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1. Determine how schools support students with weak executive skills through the structures provided by in-person learning
2. Utilize strategies for augmenting virtual learning to support students with weak executive skills
3. Implement environmental modifications and teaching, and motivational strategies to supporting students with executive skill challenges
4. Determine which strategies are best suited to in-person, remote, and hybrid learning models
5. Utilize coaching interventions such as motivational interviewing and correspondence training to support executive skill development
6. Determine how coaching elementary age students differs from coaching secondary/college students.

Quick Overview of EF

• Neuroscience behind executive skills
• The 11 executive skills that underlie school success
• How these skills are impacted in virtual classrooms

Supports for Executive Skills Provided in Traditional Classrooms

• 9 ways traditional classrooms support students with weak executive skills

How to Improve Distance/Hybrid Learning to Better Support Students with Weak Executive Skills

• Social connections between teachers/students and students/peers
• Structures to support the skills most impacted negatively by distance learning

Strategies for Supporting Students with Weak/Immature Executive Skills

• Environmental modifications to help students be successful in all settings
• Teaching strategies to embed executive skills into daily lessons and routines
• Motivational strategies to engage students in the process of strengthening their executive skills

Critical Components of the Coaching Process

• Motivational interviewing
• Correspondence training
• Goal-setting
• Progress monitoring
• Support for self-efficacy and self-mastery
• Linking daily plans to self-selected goals
• Steps in the coaching process
• Elementary and secondary/college models
• Case examples

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.

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CE Information Coming Soon
Continuing education credit information is coming soon for this non-interactive self-study package.

CEs may be available for select professions, as listed in the target audience. Hours will be dependent on the actual recording time. Please check with your state licensing board or organization for specific requirements.

There may be an additional fee for CE certificates. Please contact our Customer Service at 1-800-844-8260 for more details.

**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.

The planning committee and staff who controlled the content of this activity have no relevant financial relationships to disclose. For speaker disclosures, please see speaker bios.

• GENED/SPED Teachers
• School Counselors
• School Psychologists
• School Administrators
• School Social Workers
• School-Based Personnel
• Speech-Language Pathologists
• Occupational Therapists
• Occupational Therapy Assistants