Thursday, May 3 - Friday, May 4
9:00 am - 3:30 pm
Surrey City Hall, Centre Stage
13450 - 104 Avenue
$300 - $425
Live stream: Watch and participate live by registering for web streaming. This event is only available to web streaming registrants in British Columbia.
After a sold-out appearance last summer in Sidney on Vancouver Island, Sarah Ward, MS, CCC-SLP, is coming to Surrey to teach hands-on practical strategies to improve Executive Function skills. Whether you’ve seen Sarah Ward before, or this is all new, you’re sure to walk away with practical strategies to help you better assist clients, students, or your own children, that you can implement immediately.
Through demonstration and practice, you will learn how to teach students the following executive control skills: awareness; forethought; waiting and planning skills; shifting; pacing; flexibility; speed of information processing.
Individuals with strong executive function skills stay a beat ahead. Strong executive function skills enable us to imagine and plan a “dry run” of the task in our mind before we begin to carry out the plan. When forethought guides children’s actions, they can carry out tasks more successfully.
Topics covered over the two days include:
Future Thinkers: A New View of Executive Function Skills
- Gain a new understanding on how students demonstrate executive function skills and a new perspective on the term “executive dysfunction”.
- Learn the 360 Thinking Executive Function Model.
- Understand the relationship between motivation and executive control.
- The premise of executive function therapy and how to ensure strategies generalize.
Self-Regulation and Situational Awareness
- Improving self-regulation: Understanding and treating the underlying executive control skills for task motivation, initiation and output.
- Practice teaching students to develop situational awareness skills so they can “stop and read a room” and self-regulate their behaviors for a given situation.
- Learn how students can think in an organized and flexible way about systems and then self-initiate to manage their personal belongings in personal and shared spaces.
Teach Students to be a Mind MIME
- Learn how to help students create mental visual imagery for the future and to perform a mental dress rehearsal to sequence actions towards a goal and hold that prospective memory in mind while they execute and self-monitor through tasks.
- Learn how to increase a student’s spatial temporal window or how far into the future they can see and sustain prospective planning.
- Improve speed of information processing and cognitive flexibility.
Being a Beat Ahead: Following Routines, Initiating Tasks, Making Transitions
- Teach student to develop a “memory for the future”.
- Decrease prompts! Increase the independence with which students can self-initiate, transition, control their behaviors and impulses to complete tasks with less supervision and fewer prompts. Increase a student’s ability to fluidly transition from one mental mindset to another and to switch from a current task to being prepared for a new task.
- Learn how to organize the classroom and home/work spaces to promote independent executive function skills with less supervision and fewer prompts. Learn new ideas on how to organize the classroom environment to promote self-regulation.
- Ideas on how to help students stay organized, manage materials in the classroom, record homework and access resources when they are ‘stuck’ or need help initiating.
- How to help students evaluate their work and use their prior performances to create future goals.
Time and Task Management
- Teach students to internally sense the sweep of time and to self monitor to sustain concentration, manage pace and complete tasks in allocated time frames.
The Get Ready, Do, Done Model
- Teach students the process of how to visualize simple multi-step and complex tasks and assignments and then sequence and plan the requisite steps to fully complete work.
Close the Homework Circle
- Innovative techniques for teaching students to adopt a mindful approach to record, bring home, complete and return assignments in a timely manner.
- Teach students in school how to set up, create and generalize to home a positive and productive environment for studying and independently completing their work.
What you will learn
After completing this program, you will be able to:
- State the functional working definition of “executive function skills” as it pertains to therapeutic interventions
- Identify the typical developmental course of executive function skills and how to assess and identify Executive Dysfunction
- Define how situational awareness, self talk, forethought, gesture/movement and episodic memory are the foundational skills for successful task execution
- Develop an intervention program to foster a student’s ability to form more independent executive function skills.
For more information and to register, visit: https://www.actcommunity.ca/education/act-events/sarahwardconf2018/