Executive Function Page 1

Agenda

Page #

Course Agenda
Pre-Assessment (1/5)
Executive Function Defined
Self-Regulation
Myths about Executive Function
A Day in the Life
What Does it Take? (2/5)
Rodney's Day and What it Takes
Signs of Executive Function Issues by Age
Is it EFD?
Discussion: Factors that Influence (3/5)
Executive Function Stages
Helping Executive Function
Getting to Know Children
Specific Accommodations for EFD
Turning Some Ideas on Their Head
How is EFD Diagnosed
Check for Understanding (4/5)
End of Course Assessment (5/5)
End of Course Evaluation

Course Description

3 Clock Hours
Imagine that you have a symphony in your head with many individual instruments that are supposed to work together under the guidance of a conductor. This conductor knows what the individuals in the symphony must do though she doesn’t physically do them herself. Instead she guides, directs, organizes, and plans the pieces to work for specific musical performances and practices. Now, imagine that you have no conductor. The pieces of the symphony all work fine independently but there is nothing to guide them toward success. This conductor, in a nutshell, is executive function. This course will explain the basics of executive function and how it affects children’s learning and behavior. In addition, the training will provide suggestions and recommendations for supporting children with executive function disorders or challenges.

Learning Outcomes

After completing the required readings and course assignments, participants will be able to:

Identify the role that executive function plays in various common tasks
Describe executive function and self-regulation
Identify accommodations and adaptations that can be made in the classroom for children with executive function challenges
Explain how provided examples of accommodations provide support to children with executive function challenges

Page 1

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Enrollment

If you have not previously purchased this course, you may do so now.

Registration Fee: $28.50

Important Student Information

Course Acknowledgments

A special thank you to Aurora Tollestrup BS Ed. for developing the curriculum for this course.

Course Resource Items

CDA Criteria for this Course

CDA Settings:

Infant/Toddler
Preschool
Family Child Care (Mixed-Age)

CDA Content Area: Understanding Principles of Child Development and Learning (3 hours)

Technical Requirements:

Laptop or PC
Most students are able to use mobile devices such as tablets to complete courses. However, each device is different, and an individual's skill level with the device may determine their success with using a mobile device.
Recommended web browser: Google Chrome

- Microsoft Edge, Safari and Firefox are other acceptable browsers.
- Internet Explorer is no longer supported by Microsoft, and you may have issues if you use it to take training.

Operating System

- Make sure you’re using a current operating system (for example, Windows 10).
- Outdated operating systems may cause technical difficulties.

Internet Speed

- Slow internet speed may impact loading time.

Videos may require Adobe Flash Player.

Sources

Executive Function & Self-Regulation, Center on the Developing Child, Harvard University. Retrieved from https://developingchild.harvard.edu/science/key-concepts/executive-function/
Diamond, Adele (2012). Executive Functions. Annual Review Psychology Volume 64; pg 135-168. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4084861/
Ehmke, Rachel (N.D.). Helping Kids Who Struggle With Executive Functions. Learning specialists on how to build organizational skills. For Child Mind Institute. Retrieved from https://childmind.org/article/helping-kids-who-struggle-with-executive-functions/
Enhancing and Practicing Executive Function Skills with Children from Infancy to Adolescence, Center on the Developing Child, Harvard University. Retrieved from https://46y5eh11fhgw3ve3ytpwxt9r-wpengine.netdna-ssl.com/wp-content/uploads/2015/05/Enhancing-and-Practicing-Executive-Function-Skills-with-Children-from-Infancy-to-Adolescence-1.pdf
Activities Guide: Enhancing and Practicing Executive Function Skills with Children from Infancy to Adolescence, Center on the Developing Child, Harvard University. Retrieved from https://developingchild.harvard.edu/resources/activities-guide-enhancing-and-practicing-executive-function-skills-with-children-from-infancy-to-adolescence/
Morin, Amanda (N.D.). Understanding Executive Functioning Issues, Understood for Learning and Attention Issues. Retrieved from https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/executive-functioning-issues/understanding-executive-functioning-issues
Executive Functioning Issues: Strategies You Can Try at Home. Understood for Learning and Attention Issues. Retrieved from https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/executive-functioning-issues/executive-functioning-issues-strategies-you-can-try-at-home
Florez, Ida Rose (2011). Developing Young Children’s Self-Regulation through Everyday Experiences. Young Children; pg. 46-51. Retrieved from https://www.naeyc.org/files/yc/file/201107/Self-Regulation_Florez_OnlineJuly2011.pdf
Explaining self-regulation by Kids Matter Australia. Mental Health Matters. Retrieved from https://www.kidsmatter.edu.au/mental-health-matters/social-and-emotional-learning/anger/explaining-self-regulation
Executive Functions, New Hope Media LLC. Retrieved from https://www.additudemag.com/category/parenting-adhd-kids/school-learning/executive-functions/

What is Executive Function?