Coach Training FAQs | ADHD Education FAQs | Registration FAQs | ADDCA Procedures FAQ's

Coach Training FAQ's


The Academy's program is designed to coach every age segment, including: children and adolescents; teenagers; young adults; and senior citizens. We have a number of training coaches that have successfully developed coaching practices in each of these age segments, and have learned the skills through our teleclasses and labs.

Every coaching model and skill that we teach is designed to be used for coaching a child or an adult by making slight modifications. One of the excellent elements of our program is that we encourage students to bring their own challenges, or the challenges of a relative or client they are currently working with, so that we can use those real-life scenarios to practice the coaching skill-sets as they are being taught.

We apply what we have learned -- no matter what the age group -- and then receive observations from the class and feedback from the instructor. The Academy's program is not designed to just teach one age segment of the ADHD population; it is designed for all age segments of the population, and for those who are willing to coach and have the ability to process and articulate what is going on in their lives. So, a three or four-year-old child with ADHD who may be having processing challenges and is unable to communicate what is going on would not be a good candidate for coaching. However, an eleven-year-old who is able to identify or respond to what to what challenges are impairing his or her ability to move forward would likely respond effectively to coaching.

All of our modules and lessons are designed to accommodate all of the different age segments. The sessions are also dedicated to coaching around specific scenarios that facilitate an ability to practice the individual coaching skills and receive valuable feedback.
 


Most definitely! One of the great benefits that only the ADD Coach Academy coach training program can offer is for those who have ADHD themselves. Such individuals will go through the process of identifying their own challenges, and will investigate how those challenges impair their quality of life. They will then begin the process of customizing strategies that work the way their unique brain wiring works, and will begin to implement those strategies. This significantly improves their ability to understand their client and receive them with listening skills that reveal a sincere awareness and understanding of what their clients go through on a daily basis.

 

The understanding of individuals ADHD, and the ability to get right to the bottom line of what's going on, is what makes our coaches so excellent, and is the foundation for building a strong and powerful basis for a trusting partnership between coach and client.


All instructors at the Academy must be ICF certified, and have at least a PCC credential. The ADD Coach Academy considers the ICF the governing body of all coach credentialing and certification, and embraces their coaching competencies as the standard of the coaching profession. We take that philosophy very seriously, and integrate all the ICF coaching competencies into our curriculum.

Any individual going through our training program will learn the ADHD coaching skills based on their alignment with the ICF coaching competencies. This means that whenever you are introduced to a new coaching skill, we not only teach you the ADHD elements of how that skill set works -- we will also teach you the associated ICF coaching competencies aligned with that specific coaching skill.

You will also learn and practice how to integrate the ICF coaching competencies into the coaching process. Each student is evaluated based on a Coaching Skills Practicum and evaluation form that all Academy instructors use to assess each student's competency level when they are conducting an actual coaching session in class.

You will receive the evaluation form when you begin your basic coach training. The form lists all eleven (11) ICF coaching competencies, and provides areas for each that demonstrates a need for improvement for a specific coaching competency. This is tremendously beneficial for preparing all of our coaches for the recorded and live sessions that ICF conducts for accreditation. The ADDCA students who decide to apply for ICF certification are well prepared and confident going into the testing and credentialing process. Many of our students have done very well and have received credentials from ICF.

Also, of the four (4) instructors at ADDCA, three (3) are ICF assessors who actually conduct and review the individual recordings and tests for ICF, which determine if candidates have the necessary ability and understanding of the coaching process to receive an ICF credential. Our fourth instructor is currently going through the training to become an ICF assessor. In the near future, all of our instructors will not only be if ICF certified -- they will also be ICF assessors.


When you go through our program, all of the models, skill-sets, and strategies can be used to coach any of these conditions.

 

One of the the main objectives of ADHD coaching is to support and empower our clients in identifying and articulating the impairing challenges that get in their way. Of course, we are listening for their natural talents as well. However, without a concise and accurate description to share with the diagnostician, the biological impairments for any condition will be difficult, if not impossible, to successfully manage. All too often, inaccurate information is given to a diagnostician, resulting in an inaccurate diagnosis and supporting treatment. The process of identifying and accurately describing what is getting in the way must be the first step of all well-trained ADHD Coaches.


We know through our own experience that so much inaccurate information is disseminated with regards to any of the co-occurring conditions. A well-trained ADHD coach can be instrumental in supporting his or her client in gaining greater clarity and accuracy about what what is really going on. The skills you will learn in our program will address and practice this process.


