Key Topics: Executive Functioning Strategies, Rallying Motivation, Time Management

Executive Functioning Develop Executive Functions

Part 2 of this two-part series explores

  • Practical strategies to help individuals explore their own motivation for complex tasks
  • How perspective taking is part of the organized thinking process

 

Part 1 of this two-part series explores three critical and fascinating aspects involving our organized thinking and then explore the process of identifying goals, creating action plans, and developing metacognitively based strategies for getting things done.

 

3.5 hours of training and CE credit available for select professionals. For any special accommodations or assistance with resources email us.

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Executive Functioning Part 2: Strategies to Foster Motivation and Tackling Many Moving Parts of Any Assignment

Series Name: Fostering the Development of Executive Functions

Please note that this course begins promptly at 9:00 am Pacific Time. This second part of a two-part series is an exploration of metacognitive strategies to help students find their motivation, learn about time prediction, prioritize their workload, and track multiple assignments simultaneously. We explore the importance of perspective taking and how interventionists can help students learn to turn in their own assignments. Information can be used by attendees and students across school, community, and home. This course gets stellar reviews!

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Individual / Small Group
$49.00 per attendee
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Team / Large Group
$45.00 per attendee
5 or more attendees
30% Discount
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Non-Professional & Family
$35.00 per attendee
Intended to help people using the information in their personal lives.
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Detailed Description

Who should attend

The majority of students, clients, and patients with social learning challenges have difficulty developing the organizational skills needed to manage the increasingly complex expectations of life in upper elementary, middle, and high school and into their adult years. Our organizational abilities emerge from executive functioning skills that are expected to develop with minimal instruction. Not surprisingly, identifying motivation, knowing how to get started on a project, and managing time across a variety of homework assignments can feel overwhelming—even for the most intellectually sharp individuals. The impact of poor organizational skills is immense; it affects outcomes in school, at work, and at home. People with poor organizational skills and limited motivation are often referred to as lazy, but the truth is their behaviors are more likely the result of a neurologically based executive functioning weaknesses than a lack of desire to be competent in their work. Often, relatively little support is provided by parents and teachers to guide individuals to develop these critical skills.


In Part 1 of this two-part series, attendees explored how to wrap their minds around organized thinking and learned core strategies to help students get started in thinking about their goals and action plans.


In this second part of our two-part series on executive functions, we continue to take implicit expectations and show you how to address them explicitly. We review key executive functioning skills and practical metacognitively based strategies to help individuals track and tackle homework and other deadline-based responsibilities. We begin this section by talking about a subject not often addressed when exploring how to help our students “get things done that you don’t want to do,” and that is how to help unmotivated students learn how to find their motivation. In addition, we explore, through many examples, user-friendly ways to help students learn more about the processes and strategies involved in:


  • Preparing work environments
  • Chunking and timing assignments
  • Visually structuring the workload
  • Prioritizing to plan what to work on
  • Hunting and gathering materials
  • Taking perspective
  • Communicating about it
  • Persisting and rewarding oneself with pride

This two-part series has been enthusiastically received by interventionists, including 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 explore practical strategies to actively teach social learners.


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

Objectives

Participants will be able to:

  1. Identify a strategy for helping teens explore their own motivation when approaching complex tasks.
  2. Describe the importance of time prediction and how analog clocks teach this concept differently than digital clocks.
  3. Describe how a Gantt chart is helpful in understanding multiple assignments across time.
  4. Explain how perspective taking is part of the organized thinking process.

Agenda

This agenda may change without notice.

  • 9:00-10:20
    • Finding one’s motivation
    • Preparing work environments
    • Chunking and timing assignments
  • 10:20–10:30 Break
  • 10:30–12:10
    • Visually structuring the workload
    • Prioritizing to plan what to work on
    • Hunting and gathering materials
    • Taking perspective
    • Communicating about it
    • Persisting and rewarding oneself with pride
  • 12:10–12:40 Q & A

Continuing Education Credit

3.5 hours toward CE credit, if applicable

Earn Continuing Education Credit

Click here to see detailed Continuing Education Information by Profession and by State

When you register as a Professional for a livestream or recorded event sponsored by Social Thinking (i.e., the conference has a dedicated page on our website) you gain access to CE credit at no additional cost. Find your profession below to learn about your CE options. Each course provides 3.5 hours of instruction and each attendee will be given a certificate of attendance and a course agenda as proof of participation. For information about CE credit offered by livestream or recorded events NOT sponsored by Social Thinking, please contact the sponsoring organization.


 

We are proud to provide access to continuing education credit for:


  • Speech-Language Pathologists
  • Educators
  • Social Workers (Approval Pending)
  • Counselors
  • Clinical and School Psychologists (Approval Pending)
  • ...and others!


Livestream Events Accessing Certificates of Attendance and/or CE certificate(s)
Immediately following the livestream course, an email will be sent with a questionnaire to verify your attendance. If you did, you will be asked to fill out the course evaluation. Upon submitting that back to our office, we will send a follow-up email providing you with further links to access Certificate of Attendance and CE certificates or forms. You will receive a separate email for each course day you registered to attend. An online form will be available to SLPs at that time to submit their ASHA info to claim ASHA CEUs.

 

 

Recorded Livestream Events Accessing Certificates of Attendance and/or CE certificate(s)
Following the expiration of the recording, we will send an email with a questionnaire. If you watched the recorded content, please fill out the questionnaire and survey. We will then send the follow-up email with the Certificate of Attendance. An online form will be available to SLPs at that time to submit their ASHA info to claim ASHA CEUs.


Remember, mental health professionals can only receive CE credit if they watched the live version of the courses (approval is pending). The recorded copy is not eligible for mental health CE credit.

 

 

Contact your licensing and/or certification organization
We are approved to offer access to CE credit in many instances. Because state requirements can change without notice, we recommend contacting your regulatory board or licensing organization to verify course approval to be 100% confident you can earn CE credit for our courses. Please note that licensing and/or certification organizations have varying requirements that must be fulfilled to earn CE credit for attending a continuing education event.


If your profession is not listed, we recommend you contact your licensing organization to determine whether they will approve our courses. All attendees will receive a certificate of attendance and agenda for each course as proof of participation.

 

Click here to see detailed Continuing Education Information by Profession and by State

Technical requirements to participate in livestream events

In order to make sure your livestream event experience is as positive as possible there are 3 important technical checks you should take before registering or attending a livestream event:
1

Livestream compatible browser

Google Chrome

The best live stream browser is Google Chrome. If you are unable to use Chrome, please make sure the version of your browser is the latest and greatest.

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2

High-speed internet connection

Speed Test

Make sure you are accessing the livestream on a device that is connected to high speed internet—that means your download speed is at least 25Mbps.

Run Internet Speed Test
3

Open firewall ports

Firewall

If you are joining the livestream from your school or organization, ask your network administrator if there are any firewall ports that need to be opened.

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