Abi Farrell

Executive Functioning Coach: Autism & ADHD Specialization

Talent

Los Angeles, CAMember since July 4, 2026

Individualized routine & task-sequencing supportAutism & developmental disability-informed careBehavior de-escalation & self-regulation coachingDaily living skills instructionProgress documentation & goal tracking (ISP/habilitation plans)Care team collaboration

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About

Executive Functioning Coach specializing in autism and ADHD, backed by coursework in autism, developmental disabilities, and psychopathology and 3+ years supporting adults with autism and developmental disabilities. Known for patient, personable communication and conflict mediation that build trust quickly, steady, detail-oriented eye for monitoring progress and adjusting support as needs change.

The core skill behind strong EF coaching is: To turn big overwhelming goals into comprehensible, manageable steps, to support daily living skill-building.

Experience

Direct Support Professional - ACDS

(2023-11)

Design and implement individualized daily routines and task-sequencing strategies for adults with autism and developmental disabilities, supporting independence and follow-through on daily living goals.
Support self-regulation through consistent structure, proactive planning, and de-escalation techniques during moments of emotional or behavioral dysregulation.
Track and document progress toward individualized service plan (ISP) and habilitation goals; communicate updates to care teams and specialists.

Direct Support Professional - Epic Long Island

(2022-11 - 2023-11)

Provided structured, individualized support for daily living tasks: bathing, feeding, dressing, and household routines, for adults with physical and intellectual disabilities.
Organized and led structured skill-building and community integration activities.
Maintained detailed logs in accordance with state regulations and communicated regularly with medical staff regarding client needs and concerns.

Teacher's Aide - The Learning Experience

(2021-09 - 2022-11)

Supported individualized attention and behavior redirection for children ages 4–12 in a structured classroom environment.
Helped children build routines and self-regulation skills during transitions and moments of emotional dysregulation.
Maintained a consistent daily schedule while adapting activities to individual needs.