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Learn about our Summer EARS Program - Emergency Academic Recovery System - Middle school through college students

- Ramp up your school performance in incredibly short periods of time with little parent involvement. Learn to problem solve executive function challenges: attention, planning, organizing, initiating, follow through, working memory, inhibition, and the ability to shift between tasks and emotional states. Resolve concerns with anxiety, negative self-talk and the inability solve problems. EARS unique one-on-one approach may include biofeedback and neurofeedback to help speed up progress. Learn More!

Emergency Academic Recovery System (EARS)
makes students successful adults.

EARS  trains students to manage emotions, problem-solve, to work smarter not    harder and to get things done –the skills of successful people.


Rebecca Shafir"Rebecca Shafir’s EARS is a brilliant and effective executive function training program focused on emotional regulation and independent problem solving. Results have been life-changing for the students and their parents. Rebecca helps students emerge from academic troubles by teaching them skills and habits of the most successful people I know."       

Dr. Edward Hallowell 


If your student is underperforming academically, overwhelmed with school work and wanting to do better, it’s time for EARS.

EARS turns failure on its head, making academic problems opportunities for growth rather than reasons to despair.  With the guidance of an EARS trainer, students acquire habits and skills of success that sustain over a lifetime.

The EARS program was founded by Rebecca Shafir M.A.CCC, author and speech/language pathologist and executive function trainer at the Hallowell Center in Sudbury MA and in West Newbury MA.

Who can benefit from EARS?

EARS succeeds best with middle-school to college-age students who are motivated, trustworthy and “change-ready.” Students with a diagnosis or symptoms of ADHD, executive dysfunction, post-concussion syndrome, anxiety or learning disability are good candidates. Even though EARS trains independence, it’s helpful to have a parent or caregiver as a “behind the scenes” support for the student’s progress.

 How does EARS work?

You begin with a free phone screening with Rebecca Shafir to determine if your student is a good EARS candidate. Next, we schedule a 90 minute intake session.  The goal of the intake session is to establish a positive problem solving partnership.  The intake process begins by identifying the strengths of each student that support change (i.e. sports experience, resilience, achievements, positive traits etc), reviewing test reports and the weak links that have deterred success. A customized plan with specific objectives is designed by the student, caregiver and the EARS trainer.

60 or 90 minute weekly training sessions are set up. The frequency of sessions or the time spent per session is determined by several factors, but to keep the end in sight, we focus on a time commitment of 10 sessions or less. The sessions can be in person, by Skype or by phone. Starting points for change will vary from student to student. The key is to identify the point(s) that will have the most impact and make change in other areas easier. Attention is given to the student’s environment: the physical setting for study, caregiver influence, school accommodations and incentives. Enhancement of sleep, diet and exercise, and responses to stress can ease functioning overall. When students accustomed to failure start to sense positive changes early on, they are more willing to accept greater challenges.

A student learns EARS strategies that deter procrastination. Students are taught ways to monitor their progress, to independently troubleshoot sticking points and work through them. Biofeedback and neurofeedback may be administered.

As the student’s self care and environmental supports are in place, he or she will be more enabled to address the logistics of planning and efficiency. These include time management, organization of the back pack, homework planning, morning/ evening preparation.  Study skills based on the most updated research on effective cognitive processing are taught.

 Reporting schedules with the EARS trainer are set up for consistent and frequent communication. Progress is monitored weekly via student, teacher and caregiver feedback.

  In the end… a stellar report card may spell success for many signing up for the EARS program, but for some, the greater success will be achieved in the form of self-discovery— understanding and accepting oneself and their learning differences, becoming open to new ways of looking at old challenges, and in some situations, choosing a more appropriate educational or career path that could save them time and money down the road.

For more information on EARS contact Rebecca Shafir at 978 255 1817. Email her at RebeccaShafir@gmail.com .




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