become daily patterns. Parent Child Interaction Therapy (PCIT) meets this moment with practical tools. In live coaching sessions, PCIT therapists coach parents through skills they can use that day, in their home, with their child.

If you need a clear plan for afternoons and evenings, our team offers PCIT across Manhattan, Brooklyn, Queens, and surrounding areas.

Why after school is so hard

After a long day, kids are fatigued, hungry, and overloaded. Transition demands pile up: leave school, commute, snack, homework, activities, dinner, bath, bed. Weak emotional regulation and lagging parenting skills collide with big expectations. The result is avoidant or disruptive behaviors that drain the whole household.

Research shows that predictable routines, effective commands, and high-quality positive attention reduce behavioral problems. That is exactly what PCIT builds for parents and children.

What PCIT is and how it runs

Parent Child Interaction Therapy is an evidence based, short-term treatment program for children ages 2–7 with significant oppositional behavior, tantrums, or aggression. In session, a therapist observes parent–child play from behind a one-way mirror or via telehealth and provides real time coaching through a small earpiece. We teach parents simple, repeatable strategies, then help them apply those strategies to the hardest parts of the afternoon.

PCIT has two structured phases:

• Child Directed Interaction CDI. Strengthens connection and attention through warm, precise praise and responsive play.
• Parent Directed Interaction PDI. Builds consistent follow-through with clear commands, choices, and predictable consequences.

Together they improve the parent child relationship and the child’s capacity to follow directions, wait, and shift between tasks.

(You may also see PCIT referred to as “child interaction therapy PCIT” in some materials.)

CDI in real life: Reconnect first, then redirect

After school, start with five minutes of CDI “special play.” Follow the child’s lead. Use PRIDE skills:

• Praise the behavior you want: “Thank you for sharing the blocks.”
• Reflect speech to show you are listening.
• Imitate appropriate play to join, not control.
• Describe actions: “You’re putting the red piece on top.”
• Show Enthusiasm to make your attention the best reward.

This short burst of CDI fills the connection tank, lowers arousal, and eases the shift into routine. It is not negotiable screen time or a bribe. It is targeted attention that makes the rest of the evening smoother.

PDI in real life: Calm, clear, consistent

Once connection is in place, move to PDI during play.

1. State one clear command. “I want to build a new tower. Please hand me the blue block.” One step, calm tone, eye level.
2. Wait 5–10 seconds. If your child complies, give labeled praise: “Thank you for listening right away!”
3. If not, give a brief choice with a known consequence. “If you don’t hand me the blue block, you will need to sit in the time out chair.”
4. Follow through. Keep words few, tone steady, and consequence brief.

Repeat this sequence across during play. Gradually, with the therapist’s support, parents learn to generalize these steps to more challenging times of the day. Consistency teaches that directions mean the same thing every time.

A simple after-school map

Use this template and adjust to your home.

1. Arrival and CDI special play (5 minutes)
2. Snack and water
3. Homework start cue with a one-step PDI command
4. Short work block, short movement break
5. Free play or activity
6. Cleanup with first–then visual
7. Dinner, bath, bedtime routine

Add visual aids at each step. A first–then card and a simple picture schedule reduce arguing and help kids stay focused.

When ADHD is in the mix

For people with ADHD, inhibition and working memory are inconsistent. They may know the rule but cannot execute it in the moment. PCIT does not shame lagging skills. It sets the environment to help the brain succeed. Commands are shorter. Steps are single and multi step tasks are broken down. Praise is immediate and specific. Consequences are predictable and quick. The structure supports the prefrontal cortex systems that manage attention, flexibility, and self-control.

What PCIT looks like

• Session 1–4: Baseline observation, goals, CDI teaching, and first coaching sessions.
• Session 5–8: CDI practice, daily home “special play,” PDI introduction on one routine (often homework start or cleanup).
• Session 9–15: Generalize PDI to other hot spots. Add simple visual aids.
• Session 15+ : Troubleshoot specific behavioral problems, fine-tune consequences, and plan for school handoffs.

Between sessions, families complete short home practices. We review progress data and adjust in real time.

Common roadblocks and fixes

• “My child escalates with commands.” Return to CDI for five minutes to reconnect, then give one calm command with a small, immediate reward for success.
• “They ignore me unless I raise my voice.” Lower the word count. Stand close. Use one-step commands and deliver praise within two seconds of compliance.
• “Transitions are the worst.” Preview with a two-minute warning and a first–then card. Start with only one or two required transitions, then expand.
• “Siblings set each other off.” Run CDI 1:1 with each child during the week. Use PDI commands per child to prevent cross-talk and confusion.

