Part 1 of this two-part series explores
- Practical strategies to help you teach executive functions skills
- The Four Steps of Executive Functions to help students learn the process of getting organized
Part 2 of this two-part series explores metacognitive strategies to help students find their motivation, learn about time prediction, prioritize their workload, and track multiple assignments simultaneously.
Part 1: How Do We Get Things Done?
Series Name: Fostering the Development of Executive Functions
Back by popular demand—but only for a limited time! Replay access through March 18th
Who should attend
The majority of students, clients, and patients with social learning challenges have difficulty developing the organizational skills needed to manage increasingly complex expectations of life in upper elementary, middle, and high school and into their adult years. Our organizational abilities emerge from executive functions that are expected to develop with minimal instruction. In this two-part series, we explore key executive functioning skills and practical strategies to help individuals track and tackle homework and other deadline-based responsibilities.
In this first course in this two-part series, we begin by exploring what we, the interventionists, do on a daily basis to better understand some of the many moving parts required for getting things done. We then explore why individuals who have neurologically based challenges in developing executive functions run into roadblocks that limit their success and overwhelm their emotional self-regulation system. In Part 1 we explore concepts including, but not limited to:
- how top-down versus bottom-up thinking impacts organizational abilities
- the importance of using our imagination to guide our success
- the developmental nature of executive functions
- the scope and sequence of organizational tasks: differentiating static organizational from dynamic organizational skills
- defining executive functions and exploring other programs and apps that can assist your teaching of these concepts and skills
- how to identify what needs to be done
- the power of metacognitive thinking and strategies to guide our progress
- how future planning is key to goal-oriented thinking
- four key elements for getting ourselves organized when knowing and planning what needs to be done
In Part 2, we cover nine other steps toward helping students learn to increase their organizational competencies beginning with the exploration of student motivation: how to encourage its formation and why managing time and priorities across a variety of homework assignments can feel overwhelming—even for the most intellectually sharp individuals. Please see the Executive Functions – Part 2 description to learn more.
This course has been enthusiastically received by interventionists (parents, counselors, mainstream and special education teachers, administrators, psychologists, speech-language pathologists, occupational therapists, and others). As with most Social Thinking® courses, hands-on activities help attendees relate their own experiences to the challenges discussed. We go beyond a general description of the issues, guiding attendees to actively explore key concepts and elucidating the pivotal role parents and professionals play in teaching these concepts.
While this course was designed to support individuals with social learning challenges, the cutting-edge information provided is relevant for all populations—mainstream teachers love this conference day!
NOTE: Treatment refers to using conceptual and strategy-based frameworks to help individuals improve their social competencies.
Who Should Attend
The Social Thinking Methodology is used by a wide variety of professionals; including speech-language pathologists, special and general education teachers, social workers, counselors, clinical and school psychologists, occupational therapists, behavior specialists, and school administrators to name a few. It’s also used by family members and caregivers across settings.
About this Series
Fostering the Development of Executive Functions
In this two-part series, we explore key executive functioning skills and practical strategies to help individuals track and tackle homework and other deadline-based responsibilities.
In Part 1: Fostering the Development of Executive Functions: How Do Students Get Things Done? we begin by exploring what we, the interventionists, do on a daily basis to better understand some of the many moving parts required for getting things done. We then explore why individuals who have neurologically based challenges in developing executive functions run into roadblocks that limit their success and overwhelm their emotional self-regulation system.
In Part 2: Strategies to Foster Motivation and Tackling Many Moving Parts of Any Assignment we cover nine other steps toward helping students learn to increase their organizational competencies beginning with the exploration of student motivation: how to encourage its formation and why managing time and priorities across a variety of homework assignments can feel overwhelming—even for the most intellectually sharp individuals.
Learning Objectives and Agenda
Participants will be able to:
- Explain why students can’t just go “do their homework” when they have challenges in developing executive functions.
- Describe three ways static organizational tasks are vastly different from dynamic organizational tasks.
- List the Four Steps of Executive Functions to help students learn where to begin the process of getting organized.
- Explain how counterfactual reasoning incorporates an individuals' imagination of the future and leads us to problem solve their choices.
This agenda may change without notice.
- 1 hour and 20 minutes
- Exploring the power of organized thinking in each individual. What’s it take for our children, students or clients to get ready in the morning? What’s the difference between static and dynamic organizational skills in a student's academic life? How do highly structured environments differ from low-structure environments in their impact on individuals getting things done?
- 10 minutes Break
- 1 hour and 40 minutes
- What are executive functions? Exploring a range of steps within organized thinking, such as figuring out what needs to be done, defining the difference between goals and action plans, and creating and using strategies to assist with getting things done.
- 30 minutes Previously recorded Q & A session
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