Seminar Detail

2 Day: Advanced Course: Executive Function in Kids & Teens Who Are Smart but Scattered
2 Day: Advanced Course: Executive Function in Kids & Teens Who Are Smart but Scattered

Where:   SAN DIEGO, CA

When:  Wednesday, December 11, 2019 - Thursday, December 12, 2019

Credit Card Required for online registration | Contact us to redeem Gift Certificates
Other ways to Register: Call (800) 844-8260   |   Printable Form (fax or mail)
Details

$499.99
Single Registration
$439.99
Single Registration: Advance Price (ends 11/21/2019)
$439.99
2+ Group Rate: per person
*** All prices are shown in US Dollars ***
 
View brochure for CE details
Location

CROWNE PLAZA SAN DIEGO-MISSION VALLEY
2270 HOTEL CIRCLE NORTH
SAN DIEGO, CA 92108
Phone:  619-297-1101
View Map

Alternate Locations

Student Discounts
If you are a student, please click here for registration information.

Group Discounts
If 5+ staff members from your facility are attending this event, please call (800) 844-8260 to learn more about our special rates.

Military Discount
If you are active or retired military personnel, please click here for registration information and select the Military tab.

In-House Options
If you would like this educational event brought to your facility, please click here for on-site training options.

Course Description:

Make good choices. Study, Take turns. Start homework, Sit still. Focus. Finish homework. Turn in homework. Executive function (EF) is at the core of everything kids and teens are asked to do each day at home and school.

And yet when these expectations aren’t met, professionals often turn to consequences, discipline, and “tough love” to encourage change. And when that doesn’t work, the child is labeled as “lazy” or “unmotivated” rather than someone who lacks certain skills.

Join Peg Dawson, Ed.D., NCSP, leading expert in executive function, for this advanced training where you’ll not only gain a comprehensive understanding of executive dysfunction and its impact on young lives, you’ll also have a complete clinical toolbox full of interventions to:
  • Assess for and diagnose executive function difficulties from childhood to early adulthood
  • Change any environment to accommodate low or weak executive skills
  • Boost skills in organization, planning, decision making and emotional regulation
  • Provide effective psychoeducation and training to parents and families
  • And more!
And while many intervention plans are too complicated and time-intensive for long term success, Peg offers up simple, straightforward, and practical interventions that can be used every day to improve any child or teen’s level of functioning.

This training is a must-attend for any professional working with kids and adolescents – sign up today!
Objectives:

  1. Describe the neurological processes involved in executive skill development both in typically developing children and those with executive dysfunction (such as ADHD).
  2. Identify developmentally appropriate expectations for executive skill development in children from preschool to early adulthood.
  3. Communicate the role of executive skills in school performance and daily living for children and adolescents.
  4. Determine “best practices” for assessing executive skills, including both formal and informal measures.
  5. Implement strategies for modifying the environment to be more supportive for children with weak executive skills.
  6. Create daily routines both at home and at school that support the development of executive skills.
  7. Utilize a 4-step process to task-analyze classroom lessons to identify the specific executive skills that are involved.
  8. Generate strategies for overcoming common obstacles to effective deployment of executive skills.
  9. Educate students about executive skills so they can identify their own executive skill strengths and weaknesses and develop supportive strategies where needed.
  10. Design child/student-centered interventions that target specific executive skills to resolve specific problem situations at home and/or school.
  11. Utilize behavioral incentives and other motivational strategies to encourage children and teens to engage in the level of practice necessary to develop effective executive skills.
  12. Provide education to parents of teenagers on the dynamics of the parent-child relationship during adolescence, the impact it has on executive skill development, and how to design age-appropriate interventions.
OUTLINE

