Craig Selinger

Executive Function Coach, Speech-Language Pathologist, and Educational Specialist

  • New York NY UNITED STATES

NYC EF coach & SLP helping students & families with ADHD, autism & LD build focus, organization & communication skills.

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Spotlight

4 min

Do Teens Secretly Want Phone Boundaries More Than Adults Think?

Ask a parent about phones and teens, and you’ll hear the same story: “They’re glued to that thing and don’t care.” But when you ask teens themselves, a different picture emerges. A recent Pew Research Center study found that about 95% of U.S. teens have access to a smartphone — and around 4 in 10 say they spend too much time on it. (Pew Research Center) Coverage of the same data notes that over 70% of teens say they feel happiness or peace when they’re not tethered to their device, even as they rely on it for social life. (KTUL) Psychotherapist Harshi Sritharan, MSW, RSW, who works with teens and young adults on digital dependency, sees that ambivalence every day. “I have 12to 15-year-olds who come in and say, ‘I know I’m kind of addicted to my phone,’” she says. “When a teenager says that, I’m relieved — it means we have something to work with.” She stresses that most young people don’t actually want to be left alone with endless scrolling — they want help making sense of it. Teen Limits Work Better Than Parents Think New data suggests that reasonable limits can help and that many teens benefit when parents set them thoughtfully. A tool parents can use is collaborative problem solving. This involves parents and teens working together to come up with a plan for the best strategies that combat everyone’s concerns while compromising. A 2024 Springtide Research Institute survey of 1,112 13-year-olds found that teens whose parents limit their screen time are less likely to be heavy users: only 32% of those with limits use their phone 5+ hours a day, compared with 55%of those with unlimited time. Just 24% of teens with limits said they’d felt like they had a mental health problem, versus 32% with no limits.(Springtide Research Institute) In other words, boundaries are mildly protective, not cruel, especially when they’re explained instead of imposed. Sritharan cautions against “no phones ever” rules that ignore school and social realities: “We can’t make blanket statements of ‘no screens’,” she says. “We shape how kids use devices so they can still get things done and spend more time engaging with their family.” That might mean agreeing on tech-free windows (like family dinners or the hour before bed) and tech-friendly ones (like a 45-minute bus ride where a teen can listen to music or message friends). Teens Are Leading a Quiet “Cutback” Movement Parents often feel like the only ones craving less screen time, but surveys show Gen Z is already trying to dial things down. A global survey cited by Tech Times and ExpressVPN found that about 46% of Gen Z are actively taking steps to limit their screen time, more than older generations.(Tech Times) Another U.S. poll commissioned by ThriftBooks found half of respondents are cutting back on screens, with Gen Z and millennials leading — and 84% adopting analog habits like printed books, paper planners and board games.(New York Post) Reporting on the “board game revival” among Gen Z echoes the same trend: young people are consciously seeking offline, face-to-face ways to connect.(Woke Waves) For Offline.now experts, this adds up to a simple message: teens aren’t fighting all boundaries — they’re fighting feeling controlled or misunderstood. Parents as Co-Pilots, Not Phone Police Executive Function Coach Craig Selinger, M.S., CCC-SLP says the real leverage point isn’t just new rules; it’s how parents model and co-create them. “If you want behavior change in kids, start with the parent model,” he says. “A 12-year-old will not put their phone away at dinner if their parents won’t.” He encourages families to focus on “little moments” where phones quietly block connection — especially car rides and in-between times when kids might naturally open up: “In the car, your kid is trapped with you,” Selinger says. “That’s when they start talking. If they’re on their phone the whole time, you lose those big conversations hiding in the boring moments.” Both experts emphasize co-designing boundaries with teens: agreeing together on tech-free times and how late-night scrolling affects mood and school performance. When teens feel heard — and see adults following the same rules — boundaries feel less like punishment and more like shared protection. For journalists, the story isn’t “teens vs phones” or “parents vs teens.” It’s that both sides are quietly overwhelmed, and many young people are more open to limits than adults realize — if those limits are built with them, not against them. Featured Experts Harshi Sritharan, MSW, RSW – Psychotherapist specializing in ADHD, anxiety, insomnia and digital dependency. She helps teens and young adults understand dopamine cycles, distinguish passive vs active tech use, and build realistic phone boundaries that support sleep, school and mental health. Craig Selinger, M.S., CCC-SLP – Executive Function Coach and child development specialist (Brooklyn Letters). He focuses on how tech use shapes learning, attention and family dynamics, and how parents can model healthy habits and co-create screen rules that actually stick. (Expert interviews can be arranged through the Offline.now media team.)

