Treatment and support for individuals and families coping with disabilities. 

Although we are all not Medical Doctors, LeBlanc Consulting ​uses a family-centric, multidisciplinary, multicultural, and evidence-based approach to treating individuals with disabilities and other developmental delays.

Because every individual is different, with different cultural expectations and living situations, each has different learning styles and needs. We know that treatment is not a “one-size-fits-all” journey, and in fact no single discipline can address all aspects of disabilities for all people. We work with families and caregivers to diagnose each individual and develop a treatment or individual service plan designed to help the individual achieve specific life-skills and behavioral, emotional and communication goals. Treatment is usually available in-home, or the community and in the family’s native language by skilled, Para Professionals, Licensed Therapists (LMFT, BCBA, PsyD, PhD, LCSW, and more).

Some of our techniques

As professionals, we do our best at ensuring you are developing your own skill set and staying on top of the most recent research, application, and trends is important. The aim of learning and development is to help employees work smarter, integrate high quality skills, and serve their organizations better. LeBlanc Consulting's approach moves the learner away from a “before, during, and after” view, where the learning event is the focus. Instead, we approach learning as a continuous cycle of 3 phases; engage, participate, and activate within the social and cultural context of the learner—we use tools and techniques that provide powerful motivation to learn and improve practice. Learning and development is an investment that will ensure short- and long-term staff success. We offer trending and research-informed content in multiple formats including, face-to-face learning, micro-learning, webinar and distance learning, full- and half-day sessions, and 2-3 hour workshops. All topics are paired with technical assistance to apply and implement new skills and information.

Through applying board certified counseling approaches and techniques, combined with a distinct mental health discipline called the HRD model, family systems theories and solution-focused therapy. We work to help our clients solve their problem as it exists now(in the present moment).

​We are reality focused on actions and positive behavior patterns which might help to resolve their problems. We provide interventions and assist in addressing a wide array of interpersonal, intercultural and personal relationship issues. As a result we often unearth long-standing behavior patterns or negative perceptions that may be holding one back from experiencing a more fulfilling role in society. 

Some of our tools 

Fidget toys

Focusing, Regulating, & Fidgeting our way Through this Life!

One of our founders has been using fidget toys since the early 1980's as a technique taught in both G.A.T.E classes and Special Education Classes. Some of the most common fidget toys in the 1980's were the slinky, rubix cube or slime. Today's we have applied the same techniques in our services since fidget toys have become more common in the realms of self soothing techniques. 
What is a fidget toy? 
​
A fidget or fidget toy is an object that assist or aids with focus and attention by allowing ones brain to filter extraneous sensory information out. By keeping the hands engaged in simple, peaceful, repetitive motor movements, the user is able to “tune out” what would otherwise be distracting such as lights, sounds, smells, movement, close proximity to other people. Sometimes, these distractions become too overwhelming.

​This is a common use for people who have anxiety because it offers a way to self-soothe, center, self regulate and in predictable, rhythmic motor patterns that are calming. For some users, fidget toys provide much needed sensory input in a less distracting or socially stigmatizing way. Clicking noises, flashing lights, textures, and aromatherapy additions to fidget toys can offer customized sensory input that users otherwise seek out.These fidgets can be handheld, kept on a keyring, attached to the end of a pencil, or subtly kept in your pocket keep in mind that fidgets are meant to aid concentration, not to distract users.

Weight Blankets

Weighted blankets, sometimes referred to as gravity blankets, were once a tool of therapists and psychiatry clinics. Now, they have gone mainstream. These are used with the intent to be a comfort in ones lap though session. 
Weighted blankets are harmless when they are used for teens or adults, said Teresa May-Benson, an occupational therapist with the nonprofit Spiral Foundation in Newton, Massachusetts. The blankets have a long history of use in a type of occupational therapy called sensory integration therapy. This treatment is sometimes used to help people with autism or other disorders to focus on sensory experiences, which experts say may boost these individuals' ability to regulate their emotions and behavior. Weighted blankets are one tool therapists use to provide "deep-touch pressure," May-Benson said.

We provide one to one Instruction

Why one to one Instruction with LeBlanc Consulting?

It's not rocket science, however it is very clear that for students with learning disabilities, psychological issues, emotional issues, health concerns or other special needs one to one learning may be the perfect option and it may be the only option. Our one-to-one instruction fully accommodates the learning styles and needs of each individual. We take into consideration each students unique learning style called multi-measures. Students with learning difficulties work with dedicated Instructional Consultants who have the expertise required to challenge and encourage them.Our one-to-one instruction allows students to progress at an accelerated pace. 

