Master Class: Advanced Implementation of Executive Function Interventions
Wednesday October 10, 2018
Master Class: Advanced Implementation of Executive Function Interventions
age 10 - adultThis master class is for professionals who want to advance their strategies and techniques and refine their scope and sequence in implementing executive function strategies. Gain new insight into utilizing the 360 Thinking Program interventions, including where to start, setting goals for your students, and building a toolbox of strategies for teaching executive function skills. Learn advanced techniques for teaching students to channel their motivation and go from intention to action by creating and carrying out plans and sustaining forethought for task planning across different time horizons. Master systematic ways to develop a student’s situational intelligence and self-regulation to stop, observe, and read a room, orient to the expectation in a moment in time, decide on a course of action, and act within allotted time frames. Understand the relationship between speed of processing and executive function and learn practical strategies to improve written expression, abstract thinking, and social conversation skills. This course is full to the brim with powerful information that you can implement immediately!
To maximize learning, attendees should have a basic understanding of executive function skills. This course does NOT teach executive function fundamentals, but uses experiential learning to show how executive function interventions can develop independent executive function skills in your students. For each strategy, there will be examples for elementary, middle, and high school students. We will review 360 Thinking program interventions, advanced applications of the Get Ready-Do-Done model to teach a student how to visualize, sequence, and complete complex tasks, strategies to improve speed of information processing in clients, executive function–related aspects of initiation, retrieval of ideas, and organization to improve written expression, and much more!
Topics to be addressed:
- A brief review of the 360 Thinking model of executive function skills
- Advanced applications of the Get Ready-Do-Done model to teach a student how to visualize complex tasks, then sequence and plan the requisite steps to complete assigned work
- Advanced methods to improve a student’s ability to calculate the time needed (the temporal window) to complete tasks and self-monitor the passage of hourly and daily time
- Creating and sticking to time markers when working in the DO phase
- Increase situational intelligence and teach students how to STOP and read the room in the moment—and when using forethought for anticipating novel events and actions
- Learn how to address the executive function–related aspects of initiation, retrieval of ideas, and organization to improve written expression
- Improve speed of information processing for mimetic ideational information processing (MIME), figurative language, social conversation, and written expression
Let’s go deeper into some of these concepts:
Many students with EF weaknesses struggle on almost a daily basis to be on time to class, to have the required materials, to initiate and complete assignments. This often prompts a referral for an evaluation. However, because evaluations typically take place in a highly structured setting with a limited number of factors to attend to, students can hold information in their working memory, process information, and execute effectively on the test—resulting in high to above average scores and not qualifying for special education services. But, when situational factors such as peers, environmental cues, materials, and directions to attend to increase even slightly and students have to integrate and organize these factors to regulate their behavior, executive control processes dramatically decline. As is often the case, executive function challenges are not a correlate of IQ, but instead of SQ, situational intelligence. In this course, learn strategies to help a student go from intention to action and strengthen their situational intelligence: to STOP, observe and read a room, orient to the expectation in a moment in time, decide what is required, and act within the allotted time frame.
Mimetic Ideational Information Processing (MIME)
Many students with social competency challenges struggle with the ability to plan for and simulate future events in order to meet their goals. The goal of getting to class on time may be a huge struggle if a student is not able to imagine all the steps required, predict how his or her emotions will change, and use self-talk to help him/herself manage each step. Learn many practical strategies to teach students to mentally time travel to simulate possible future scenarios based on Mimetic Ideational Information Processing (MIME).
Processing speed (PS) measures how quickly we can perceive information, understand it, and formulate and execute a response. It is not the same as intelligence—in fact, research shows PS was significantly impaired in 80% of students diagnosed with high to above average IQ and ADHD. Explore strategies to overcome slower processing to help students complete routines, follow instructions, finish homework, integrate and encode information, write assignments that require complex thoughts, transition between tasks, keep pace with the flow and process nuance in social conversations, and much more. Students with PS challenges can be rigid or concrete thinkers given the reduced speed and accuracy with which they can abstract new associations, identify similarities and differences, or extract global themes. Learn to teach students schematic pattern perception to help them shift from the concrete to the abstract.
Deepen your knowledge and ability to support those with executive function challenges by applying the wide range of concepts and practical strategies delivered in this master class!
Participants will be able to:
- Define how situational awareness, self-talk, forethought, and episodic memory are the foundational skills for successful task execution.
- State the four features of situational awareness and the OODA loop process for situational intelligence.
- List three advanced applications of the Get Ready-Do-Done model to teach a student how to visualize complex tasks and then sequence and plan the requisite steps to complete assigned work.
- List three methods to develop iconic gesture for forethought and task planning.
- Explain three processes for teaching students to calculate temporal windows, plan for, and complete tasks that last an hour, a day, or over extended time frames.
- Define the three factors that impact speed of information processing and list three interventions to increase the speed with which students can process, retrieve, and organize information for written expression, figurative language, and social conversation.
- List three treatment strategies to address the executive function-related aspects of initiation, retrieval of ideas, and organization to improve written expression.
- Describe three treatment interventions to develop a student’s ability to generalize the Get Ready-Do-Done process to independent planning.
Use social competencies to problem solve how to sign in, find a seat, and enjoy a cup of coffee or tea while getting to know fellow attendees.
|8:30-10:15||Brief review of the 360 Thinking model of executive function skills. Developing self-regulation and situational intelligence.|
|10:30-12:00||Advanced implementation of the Get Ready-Do-Done model and generalization to independent planning|
|12:00-12:50||Break for Lunch|
|12:50-1:30||Advanced techniques to teach students to internally feel the passage of time, calculate how long tasks will take, and pace themselves to complete tasks in allotted time frames.|
|1:30-2:15||Discuss the relationship between speed of processing and executive function skills. Techniques to improve speed of processing for task execution and written expression.|
||Improve how quickly students can react to incoming information, understand it, then think about and break that information down to formulate and execute a response for figurative language.|
At this conference, earn continuing education units/credits/clock hours at no additional cost! Each course offers 6 hours of instruction and each attendee will be given a certificate of attendance and a course agenda for their records.
We are proud to be a continuing education provider for Speech-Language Pathologists, Social Workers, Marriage and Family Therapists, Clinical and School Psychologists, and Certified Counselors, such as Licensed Professional Counselors, Licensed Mental Health Counselors, Licensed Professional Clinical Counselors, and others.
We offer continuing education units/credits/clock hours through:
- ASHA: American Speech-Language-Hearing Association
- CES: Commonwealth Educational Seminars
- NBCC: National Board for Certified Counselors
- And more!