Get to Know Executive Function (EF)
  • The 11 executive skills
  • Two dimensions of EF skills: Thinking and doing
  • Exercise: Match the descriptor to the EF skill
The Neurobiology of EF
  • Normal v. atypical brain development
  • Chronological v. age of functioning, ex-ADHD
  • How do executive skills develop in the brain?
  • Negative influences on EF development
  • Can executive skills be recovered?
Assessment: What Does Weak EF Look Like?
  • Parent/teacher interviews
  • Behavior rating scales (BRIEF-2, ADHD Rating Scales-V, and more!)
  • Limitations of formal evaluation
  • Observation/informal assessment
  • When is it an educational disability?
  • Co-morbidity with mental health disorders
Linking Assessment to Intervention: 3 Key Skills to Accommodate Executive Skill Weaknesses
  • Environmental Modifications
    • Any changes made external to the child – physical or social
    • Modify the nature of the task(s)
    • Change the way adults interact with the child
    • Exercise: Brainstorm modifications for each EF skill
  • Teach Deficient Skills
    • Adults (temporarily) become the child’s frontal lobe
    • 3 steps to embedding executive skills into:
      • Content area lessons
      • Whole-class routines
      • Small group curricula
    • Adaptations for K-6, middle school, and high school
    • Step-by-step examples: Cleaning room, starting the day, homework plans, classroom organization
    • Exercise: Design an EF-conductive classroom or home routine
  • Motivate the Child to Use the Skill
    • A new look at incentives and reinforcement
    • The benefits of using incentives
    • Simple “go-to” incentives
    • Longer term, more elaborate incentives
    • Exercise: Brainstorm and discussion on incentives
STRATEGIES, STRATEGIES, STRATEGIES: Must-Have Interventions for Home, School & Beyond
  • The 7 keys to effective intervention design
  • The “perfect” intervention has these 2 factors
  • Must-have strategies for getting kids on board
  • Covey’s in my control/out of my control
Student-Centered Interventions: Steps and Guidelines
  • Exercise: Step-by-step development of a student-centered intervention
    • Case: Sarah – seatwork struggles, poor follow through
    • Case: Max – task refusal, wanders, not following directions
    • Case: High school student – intellectual disabiliteis
Practical, Innovative Strategies Designed to Target:
  • Beginning & end of day routines
  • All things homework – collection, completion, turning in!
  • Paying attention
  • Desk cleaning
  • Writing papers
  • Longer-term projects
  • Organization
  • Managing open-ended tasks
  • Taking notes
  • Temper control
  • Impulsivity
  • Transitions
  • Perspective taking
  • Problem solving
  • And more!
Coaching: 1:1 Interventions for Executive Skill Development
  • Key components of coaching
  • Stages and goal setting
  • Class-wide peer counseling
  • Evidence behind coaching’s effectiveness
Clinical Considerations
  • ABA/RTI in schools
  • Working with parents and families
  • Multicultural factors
  • Limitations of the research and potential risks
Advanced Course Designed Especially for:

  • Counselors
  • Social Workers
  • Psychologists
  • Marriage and Family Therapists
  • Educators
  • School Psychologists
  • School Counselors
  • School Social Workers
  • Educational Paraprofessionals
  • School Administrators
  • Speech-Language Pathologists
  • Occupational Therapists
  • Occupational Therapy Assistants
  • Nurses
  • Case Managers
  • Other Helping Professionals Who Work with Children

MARGARET M. DAWSON, ED.D., NCSP

Peg Dawson, Ed.D., NCSP, is a school psychologist and for over 20 years has worked at the Center for Learning and Attention Disorders in Portsmouth, New Hampshire, where she specializes in the assessment of children and adults with learning and attention disorders. She is co-author of the best-selling books on executive dysfunction, Executive Skills in Children and Adolescents: 2nd Edition (Guilford, 2010), Smart but Scattered (Guilford, 2013).

Peg is a past editor of Communiqué, the newsletter of the National Association of School Psychologists, and has published numerous articles and book chapters on a variety of topics, including retention, ability grouping, reading disorders, attention disorders, the sleep problems of adolescents, the use of interviews in the assessment process and homework.

Peg has many years of organizational experience at the state, national and international levels and served in many capacities, including president of the New Hampshire Association of School Psychologists, the National Association of School Psychologists (NASP) and International School Psychology Association. She has also participated in many of NASP’s leadership initiatives, including the Futures Conference and the development of both the second and third Blueprint for the Training and Practice of School Psychology. She is the 2006 recipient of NASP’s Lifetime Achievement Award. Peg received her doctorate in school/child clinical psychology from the University of Virginia.



Speaker Disclosures:

Financial: Margaret (Peg) Dawson is an author for Guilford Press and receives royalties. She is an author for Amacon publishers and receives royalties. She receives a speaking honorarium from PESI, Inc.

Nonfinancial: Margaret (Peg) Dawson has no relevant nonfinancial relationship to disclose.
Credits listed below are for full attendance at the live event only. After attendance has been verified, pre-registered attendees will receive an email from PESI Customer Service with the subject line, “Evaluation and Certificate” within one week. This email will contain a link to complete the seminar evaluation and allow attendees to print, email or download a certificate of completion if in full attendance. For those in partial attendance (arrived late or left early), a letter of attendance is available through that link and an adjusted certificate of completion reflecting partial credit will be issued within 30 days (if your board allows). Please see “live seminar schedule” for full attendance start and end times. NOTE: Boards do not allow credit for breaks or lunch.

If your profession is not listed, please contact your licensing board to determine your continuing education requirements and check for reciprocal approval. For other credit inquiries not specified below, or questions on home study credit availability, please contact cepesi@pesi.com or 800-844-8260 before the event.

Materials that are included in this course may include interventions and modalities that are beyond the authorized practice of mental health professionals. As a licensed professional, you are responsible for reviewing the scope of practice, including activities that are defined in law as beyond the boundaries of practice in accordance with and in compliance with your professions standards.

PESI, Inc. offers continuing education programs and products under the brand names PESI, PESI Healthcare, PESI Rehab and Psychotherapy Networker.