Students are required to be mentor coached during their training by an ICF certified PCC/PCAC, or MCC/MCAC, mentor coach of their choosing. This is not provided by ADDCA; there is a separate fee paid to the mentor coach. Mentor coaching is a requirement for graduation at all levels for certification at ADDCA, PAAC, and/or ICF.

 

Mentor coaching can occur any time during the student's training, and the mentor must hear the student-coach and write up feedback. This feedback will be submitted to ADDCA as part of the graduation application.


All students, in levels from the Personal Transformation course through the Advanced Course, are assigned to a learning partner group, and asked to meet weekly to complete their learning partner fieldwork, which can be found at the beginning of each module.

 

We realize that these hours do not count toward training or certification, but they are an integral part of our training, and many excellent learning insights are brought back into classes from this student work. We do encourage students in the Simply ADHD Course to work with partners as well, as it enhances the training experience. The only form of assessment that we make from these workgroups is based on questions we ask in class.


Since we are an accredited organization by both the International Coach Federation (ICF) and the Professional Association of ADHD Coaches (PAAC) and because we want to maintain very high standards, there is an 80% live attendance requirement.

If for some reason, you fall below the 80% attendance requirement (no less then 70%), you will be able to listen to the teleclass recording, submit an online form and receive credit for attendance. All of our teleclasses are recorded so that you can listen to them 24/7 from your computer or download them to your device of choice.


We have many health care professionals, including therapists, psychologists, social workers, etc., who come into our program. They all follow the same curriculum unless they have prior basic coach-specific training from another accredited International Coach Federation (ICF) training organization. 

 

In terms of the ADHD training, we work from a strengths-based model, as opposed to a medical model. Our Simply ADHD course gives you the foundational models and language we use throughout ADDCA. Past students with a great deal of ADHD experience have come to us at the end of the course and told us how much they had learned. Therefore, we want everyone coming into ADDCA to have this prerequisite training as their foundation.


Each of our programs are divided into distinct courses. Each course requires different time requirements. See below for an approximate breakdown.

 

 

Simply ADHD Course (M-99)

  • Two 90-minute teleclasses per week: 3 hours/week (19.5 training hours)
  • Outside reading/homework: 1-2 hours/week
  • Total Time: 4-5 hours/week
     

Personal Transformation Course (M-100)

  • Two 90-minute teleclasses per week: 3 hours/week (27 training hours)
  • Meet with learning partner: 1 hour/week
  • Outside reading/homework: 2-3 hours/week
  • Total Time: 6-7 hours/week
     

Basic ADHD Coach Training Course (M-101-104)

  • Two 90-minute teleclasses per week: 3 hours/week plus
  • One 60-minute Coaching Skills Practicum: 1 hour (6 times throughout course) (45 training hours)
  • Meet with learning partner: 1 hour/week
  • Outside reading/homework: 1-2 hours /week
  • Outside time with Mentor Coach not included (see graduation requirements)
  • Total Time: 6-7 hours/week
     

Advanced ADHD Coach Training Course (M-201-207)

  • Two 90-minute teleclasses per week: 3 hours/week plus
  • One 60-minute Coaching Skills Practicum: 1 hour (10 times throughout course) (91 training hours)
  • Meet with learning partner: 1 hour/week
  • Outside reading/homework: 2-3 hours/week
  • Outside time with Mentor Coach not included (see graduation requirements)
  • Total Time: 7-8 hours/week
    Note: For Professional Advanced Students - Additional Prep Work - Self-Study: 9 hours

What is ADDCA's Holiday Schedule?


ADDCA does observe certain religious and federal holidays throughout the calendar year. On these days, we do not schedule classes.

We do however understand that some of our students observe other holidays which may interfere with their class attendance. Unfortunately, we cannot excuse absences for these days. Please consider this before registration. ADDCA does allow for a 20% absentee rate which should provide our students with some flexibility .

Please understand that we make these decisions based on what we believe is needed to provide the most beneficial coach training experience for everyone. Thank you for your understanding and continued attentiveness toward your student requirements.

Below is a list of the holidays where no classes are scheduled.

  • New Year’s Day
  • Passover (evening/1st day)
  • Memorial Day
  • Labor Day
  • Independence Day
  • Rosh Hashanah (evening/1st day)
  • Yom Kippur (evening/1st day)
  • Thanksgiving Day
  • Christmas Day
  • ADDCA closes the last two weeks of December as a holiday break

ADHD Education FAQ's



Most definitely! One of the great benefits that only the ADD Coach Academy coach training program can offer is for those who have ADHD themselves. Such individuals will go through the process of identifying their own challenges, and will investigate how those challenges impair their quality of life. They will then begin the process of customizing strategies that work the way their unique brain wiring works, and will begin to implement those strategies. This significantly improves their ability to understand their client and receive them with listening skills that reveal a sincere awareness and understanding of what their clients go through on a daily basis.

