Conference: Learn it Today, Use it Tomorrow! Practical, Cutting Edge Interventions for Improving Executive Function Skills in Students

Conference: Learn it Today, Use it Tomorrow! Practical, Cutting Edge Interventions for Improving Executive Function Skills in Students

195.00 210.00

On Nov. 9, 2018, we'll be hosting Sarah Ward, M.S., CCC/SLP, for a conference on cutting-edge interventions for improving executive function skills in students. 

This conference will be open to Speech and Language Pathologists, special educators, classroom teachers, psychologists, social workers, counselors, occupational therapists, and other professionals who work with children and adolescents in schools, private practice and rehabilitation programs. ASHA CEUs will be provided.

Early bird registration for a discounted price is open through September 1, 2018. Please see notes on registration pricing and special group discounts below.

Can't wait to see you there!

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Notes on registration pricing:

Online registration includes a $10 processing fee. If you'd prefer to register offline, just send a check! 

Regular registration is $200 (online $210) and early bird registration (available through September 1, 2018) is $185 (online $195).

Groups of 5 or more from one location can register each person for $185 and can contact Emily at emily@kc-dt.com in order to do so.

Cancellation policy: 

Request for cancellation should be received in writing via mail or email 10 days prior to conference in order to receive a refund less $25 per cancelled registrant. No refunds will be given within 10 days of conference. 


About the Conference:

Learn it Today, Use it Tomorrow! Practical, Cutting Edge Interventions for Improving Executive Function Skills in Students with Sarah Ward, M.S., CCC/SLP

To successfully execute, children need to be aware of task demands and set goals. Then they must access forethought and hindsight to think in an organized way and to sustain their focus on the relevant features of the task at hand. As students mature they learn how to organize their time, space, materials and develop the reasoning skills to consider multiple possible solutions to problems, recognize the "gray" in situations, and manage both expected and unexpected changes in plans, routines, rules and novel situations. Students must fluidly shift between changing task demands and carry out multiple complex steps to achieve expected goals. 

Self-regulation is essential for task execution and involves: 1) any action that allows students to stop and direct themselves, 2) how this action results in a change in their behavior, and 3) how this behavior changes the likelihood of goal attainment. Termed mimetic ideational information processing(MIME), individuals mentally ‘mime the idea’ and do a ‘dry run’ of their impending actions to simulate possible future scenarios. In effect, it is mental ‘trial and error.’

This is a practical strategies seminar! 5% theory and 95% strategies to add to your treatment tool box! First you will learn how to clearly define what the executive function skills are for the purpose of determining the most effective treatment interventions. Understand the development of the executive function skills and what is meant by the term “executive dysfunction”. You will learn dozens of functional, ready-to-use strategies for teaching students how to develop the executive function skills. Teach students to develop a “memory for the future”, to devise plans to achieve their goal, to use self talk, to self-initiate, to transition to the next task of higher priority and to control their impulses and emotions to successfully complete a task. Improve a student’s awareness skills so that he/she can “read a room” then “stop, think and create” an appropriate action plan and infer possible outcomes. Teach students to see and sense the passage of time, accurately estimate how long tasks will take, change or maintain their pace, and carry out routines and tasks within allotted time frames. Learn methods to improve a student’s ability to cognitively shift and to be flexible in processing and accessing information. Learn how to use the Get Ready * Do*Done Model to turn the core curriculum and lesson/treatment plans into powerful tools to teach students executive control skills. Fresh approaches to help students develop automaticity for class routines and transitions.


Continuing Education Information: 

Continuing education will be available for speech-language pathologists, occupational therapists and educators. 


Learning Outcomes: 

After completing this program, you will be able to...

  1. State the functional working definition of what is meant by the term “executive
    function skills”as it pertains to therapeutic interventions
  2. Define how situational awareness, self talk, forethought and episodic memory
    are the foundational skills for successful task execution
  3. Develop an intervention program to foster a student’s ability to form more
    independent executive function skills by describing therapeutic activities to
    improve:
    1. Situational awareness, self talk and forethought
    2. Self regulation and following routines
    3. Task planning, task initiation and transition within and between tasks
    4. Active self-management of the factors related to the passage of time
    5. Internal self-talk for initiating tasks
    6. Organized thinking and speed of processing
    7. Student management of materials

Speaker Information:

Sarah Ward, M.S., CCC/SLP has over 23 years of experience in diagnostic evaluations, treatment and case management of children, adolescents and adults with language learning disabilities, nonverbal learning disabilities, attention deficit disorder, executive dysfunction, Asperger’s disorders and social pragmatics.

Her particular specialty is in the assessment and treatment of executive function deficits. Ms. Ward holds a faculty appointment at the Massachusetts General Hospital Institute of Health Professions where she provides instruction to graduate level students in the assessment and treatment of individuals with traumatic brain injury and other cognitive communication disorders.

A popular speaker, Sarah regularly presents nationally and internationally on the topic of executive functions to a variety of professional and parent organizations, school and lay groups.  She has presented to and consulted with over 585 public and private schools in Massachusetts and across the United States.

Awards received include Bette Ann Harris Distinguished Professional (2017), Innovative Promising Practices Award by CHADD, The National Resource on ADHD (November 2015), the MGH Expertise in Clinical Practice Award, the Distinguished Alumni Award, the Faculty in Excellence Award from the Massachusetts General Hospital Institute of Health Professions (2002, 2011) and ACE awards (2013, 2016) from American Speech and Language Hearing Association.

 Sarah Ward, M.S., CCC/SLP

Sarah Ward, M.S., CCC/SLP