Course Description
Research has demonstrated that AD/HD has a strong neurobiological basis (Barkley, 2013). Furthermore, many of the symptoms of AD/HD are symptoms of executive function impairments; especially those associated with inattention (Barkley, 2013). It is important to note the prevalence of AD/HD as one of the reasons for the continuing research on the relationship between AD/HD and executive function (Barkley, 2013). A meta-analysis of 175 research studies worldwide found the prevalence of AD/HD in children 18 and under to be approximately 7.2% (Thomas et al., 2015). According to Adele Diamond (2016), effectively supporting EF through has been found to be a key predictor of “school readiness,” “job success,” “mental health outcomes,” “marital harmony,” and other indicators of overall life satisfaction. Therefore, ongoing research and support in the area of executive function is not only to the benefit of individuals, but society as a whole.
This presentation aims to provide a replicable process to support students with EF challenges for educators, coaches and allied professionals and will assist them when designing curricular and instructional approaches, as well as supporting families and students whose learning disabilities impact their mental health. The methodology of this approach consists in a five step process that includes an intake, executive function assessment, weekly coaching sessions, a family team meeting to ensure alignment of goals and service, and a phase out period. Throughout this process, students systematically learn prioritization (identification of required tasks), planning (time management and chunking), performance and sustainability of attention (task-initiation), and communication (engaging stakeholders such as teachers and family) to obtain the desired results. Through identifying “to-do’s”, and using prioritization to promote organization and planning, as well as allowing students more autonomy for self-advocating, students found themselves better able to manage EF challenges.
Educational therapists and allied professionals are challenged on a daily basis regarding how to best support their students with executive function deficits. These findings clearly support that educational therapists and allied professionals will be better equipped to address the executive function learning challenges of their students if they have a replicable process to support the further development of executive function skills.
Key Learning Objectives
- Participants will describe at least 2 strategies that can be used when using solution-focused questioning with middle, high school and college students with executive function challenges
- Participants will state what the P.I.N.G methodology is and in what context it can be used
- Participants will describe the three steps of a Family-Team Meeting
- Participants will identify two steps on how to use Google Tasks and Templates
Registering is a 2-step process:
1- register and pay here on the website
2- register for the Zoom portion, the link is sent in confirmation email
CPA is co-sponsoring with SFPA. The California Psychological Association is approved by the American Psychological Association to sponsor continuing education for psychologists. CPA maintains responsibility for this program and its contents. Important Notice: Those who attend the workshop and complete the CPA evaluation form will receive 2.0 continuing education credits. Please note that APA CE rules require that we give credit only to those who attend the entire workshop. Those arriving more than 15 minutes after the start time or leaving before the workshop is completed will not receive CE credits.