School Support and Academic Success in Oregon and Washington

Fostering Academic and Social-Emotional Development for Thriving Families (Oregon & Washington)

As a psychologist with advanced training in educational and school psychology, Dr. Justin Bush, PhD partners with parents, teachers, and school administrators across Oregon and Washington to support children’s development, well-being, and academic success. His approach emphasizes prevention, early identification, and evidence-based interventions, including support with 504 planning, Functional Behavioral Assessments (FBA), and Behavior Intervention Plans (BIP). These services can be especially helpful for concerns related to ADHD, autism, learning disabilities, anxiety, and behavioral challenges. (See Dr. Bush’s research publications.)

Dr. Bush collaborates with schools and families to provide personalized therapy, diagnostic clarification (when appropriate), and tailored behavioral and educational support plans designed to fit each child’s unique strengths and needs. Drawing on expertise in psychology and education, he also equips parents with practical tools to strengthen routines, improve follow-through, support emotion regulation, and reduce conflict at home and school.

Dr. Bush’s work extends beyond the therapy room. The goal is measurable improvement in real life—at home, in school, and in the community. Whether the focus is strengthening family dynamics, supporting academic progress, or improving social skills, treatment is designed to help children build skills that generalize across settings.

Together, families and schools can build a strong foundation for a child’s success by fostering resilience, emotional well-being, and confidence. With the right supports in place, children can thrive—and families can create calmer, more connected environments that support long-term growth.

School consultation for parents and school teams

School support works best when the people around the student are working from the same plan. Dr. Bush consults with parents before IEP and 504 meetings, reviews district evaluations and draft documents, helps translate a psychological profile into goals and accommodations a team can actually implement, and — with your consent — joins meetings or communicates directly with teachers and school psychologists.

504 plans, IEPs, and accommodations

Parents often know something is wrong long before they know what to ask for. Common accommodations that come out of this work include extended time, reduced writing demand, assistive technology for reading and writing, testing in a separate setting, chunked assignments with check-ins, and executive-functioning supports for organization and homework submission. Where eligibility is in question, a psychological or psychoeducational evaluation supplies the data.

Functional Behavioral Assessment (FBA) and Behavior Intervention Plans (BIP)

When behavior is the barrier — escalations, refusal, elopement, disruption — an FBA identifies what the behavior is accomplishing for the student and what conditions set it off. The resulting Behavior Intervention Plan replaces the behavior with a skill that achieves the same goal, and specifies what adults do before, during, and after. Plans are written to be run by real teachers in real classrooms.

Executive functioning and academic success

Many capable students fail assignments they are entirely able to do. Executive-functioning support targets the gap between knowing and doing: planning, starting, sustaining attention, tracking materials, managing time, and turning work in. This is usually paired with parent consultation, because homework routines are won or lost at home.

Who school support helps

• Students with ADHD whose grades do not reflect their ability.
• Students with learning differences including dyslexia and dysgraphia.
• Students with autism needing social, sensory, and communication supports at school.
• Students with anxiety or school avoidance, including refusal to attend.
• Twice-exceptional students who are gifted and also have a disability.

Serving families throughout Oregon and Washington

Consultation and meetings are held by secure video, so Dr. Bush can support families in districts across both states without travel — Portland, Beaverton, Hillsboro, Salem, Eugene, Bend, Vancouver, Seattle, Bellevue, Tacoma, and Spokane among them. He is licensed in Oregon (License 2154) and Washington (License PY61540899).

Frequently asked questions about school support

Will you attend my child’s IEP or 504 meeting?

Yes, with your consent and a release of information. Many parents find it useful to have a psychologist present who can speak to the data and to what the recommendations mean in practice.

What is the difference between an IEP and a 504 plan?

An IEP provides specialized instruction and services under IDEA for students who meet eligibility for one of the defined disability categories. A 504 plan provides accommodations under civil-rights law for a student whose disability substantially limits a major life activity, without changing what is taught.

Do we need an evaluation first?

Not always. If the school has already evaluated and the question is what to do with the findings, consultation alone may be enough. If eligibility or diagnosis is unresolved — or you disagree with the district’s evaluation — an independent evaluation is the better starting point.

Get started

Request a free 15-minute consultation or send a message to talk through your child’s school situation. More answers are on the FAQ page, and you can learn more about Dr. Bush.