Executive Function Virtual Conference: Teaching Students Skills to Successfully Navigate Remote, Hybrid and Classroom Learning

CPD

Handouts

Speaker

Margaret Dawson, EdD, NCSP Related seminars and products

---

Peg Dawson, EdD, 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, 2009) and Smart but Scattered Teens (Guilford, 2013).

Peg 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 is past president of the New Hampshire Association of School Psychologists, the National Association of School Psychologists (NASP), and the International School Psychology Association. She 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.

 

Speaker Disclosures:
Financial: Margaret (Peg) Dawson receives a speaking honorarium, book royalties, and recording royalties from PESI, Inc. Peg Dawson is a published author and receives royalties. She has no relevant financial relationships with ineligible organizations.
Non-financial: Margaret (Peg) Dawson has no relevant non-financial relationships.

Objectives

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.

Outline

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

Target Audience

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