Why one to one lessons are different

Classroom management 
It may seem that there is little or no classroom management required in a one to one class session, but there are still key decisions to be made about how the room is set up, where you and/or your learner should sit, how you or your learner should manage the physical resources etc.

Materials 
Aside from the fact that you almost always have to adapt existing materials extensively to suit a one to one class session, many  Instructional Consultants  find that they can use material that the learner has produced or that they have found together. Otherwise Le Blanc Consulting provides a well rounded curriculum and toys needed.

Timing and structure 
One to one class sessions, especially private ones, often move at a pace decided by the learner and Instructional Consultant and their needs rather than an institution’s course/term structure. There is also flexibility in the length of class sessions, which can be timed around learning aims rather than a timetable. Often there is no need to think about an exam, however, there are homework assignments.

Roles and relationship
The normal roles of a large group often change in a one to one class, where the intimacy of interaction can mean that you become much more of a part of the 'village' to the learner. There is often a shift away from a Instructor-centered dynamic and as a result the learner takes on a much more equal role in making decisions about their education.

Techniques 
Although many techniques we use in a both a large or small group are also applicable to a single learner, they will always change either in how they are applied or why. For example, you may find that extended listening or reading texts are not the best use of time and need to be adapted. Other techniques may be more suitable to a one to one class session, such as hands on learning to focus on the individual learners personal situation.

Pressures 
The fact that both Instructional Consultant and learner are alone together for the duration of the class session means a different kind of pressure – sometimes greater, sometimes less. For example, there is considerable pressure because both are ‘always on’, and the need to achieve results can be much greater for the Instructional Consultant, but the learner may feel less pressure on the learner because there no others in the class.

Motivations
Many learners decide that they need a one to one class and then seek out a Instructional Consultant, organize materials, and schedule times, independently. They are often highly motivated to learn. In addition, Instructional Consultants may feel a much higher degree of responsibility for one learner than a large group where many learning factors are outside their control. ​

Disadvantage & Advantages of One to One (1:1) Learning

 Advantages
  • The learner has the undivided attention of the Consultant. This means more opportunity to engage in real communication, more feedback and better understanding of the learner’s needs.
  • The learner often has more control over the aims of the class, the pace and the materials.
  • The learner has more opportunities to use the teacher as a resource – to ask questions, to see models of language, and to practice skills.
  • The learner can develop a real and productive relationship with the Consultant
  • The learner’s needs can be addressed more fully because there is more flexibility in timing and structure
  • The Consultant has a greater opportunity to engage in real interaction and to learn
  • The Consultant does not need to worry about the problems of large groups – mixed ability, group dynamics, early finishers, late arrivals etc
  • The Consultant can make more money and work independently of an institution

Advantages of One on One (1:1) Training and Instruction 
  • The learner has the undivided attention of the Consultant. This means more opportunity to engage in real communication, more feedback and better understanding of the learner’s needs.
  • The learner often has more control over the aims of the class, the pace and the materials.
  • The learner has more opportunities to use the teacher as a resource – to ask questions, to see models of language, and to practice skills.
  • The learner can develop a real and productive relationship with the Consultant
  • The learner’s needs can be addressed more fully because there is more flexibility in timing and structure
  • The Consultant has a greater opportunity to engage in real interaction and to learn
  • The Consultant does not need to worry about the problems of large groups – mixed ability, group dynamics, early finishers, late arrivals etc
  • The Consultant can make more money and work independently of an institution​
​
​Disadvantages of One to One (1:1) Training and Instruction 
  • Many learners feel more comfortable making mistakes - in a group dynamic rather than in front of a Consultant
  • Class sessions can be physically and mentally exhausting for learner and Consultant
  • The class session may become boring if the Consultant does not find new approaches or the learner does not respond to the lesson
  • There are no opportunities to interact with other learners, develop a group dynamic and to receive support
  • There may not be enough time given for the learner to do silent study – important in the processing of new language
  • The learner and teacher may not get on
  • The Consultant may feel pressurized to achieve results because of a greater degree of responsibility
  • The Consultant may find it difficult to find suitable materials and activities, and to structure an effective syllabus
  • The learner may exploit the opportunity given and a captive audience – to check work not related to the aims of the class, to have a shoulder to cry on, or to merely chat. This can of course also apply to the Consultant
  • The teacher may find it difficult to measure the learner’s progress or level without the framework of a syllabus or other learners to compare with
  • The Consultant may feel that they do not have the experience, training or resources necessary for this kind of class session and that they are only effective working with large groups