Family & IEP Consulting with Cassie Arias, 2719 S Reyes, Mesa, AZ (2026)

09/15/2026

Weekly Research Fact...

Learning a coping skill is only the first step. The real goal is helping a child use that skill in different settings.

A 2025 pilot study examined an eight-session SEL program that taught breathing, relaxation, guided imagery, and cognitive-behavioral strategies to students in grades 1–4. Caregivers reported improvements in executive functioning, but teachers did not observe significant changes at school.

Why might a skill work at home or during a supportive session but not in the classroom?

Skills do not always transfer automatically. A child may practice deep breathing successfully in a quiet room but struggle to remember or feel comfortable using it during independent work, a difficult transition, or a peer conflict.

The strategy may also need to look different in each environment.

At home or during a session, a child might use:

• Full-body movements
• Wall pushes or jumping
• A longer breathing exercise
• Guided imagery
• A quiet sensory break

In the classroom, the same regulation goal might be supported more discreetly with:

• Pressing the hands or fingertips together
• Briefly tightening and releasing the muscles
• Giving oneself a gentle hand squeeze
• Taking one slow breath while looking down
• Using a quiet visual or verbal reminder
• Requesting a short, planned break

The purpose remains the same, but the strategy is adjusted to fit the setting.

It is also important to recognize that SEL and executive functioning are connected but they are not interchangeable. Calming strategies may help a child become ready to use executive-functioning skills, but children may still need direct instruction in planning, flexibility, impulse control, task initiation, and completing steps.

In my one-on-one SEL and executive-functioning sessions, we do more than practice a skill in isolation. We identify:

• When the child will need it
• Where it can realistically be used
• What it should look like in different settings
• How the child will remember to use it
• Whether it is improving participation and independence

I also collaborate with families and, when appropriate, school teams so strategies can be adjusted and reinforced across sessions, home, and school.

A strategy is not truly useful because a child can demonstrate it with an adult. It becomes useful when the child can recognize when it is needed, adapt it to the environment, and use it in daily life.

I am currently accepting students for individualized SEL and executive-functioning support.

🔗 cassiearias.com

Research: [Pilot Evaluation of an SEL Program on Executive Functions](https://researchportal.ulisboa.pt/en/publications/pilot-evaluation-of-a-socio-emotional-learning-program-on-executi/)

09/11/2026

Weekly Research Fact...
Not every sensory tool is right for every child or every situation.

A 2025 systematic review of 21 studies examined commonly used sensory-based interventions for children and adolescents. The findings offer an important reminder: sensory tools should be selected carefully and used for a clearly defined purpose.

The review found stronger support for caregiver training and some types of deep-pressure input. However, alternative seating generally did not improve attention, and one classroom study found that fidget spinners increased attention-related difficulties rather than reducing them.

This does not mean sensory tools are “good” or “bad.” It means each tool has a purpose and the right choice depends on the individual child, the environment, and the specific need.

Before introducing a sensory strategy, we should ask:

• What problem are we trying to address?
• Is the child seeking calm, alertness, movement, focus, or comfort?
• Does the tool improve participation in the targeted activity?
• How does the child feel about using it?
• What do we observe before and after the strategy?

A child enjoying a wobble seat, fidget, or weighted item does not automatically mean it is helping them focus, regulate, or complete their work. The outcome, not the popularity of the product, should guide the decision.

In my one-on-one SEL and executive-functioning sessions, I help families better understand a child’s individual needs and identify strategies to use purposefully across sessions, at home, and at school. When everyone understands why a strategy is being used, it becomes easier to create consistency, measure progress, and adjust the plan when needed.

Sensory support should always preserve the child’s voice and choice. Deep-pressure tools should never be forced, used to gain compliance, or substituted for guidance from an occupational therapist when clinical support is needed.

I am currently accepting students for individualized SEL and executive-functioning support. Contact me to learn more about developing a thoughtful, coordinated support plan for your child.

🔗 cassiearias.com

Research: [Systematic Review of Sensory-Based Interventions for Children and Youth](https://www.frontiersin.org/journals/pediatrics/articles/10.3389/fped.2025.1720179/full)

09/05/2026

What Should Executive Functioning Look Like at Different Ages?

Executive functioning skills help children manage their thoughts, emotions, time, actions, and responsibilities.
These skills develop gradually and children of the same age may develop them at very different rates.

Here is what you may begin to notice at different stages:

Ages 5–7: Building the Foundation

Children are learning to:
• Follow one- or two-step directions
• Wait briefly for a turn
• Transition between activities with support
• Remember simple routines
• Begin calming their bodies after becoming upset
• Complete short tasks with adult reminders

At this age, children still need visual reminders, repetition, movement, and plenty of adult support.

Ages 8–10: Practicing Independence

Children are beginning to:
• Follow multistep directions
• Organize basic school materials
• Recognize when they need help
• Use simple strategies to manage frustration
• Begin estimating how long tasks will take
• Complete familiar routines more independently

A child may understand what to do but still struggle to begin, stay focused, or finish.