What changes first

Most families notice faster task starts, shorter tantrums, and more “yes” moments within a few weeks. Parents and children argue less because the pattern is predictable. Kids get better at emotional regulation because they know what happens next. Parents report lower stress because decisions get simpler.

How we support parents

Our goal is to support parents, not judge them. We coach parents to use scripts that work under pressure and to keep commands brief and neutral. We build simple data sheets so progress is visible. We collaborate with teachers and caregivers so gains carry into aftercare and class.

If you have an IEP or are navigating special education, we can share PDI language and routines with school staff to align expectations.

Getting started in NYC

Our PCIT therapists deliver parent child interaction therapy in person and via telehealth. We tailor CDI and PDI to your home layout, your schedule, and your child’s triggers. We also coordinate with other services when needed.

• PCIT for children ages 2–7
• Live coaching sessions with clear take-home plans
• Collaboration with schools and caregivers

We serve families across Manhattan, Brooklyn, Queens, and nearby communities.

Ready to turn after-school chaos into a manageable evening routine?

Schedule Parent Child Interaction Therapy with Manhattan Psychology Group. We will teach parents CDI and PDI that work in real life, reduce disruptive behaviors, and strengthen the parent child relationship. Support is available in Manhattan, Brooklyn, Queens, and surrounding areas.

When school is busy and time is short, families and educators need a simple plan for using ABA in the classroom. The goal is not to add more work. It’s to make the learning environment calmer, clearer, and more predictable so students succeed—academic and social. Below is a practical guide for partnering with teachers using manageable steps that fit real classrooms.

If you want hands-on support, our team partners with NYC schools—including board certified behavior analysts (BCBA)—to streamline plans for families in Manhattan, Brooklyn, Queens, and surrounding areas.

Start with a shared purpose

Open with the why: a better educational experience for the student and smoother days for staff. Keep the focus on functional goals that matter in classroom settings (following instructions, task initiation, group work, transitions). For students with autism spectrum disorder and other learners who benefit from structure, clarity creates a supportive path to participation.

Spell out a one-sentence success statement: “By October 1, the student starts independent work within two minutes after instruction in three of four opportunities.”

Build the team and the communication loop

Effective school ABA is a team sport. That team can include teachers, related service providers, and your clinical partners—including Board Certified Behavior Analysts (BCBA). Agree on regular meetings (15 minutes every two weeks) and keep open communication channels with one shared doc or quick check-in email template. Prioritize regular communication that is brief, consistent, and focused on what’s working.

This structure reduces guesswork and supports tailored interventions that match the classroom flow.

Turn goals into manageable steps

ABA works best when goals are broken down. Convert big skills into teachable components:

• Task initiation: cue, materials ready, first action started
• Sustained attention: work block length, quiet hands, eyes on materials
• Communication skills: asking for help, requesting a break, self-advocacy script

For children with Autism Spectrum Disorder (ASD), this approach transforms abstract expectations into clear, doable actions. We use strategies ensuring consistency across staff and periods so skills generalize.

Classroom-friendly ABA strategies teachers actually use

Keep tools simple and teach staff how to run them in under five minutes.

• Visual supports. Schedules, first–then boards, and checklist cards reduce verbal load and help the student track steps independently.
• Positive reinforcement. Define the target behavior, select meaningful reinforcers, and deliver quickly. Use specific praise: “You opened your notebook within two minutes. Nice start.”
• Token systems. Five tokens earn a pre-agreed reward (choice time, classroom job). Fade as skills stick.
• Prompting and fading. Start with the least intrusive prompt. Plan the fade to protect independence.
• Behavior momentum. Start with two easy tasks, then the tougher one.
• Self-management. Student marks their own work blocks and earns a brief break.

These are core aba strategies from applied behavior analysis aba therapy adapted for school routines.

Make data your ally (without drowning in it)

Decisions should be guided by data collected, not hunches. Keep it light:

• Choose 1–2 behavior definitions (e.g., “starts work within two minutes”).
• Use quick tallies or a 0/1 per period sheet.
• Review data during regular meetings and adjust: increase cues, tweak reinforcers, or change task length.

When the plan is clear and the data collected is simple, staff buy-in goes up and changes are faster.

Build a predictable routine that fits the room

A good plan respects the teacher’s reality. Align supports to natural moments:

• Before work: check the visual supports, state the goal, confirm the reinforcer.
• During work: brief, specific praise and a token when criteria are met.
• After work: quick reflection—what worked, what to try next—then back to instruction.

