Alliance Member:
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To register for this course, go to: http://www.rehabedge.com/detail.aspx?id=6673
Self-Regulation and Executive Functioning Skills
Education Resources, Inc.
Format(s): Live Seminars
Discipline(s): Physical Therapy / Occupational Therapy / Speech-Language / Counseling / Social Work / Psychology
Contact Hours: 13
Registration Fee: $435.00
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
Dates and Locations