Crista A. Hopp, M.A.
Director – Connected Pathways Coaching, LLC
My belief is that each individual has unlimited potential. I have had the good fortune to work with children and adults of all backgrounds throughout my career. I strongly believe, if given the chance, individuals will most often rise above expectations. My experience includes both children and adults with and without disabilities. Believing in themselves and having the tools to succeed are the first steps to connecting the pathways to their future.
I hold a Bachelor’s degree from Rowan University and a Master’s Degree in Counseling Psychology from Bowie University. My career began at the ARC of Cape May County, New Jersey. I opened and managed residential homes for teens and adults. Until March of 2016, I was the Research Coordinator for the Prematurity’s Effects on Toddlers, Infants, and Teens Study, known as PETIT. This was a longitudinal study being conducted in Northern Virginia through Inova Children’s Hospital and Fairfax Neonatal Associates. I had worked with this study since 2008 under the direction of Ida Sue Baron, PhD. Among many roles, I administered neuropsychological tests to children ages three, six, and nine and also supervised students from local universities in their administration of neuropsychological assessments to children that participated in the study.
I’m a Graduate of JST Coaching in Coaching Children with ADHD and Coaching Teens and College Students with ADHD. With a diverse background in counseling, individuals with and without disabilities, neuropsychological assessment, and coaching; I bring an unique skill set to your family; especially in coaching of younger children. I also participate on the ACO (ADHD Coaches Organization) Program’s Committee.
Selected Peer Reviewed Journal Publications
Hopp, C.A., Baron, I.S. (in production, 2016). Birth at 22 Gestational Weeks: Case Report of Cognitive Resilience. Child Neuropsychology. doi: 10.1080/13854046.2016.1224802
Rider, G.N. , Weiss, B.A. , McDermott, A., Hopp, C.A., Baron, I.S. (in press, 2015) Test of Visuospatial Construction Validity Evidence in Extremely Low Birthweight and Late Preterm Children at Early School Age. Child Neuropsychology. doi:10.1080/09297049.2015.1026889
Baron, I.S., Hopp, C. & Weiss, B. A. (in press, 2014) Developmental Normative Data for the Baron-Hopkins Board Test of Spatial Location Memory. Child Neuropsychology. doi:10.1080/09297049.2014.957264
Ahronovich, M.D., Baron, I.S.; Baker, R.L.; Hopp. C.; Weiss, B., Litman, F.R.; (2015) Neurocognitive Effects of Birth at 23-25 Weeks Gestation at Preschool and School Age: PETIT Study Outcomes. Presented at the 2015 Pediatric Academic Societies’ Annual Meeting, San Diego, C.A.
Baron, I,S., Ahronovich, M. D., Weiss, B ., Hopp, C., Baveja, R., Baker, R., & Litman, F. R. (2014) Oxygen Reduction Initiative That Decreased Incidence and Severity of Retinopathy of Prematurity Results in Favorable Neuropsychological Outcomes at Age Three. Presented at the European Pediatric Academic Societies meeting, Barcelona, Spain.
Riegler, K., Weiss, B. A., Hopp, C. & Baron, I.S. (2014) Phonological Processing and Rapid Naming Differences in Late-Preterm Children at Age 6. 12th Annual Conference of the American Academy of Clinical Neuropsychology, New York, NY.
Riegler, K., Weiss, B. A., Hopp, C., Litman, F.R., Ahronovich, M.D., & Baron, I.S. (2013) Parental Reports of Attention and Test Performance Differ in Preschoolers Born at 23-25 Weeks’ Gestation. Presented at the 11th Annual Conference of the American Academy of Clinical Neuropsychology, Chicago, IL.
Baron, I. S., Weiss, B. A., Hopp, C., Litman, F., Baker, R. L. and Ahronovich, M.D. ( 2013.) Latent Mean Differences in Executive Function in At-Risk Preterm Preschoolers”, Presented at the 2013 Pediatric Academic Societies’ Annual Meeting, Washington, DC.
