The Certification Curriculum
Six rigorous modules moving from theoretical abstraction to clinical application. Each integrates readings, case studies, and practical assignments.
From Theory to Practice
The curriculum rejects the notion of EF issues as "behavioral choices" or "character flaws," instead grounding all instruction in the neuroanatomy of the prefrontal cortex and the developmental trajectory of self-regulation.
Free vs Paid Boundary
Free: all reading, theory pages, source links, and public tools. Paid: graded tests/assignments, rubric feedback, certification processing, and alumni directory pathway.
Guiding Principle
"Executive function deficits are disorders of the point of performance. The role of the coach is to be present at that point — to act as an external scaffold while training the client's own neural circuits to eventually assume command."
Complete Curriculum Overview
Neuropsychology of Self-Regulation
The intellectual baseline for the certification
This module requires trainees to synthesize competing yet complementary theories of executive dysfunction to form a cohesive coaching philosophy.
- Unit 1.1: Evolution & Inhibition (Barkley) — The "Stop, Look, Listen" mechanism and the 4 secondary functions
- Unit 1.2: The Six Clusters (Brown) — Activation, Focus, Effort, Emotion, Memory, Action, and "Chemical Situational Variability"
- Unit 1.3: Neuroanatomy 101 — The Prefrontal Cortex, Striatum, Cerebellum, and developmental timelines ("Cool" vs. "Hot" EF)
- The brain as "Air Traffic Control System" (Harvard metaphor)
- PFC development timeline from infancy to mid-twenties
- Three core dimensions: Working Memory, Inhibitory Control, Cognitive Flexibility
- Barkley's evolutionary model: public-to-private internalization
- "Time Blindness" and temporal horizons
- The "Extended Phenotype" — EF extending into the physical environment
Assignment 1.1: The "Temporal Horizon" Analysis
Objective: Internalize the concept of "Time Blindness" and its impact on planning.
Write a 1,500-word analysis contrasting the "temporal horizon" of a neurotypical 25-year-old with that of a 25-year-old with significant EF deficits. How does "temporal myopia" affect financial planning, career development, and relationship maintenance? Propose three coaching interventions grounded in the Barkley model.
Assessment Protocols & Intake Strategy
From theory to diagnostics
While coaches do not diagnose pathology, they must assess functional impairment to tailor interventions. This module relies heavily on the work of Dawson and Guare.
- Unit 2.1: The Tools — Administering the ESQ-R, BRIEF-2, and Brown Scales
- Unit 2.2: Interpretation — Finding the "story" in the data, identifying discrepancies between self and observer reports
- Unit 2.3: The Intake Session — Scripting the conversation, establishing the "Collaborative Alliance"
- The ESQ-R: 25-item self-report measure for 11+ EF skills
- "Goodness of Fit" concept — when demands exceed skills
- Strengths-based coaching: share strengths before weaknesses
- Discrepancy analysis between self-report and observer reports
- "Point of Performance" audits (digital and physical)
- BRIEF-2: BRI, ERI, and CRI interpretation
Assignment 2.1: The Intake Simulation
Objective: Practice data gathering and synthesis.
Locate a volunteer. Administer the Executive Skills Questionnaire. Conduct a 30-minute structured intake interview assessing "Goodness of Fit." Create a 3-4 page "Client Profile Report" including: Executive Profile graph, Narrative Summary, Environmental Analysis, and three SMART goals.
The Coaching Architecture
Dawson & Guare Framework
This module operationalizes the intervention process, distinguishing EF coaching from tutoring and therapy, framing coaching as "skill acquisition" and "environmental modification."
- Unit 3.1: Environmental Modifications — Changing the where and when to support the who
- Unit 3.2: Skill Building — Explicit instruction, modeling, and rehearsal strategies
- Unit 3.3: The Coaching Cycle — Goal setting (SMART), Strategy selection, Action planning, Monitoring
- Two-Tiered Intervention Logic: Change environment first, then teach skills
- Coach as "External Frontal Lobe" — lending executive skills while fostering independence
- The "Fade Plan" for transferring functions back to the client
- ICF Core Competencies adapted for the EF context
- Motivational Interviewing: rolling with resistance
- The "Triangle of Trust" for student-parent-coach relationships
Assignment 3.1: The Ethics & Competency Portfolio
Objective: Demonstrate readiness for professional practice.
Create a portfolio containing: (1) A "Therapy vs. Coaching" script for handling clients who discuss trauma, (2) A session agenda template with prompts for Accountability, Agreement, Awareness, and Growth, (3) A 1,000-word reflective essay analyzing the risks of over-functioning for a client.
Applied Methodologies
The "360 Thinking" Model & Practical Tools
This module provides concrete tools for time and task management, incorporating the "360 Thinking" model and moving beyond general advice to specific visual-spatial strategies.