This flow creates a supportive rhythm that doesn’t derail instruction.

Solve common sticking points

• “Rewards are disruptive.” Move to quieter reinforcers (choice of seat, job, brief computer time with headphones) and deliver at natural breaks.
• “Too many prompts.” Plan prompt fading each week; reinforce independent steps more than prompted ones.
• “It works with one teacher, not others.” Share the one-page plan and run a brief huddle—regular communication builds consistency.
• “Behavior spikes during transitions.” Add a mini-schedule, assign a transition role, and pre-cue the next step.

Keep families in the loop

A single page home–school note with two metrics (e.g., “work start time” and “break requests”) keeps everyone aligned. Families can mirror supports at home for homework, strengthening communication skills and generalization.

When to bring in extra support

If progress stalls, ask for a brief observation and plan review by your clinical team—including board certified behavior analysts bcbas. They can refine tailored interventions, model strategies in real time, and adjust reinforcement or prompting. This collaboration often unlocks gains in both academic and social participation.

How we can help

Manhattan Psychology Group partners with schools to implement practical ABA in classroom settings without overwhelm. Our clinicians coordinate with teachers, run quick trainings, streamline data collected, and coach plans that fit busy rooms. We also align ABA with speech, OT, and counseling goals so the whole educational experience points in the same direction.

If your student needs a clear, doable plan, we can help you map manageable steps, set up visual supports, and establish regular communication routines that stick. Services available across Manhattan, Brooklyn, Queens, and nearby communities.

Ready to collaborate without the chaos?
Connect with our team to set up a school plan that creates a supportive path for students with Autism Spectrum Disorder (ASD) and other learners. We’ll bring the team, the tools, and the coaching—so your classroom uses ABA that works and lasts in New York City.

Planner skills are not just about homework. They are core life skills that drive academic success, independence, and confidence. This six-week playbook will help you teach executive functioning in a way students will actually use. It targets time management, planning organization, working memory, study skills, and problem solving for grades 3–12, with quick adaptations by age.

If you want a custom plan, our executive function coaches work with students across Manhattan, Brooklyn, Queens, and surrounding areas.

Week 1: Set up the system students will use

Goal: make the planner a daily tool that lightens working memory.

1. Choose one capture tool. Paper planner, digital calendar, or pages from an executive functioning workbook.
2. Daily capture routine. Record homework, tests, projects, practices, and commitments during last period or right after school.
3. Two anchors. Morning glance before school and evening 3-minute review.
4. Format by grade:

• Grades 3–5: one-page daily view with checkboxes.
• Grades 6–8: weekly view with subject columns.
• Grades 9–12: weekly view plus a monthly calendar.

Coach script: “Write it down first to stay focused later.” The planner is the brain’s external hard drive.

Week 2: Time management and time estimation

Goal: connect tasks to realistic minutes.

1. Estimate time next to each task. Train a quick guess, then check actual time to calibrate.
2. Set a fixed wake up time and homework start time. Consistency reduces friction.
3. Use 20–30 minute work blocks with short movement breaks.
4. Color code by subject or priority.

Adaptations:

• Grades 3–5: use stickers for each finished block.
• Grades 6–8: teach a simple 3-tier priority (must, should, could).
• Grades 9–12: add weekly time budgets for each class.

Week 3: Planning organization for projects

Goal: break big tasks into steps you can see.

1. Backward plan from due dates. List milestones and schedule each one.
2. Use a one-page project sheet. Title, materials, steps, dates, and a teacher check-in.
3. Add a visible parking lot for questions and obstacles to build problem solving.

Adaptations:

• Grades 3–5: teacher signs the plan.
• Grades 6–8: attach rubrics and highlight must-have criteria.
• Grades 9–12: include research tasks and source check deadlines.

Week 4: Study skills that actually boost recall

Goal: replace rereading with retrieval.

1. Two-pass review rule. Short retrieval practice the day you learn it and again two to five days later.
2. Use tested executive functioning activities:

• Retrieval cards: question on the front, answer on the back.
• Brain dumps: write everything you remember, then check gaps.
• Mix and match: practice two subjects in one session to improve transfer.

1. Build a test map one week out. Identify units, formats, and point values.

Adaptations:

• Grades 3–5: teacher-made question cards.
• Grades 6–8: student-made flashcards with weekly quizzes.
• Grades 9–12: past tests for spaced practice plus self-grading.

Week 5: Routines that protect attention

Goal: help students stay focused without constant reminders.

1. Start-up checklist. Open planner, list top three, set timer, start.
2. Distraction plan. Phone in another room, closed tabs, one notebook out.
3. End-of-day reset. Pack bag, check tomorrow’s entries, set clothes, sleep alarm.
4. Build executive habits slowly. Tie each new step to an existing routine like brushing teeth to literally build executive capacity.

Adaptations:

• Grades 3–5: visual checklist on the desk.
• Grades 6–8: timer plus movement break every two blocks.
• Grades 9–12: self-monitoring log of distractions and fixes.

Week 6: Problem solving and self-advocacy

Goal: students troubleshoot and communicate before things slide.

1. Weekly review meeting. Ten minutes on Sunday to scan the week, adjust time budgets, and flag risk areas.
2. Email template to teachers. One paragraph that states the task, the barrier, and the plan, then a clear question.
3. Data check. Compare time estimates to actuals and adjust the next week.

Adaptations:

• Grades 3–5: parent prompts the Sunday meeting.
• Grades 6–8: student writes the plan, parent reviews.
• Grades 9–12: student leads, parent only audits for gaps.

Quick troubleshooting

• Planner is blank. Move capture to a set class or homeroom and have a teacher initial for two weeks.
• Tasks take twice as long. Shrink blocks and add more retrieval methods.
• Meltdowns with big projects. Return to Week 3’s project sheet, then schedule the first 10-minute starter step.
• Avoidance spikes. Use a 2-minute rule to initiate, then extend to 10 if momentum builds.

What to expect

Most students show gains in two to three weeks when the routine is daily. Families notice less nagging, fewer late assignments, and better time management. Over time, these planner skills generalize to chores, sports, and other life skills.

If your child needs more structure, our team can teach executive functioning with targeted coaching or use ABA-informed routines for task initiation. We also integrate strategies with therapy when anxiety or ADHD is in the mix. Sessions available in Manhattan, Brooklyn, Queens, and nearby communities.

Ready to build lasting executive functioning skills

Manhattan Psychology Group offers 1:1 coaching, small groups, and school collaboration to build executive routines that stick. We provide templates, an executive functioning workbook approach when helpful, and coaching that meets students where they are. Contact us to set up a plan that fits your child and your family in Manhattan, Brooklyn, Queens, and surrounding areas.

Resetting Sleep for School: Evidence-Based Strategies Kids Actually Use

When school starts, late summer nights collide with early alarms. For many school aged children, that means cranky mornings, daytime sleepiness, and slow starts. The fix is not luck. It is a plan that rebuilds the child’s sleep schedule before the first bell and protects sleep health all year.

If you want support tailoring a plan, our clinicians see families across Manhattan, Brooklyn, Queens, and surrounding areas.

How much sleep do kids need

Target hours of sleep each night:

•     Ages 6–12: about 9–12 hours
•     Teens: about 8–10 hours

Use these ranges to set a realistic child’s bedtime and wake up time for the school year.

Start the reset 10–14 days out

Shift in small steps to move sleep schedules earlier.

•     Nudge bedtime and wake time 10–15 minutes earlier every 1–2 days.
•     Keep changes daily rather than just on weekdays.
•     Protect consistent bedtimes on weekends. One late night can undo progress.

If you need coaching to sequence the shift, our executive function specialists can help families in NYC build morning and evening checklists.

Anchor the body clock

Your body’s internal clock runs on cues. Use them.

•     Morning light. Open blinds within 10 minutes of waking. Natural light advances the circadian rhythm and helps kids feel alert.
•     Movement. A brisk walk or quick play session in the morning stabilizes energy.
•     Meals. Serve breakfast soon after waking and set a regular dinner time. Meal timing reinforces the sleep-wake signal.

These basics improve both physical and mental readiness for the school day.

Build a bedtime routine kids will follow

A predictable bedtime routine reduces arousal and helps kids fall asleep on time.

•     60 minutes before bed: dim lights, stop homework, power down bright screens.
•     30 minutes: warm shower or bath, light snack if hungry.
•     15 minutes: the same quiet sequence nightly, like brush teeth, pajamas, read together, lights out.

Keep it short. If your routine drifts, write it down and post it where your child can see it.