Ages 11–13: Managing Increasing Demands

Preteens are learning to:
• Keep track of multiple assignments
• Prioritize responsibilities
• Break larger tasks into smaller steps
• Manage stronger emotions and social pressures
• Adjust when plans change
• Reflect on choices and consequences

More independence is expected during these years, but the brain skills needed to manage that independence are still developing.

Ages 14–18: Preparing for Adult Responsibilities

Teens are working toward:
• Planning long-term projects
• Balancing school, activities, work, and relationships
• Managing deadlines without frequent reminders
• Advocating for help before reaching a crisis
• Making decisions with future consequences in mind
• Recognizing which strategies help them succeed

A teen may be intelligent and capable but still struggle with planning, starting, remembering, or following through. That is not automatically laziness or a lack of motivation.

Executive functioning support is not about doing everything for a child. It is about identifying the missing skill, teaching a strategy, practicing it, and gradually building independence.

I provide individualized executive functioning support for children and teens ages 5–18.
Sessions are available in person or virtually and may focus on organization, task initiation, emotional regulation, flexible thinking, time management, self-advocacy, and confidence.

For eligible Arizona families, sessions may qualify for ESA funding when program and documentation requirements are met.

📩 Contact me to discuss which skills may be getting in the way of your child’s success.

09/04/2026

Weekly Research Facts.....

Executive-functioning skills do not develop in isolation and support should not happen in isolation either.

A 2026 study involving 148 students with autism and ADHD found that school-based programs improved executive-functioning outcomes when skills such as flexibility, planning, and goal-setting were explicitly taught and reinforced by school staff, teachers, and caregivers.

The biggest takeaway? Consistency matters!!!

When a child hears the same language at school, during individual sessions, and at home, they have more opportunities to understand, practice, and apply their skills in everyday situations.

In my one-on-one SEL and executive-functioning sessions, I help students practice skills such as:

• Starting and completing tasks
• Creating a plan and adjusting when it changes
• Transitioning between activities
• Managing frustration and getting “unstuck”
• Setting achievable goals
• Building confidence and independence

I also work with families and, when appropriate, school teams to create shared strategies and simple prompts such as:

“What is the goal?”
“What is your first step?”
“What could Plan B be?”
“What will help you get unstuck?”

True progress is not simply a child demonstrating a skill during one session. It is helping that child use the skill at home, at school, and throughout daily life.

I am currently accepting students for individualized SEL and executive-functioning support. Contact me to learn more about creating a coordinated plan for your child.

🔗 cassiearias.com

Research: [School-Based Executive Functioning Interventions](https://www.tandfonline.com/doi/full/10.1080/23794925.2026.2633981)

07/26/2026

🍎 **Back-to-School is Here!** ✏️📚

A new school year brings new routines, new teachers, new opportunities...and sometimes new challenges. Whether your child is entering school for the first time, transitioning to a new grade, or needs a little extra support, now is the perfect time to make sure everything is in place for a successful year.

As you prepare for the school year, don't forget to download and work through my 504 and IEP **Back-to-School Checklist** to help ensure your family is ready from day one!

Starting August 4th, I have openings for:
✅ Social-Emotional Learning (SEL) Sessions
✅ Executive Functioning Coaching
✅ IEP & 504 Consultation and Advocacy
✅ Parent Coaching
✅ School Collaboration & Meeting Support
✅ Small Group SEL Sessions (once a month)

Starting the year with the right supports can make all the difference in building confidence, reducing stress, and creating a successful school experience for both students and families.

If you have questions about your child's emotional regulation, organization, executive functioning, school supports, or you're wondering whether an IEP or 504 may be appropriate, I'm here to help.

💙 Let's work together to help your child thrive this school year!

📍Download the **Back-to-School Checklist**
📍Learn more about my services at **cassiearias.com**

Feel free to share this post with a family or friend who may benefit. Here's to an amazing school year! 🍎✨

07/03/2026

A Little Adventure. A Big Win. ❤️🚈

This week reminded me that some of the very best adventures don't have to be extravagant.

When you have a neurodivergent child, finding outings that are enjoyable without becoming overwhelming can sometimes feel challenging. Busy environments, loud noises, long waits, and sensory overload can make many family activities difficult.

So this week, we tried something different.
We hopped on the Valley Metro Light Rail, rode to Downtown Tempe for lunch, then continued to Downtown Mesa to spend the afternoon at the IDEA Museum.

The biggest surprise? The train ride became the highlight of the entire day.
My son was absolutely fascinated by everything, the stations, watching the train arrive, listening to the announcements, and seeing how the whole light rail system worked. He was completely engaged from start to finish, and before we even made it home, he was already asking, "When can we ride it again?" ❤️

Sometimes the activity isn't what creates the memory, it's the journey getting there.

If you're looking for a sensory-friendly family adventure in the Valley, I highly recommend taking the Light Rail to the IDEA Museum in Mesa. It was a simple, affordable outing that gave us quality time together, supported his interests, and created memories we'll both treasure.

