Margaret Dawson – 2 Day: Advanced Course: Executive Function in Kids & Teens Who Are Smart but Scattered
Margaret Dawson – 2 Day: Advanced Course: Executive Function in Kids & Teens Who Are Smart but Scattered
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Description
- Faculty:
- Margaret Dawson
- Duration:
- 12 Hours 45 Minutes
- Format:
- Audio and Video
- Copyright:
- Dec 11, 2019
Description
| 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 |
Outline
Get to know the function of the executive.
- 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 brain 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?
What does the weakest form 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
Key Skills to Accommodate Executive Skill Weaknesses are linked assessment to intervention.
- 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, and 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
There are steps and guidelines for student-centered interventions.
- 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
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!
There are interventions for executive skill development.
- Key components of coaching
- Stages and goal setting
- Class-wide peer coaching
- Evidence behind coaching’s effectiveness
There are 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
An Ed.D., NCSP. She works at the Center for Learning and Attention Disorders in New Hampshire, where she specializes in the assessment of children and adults with learning and attention disorders. She is a co-author of the books. Executive Skills in Children and Adolescents is the second edition. Guilford, 2010) Smart but scattered. (Guilford, 2009). Teens are smart but scattered. The article is titled (Guilford, 2013).
Peg was an editor. This is a communication. Retention, ability grouping, reading disorders, attention disorders, the sleep problems of adolescents, the use of interviews in the assessment process, and homework are just a few of the topics that have been covered in the newsletter of the National Association of School Psychologists.
She has served in many capacities, including president of the New Hampshire Association of School Psychologists, the National Association of School Psychologists, and the International School Psychology Association. She was the 2006 recipient of the Lifetime Achievement Award. She received her PhD in school/child clinical psychology from the University of Virginia.
Speaker disclosures.
Margaret (Peg) Dawson is an author and gets royalties. She is an author for Amacon publishers. She is paid by PESI, Inc.
Margaret (Peg) Dawson has no relevant non-financial relationships.
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