Behavioral sleep tools that work

Use simple behavioral sleep strategies to boost success:

•     Bedtime fading. If a child lies awake for long stretches, temporarily set bedtime closer to the time they actually fall asleep, then move it earlier by 10–15 minutes every few nights once they are falling asleep quickly.
•     The bedtime pass. For kids who pop out of bed repeatedly, give one pass per night to use for a quick question or bathroom break. Praise staying in bed when the pass is unused.
•     Response plan. If your child calls out, keep responses brief and calm. Repeat the same script each time.

For younger children, our PCIT clinicians coach parents in real time to reduce protest at bedtime and strengthen cooperation. Ask about sessions in Manhattan, Brooklyn, and Queens.

Set the room for sleep

Small environment tweaks pay off:

•     Cool, dark, quiet bedroom. Consider blackout shades and a simple sound machine.
•     Keep beds for sleep, not gaming or streaming.
•     Remove visible clocks that prompt clock-watching.

These adjustments support healthy sleep habits and reduce daytime sleepiness.

Handle naps, caffeine, and late activities

•     Limit naps after 3 p.m. for elementary students and avoid naps for teens unless sick.
•     Skip caffeine after noon. Watch sports drinks and teas.
•     If practices end late, offer a protein-forward snack and begin the shortened routine as soon as you get home.

Morning cues matter

Mornings set the next night’s sleep:

•     Get out of bed at the planned wake up time even after a rough night.
•     Build a quick activation routine: light, water, movement, and eating breakfast with protein.
•     Walk or bike part of the commute when possible to reinforce the circadian rhythm.

Our team can help design realistic morning systems for NYC families juggling tight schedules.

Watch for red flags

Consult a pediatrician or sleep specialist if you see:

•     Loud snoring, gasping, or very restless sleep
•     Frequent night terrors or sleepwalking
•     Persistent insomnia, severe daytime sleepiness, or mood changes
•     Suspected health conditions like asthma, allergies, or reflux that disrupt sleep

If anxiety is driving bedtime battles, or if ADHD complicates routines, our therapists can integrate sleep work into treatment. We coordinate care across Manhattan, Brooklyn, Queens, and nearby neighborhoods.

Troubleshooting common hurdles

My child isn’t tired at the new time. Increase morning light and activity, pull screens earlier, and use bedtime fading for a week.

They wake at 3 a.m. and cannot return to sleep. Keep lights low, guide one brief reset strategy such as a breathing exercise, then back to bed. If it persists, check for pain, allergies, or stress.

Homework pushes bedtime late. Use executive function strategies: start earlier, chunk tasks, use timers, and set a hard stop to protect pediatric sleep. Reach out for coaching if evenings feel out of control.

Sports end at 8 p.m. Prioritize a compressed wind-down and consistent lights out. Consistency beats length.

Make a realistic plan

1. Choose your target wake up time for the first day of school.
2. Count back to set a target child’s bedtime that meets the needed hours of sleep each night.
3. Map a 10–14 day step-down.
4. Post the routine and practice it nightly.
5. Track progress for one week, then adjust.

If you want a customized plan or help with follow-through, our clinicians provide sleep-focused visits, PCIT for younger children, ABA-informed routines for kids who need more structure, and executive function coaching for students. We serve families across Manhattan, Brooklyn, Queens, and surrounding areas.

A steady sleep reset is possible. With consistent cues, a simple routine, and the right behavioral sleep strategies, kids start the school year sharper and calmer. If your family needs extra support, contact Manhattan Psychology Group to build a plan that fits your home and your child. We are here for NYC families in Manhattan, Brooklyn, Queens, and nearby communities.

School readiness is more than letters and numbers. For young children, it’s the ability to follow directions, shift between activities, and manage big feelings. When those skills lag, mornings melt down and drop-off drags. Parent Child Interaction Therapy (PCIT) is an evidence based treatment program that targets these foundations for children ages 2–7. Delivered with live coaching, PCIT reduces tantrums, strengthens the parent child relationship, and builds cooperation that holds up in classrooms.

If your family needs a clear plan before or during the school year, our clinicians provide PCIT and PCIT training across Manhattan, Brooklyn, Queens, and surrounding areas.

What PCIT Is and Why It Works

PCIT is a short-term, behavioral, evidence based approach designed for children with behavioral challenges and behavior problems like defiance, aggression, or severe tantrums. Sessions take place with your child present while a therapist coach[es] parents in real time through a small earpiece. You practice specific skills while your child plays or completes simple tasks. The result is fewer problematic behavior patterns, better emotional regulation, and more positive behaviors tied to school success.

PCIT is an evidence based treatment backed by strong research for preschoolers and early elementary students, including those who struggle with transitions, sharing, waiting, and following directions.

