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2 Day -Advanced Course -Executive Function in Kids & Teens Who Are Smart but Scattered by Margaret Dawson,
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Faculty:: Margaret Dawson
Duration:: 12 Hours 45 Minutes
Format:: Audio and Video
Copyright:: Dec 11, 2019

Description

Make good choices. Study. Take turns. Start homework. Sit still. Focus. Finish homework. Turn in homework.

Executive function (EF) is at the core of everything kids and teens are asked to do each day at home and school. And yet when these expectations aren’t met, professionals often turn to consequences, discipline, and “tough love” to encourage change. And when that doesn’t work, the child is labeled as “lazy” or “unmotivated” rather than someone who lacks certain skills.

Watch Peg Dawson, Ed.D., NCSP, leading expert in executive function, for this advanced training where you’ll not only gain a comprehensive understanding of executive dysfunction and its impact on young lives, you’ll also have a complete clinical toolbox full of interventions to:

Assess for and diagnose executive function difficulties from childhood to early adulthood
Change any environment to accommodate low or weak executive skills
Boost skills in organization, planning, decision making and emotional regulation
Provide effective psychoeducation and training to parents and families
And more!

And while many intervention plans are too complicated and time-intensive for long term success, Peg offers up simple, straightforward, and practical interventions that can be used every day to improve any child or teen’s level of functioning.

This recorded training is a must-watch for any professional working with kids and adolescents – buy today!

Handouts

Outline

Get to Know Executive Function (EF)

The 11 executive skills
Two dimensions of EF skills: Thinking and doing
Are EF skills innate? Learned?
Exercise: Match the descriptor to the EF skill

The Neurobiology of EF

Normal v. atypical brain development
Chronological v. age of functioning, ex – ADHD
How do executive skills develop in the brain?
Negative influences on EF development
Can executive skills be recovered?

Assessment: What Does Weak EF Look Like?

Parent/teacher interviews: What to ask/ look for and why
Behavior rating scales (BRIEF-2, ADHD Rating Scales-V, and more!)
Limitations of formal evaluation
Observation/informal assessment
When is it an educational disability?
Co-morbidity with mental health disorders

Linking Assessment to Intervention: 3 Key Skills to Accommodate Executive Skill Weaknesses

Environmental Modifications
- Any changes made external to the child – physical or social
- Modify the nature of the task(s)
- Change the ways adults interact with the child
- Exercise: Brainstorm modifications for each EF skill
Teach Deficient Skills
- Adults (temporarily) become the child’s frontal lobe
- 3 steps to embedding executive skills into:
  - Content area lessons
  - Whole-class routines
  - Small group curricula
- Adaptations for K-6, middle school, and high school
- Step-by-step examples: Cleaning room, starting the day, homework plans, classroom organization
- Exercise: Design an EF-conducive classroom or home routine
Motivate the Child to Use the Skill
- A new look at incentives and reinforcement
- The benefits of using incentives
- Simple “go-to” incentives
- Longer term, more elaborate incentives
- Exercise: Brainstorm and discussion on incentives

STRATEGIES, STRATEGIES, STRATEGIES: Must-Have Interventions for Home, School & Beyond

The 7 keys to effective intervention design
The “perfect” intervention has these 2 factors
Must-have strategies for getting kids on board
Covey’s in my control/out of my control

Student-Centered Interventions: Steps and Guidelines

Exercise: Step-by-step development of a student-centered intervention
- Case: Sarah – seatwork struggles, poor follow through
- Case: Max – task refusal, wanders, not following directions
- Case: High school student – intellectual disabilities

Practical, Innovative Strategies Designed to Target:

Beginning & end of day routines
All things homework – collection, completion, turning in!
Paying attention
Desk cleaning
Writing papers
Longer-term projects
Organization
Managing open-ended tasks
Taking notes
Temper control
Impulsivity
Transitions
Perspective taking
Problem solving
And more!

Coaching: 1:1 Interventions for Executive Skill Development

Key components of coaching
Stages and goal setting
Class-wide peer coaching
Evidence behind coaching’s effectiveness

Clinical Considerations

ABA/RTI in schools
Working with parents and families
Multicultural factors
Limitations of the research and potential risks

Faculty

Margaret Dawson, Ed.D., NCSP Related seminars and products: 11

Peg Dawson, Ed.D., NCSP, is a school psychologist and for over 20 years has worked at the Center for Learning and Attention Disorders in Portsmouth, New Hampshire, where she specializes in the assessment of children and adults with learning and attention disorders. She is co-author of the bestselling books on executive dysfunction, Executive Skills in Children and Adolescents: 2nd Edition (Guilford, 2010), Smart but Scattered (Guilford, 2009) and Smart but Scattered Teens (Guilford, 2013).

Peg is a past editor of Communiqué, the newsletter of the National Association of School Psychologists, and has published numerous articles and book chapters on a variety of topics, including retention, ability grouping, reading disorders, attention disorders, the sleep problems of adolescents, the use of interviews in the assessment process, and homework.

Peg has many years of organizational experience at the state, national and international levels and served in many capacities, including president of the New Hampshire Association of School Psychologists, the National Association of School Psychologists (NASP) and the International School Psychology Association.She has also participated in many of NASP’s leadership initiatives, including the Futures Conference and the development of both the second and third Blueprint for the Training and Practice of School Psychology. She is the 2006 recipient of NASP’s Lifetime Achievement Award. Peg received her doctorate in school/child clinical psychology from the University of Virginia.

Speaker Disclosures:

Financial: Margaret (Peg) Dawson is an author for Guilford Press and receives royalties. She is an author for Amacon publishers and receives royalties. She receives a speaking honorarium from PESI, Inc.

Non-financial: Margaret (Peg) Dawson has no relevant non-financial relationships to disclose.

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Manual – Executive Function in Kids & Teens (1.97 MB)	76 Pages	Available after Purchase
Additional Handout – Executive Functions (451 KB)	21 Pages	Available after Purchase
Instructions for ASHA credit – Self Study (64.4 KB)		Available after Purchase