For families of neurodivergent children, I hope this serves as a reminder that there isn't one "right" way to explore the world. Following your child's interests can often lead to the most meaningful experiences.

Have you discovered any hidden gems or outings your neurodivergent child absolutely loves? I'd love to hear your recommendations below! 💙

IDEAMuseum ValleyMetro FamilyAdventures SensoryFriendly FollowTheirInterests FamilyMemories ParentingJourney

06/24/2026

🌟 NEW! SEL + STEAM Challenge Kits

Looking for meaningful, screen-free activities that keep your child engaged while building important life skills?

I'm excited to share my new SEL + STEAM Challenge Kits!

Each kit includes:
✅ All materials needed for the challenge
✅ Step-by-step instructions
✅ Social-Emotional Learning discussion prompts
✅ Family connection activities
✅ Reflection questions
✅ Hands-on problem-solving fun

These aren't just craft kits.

They are designed to help children build:
💡 Creativity
🤝 Teamwork
🧠 Problem-Solving Skills
💪 Confidence
❤️ Emotional Regulation
🌱 Growth Mindset

Every challenge encourages children to think, create, test, redesign, and reflect while engaging in meaningful conversations with the adults in their lives.

Current challenges include:
🌵 Save the Ice Cream
🏴‍☠️ Treasure Map Challenge
🏗️ Tall Tower Challenge
⚙️ Wind-Powered Car
🚀 Moon Rover Rescue
🌊 Ocean Engineering Challenges
…and more!

Perfect for:
✔ Summer learning
✔ Homeschool enrichment
✔ Family game nights
✔ Birthday gifts
✔ Classroom extensions
✔ Rainy-day activities

Would your family be interested in individual kits or a complete summer bundle? Let me know below!

06/24/2026

Hello everyone,

I have a parent who reached out looking for a tutor for her son, who will be entering 9th grade this fall. She is looking for someone 2-3 days a week and located in Chandler,Az.

She is seeking support in:
*Math and Social Studies
*Organization and executive functioning skills
*Assignment management
*Tracking and meeting due dates

If you know of someone who may be a good fit, please have them reach out to me. I would be happy to connect them with the family.

Thank you!

06/18/2026

What does goal alignment look like?

One of the biggest challenges families face is knowing how to support skills at home without adding more worksheets, homework, or stress.

This is a real example of how I take a child's IEP goals, therapy goals, counseling goals, and family priorities and turn them into simple, play-based activities that fit naturally into everyday life.

✔️ Reading goals become games in the grocery store.
✔️ Math goals become snack-time conversations.
✔️ Writing goals become hands-on sensory activities.
✔️ Language and social skills become fun family interactions.

The goal isn't more work, it's creating meaningful opportunities to practice skills through connection, play, and daily routines.

Most activities take just 5–15 minutes a day and can be done with items you already have at home.
When home, school, and therapy goals work together, children get more consistent practice, greater confidence, and stronger progress across environments.

Connection first. Learning follows.

05/23/2026

SPOTS are filling up!!! Be sure to sign up to get the early bird rate!!!

Don't want a camp, I also have 3 spots available for one-on-one sessions!! Please message me for further details.

Hello Families,
My name is Cassie Arias, and I am excited to introduce a unique summer enrichment opportunity for children entering 1st–6th grade this summer.

I am a Montessori educator, teacher, and Social-Emotional Learning (SEL) specialist with over 15 years of experience supporting children and families. As both an educator and parent, I understand how important it is to create learning experiences that build not only academic and creative skills, but also confidence, emotional awareness, communication, and problem-solving abilities.
This summer, I will be hosting a small-group indoor SEL + STEAM Summer Series from my home setting in Mesa, Arizona. The program combines hands-on STEAM activities with embedded social-emotional learning in a fun, supportive, and engaging environment.

Students will participate in:
- Creative engineering and design challenges
- Team-building activities
- Problem-solving games
- Science and art exploration
- Collaborative projects
- Take-home family connection

The goal of the program is to help children:
✔ Build confidence
✔ Strengthen communication skills
✔ Practice teamwork and flexibility
✔ Develop creative problem-solving abilities
✔ Stay engaged in meaningful learning during the summer months

Program Details:
📍 Location: Mesa, AZ 85202
🕘 Time: 9:00 AM – 12:00 PM (snack included)

1st–3rd Grade Series (Thursdays):
June 18, 25, July 2, & July 9

4th–6th Grade Series (Fridays):
June 19, 26, July 3, & July 10

Pricing:
- $125 per session
- $400 full 4-week program
- Early Bird Rate: $375 if paid before June 5th

Enrollment is intentionally limited to 12 children per group to maintain a personalized and supportive environment.
I have attached the flyer with additional program information, along with the registration link.

I would love the opportunity to work with your child this summer and help create meaningful learning experiences that extend beyond the classroom.

Message me for the registration link or any questions!

Family & IEP Consulting with Cassie Arias

09/15/2026

09/11/2026

09/05/2026

09/04/2026

07/26/2026

07/03/2026

06/24/2026

06/24/2026

06/18/2026

05/23/2026

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