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The prefrontal cortex, in the frontal lobe of our brains, is highly involved in attention, organization, and planning. These are all essential behaviors in managing our homework and knowing how to approach it without stress.
The intraparietal sulcus, located within the parietal lobe, is highly supportive of math achievement. The idea of "number sense" - how our brains understand quantity and magnitude, for example - lives in this area.
The premotor cortex, located in the brain's frontal lobe, supports motor planning, sequencing, and learning motor skills, including those required for writing.
The posterior inferior frontal gyrus supports phonological processing and the conversion of sounds into spoken and written language. It is especially important for decoding words during reading and for spelling and written language production.
The posterior superior temporal gyrus, in the brain's temporal lobe, supports phonological processing, speech perception, and language comprehension, helping learners connect spoken sounds with words and meaning.
EXECUTIVE FUNCTIONING AND ACADEMIC TUTORING.
TURNING ABILITY INTO PERFORMANCE.
MIDDLE SCHOOL THROUGH
GRAD SCHOOL.
USING A BRAIN-BASED PERSPECTIVE.
HOW WE ARE DIFFERENT
MindMap has developed its own proprietary data-collection materials to directly inform our work with students. Parents and students complete these short assessments, which are then analyzed and used to develop a highly individualized Learning Plan. Grounded in neuropsychological constructs and research on how students learn, the materials allow us to more quickly identify each student’s learning profile - including strengths, areas of difficulty, executive-functioning needs, academic habits, and perceptions of their own learning. Rather than spending weeks trying to determine what works through trial and error, MindMap tutors begin their support with meaningful information from the outset that guides instruction, support, and progress monitoring.
Every MindMap student receives:
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A brief assessment of function by Dr. Douglas and their tutor
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Progress monitoring by both their tutor and a neuropsychologist/psychologist
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A Learning Plan to inform their work with MindMap
WHO WE ARE
WHO WE SERVE
MindMap was founded by Dr. Sara Douglas, a neuropsychologist with an understanding of how we think, learn, and grow. MindMap bridges the gap between neuropsychology and education by using data to inform our support. We develop a Learning Plan and engage in progress monitoring to ensure our students are developing. We specialize in helping students of all learning profiles, with or without diagnosed learning disabilities, who need extra help or guidance finding confidence and structure in their academic journey. We use students' own work and responsibilities to reinforce skills, and will never assign our own "homework." MindMap offers support remotely, in your home, or in our office.
We work with students who:
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Know more than their grades show
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Have trouble starting/finishing their work
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Need more academic content support
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Struggle to keep track of their work
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Take longer than expected to do their work
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May have a learning disability that needs more help
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Need more practice to internalize concepts
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Have work that does not reflect their effort
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Want enrichment opportunities
HOW IT WORKS
1
2
3
INTAKE
CALL
Tell us how we can help.
LEARNING
PLAN
Get a personalized approach.
FIRST
LESSON
Meet your tutor.
1
INTAKE CALL
Parents speak with Dr. Douglas, MindMap's founder and supervising neuropsychologist, without their child, to provide an academic background, discuss their concerns, and identify their goals for tutoring. Depending on the tutor, sessions will either take place remotely, in a family's home, or in our office. A good fit is integral to our philosophy.
2
LEARNING PLAN
The Learning Plan, a hallmark feature of MindMap, is created through thoughtful, neuropsychology-informed data collection. The below paperwork is given to families before sessions begin. It is often helpful for students to complete their self-report conversationally, with their tutor.
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Parent Form: Parents provide meaningful perspective about their child's behavioral patterns, learning style and/or academic needs.
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Student Self-Report: Students are given their own, age-appropriate form that captures how they think about their own habits and learning.
These data are used as a foundation to develop the Learning Plan and goals that will guide MindMap's work. From a thoughtful analysis of this paperwork, tutors will develop strategies for their students.
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FIRST SESSION
The child and their tutor meet and discuss the purpose and goals of their sessions. If the Student Self-Report was not already completed, tutors will support students in filling it out. After the first session, parents should feel free to check in with Dr. Douglas to see how the session went and if they feel the fit is a good match. From here on out, families/students will communicate with their tutor directly for all support-related questions (they're always welcomed to speak with Dr. Douglas, too).
CONTACT US
225 W. 35th Street, 6th Floor
New York, NY 10001
© 2026 by MindMap Tutoring