Executive functioning (EF) challenges are among the most common, and often misunderstood, barriers neurodivergent learners face at home, at school, and in social settings. In this course, Diana Pellicano, MS, CCC-SLP, moves beyond the idea that a child “just needs to try harder” and examines the neuroscience behind how the brain plans, initiates, and regulates behavior.
The course examines the core pillars of executive functioning and how EF challenges can look different across academic, home, and social settings. It also introduces the internal skills model, including nonverbal and verbal working memory systems such as mental imagery and self-talk, and how these systems support the executive skills children use every day.
You’ll leave with eight strategies that clinicians, educators, and caregivers can use to support executive functioning, along with guidance for recognizing and avoiding accommodations that may unintentionally create prompt dependence.
The course examines the core pillars of executive functioning and how EF challenges can look different across academic, home, and social settings. It also introduces the internal skills model, including nonverbal and verbal working memory systems such as mental imagery and self-talk, and how these systems support the executive skills children use every day.
You’ll leave with eight strategies that clinicians, educators, and caregivers can use to support executive functioning, along with guidance for recognizing and avoiding accommodations that may unintentionally create prompt dependence.