Counselors
This intermediate activity consists of 12.5 clock hours of continuing education instruction. Credit requirements and approvals vary per state board regulations. Please save the course outline, the certificate of completion you receive from the activity and contact your state board or organization to determine specific filing requirements.

California Counselors: The California Board of Behavioral Sciences accepts CE programs that are approved by other approval agencies, including several that approve PESI and its programs. A full list of approval agencies accepted by the BBS can be found at www.bbs.ca.gov/licensees/cont_ed.html under “Where to find CE Courses.” This Intermediate level activity consists of 12.0 clock hours of continuing education instruction.


Educators/Teachers
This course is designed to qualify toward your professional development requirement. The program is 12.5 clock hours in length.


Marriage & Family Therapists
This activity consists of 760 minutes of continuing education instruction. Credit requirements and approvals vary per state board regulations. You should save this course outline, the certificate of completion you receive from the activity and contact your state board or organization to determine specific filing requirements.

California Marriage & Family Therapists: The California Board of Behavioral Sciences accepts CE programs that are approved by other approval agencies, including several that approve PESI and its programs. A full list of approval agencies accepted by the BBS can be found at www.bbs.ca.gov/licensees/cont_ed.html under “Where to find CE Courses.” This Intermediate level activity consists of 12.0 clock hours of continuing education instruction.


Nurses, Nurse Practitioners, and Clinical Nurse Specialists
American Nurses Credentialing Center Logo
PESI, Inc. is accredited as a provider of continuing nursing education by the American Nurses Credentialing Center’s Commission on Accreditation.

Nurses in full attendance will earn 12.6 contact hours. Partial contact hours will be awarded for partial attendance.

California Nurses: PESI, Inc. is a provider approved by the California Board of Registered Nursing, Provider Number 17118 for 12.5 contact hours. Full attendance is required. No partial contact hours will be issued for partial attendance.


Occupational Therapists & Occupational Therapy Assistants
AOTA Logo
PESI, Inc. is an AOTA Approved Provider of continuing education. Provider #: 3322. Full attendance at this course qualifies for 12.5 contact hours or 1.25 CEUs in the Category of Domain of OT and Occupational Therapy Process. Partial credit will be issued for partial attendance. The assignment of AOTA CEUs does not imply endorsement of specific course content, products, or clinical procedures by AOTA. Course Level: Intermediate.


Psychologists
This live activity consists of 12.5 clock hours of continuing education instruction. Credit requirements and approvals vary per state board regulations. Please save the course outline and the certificate of completion you receive from this live activity. Contact us for more information on your state board or organization specific filing requirements. American Psychological Association credits are not available.

California Psychologists: PESI, Inc. is approved by the CPA OPD to sponsor continuing education for psychologists. Provider #PES010. PESI maintains responsibility for this program and its contents. PESI is offering this activity for 12.5 hours of continuing education credit. Full attendance is required; no partial credits will be offered for partial attendance.

Psychologists/School Psychologists: PESI, Inc. is approved by the National Association of School Psychologists to offer professional development for school psychologists. PESI maintains responsibility for the program. Provider #1140. PESI is offering this activity for 12.5 hours of continuing education credit. Full attendance is required; no partial credits will be offered for partial attendance.


Speech-Language Pathologists
ASHA Logo

This course is offered for 12.5 ASHA CEUs (Intermediate level, Professional area).

** Please note that Speech-Language Pathologists must complete the post-test and evaluation within two weeks of attending the live event if they would like their participation submitted to the ASHA CE Registry. Detailed instructions will be provided the day of the program under the Handouts section of the online program.

California Speech-Language Pathologists and Audiologists: PESI, Inc. is an approved provider with the California Speech-Language Pathology and Audiology Board, #PDP 319. This course meets the qualifications for 12.5 hours of continuing professional development credit for Speech-Language Pathologists or Audiologists, as required by the California Speech-Language Pathology and Audiology Board.


Social Workers
ASWB Logo
PESI, Inc., #1062, is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved as ACE providers. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. PESI, Inc. maintains responsibility for this course. ACE provider approval period: January 27, 2017 - January 27, 2020. Social Workers completing this course receive 12.5 Clinical Practice continuing education credits. Course Level: Intermediate. Full attendance is required; no partial credits will be offered for partial attendance. A certificate of attendance will be awarded at the end of the program to social workers who complete the program evaluation.

California Social Workers: The California Board of Behavioral Sciences accepts CE programs that are approved by other approval agencies, including several that approve PESI and its programs. A full list of approval agencies accepted by the BBS can be found at www.bbs.ca.gov/licensees/cont_ed.html under “Where to find CE Courses.” This Intermediate level activity consists of 12.0 clock hours of continuing education instruction.


Other Professions
This activity qualifies for 760 minutes of instructional content as required by many national, state and local licensing boards and professional organizations. Save your course outline and certificate of completion, and contact your own board or organization for specific requirements.

Credit Card Required for online registration | Contact us to redeem Gift Certificates