Smart But Executive Dysfunction at Home and at SchoolScattered: – Peg Dawson

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Proven Strategies to Boost Any Child’s Ability to…Proven Strategies to Boost Any Child’s Ability to…

• Get organizedGet organized
• Resist impulsesResist impulses
• Stay focusedStay focused
• Use time wiselyUse time wisely
• Plan aheadPlan ahead
• Manage emotionsManage emotions
• Persist with tasksPersist with tasks
• Improve memoryImprove memory

Featuring Featuring Peg Dawson, Ed.D., NCSP,Peg Dawson, Ed.D., NCSP, the leading expert in executive dysfunction assessment and intervention strategies co-author of the best-selling books,  the leading expert in executive dysfunction assessment and intervention strategies co-author of the best-selling books, Executive Skills in Children and AdolescentsExecutive Skills in Children and Adolescents, 2nd Ed. and , 2nd Ed. and Smart but ScatteredSmart but Scattered

Children who have deficient executive skills often have trouble getting started on tasks, get distracted easily, lose papers or assignments and forget to hand in homework. They make careless mistakes, put off work until the last minute and have no sense of time urgency. Workspaces are disorganized and teachers often refer to their backpacks or lockers as “black holes.” Often considered chronic underachievers, these children are at risk for academic failure as well as emotional and behavioral difficulties.Children who have deficient executive skills often have trouble getting started on tasks, get distracted easily, lose papers or assignments and forget to hand in homework. They make careless mistakes, put off work until the last minute and have no sense of time urgency. Workspaces are disorganized and teachers often refer to their backpacks or lockers as “black holes.” Often considered chronic underachievers, these children are at risk for academic failure as well as emotional and behavioral difficulties.

Dr. Dawson, co-author of the best-selling books Dr. Dawson, co-author of the best-selling books Executive Skills in Children and AdolescentsExecutive Skills in Children and Adolescents, 2nd Ed. (Guilford, 2010) and , 2nd Ed. (Guilford, 2010) and Smart but Scattered Smart but Scattered (Guilford, 2009), uses case examples along with interactive discussion to demonstrate how the executive skills manifest in daily home and school activities. Learn how to assess these skills and take home evidence-based strategies to help children and adolescents overcome executive skills weaknesses.(Guilford, 2009), uses case examples along with interactive discussion to demonstrate how the executive skills manifest in daily home and school activities. Learn how to assess these skills and take home evidence-based strategies to help children and adolescents overcome executive skills weaknesses.

Leave this seminar with a set of tools that includes strategies for task/environmental modifications, skill development through cognitive/behavioral techniques and creation of incentive systems. You will be able to give teachers and parents a means for developing and improving the following:Leave this seminar with a set of tools that includes strategies for task/environmental modifications, skill development through cognitive/behavioral techniques and creation of incentive systems. You will be able to give teachers and parents a means for developing and improving the following:

• organizationorganization
• time managementtime management
• impulse controlimpulse control
• goal-directed persistencegoal-directed persistence
• executive skills critical for independent functioningexecutive skills critical for independent functioning

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1. Assess the relationship between the executive skills and brain development/ function.Assess the relationship between the executive skills and brain development/ function.
2. Communicate how executive skills emerge throughout childhood and adolescence.Communicate how executive skills emerge throughout childhood and adolescence.
3. Critique assessment tools used to identify executive dysfunction.Critique assessment tools used to identify executive dysfunction.
4. Determine how executive skills impact performance and daily living at home and school.Determine how executive skills impact performance and daily living at home and school.
5. Utilize strategies to modify the environment to reduce the impact of weak executive skills.Utilize strategies to modify the environment to reduce the impact of weak executive skills.
6. Develop tools that improve specific executive skill deficits in the context of home or school performance expectations.Develop tools that improve specific executive skill deficits in the context of home or school performance expectations.
7. Design intervention strategies tailored to the needs of individual children and adolescents.Design intervention strategies tailored to the needs of individual children and adolescents.

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• Executive Skills Executive Skills
  • Underlying theoryUnderlying theory
  • Executive skills in the context of brain function and child developmentExecutive skills in the context of brain function and child development
• Assessment of Executive Skills Assessment of Executive Skills
  • Parent/teacher/student interviewsParent/teacher/student interviews
  • Behavior rating scalesBehavior rating scales
  • ObservationsObservations
  • Informal assessmentInformal assessment
  • Formal assessmentFormal assessment
• Intervention Strategies Intervention Strategies
  • Environmental modifications to reduce the impact of weak executive skillsEnvironmental modifications to reduce the impact of weak executive skills
  • Teaching strategies to help children develop/improve executive functioningTeaching strategies to help children develop/improve executive functioning
  • Using incentives to help practice or use skills that are difficultUsing incentives to help practice or use skills that are difficult
• Keys to Effective Intervention Design Keys to Effective Intervention Design
  • Match the child’s developmental levelMatch the child’s developmental level
  • Use the child’s innate drive for mastery and controlUse the child’s innate drive for mastery and control
  • Begin with environmental modificationsBegin with environmental modifications
  • Effortful tasks and ways to make them less difficultEffortful tasks and ways to make them less difficult
  • Use incentives to augment instructionUse incentives to augment instruction
  • Provide the minimum support necessaryProvide the minimum support necessary
  • Apply supports and interventions until the child achieves mastery or successApply supports and interventions until the child achieves mastery or success
  • Gradually fade supports, supervision and incentivesGradually fade supports, supervision and incentives
• Coaching: An Effective Strategy for Building Executive Skills Coaching: An Effective Strategy for Building Executive Skills
  • Description of 2-stage processDescription of 2-stage process
  • Coaching with younger childrenCoaching with younger children
  • Clinical case examplesClinical case examples
  • Research studies supporting the efficacy of coachingResearch studies supporting the efficacy of coaching

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