Craig SelingerHarshi Sritharan

2 min

“Give Me My Phone Back!”: Why Parent–Teen Phone Fights Miss the Real Problem

If it feels like every other night ends with “Give me my phone back!” you’re not alone. A recent Pew Research Center report found that about 4 in 10 teens and parents (38%) say they argue about phone time, and nearly half of parents admit they spend too much time on their own phones. Executive Function Coach Craig Selinger, M.S., CCC-SLP says those blow-ups often miss the real issue. “If you want behavior change in kids, start with the parent model,” he says. “It starts at the top: kids are watching how you use tech.” He notes that conflict usually shows up in the “in-between” moments — after school, in the car, at breakfast — when a phone becomes an invisible wall between parents and kids. “Those little moments are actually big moments,” Selinger explains. “If you can pull out tech during those kind of banal, whatever moments, that’s when kids start talking to you.” Research shows the stakes go beyond eye-rolling. A 2025 CDC analysis of U.S. teenagers found that higher non-school screen time is linked with irregular sleep, less physical activity, more depression and anxiety symptoms, and weaker social support.(CDC) And yet, many families don’t have clear, consistent rules: Springtide Research Institute’s 2024 survey of 13-year-olds found that only about half say their parents limit screen time, but when limits exist, teens are less likely to be heavy users and report slightly better mental health.(Springtide Research Institute) For Selinger, the takeaway is simple: filters and confiscation can’t replace family systems. What works better: Parents go first. Phones out of bedrooms at night, off the table at meals, and away during key “micro-moments” sends a stronger signal than any lecture. Agree on the rules together. Teens are far more likely to respect boundaries they helped design, for example, “no phones at dinner and after 11 p.m. on school nights”  than rules dropped on them mid-argument. Link boundaries to what teens care about. Sleep, sports, grades, mood and friendships are all directly affected by late-night and all-day screen time; making that connection reduces the sense that rules are “random.” Instead of asking “How do I make my teen stop?” Offline.now’s experts encourage parents to ask, “What are we modelling and what shared routines would actually make life better for everyone in the house?” Featured Experts Craig Selinger, M.S., CCC-SLP – Executive Function Coach, CEO of Themba Tutors and child development specialist. He focuses on how phones reshape learning, sleep and family dynamics, and helps families build “digital sunset” routines and mealtime/bedroom rules that stick.

Craig Selinger

2 min

Can You Reboot Your Family’s Screen Rules Before Going Back to School?

As kids head back to school after the holidays, many parents notice the same pattern: bedtimes drifted, screens crept into bedrooms, and mornings feel like a battle. Executive Function Coach Craig Selinger and Personal Development Coach Mark Diamond, both experts in the Offline.now directory, say the answer is yes; but only if families treat the last week of break as a “tech reset,” not just a scramble for school supplies. Selinger points out that today’s devices are structurally different from the TV many parents grew up with: “Phones and tablets are more addicting than the old living-room TV. There’s no natural ending — no episode, no credits, no ‘we’re done now.’ When the ‘TV’ lives in your child’s pocket, transitions to homework or sleep become a lot harder.” That matters because late-night screen habits have real consequences in the classroom. Reviews of adolescent media use consistently link bedtime and late-evening screen time with shorter sleep, poorer sleep quality, and worse next-day functioning; including attention, memory and mood that kids need to learn. On top of that, education and cognition research shows that media multitasking: juggling schoolwork with notifications, chats, and apps is associated with reduced sustained attention and weaker academic performance. Diamond, who ran a tech-free summer camp for 25 years, has seen how quickly kids’ brains and behavior respond when screens are dialed down and real-world activity is dialed up: “At camp, we watched kids go from anxious and distracted to confident and connected in a matter of days — without phones. Outdoor play, hands-on projects, chores, even just walking and talking with friends reset their mood and focus in a way no app can.” “Micro-routines make a macro difference,” says Diamond. “If you reclaim just an hour a day from screens for real-world activity, most kids feel the change in their bodies and brains within a week.” Selinger adds that the reset only sticks when adults go first: “You can’t tell a teen to stop scrolling at 11 p.m. while you’re answering work email in bed. Kids are watching how we transition off our own screens. If parents lead by example, the new school rules stop feeling like punishment and start feeling like the new normal.” For journalists covering back-to-school, kids’ mental health, learning and technology, this story connects the dots between holiday screen creep, sleep, attention, and how a simple, family-led “tech reset week” can set kids up to actually learn once they’re back in class. Featured Experts Craig Selinger, M.S., CCC-SLP – Executive Function Coach and child development specialist (Brooklyn Letters). He focuses on how kids actually learn, and how digital dependency, sleep loss and multitasking erode attention and academic skills. Mark Diamond – Personal Development Coach and former director of a tech-free summer camp. He specializes in outdoor wellness, behavior change, and helping families translate “camp magic” into everyday routines at home. Expert interviews can be arranged through the Offline.now media team.