 

The understanding of individuals ADHD, and the ability to get right to the bottom line of what's going on, is what makes our coaches so excellent, and is the foundation for building a strong and powerful basis for a trusting partnership between coach and client.


Each of our programs are divided into distinct courses. Each course requires different time requirements. See below for an approximate breakdown.

 

 

Simply ADHD Course (M-99)

  • Two 90-minute teleclasses per week: 3 hours/week (19.5 training hours)
  • Outside reading/homework: 1-2 hours/week
  • Total Time: 4-5 hours/week
     

Personal Transformation Course (M-100)

  • Two 90-minute teleclasses per week: 3 hours/week (27 training hours)
  • Meet with learning partner: 1 hour/week
  • Outside reading/homework: 2-3 hours/week
  • Total Time: 6-7 hours/week
     

Basic ADHD Coach Training Course (M-101-104)

  • Two 90-minute teleclasses per week: 3 hours/week plus
  • One 60-minute Coaching Skills Practicum: 1 hour (6 times throughout course) (45 training hours)
  • Meet with learning partner: 1 hour/week
  • Outside reading/homework: 1-2 hours /week
  • Outside time with Mentor Coach not included (see graduation requirements)
  • Total Time: 6-7 hours/week
     

Advanced ADHD Coach Training Course (M-201-207)

  • Two 90-minute teleclasses per week: 3 hours/week plus
  • One 60-minute Coaching Skills Practicum: 1 hour (10 times throughout course) (91 training hours)
  • Meet with learning partner: 1 hour/week
  • Outside reading/homework: 2-3 hours/week
  • Outside time with Mentor Coach not included (see graduation requirements)
  • Total Time: 7-8 hours/week
    Note: For Professional Advanced Students - Additional Prep Work - Self-Study: 9 hours

What is ADDCA's Holiday Schedule?


ADDCA does observe certain religious and federal holidays throughout the calendar year. On these days, we do not schedule classes.

We do however understand that some of our students observe other holidays which may interfere with their class attendance. Unfortunately, we cannot excuse absences for these days. Please consider this before registration. ADDCA does allow for a 20% absentee rate which should provide our students with some flexibility .

Please understand that we make these decisions based on what we believe is needed to provide the most beneficial coach training experience for everyone. Thank you for your understanding and continued attentiveness toward your student requirements.

Below is a list of the holidays where no classes are scheduled.

  • New Year’s Day
  • Passover (evening/1st day)
  • Memorial Day
  • Labor Day
  • Independence Day
  • Rosh Hashanah (evening/1st day)
  • Yom Kippur (evening/1st day)
  • Thanksgiving Day
  • Christmas Day
  • ADDCA closes the last two weeks of December as a holiday break

Registration FAQ's



We are happy to assist you in any way. Please contact us at:

Phone: (800) 915-7702    
Phone: (518) 557-8890   
Email: info@addca.com

 

What is ADDCA's Holiday Schedule?


ADDCA does observe certain religious and federal holidays throughout the calendar year. On these days, we do not schedule classes.

We do however understand that some of our students observe other holidays which may interfere with their class attendance. Unfortunately, we cannot excuse absences for these days. Please consider this before registration. ADDCA does allow for a 20% absentee rate which should provide our students with some flexibility .

Please understand that we make these decisions based on what we believe is needed to provide the most beneficial coach training experience for everyone. Thank you for your understanding and continued attentiveness toward your student requirements.

Below is a list of the holidays where no classes are scheduled.

  • New Year’s Day
  • Passover (evening/1st day)
  • Memorial Day
  • Labor Day
  • Independence Day
  • Rosh Hashanah (evening/1st day)
  • Yom Kippur (evening/1st day)
  • Thanksgiving Day
  • Christmas Day
  • ADDCA closes the last two weeks of December as a holiday break

ADDCA Procedures FAQ's



The training is all long-distance learning. All teleclasses are held virtually on our protected teleconference bridge lines so that students can participate from anywhere in the world. As long as students have access to a phone, they can participate.

Most all of our students enjoy the teleconference format. Many use headsets that allow them walk around during the teleclass, which is a wonderful way for some to sustain their focus. Students are able to create an environment with fewer distractions that can be difficult to achieve in a set physical learning environment.