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Self-Regulation and Executive Functioning Skills

Education Resources, Inc.

Objectives

The participants will:
1.Review the Ayres Theory of Sensory Integration and relate it to self-regulation and executive functioning.
2.Learn the components of self-regulation and executive function skills and how they contribute to school and life success.
3. Review basic neuroscience and how it connects to self-regulation and executive functioning skills.
4. Become familiar with the developmental progression of self-regulation and executive functioning skills.
5. Analyze and assess self-regulation and executive function dysfunction.
6. Learn how to implement practical and effective methods to facilitate the development of these skills.
7. Learn to accommodate for various self-regulation and executive function weaknesses and modify instructional materials to allow all students to access the curriculum.

Target Audience

SLPs, SLPAs, OTR, COTAs, General Education and Special EducationTeachers,Social Workers, School Counselors, Psychologists, Principals, Paraprofessionals, Parents and Caregivers, PT & PTAs.

Confirmation Notes

This course meets the criteria for 13 contact hours (1.3 CEUs). Application has been made to the NJ Board of Physical Therapy and the PA State Board of Physical Therapy. Approved by the NY State Board of Physical Therapy for 15.6 contact hours. Approved provider of continuing education by the American Occupational Therapy Association #3043 for 13 contact hours (1.3 CEUs) Intermediate level. Occupational Therapy Process: Assessment, Intervention. The assignment of AOTA CEUs does not imply endorsement of specific course content, products or clinical procedures by AOTA. NBCOT professional development provider-13 PDUs

Agenda

DAY ONE:
7:30-8:00 Registration/Continental Breakfast 8:00-11:30 Assessment How Does Ayres Theory of Sensory Integration Drive Everyday Practice? • Sensory Integration - Ayres Model • Sensory Processing - Lucy Jane Miller Model Executive Functioning: Implications for School Based Practice •Theory of Multiple Intelligences by Gardner •Universal Design for Learning •IDEA Individuals with Disabilities Education Act • Executive Skills in Children and Adolescents by Dawson & Guare What Do I Really Know About Executive Functioning Skills and How Does it Affect Intervention Planning: Goals and Objectives? • Behavioral Components • Cognitive Components Application of Neuroscience: The Connection Between Self-Regulation and Executive Function Skills Using Knowledge of Normal Developmental Stages of Self-Regulation and Executive Functioning to Drive My o Drive My Treatment Decisions •Developmental milestones birth through adolescent 11:30-12:30 Lunch (on your own) 12:30-4:00 Treatment Decisions (continued) •Video: Observational worksheet Observational Assessment: Red flags in Students with Sensory Processing Disorders, Executive Function Dysfunction and ADHD A.Sensory Processing Disorder B. What it is Like to Have an Executive Function Disorder?

DAY TWO:
7:30-8:00 Continental Breakfast 8:00-11:30 Strategies to Promote Social-Emotional Behavioral and Academic Success A. Assessment and Intervention Social-Emotional and Behavioral Concerns •Interfering Behaviors - Functional analysis/case study •Environmental analysis: Lab •Behavioral Strategies B. Skill Building/Instructional Accommodations Based on Deficit Area •Executive function skill deficits related to academic performance •Me as a learner - goal setting •OT Job List •Survival Guide •Writing Strategies 11:30-12:30 Lunch (on your own) 12:30-4:00 C. Technology: Apps that work: 1. Self-Regulation 2. Sustained Attention 3. Planning 4. Time Management 5. Task Initiation 6. Organization So What Do I do Now: Interve •Evaluations •Consideration of Strategies •Models for SettingGoals •Goals and Objective writing •Case Studies: Bring a sample of one of your students How Do I know That My Treatment is Efective? Tracking Progress •Data Collection •Rubrics •Presentation/Analysis of improvement: How to present your data to others? *A fifteen minute morning and afternoon break will be included

Description

Do you have students who have difficulty sitting still, initiating tasks, working through assignments to completion, or attending to the details of their work? Do they have difficulty applying active listening skills and memory strategies to support their learning and academic performance?
This course will teach participant tools and effective strategies that address these challenges directly. Given the demands of the Common Core Standards for independent work habits, sustained attention and motor output, students have an increased need to develop selfregulation and executive function skills in order to progress successfully through grade level curriculum. Participants will learn successful methods to facilitate the development of self-regulation, attention, organization and memory as well as environmental accommodations and modifications

Date And Locations
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