This session is part of two comprehensive series:
Therapies in the School 25th Annual Conference PROGRAM A – ON-DEMAND 11
and
Therapies in the School 25th Annual Conference 2024 – ON-DEMAND 11
COURSE DESCRIPTION
This comprehensive course offers a deep dive into the intricate relationship between executive functioning skills, ADHD, and academic success, spanning from preschool to graduation. We explore the expected executive function milestones at different educational stages and how they support students’ classroom participation and performance. We address the question of which executive functions are typically expected at each educational level, providing insights into identifying barriers and implementing appropriate interventions within the school context.
We also investigate the intersection of executive functioning and related services in schools, highlighting specific executive functions that often fall within the purview of related services providers such as school psychologists, speech and language pathologists and occupational therapists.
Participants will learn practical approaches for implementing accommodations and interventions tailored to different educational stages, from preschool through graduation. By the end of the course, participants will gain the knowledge and skills necessary to develop individualized intervention plans that support the executive function needs of students with ADHD throughout their entire academic journey.
LEARNING OBJECTIVES
- Determine the executive function skills expected at different developmental stages within the school setting.
- Utilize evidence-based interventions to address executive function deficits in students with ADHD across various educational levels.
- Correlate the impact of ADHD on specific executive functions with academic performance in different age groups.
AUDIENCE
School-Based Therapists
COURSE SCHEDULE
I. Executive Functioning and ADHD
- Executive functioning skills
- ADHD and its impact on executive function
- Importance of addressing executive function deficits in the school setting
II. What to Expect: Developmental Building Blocks of Executive Functioning
- Executive function skills expected at different developmental stages
- Correlating executive function milestones with academic performance
- Discussion of variability of performance in children with ADHD at different developmental stages
III. The Core Executive: Evidence-Based Interventions for Functioning
- Response inhibition 15
- Working memory
- Emotional regulation
- Task initiation
IV. The Middle Executive: Evidence-Based Interventions for Classroom Functioning
- Cognitive flexibility
- Time management
V. The Top Executive: Evidence-Based Interventions for Classroom Functioning
- Planning and prioritization
- Organization
VI. Assembling the building blocks- how it all fits together
- Key concepts and takeaways (building block image map)
VII. Post-Test
Lori Flynn is a practicing school-based occupational therapist with over two decades of continuous experience working in the public school system. She holds a master’s degree in occupational therapy and is certified as an ADHD practitioner and parent coach. As the founder of OT4ADHD.com, Lori is committed to providing school-based professionals with effective, research-based strategies to support both students with ADHD and their teachers. Her expertise and passion are driven by ongoing continuing education and lived experience.
Lori Flynn receives a speaking fee from Education Resources. Lori also has ownership interest and intellectual property rights in OT4ADHD LLC.
Lori Flynn has no non-financial relationships to disclose.
Once you purchase an online course you will have access to the course materials. If you have purchased this course, please ensure you have logged in to your account in order to take the exam.
Once you purchase an online course, you will have the opportunity to take an exam to test your retention of the material. If you have purchased this course, please ensure you have logged in to your account in order to take the exam. The exam must be completed with a pass rate of 80% or more in order to receive your certificate of attendance.