The Two Phases: CDI and PDI

PCIT has two structured parts. Each phase targets a different component of school readiness.

1) Child Directed Interaction (CDI)

In Child Directed Interaction (CDI), you follow your child’s lead during play and use PRIDE skills:

• Praise specific actions: “You’re lining up the blocks so carefully.”
• Reflect speech to boost language and listening.
• Imitate appropriate play to join, not control.
• Describe behavior like a sportscaster to keep attention anchored.
• Show Enthusiasm to make positive attention the strongest reinforcer.

CDI calms the parent–child loop, grows attention span, and strengthens the parent child relationship. It also builds early communication and emotional regulation that children need for circle time, centers, and peer play.

2) Parent Directed Interaction (PDI)

In Parent Directed Interaction (PDI), you teach compliance and follow-through with:

• Effective commands: one step at first, calm voice, clear words.
• Choices and consequences that are brief and predictable.
• Consistent follow-through so directions mean the same thing every time.

PDI maps directly onto school demands: lining up, cleaning up, starting work, and shifting between tasks. The sequence is taught, rehearsed, and coached in real time until it is fluent.

How PCIT Prepares Kids for School

PCIT targets the exact moments that derail mornings and classrooms:

• Morning routine: get dressed, backpack check, out the door without power struggles.
• Separation: a short, predictable goodbye lowers protest at drop-off.
• Transitions: shift from play to cleanup to table work with fewer protests.
• Following directions: start tasks the first time, then expand to two-step directions.
• Waiting and sharing: practice tolerating delays and taking turns, essential for centers and group work.

Because the therapist coach[es] parents during these scenarios, gains generalize from in session to home and to school.

What Sessions Look Like

• Assessment and goal setting: we define target behaviors tied to school readiness.
• Weekly sessions: 45–60 minutes where we practice CDI or PDI while you receive real time prompts.
• Homework: 5–10 minutes of daily “special play” during CDI and short practice rounds of PDI routines.
• Progress tracking: brief metrics on compliance, tantrum length, and transition success guide pacing.

Most families notice fewer meltdowns and smoother transitions as skills consolidate. Many also report lower parenting stress because scripts are clear and disciplinary  decisions become simpler. 

The Skills You Learn

PCIT focuses on specific skills that turn chaos into structure:

• Positive parenting sequences that make attention a tool, not a trap
• Labeled praise that outcompetes nagging
• Ignoring minor off-task behaviors to starve it of fuel
• Giving effective commands and following through with them
• Staying calm and predictable even when your child escalates

These skills are teachable, rehearsed, and strengthened with PCIT training until the parent can run them independently without coaching.

When PCIT Is a Fit

Consider PCIT if your child:

• Has daily tantrums that last longer than you’d expect for their age
• Refuses transitions like leaving the house, getting in the stroller, or moving to table work
• Hits, throws, or screams when frustrated
• Struggles with teacher directions or peer play
• Needs a school readiness plan tied to behavior, not just academics

PCIT pairs well with other services. For some families, our team coordinates with speech, OT, or ABA so positive behaviors are reinforced across settings. We can also align with preschool or elementary staff to carry skills into the classroom.

Why Parents Feel Better Too

A big driver of parental stress is uncertainty. PCIT replaces guesswork with a clear treatment program and a coach in your ear. You will know exactly what to say, when to praise, when to ignore, and how to reset. Families often describe evenings that used to spiral as predictable and calmer within weeks.

Getting Started in NYC

Manhattan Psychology Group provides Parent Child Interaction Therapy (PCIT) for children ages 2–7 and coach[es] parents through PCIT training until gains hold at home and school. We deliver sessions in person and via telehealth adaptations, with measurable goals tied to school readiness.

• In-person and telehealth options across Manhattan, Brooklyn, Queens, and surrounding areas
• Collaborative planning with schools to carry CDI and PDI strategies into class routines
• Parent handouts and quick-reference cards to keep CDI and PDI skills top of mind

A Simple Plan for Fewer Tantrums and Better Transitions

PCIT is practical, structured, and built for the moments that matter before and during school. This evidence based approach helps young children learn to cooperate, regulate, and follow directions while giving caregivers the tools to respond with confidence.

If your family is ready for calmer mornings and smoother drop-offs, reach out to schedule PCIT training with our team in Manhattan, Brooklyn, Queens, and nearby communities. We’ll help you apply CDI and PDI to your child’s day so that school can begin easier and stay on track.