Ahronovich, M. D. Hopp, C., Weiss, B., Baker, R. L., Litman, R. and Baron, I. S. (2013) Late-Preterm Preschoolers: Developmental Coordination Disorder or Delay?,” Presented at the 2013 Pediatric Academic Societies’ Annual Meeting, Washington, DC.
Kerns, K., Talbot, K. Hopp, C. Müller, U, Litman, F. R., and Baron, I. S. (2013) The Tower of Monkeys: Investigation of Psychometric Properties of a Preschool Tower Task. Presented at the 41st Annual International Neuropsychological Society Meeting, Big Island, Hawaii.
Ahronovich, M.D. Baron, I. S., Baker, R., Hopp, C. and Litman, F. R. ( 2012) Subtle Neuropsychological Differences in a Preschool Late-Preterm Cohort: The PETIT Study. Platform presentation presented at 2012 Pediatric Academic Societies’ Annual Meeting, Boston, MA.
Hopp, C., Baron, I.S. (2011) AAMD Adaptive Behavior Scales in Kruetzer, J., Luca, J., Caplan, B. (Eds) Encyclopedia of Neuropsychology, Springer. doi:10.1007/978-0-387-79948-3_1503
My firsthand family experience, observations, and desire to help individuals overcome and succeed has led me to coaching. I’m a mom of four children, two of whom have ADHD, one with Tourette’s.
I became certified as a life/ADHD coach, and a graduate of JST Coaching & Training. For the past three years, I have worked with children, teens and adults with Executive Functioning challenges, Learning Disabilities and ADHD, as well as individuals in the criminal justice system.
My mission is to help challenged individuals build strategies, develop techniques, and utilize tools so they may find their path, enjoy their potential and dare to shine!
Memberships: International Coaching Federation (ICF), Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD) & Attention Deficit Disorder Association (ADDA)
“I feel like we have our daughter back!! Words cannot express how grateful we are for all the support and guidance you have provided her over the past school year. I can say for certain she is in a much different and better place because of you. You truly have a gift for helping people!” – Student Parent
After working for several years in the public school setting, I was able to get a thorough understanding of how ADHD/Executive Function Disorders affect individuals in the school setting. I spent much of my time observing and also researching how to best help/accommodate those individuals. I have also spent the past four years earning my bachelors degree in Mental Health Counseling, while gaining immense experience by working with students who have these challenges.
My passion for helping students that face ADHD/Executive Function Disorder difficulties has grown so strongly, which is why I decided to dedicate my life to becoming a coach. Coaches are able to provide individuals with the skill sets needed to succeed not only academically, but in their day-to-day lives, and the reality is that these skills are not being taught in school.
My number one goal is to ensure that individuals that face these challenges are given the resources and proper skill sets to combat any obstacles that come in their way. I look forward to working with you or your child!
“I just want you know how awesome Giovanna is – when making new fun things, like sticker charts, for our son, she takes extra time to also make some for his sister. We really appreciate her!”
“Giovanna has been truly exceptional in helping our 9 year-old son to improve his executive functioning skills. She has been patient and supportive throughout all the coaching sessions. Giovanna has taken the time to get to know our son, his weaknesses and strengths. She has taken what she has learned about him and has discovered ways to improve his focus and organization through checklists and has also shown him techniques to improve his willingness to be flexible. We really appreciate everything she has done.”
My first experience working with students with Executive Function challenges was through interning while earning my BA in Psychology with a concentration in mental health.
Through my experience I saw how important coaching was in supporting not just kids, but families, as they navigate their daily lives. I have since become a Trained Executive Function and Academic Coach.
I am passionate about helping students assess their strengths, reach their learing goals, and feel a sense of empowerment doing so. I firmly believe no student should be left to struggle, and with the right tools anyone can achieve what they set out to do. As coaches we are there to help individuals not just survive, but thrive, at home and in school.