Co-constructing Curriculum for Cognitive Strategies: Improving Outcomes Through Student Involvement
Levels of executive control that involve selfawareness, self-realization and self-determination direct a person’s engagement with activities. They are related to gaining an understanding of personal strengths and weaknesses and how a person’s behavior affects others. This understanding leads to the development of a personal set of goals and long-term plans that motivate and drive behavior. Most clinical work in school settings with children focuses on dealing with self-regulation aspects of executive control. As children enter adolescence, self-regulation issues remain an important focus, but selfdetermination and self-realization issues begin to play a more prominent role in development.
This workshop will utilize a case study format to discuss methods for engaging clients in interventions designed to improve the use of executive functions. Topics include strategies and techniques for enhancing self-regulation, self-awareness, and self-determination and strategies for coping with sleep inertia.
At the conclusion of this workshop, participants will be able to:
Describe and apply strategies for improving clients' self-regulation capacities.
Describe and apply strategies for improving clients’ self-awareness capacities.
Describe and apply strategies for improving clients’ self-determination capacities.
Describe and apply strategies for enabling clients to overcome sleep inertia problems.
George McCloskey, Ph.D., is a Professor and Director of School Psychology Research in the Psychology Department of the Philadelphia College of Osteopathic Medicine and holds Diplomate status with the American Academy of Pediatric Neuropsychology. Dr. McCloskey is the lead author of Assessment and Intervention for Executive Function Difficulties and Essentials of Executive Functions Assessment. His most recent writing on interventions for executive function and executive skills difficulties appears in Chapter 10 of Essentials of Planning, Selecting, and Tailoring Interventions for Unique Learners. He is also the author of the McCloskey Executive Functions Scales (MEFS) available from Schoolhouse Press.
Disclosure: Financial – Dr. McCloskey receives honoraria from AET and royalties from Taylor & Francis, Wiley & Sons and Schoolhouse Press. He is compensated for teaching and speaking at workshops, conferences and institutes. Nonfinancial – No relevant relationships to disclose.
Registration: 8:00 am
Presentation Start Time: 8:30am
End Time: 4:15 pm
This workshop is designed for professionals who are interested in developing effective interventions to improve the use of executive functions.
The Association of Educational Therapists (AET) is the national professional association for educational therapists. AET defines and sets standards for the professional practice of educational therapy. Educational therapists provide a broad range of individualized educational interventions for children and adults with learning disabilities and other learning challenges.
Dorothy Ungerleider, M.A., BCET, FAET - AET Founder
Joan Axelrod, ME.d.
Jane Holmes Bernstein, Ph.D.
Mary Byrne, Ph.D., LICSW
Edwin Ellis, Ph.D.
Edward M. Hallowell, M.D.
Stephen Hinshaw, Ph.D.
Doris J. Johnson, Ph.D.
Barbara Keogh, Ph.D.
Phyllis Maslow, Ph.D., FAET
George McCloskey, Ph.D.
Louisa C. Moats, Ed.D.
Betty Osman, Ph.D.
Patricia Quinn, M.D.
Marshall H. Raskind, Ph.D.
Michael Spagna, Ph.D.
Maryanne Wolf, Ph.D.