San Diego Course #2 – Executive Function Difficulties: Changing the Brain to Change Behavior

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Wednesday- May 2, 2018    8:00am-4:00pm

Course #2  -Interventions for Executive Function Difficulties: Changing the Brain to Change Behavior

by George McCloskey, PhD, Philadelphia College of Osteopathic Medicine

About the Speaker

GeorgeGeorge McCloskey, PhD, is a Professor and Director of School Psychology Research in the Psychology Department of the Philadelphia College of Osteopathic Medicine and holds Diplomate status with the American Academy of Pediatric Neuropsychology.  He frequently presents at international, national, regional and state meetings on cognitive and neuropsychological assessment and intervention topics. Based on 20 years of research and experience working with children, adolescents and adults exhibiting executive function difficulties, Dr. McCloskey has developed a comprehensive model of executive functions that can be used to assess executive function strengths and difficulties and guide intervention efforts. He consults with a number of school districts and private schools nationwide on issues related to improving students’ self-regulation capacities in the classroom, behavior management, assessment and intervention for executive functions difficulties related to academic and behavior problems.  Dr. McCloskey is the lead author of the books Assessment and Intervention for Executive Function Difficulties and Essentials of Executive Functions Assessment and his most recent writing on interventions for executive function and executive skills difficulties appears in Chapter 10 of the book, Essentials of Planning, Selecting, and Tailoring Interventions for Unique Learners.  He also is the author of the McCloskey Executive Functions Scales (MEFS) from Schoolhouse Press.  Disclosure: Financial- George is employed by the Philadelphia College of Osteopathic Medicine and he receives royalties for his books from Taylor and Francis, Wiley and Schoolhouse Press. Nonfinancial-There are no nonfinancial relationships to disclose

Target Audience (who should attend): General Education Teachers, Special Education Teachers, Resource Room Teachers, Title 1 Teachers, School Psychologists, School Counselors, Behavior Specialists, Principals/Administrators, Case Managers, Social Workers, Speech-Language Pathologists, Occupational Therapists, Autism Specialists, and Instructional Assistants and Paraprofessionals

Target Age Range: PreK through 12th Grade

Course Description: This course will help participants gain a deeper understanding of executive functions and how executive functions deficits impact the behavior and academic production of children and adolescents.  Participants will gain state-of-the-art knowledge of how to identify executive function strengths and weaknesses and the most effective ways to help children and adolescents improve their use of executive functions.  Ways to discuss executive functions with children, parents and other school staff will be offered as well as ways to help motivate adolescents to ensure their full participation in efforts to help them.  Special emphasis will be placed on how to orient students to intervention efforts and help them move from being externally controlled to internally self-regulated through the use of bridging strategies.  Case study examples of assessment and intervention efforts and outcomes with children and adolescents will be discussed throughout the presentation. Participants will leave this workshop energized and with a renewed sense of purpose, a greater knowledge of how to improve executive functions, and a greater realization of how they can have a positive effect on the children, parents and professionals with whom they work.

What You Will Learn
Course Objectives- Participants will be able to:

  • Adequately describe a comprehensive model of executive functions
  • Explain how executive function difficulties are manifested in individuals diagnosed with various psychological disorders and/or enrolled in special education programs
  • Describe and apply strategies that use external control to help a student function more effectively in school settings
  • Describe and apply strategies that enable students to improve their use internally self-regulated capacities to improve their functioning in school settings
  • Describe and apply strategies that help students bridge the gap between being externally controlled and internally self-regulated
  • Identify and access sources of information about evidence-based programs that foster executive function development and/or remediate difficulties