To successfully execute, children need to be aware of task demands and set goals. They must access forethought and hindsight to think in an organized way and to sustain their focus on the relevant features of the task at hand. Learn to define what the executive function skills are to determine effective interventions. Understand the term “executive dysfunction” and explore dozens of functional, ready-to-use strategies for teaching students to develop a “memory for the future”, to devise plans to achieve their goals, to use self-talk, to self-initiate, to transition to the next task of higher priority and to control their impulses and emotions to successfully complete a task. Help students “read a room” then “stop, think and create” an appropriate action plan and infer possible outcomes. Teach students to see and sense the passage of time, accurately estimate how long tasks will take, change or maintain their pace, carry out routines and tasks and complete long term projects within allotted time frames. Learn methods to improve a student’s ability to cognitively shift and be flexible in processing and accessing information. Learn how to use the Get Ready, Do Done Model to turn the core curriculum and lesson/treatment plans into powerful tools and leave with fresh approaches to help students develop automaticity for class routines and transitions.
All teachers, special educators, learning specialists, psychologists, social workers, counselors, administrators, and others who work in grades K-12 are invited.
The following major topics will be addressed:
Participants will be able to: