Do you have students who have difficulty sitting still, initiating tasking, organizing assignments, or attending to the details of their work? Do they have difficulty applying active listening and memory strategies while in the classroom? This course teaches tools and effective strategies to address a wide range of executive functioning challenges directly while measurably tracking the student’s progress in a school-based or clinical setting.
- CEU DETAILS
Do you have students who have difficulty sitting still, initiating tasks, working through assignments to completion, or attending to the details of their work? Do they have difficulty applying active listening skills and memory strategies to support their learning and academic performance?
This course will teach participant tools and effective strategies that address these challenges directly. Given the demands of the Common Core Standards for independent work habits, sustained attention and motor output, students have an increased need to develop self-regulation and executive function skills in order to progress successfully through grade-level curriculum. Participants will learn successful methods to facilitate the development of self-regulation, attention, organization, and memory as well as environmental accommodations and modifications.
The participants will:
1.Review the Ayres Theory of Sensory Integration and relate it to self-regulation and executive functioning.
2.Learn the components of self-regulation and executive function skills and how they contribute to school and life success.
3. Review basic neuroscience and how it connects to self-regulation and executive functioning skills.
4. Become familiar with the developmental progression of self-regulation and executive functioning skills.
5. Analyze and assess self-regulation and executive function dysfunction.
6. Learn how to implement practical and effective methods to facilitate the development of these skills.
7. Learn to accommodate for various self-regulation and executive function weaknesses and modify instructional materials to allow all students to access the curriculum.
Over the past 40 years, she has worked in a variety of settings developing pediatric occupational therapy departments for the Brockton Visiting Nurses Association, Braintree Rehabilitation Hospital, and the New England Sinai Hospital. She taught at Boston University, The Education Cooperative, Westwood Public Schools and lectured nationwide on sensory processing and executive functioning. For the past 20 years she has worked in the Westwood Public Schools and maintained her private practice “Capable Hands and Associates”.
P.G. Chambers School
15 Halko Drive
Cedar Knolls, NJ 07927
This course meets the criteria for 13 contact hours (1.3 CEUs).
Application has been made to the NJ Board of Physical Therapy Examiners.
The PA State Board of Physical Therapy recognizes other state's approvals.
The DE, DC, PA and VA Boards of Physical Therapy recognizes other states' approvals. Approved provider by the NY State Board of Physical Therapy.
Approved provider of continuing education by the American Occupational Therapy Association #3043 for 13 contact hours (1.3 CEUs) Intermediate level. Occupational Therapy Process: Assessment, Intervention.
The assignment of AOTA CEUs does not imply endorsement of specific course content, products or clinical procedures by AOTA.
NBCOT professional development provider-13 PDUs.
This course is offered for up to 1.3 ASHA CEUs (Intermediate level, Professional area).
This course meets the criteria for 13 hours toward NDTA re-certification.