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When Executive Functioning Does Not Properly Function

Evidence Based Interventions for One of the Greatest Predictors of School Success
Nov 17, 2022 - 4:30 PM to 7:45 PM
R. Nicolle Carr, Ph.D., BCBA-D, LBA
Age Range
Elementary, Middle School, High School
CEUs/CPDs for
Teachers, BCBAs, Speech Pathologists, BCaBAs, LMHCs, Psychologist – Licensed, Psychologists – School, School Leaders, Social Workers

Course Description:

Kindergarten teachers have identified multiple school readiness traits that correspond to success in the classroom. Many of these traits such as impulse control, problem solving, working memory and reflection are part of executive functioning (EF). We continue to see these traits as foundations for success in academics all the way through to high school and later employment opportunities. These neurological differences manifest in various ways in the classroom and thus need a wide variety of interventions. To better help researchers understand how executive functioning works and, thereby, can be improved, disorders such as autism, ADHD, traumatic brain injury and depression have been studied. This research has led to evidence-based interventions across broad categories that can help teachers, social workers, psychologists, behavior analysts and many other professionals help our students be successful.

This lecture highlights EF as a whole, the current neuroscience research and the evidence-based interventions that can be used across all grades. Many disciplines tackle this topic through a different lens; behavior analyst may use delay discounting whereas a school counselor may discuss impulse control. The behavior, however, looks the same and interventions are cross disciplinary in most cases.

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No registration options have been added at this time.

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