Craig SelingerMark Diamond
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Biography

Craig Selinger, M.S., CCC-SLP, is a nationally recognized speech-language pathologist, executive function expert, and educational consultant with 25+ years of experience helping neurodiverse learners thrive.

He is the Founder and CEO of Themba Tutors and Brooklyn Letters, two leading New York City–based metro area practices providing personalized executive function coaching, structured literacy, speech language therapy, and academic tutoring across the NYC metro area—including Brooklyn, Manhattan, Queens, the Bronx, Staten Island, Long Island, Westchester, New Jersey, and Connecticut—as well as remote services nationwide and internationally.

Craig and his multidisciplinary team specialize in supporting students and adults with ADHD, autism, dyslexia, anxiety, and other learning differences. Their work integrates neuroscience, psychology, and education to build the cognitive, emotional, and organizational skills essential for independence, self-advocacy, and academic success.

A New York State–licensed speech-language pathologist, Craig earned his master’s in Communicative Disorders from the University of Wisconsin–Madison and holds the Certificate of Clinical Competence (CCC-SLP) from ASHA. His advanced training includes Orton-Gillingham structured literacy, PROMPT motor speech therapy, and the Early Start Denver Model (ESDM) for early autism intervention. Early in his career, he contributed to peer-reviewed neuroscience research published in Brain Research.

Craig collaborates closely with neuropsychologists, psychiatrists, and educational consultants to align academic coaching with clinical insight. He also advises edtech innovators—including Poppins (structured literacy platform) and Elvo AI (speech and language technology)—bringing practitioner expertise into product design.

A sought-after speaker, Craig has presented at NYU Langone, Mount Sinai Hospital, Columbia University (Teachers College), Bard High School Early College, independent schools and national conferences, The Study preschool in New Delhi, the NYC Parents’ Primer Round Table Discussion for Dyslexia, the Center for Attention and Learning at Lenox Hill Hospital–Northwell Health, and the Everyone Reading Conference.

Featured In: The New York Times, NBC News, New York Magazine, The Atlantic, WPIX 11, NVLD Project, Tiny Beans, Healthline, ADHD Online, Psych Central, NYMetro Parents, Momtastic, About.com, and Business Insider.

Industry Expertise

Education/Learning

Areas of Expertise

Neuro-Affirmative Approaches
Neurodiverse Learners
Executive Function
Speech-Langage Pathology
Education
ADHD Specific Digital Management Strategies

Affiliations

  • American Speech-Language-Hearing Association (ASHA) : Certified member holding the Certificate of Clinical Competence (CCC-SLP).
  • Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD) : National non-profit organization supporting individuals with ADHD and their families.
  • ADDitude Magazine : Contributor and expert source on executive functioning, ADHD, and learning differences.

Education

University of Wisconsin-Madison

B.S.

Communicative Disorders

2001

University of Wisconsin-Madison

M.S.

Communicative Disorders

2003

Articles

P300 as a measure of processing capacity in auditory and visual domains in specific language impairment

Brain Research

2011-05-10

This study examined the electrophysiological correlates of auditory and visual working memory in children with Specific Language Impairments (SLI). Children with SLI and age-matched controls (11;9–14;10) completed visual and auditory working memory tasks while event-related potentials (ERPs) were recorded.

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Media Appearances

The Pandemic’s Toll: America’s Reading Crisis

The New York Times  online

2022-03-08

Explores the nationwide literacy setback and the need for structured phonics, early intervention, and speech-language expertise; includes insights connected to Brooklyn Letters.

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Tutors take center stage as students try to make up pandemic losses

NBC News  online

2022-03-24

Features Craig Selinger discussing the post-pandemic surge in tutoring demand and literacy challenges faced by students.

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How New York City Schools Are Relearning to Teach Reading

New York Magazine – Intelligencer  online

2023-09-13

Examines literacy reforms in NYC and the growing role of specialists like Brooklyn Letters in evidence-based reading instruction.

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