Executive functioning (EF) challenges are common among neurodivergent learners and are closely connected to ADHD. In this course, Diana Pellicano, MS, CCC-SLP, examines the neuroscience behind how the brain plans, initiates, holds information in mind, manages time, controls impulses, and regulates emotions, moving beyond the assumption that a child “just needs to try harder.”
The course examines the core pillars of executive functioning and how EF challenges can look different across academic, home, and social settings. You’ll learn why students with ADHD may know exactly what they need to do but struggle to get started, keep track of time, remember steps or deadlines, manage larger assignments, or regulate emotional responses.
The course 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 executive skills. You’ll leave with eight strategies that clinicians, educators, and caregivers can use to support executive functioning and build greater independence, along with guidance for 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. You’ll learn why students with ADHD may know exactly what they need to do but struggle to get started, keep track of time, remember steps or deadlines, manage larger assignments, or regulate emotional responses.
The course 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 executive skills. You’ll leave with eight strategies that clinicians, educators, and caregivers can use to support executive functioning and build greater independence, along with guidance for avoiding accommodations that may unintentionally create prompt dependence.
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