About Romaney


Romaney is a graduate of the ADD Coach Academy, a personal-coach training program specializing in ADHD and executive functioning difficulties. She helps her clients with organization, time management, self-advocacy skills, test-taking strategies, prioritizing, managing current obligations and deciding upon new endeavors. Her goal is always to help the people she is working with achieve their goals and be the best they can be.

Romaney experienced a unique educational path resulting from her search for an educational environment best suited to her needs. When her family left the West Coast to move to the South, Romaney interrupted her education and enrolled at Duke University, where she graduated with an A.B. in Economics. From there, Romaney attended Harvard Law School and earned her J.D. Her career as a corporate attorney honed her creative problem-solving skills.

Her experiences raising children with ADHD and executive function issues, as well as different comorbid conditions, spurred her interest in helping similarly situated young people and their families. Romaney became frustrated by the “one-size-fits-all” approach used by the numerous resources she was referred to for help. It wasn’t until one of her children attended a boarding school with an academic support program that she saw what a teacher/coach could bring to a student with ADHD and other learning differences. Students flourished with this personalized assistance. Seeing her own child experience this support and gain self-confidence as a result fueled Romaney’s desire to similarly help students and their families as well as adults looking to make changes in their lives.

Through her experiences as a parent and coach, Romaney recognized the importance of pragmatic information and solutions for parents and students navigating “digital education” as well as the transition from High School to College. As a result, and well before the advent of remote learning, Romaney has appeared as a guest on Attention Talk Radio and presented numerous times at the International Conference on ADHD on topics including how to apply for and get accommodations in college, the importance of advising to a successful first semester in college and the impact of digital education on students with ADHD, executive function issues and/or other learning differences. 

Romaney can be reached at rberson@bfocusedcoaching.com or 908-963-2417.

About bFocused Coaching

bf large web logoAs a parent, I saw a child with ADHD and executive function issues absorb the negativity of teachers who dealt with forgotten textbooks, missing or incomplete homework and other issues by saying, “You have to try harder. Be more responsible!” Then he worked with a coach, and I witnessed my child absorb positive feedback and start to recognize his talents and abilities. Even though he is now a young adult, the techniques he learned are still effective, and he still works with his coach!

Once I saw the difference that good coaching can make, I knew I had found my second career. As a coach, my greatest reward is working with other parents’ children, teens and young adults. There’s nothing like seeing their self-esteem grow as we celebrate each success, small and large, and they make the change from “No, I can’t” to “YES, I CAN!”

My training showed me how many techniques I use with children and teens with ADHD also work well with adults. So now, I’ve expanded my services to include people of all ages. Don’t be dragged down by the distractions; let’s work together to help you achieve your goals!

Romaney Berson


Phone: 908-963-2417



Coaching is not therapy, and a coach is not a professionally trained mental health or other health-related professional. Coaching is distinct from traditional therapy in that the focus is on what you want in the here and now and for your future, and how to get there. It is action-oriented. Emotional issues may arise, but there is little emphasis placed on the past and how it may have affected you. If you have goals but are unsure how to achieve them—or feel stuck in a place of inaction— then coaching is for you.

Coaching sessions vary depending on the type of coaching being done and the very specific goals and objectives of the individual client. Coaching may occur in person, via phone, or online (e.g., FaceTime, Skype). The client lays the framework for the work to be done, and through active listening and questioning, coach and client work together to help the client identify strengths, acknowledge obstacles, consider alternate perspectives, and develop plans to achieve stated goals. Sessions end by evaluating what was achieved with respect to short- and long-term stated goals and discussing next steps. Often, the client will leave the coaching session with work to be done prior to the next session. This work is instrumental in helping the client achieve the stated objectives.
The answer to this question depends on the type of coaching being done and the individual. Students and coaches generally work together once a week throughout the school year, although it can increase during midterms and finals and sometimes go through the summer. Some clients have an objective that can be achieved in one concentrated coaching session, such as developing and implementing an organizational system for an office. Other types of coaching can occur as often as the client desires, although it is generally recommended that clients make an initial three- or six-month commitment. At the end of this period, we will evaluate where you are with respect to your stated goals and discuss options for continued coaching.
Currently, coaching services are not covered by insurance.
Coaching conversations are confidential, and information shared will not be disclosed without the permission of the client. Coaching conversations are not privileged for legal purposes, however.

View the services offered by Romaney Berson and bFocused Coaching, or contact us at rberson@bfocusedcoaching.com or 908-963-2417.


When schools went remote in Spring 2020, my student clients and I did the same without missing a beat. Students are used to being online and we interact just as we did in person. When necessary we share screens or take photos of work and share it via text messages or e-mail. Remote coaching has also worked successfully with my new clients. I am cognizant of online fatigue and work to ensure my students and I have a good time together while we are working.


In general, I do not recommend parents be part of their student’s sessions. One of the aims of coaching is to help students acquire skills and strategies for managing their academic responsibilities themselves. Part of this process invariably involves failure, something I tell my students to embrace, for without failure, there is no learning. Students typically feel “safer” failing when parents are not part of the process. In addition, one-on-one sessions create a stronger relationship between the coach and student which facilities success. Occasionally, however, a situation occurs in which having a parent involved during the session or for the final 10 minutes for a recap is helpful and, in that case, I will make the recommendation for parental involvement.


If a student or parent feels an additional weekly session is needed, that can be accommodated. During very busy school times, such as prior to the Thanksgiving break, midterms and finals, some students find additional sessions helpful, which again, can be accommodated. If a student requires some form of accountability, I will work with the student to devise a system that works for them such as text check-ins at designated times between sessions.


My standard approach after speaking with a parent seeking information about coaching for their child is to set up a time for the student and I to meet. During this time, I ask a lot of questions about their lives, likes and dislikes inside and outside of school. I also share similar things about myself. I explain the process of coaching and how I work. At the end, I ask the student to consider whether they think coaching might be beneficial for them and to speak with their parents. If everyone agrees and wants to move forward, then we do so. If a student is hesitant but the parent wants them to do coaching I will do a trial period explaining that coaching cannot work if a student does not want to be a full participant in the process.

Radio Appearances and Other Media

Romaney frequently speaks with various media outlets about learning disability issues. She has been featured several times on Attention Talk Radio, for which links can be found below. She discusses, with host Jeff Cooper, topics like the difficulties of navigating college with a learning disability and the strategies necessary to be successful.

Romaney has also been published in Additude Magazine, interviewed for the blog unCommon Apps, and authored a 4-part webinar on topics centering around ADHD and learning disabilities in education.

Attention Talk Radio is the leading site for self-help Internet radio shows focusing on ADHD and ADD, including managing symptoms of attention deficit disorder, adults with ADD, or adults who have children with ADHD. Our weekly Internet radio podcasts provide support for ADHD and ADD. Attention Talk Radio, hosted by Jeff Copper, attention and ADHD coach, is topical with an emphasis on paying attention to what is and what is not being focused on (paid attention to). The point is to put a spotlight on ATTENTION and the role it plays in determining what is obvious and how it drives outcomes and to shift your paradigm (what you pay attention to), opening your mind to new solutions. The show is designed to help adults and children (particularly those diagnosed with or impacted by attention deficit disorder or attention deficit disorder symptoms) in life or business who are stuck, overwhelmed, or frustrated. It will help adults and children get unstuck and moving forward by helping to open their minds and pay attention to what works. Listen to Attention Talk Radio online for help and information for adult attention deficit hyperactivity disorder.

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