- Unit 4.1: 360 Thinking (Ward) — "Get Ready, Do, Done" and visualizing the final product
- Unit 4.2: Temporal Management — Analog vs. Digital time, time horizons and future-sightedness
- Unit 4.3: Cognitive Offloading — Externalizing working memory via lists, voice memos, and visual cues
- "Get Ready, Do, Done" backward planning methodology
- Addressing "Time Blindness" with analog tools
- The "Time Timer" and prediction vs. reality exercises
- Red/Green/Yellow planning mats
- Cognitive offloading: externalizing memory to the environment
Assignment 4.1: (Combined with Module 5)
The applied intervention skills from this module are assessed through the detailed Intervention Design Project in Module 5.
Strategic Interventions & Special Populations
Environmental Engineering & the Intervention Toolkit
This module constitutes the "toolkit" of the practitioner, transitioning from theory to specific "how-to" strategies. It also addresses the nuances of ADHD, ASD, and critical life transitions.
- Unit 5.1: Time Management interventions — Analog clocks, Time Timers, backwards planning
- Unit 5.2: Task Initiation — Micro-tasking, 5-minute rule, body doubling
- Unit 5.3: Organization & Working Memory — Launch pads, checklists, cognitive offloading
- Unit 5.4: Emotional Regulation — "Hard Times" Board, future self visualization
- Unit 5.5: ADHD & ASD Nuances, Pathological Demand Avoidance, Transitions
- Environmental Engineering: changing the environment to modify behavior
- "Wall of Awful" — procrastination as emotional regulation issue
- The "Interest-Based Nervous System" of ADHD
- Body doubling and social facilitation
- The college "cliff" when scaffolding is removed
- Independent living skills and financial EF
Assignment 5.1: The Intervention Design Project
Case Study: "Marcus is a 30-year-old software developer working from home. He is brilliant but constantly on the verge of being fired for missed deadlines. He works in a chaotic home office, forgets to eat until 4 PM, stays up until 3 AM playing video games, and sleeps through his 9 AM meetings."
Task (2,500 words): Design a "Full-Stack" Intervention Plan covering physical environment redesign, bio-regulation protocol, working memory system for deadlines, and a "Startup Routine" for his workday. Justify each choice using theoretical models from Module II.
Professional Ethics & Practice Management
Building your coaching business
The final module ensures graduates operate within legal and ethical boundaries and can build a sustainable practice. Even the most skilled coach cannot help clients if they cannot attract them or manage the business logistics.
- Unit 6.1: Ethics — ICF/NBEFC standards, scope of practice vs. therapy
- Unit 6.2: Business Setup — Contracts, insurance, marketing
- Unit 6.3: The Launch Kit — How to use the provided tools in practice
- ICF & NBEFC Code of Ethics alignment
- Scope of practice and recognizing referral red flags
- Niche specialization and value proposition
- Pricing models: hourly vs. packages vs. retainers
- Marketing: referral networks, content marketing, discovery calls
- Service agreements, liability insurance, and session documentation
Assignment 6.1: The "Launch Kit" Capstone
Objective: Build the actual assets needed to open a business.
Create a professional "Launch Kit" containing: (1) A one-page business plan defining your niche, audience, pricing, and revenue goals, (2) A service menu describing your packages with pricing, (3) A customized client agreement based on ICF templates, (4) A 200-word professional bio.
What You Actually Receive In The Launch Kit
A concrete preview of the implementation files used in Module 6 and capstone preparation.
Sample File Inventory
Client_Service_Agreement_Template.docxIntake_Questionnaire_v2.pdfScope_of_Practice_Disclosure.pdfSession_Notes_and_Action_Log.xlsxCapstone_Submission_Checklist.pdfCredential_Verification_Workflow.md
The curriculum is free to study. Paid services cover rubric scoring, formal feedback, credential operations, and alumni listing support.
Theoretical Models at a Glance
A comparative analysis of the three core theoretical models integrated throughout the curriculum.
| Dimension | Barkley Model | Brown Model | Dawson & Guare Model |
|---|---|---|---|
| Core Concept | EF as unified self-regulation; Inhibition is the keystone | Six integrated clusters; symphony orchestra metaphor | 12 discrete skills in Thinking & Doing domains |
| Structure | Hierarchical (Inhibition → 4 dependent functions) | Cluster-based (6 interconnected clusters) | Skills-based (12 independent skills) |
| Best For | Understanding the mechanism of deficits | Explaining situational variability | Assessment and goal-setting |
| Key Insight | "Time blindness" and the Extended Phenotype | EF is chemically modulated, not willful | "Goodness of Fit" between demands and skills |
| Coaching Application | Justify prosthetic tools as medical supports | Reduce shame by explaining variability | Create targeted intervention plans |
Ready to Start?
Start the CEFC path with clear milestones, graded work, and feedback at each stage.