Executive Function Virtual Conference – Margaret Dawson (Digital Seminar)

Executive Function Virtual Conference – Margaret Dawson (Digital Seminar)

Description

Session 1: Executive Skills: The BIG Differences Between Classroom and Virtual Learning
You’ll learn the executive skills that underlie school success, how virtual classrooms and hybrid models do not provide the same support that in-person learning does, and what steps need to be taken to increase the effectiveness of virtual learning.

Session 2: Strategies to Improve Executive Skills for Navigating Classroom, Remote, and Hybrid Learning
You’ll learn teacher strategies to be use with in-person, remote, or hybrid learning models to help children strengthen these skills in whatever setting learning is taking place.

Session 3: Coaching Strategies to Help Students Manage Time/Tasks, Avoid Distractions/Temptations, and Develop Good Study Habits
You’ll learn coaching strategies to help students learn how to manage time and tasks, avoid distractions and temptations, develop good study habits and achieve goals.

Outline:

Quick Overview of EF

• Neuroscience behind executive skills
• The 11 executive skills that underlie school success
• How these skills are impacted in virtual classrooms

Supports for Executive Skills Provided in Traditional Classrooms

• 9 ways traditional classrooms support students with weak executive skills

How to Improve Distance/Hybrid Learning to Better Support Students with Weak Executive Skills

• Social connections between teachers/students and students/peers
• Structures to support the skills most impacted negatively by distance learning

Strategies for Supporting Students with Weak/Immature Executive Skills

• Environmental modifications to help students be successful in all settings
• Teaching strategies to embed executive skills into daily lessons and routines
• Motivational strategies to engage students in the process of strengthening their executive skills

Critical Components of the Coaching Process

• Motivational interviewing
• Correspondence training
• Goal-setting
• Progress monitoring
• Support for self-efficacy and self-mastery
• Linking daily plans to self-selected goals
• Steps in the coaching process
• Elementary and secondary/college models
• Case examples

Hypnosis coures

Hypnosis is a human condition involving focused attention, reduced peripheral awareness, and an enhanced capacity to respond to suggestiom.

There are competing theories explaining hypnosis and related phenomena.
Altered state theories see hypnosis as an altered state of mind or trance, marked by a level of awareness different from the ordinary state of consciousness.
In contrast, nonstate theories see hypnosis as, variously, a type of placebo effect, a redefinition of an interaction with a therapist or form of imaginative role enactment.

During hypnosis, a person is said to have heightened focus and concentration.
Hypnotized subjects are said to show an increased response to suggestions.
Hypnosis usually begins with a hypnotic induction involving a series of preliminary instructions and suggestion.
The use of hypnotism for therapeutic purposes is referred to as “hypnotherapy”, while its use as a form of entertainment for an audience is known as “stage hypnosis”.
Stage hypnosis is often performed by mentalists practicing the art form of mentalism.

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Peg Dawson, Ed.D., NCSP, is a school psychologist and for over 20 years has worked at the Center for Learning and Attention Disorders in Portsmouth, New Hampshire, where she specializes in the assessment of children and adults with learning and attention disorders. She is co-author of the bestselling books on executive dysfunction, Executive Skills in Children and Adolescents: 2nd Edition (Guilford, 2010), Smart but Scattered (Guilford, 2009) and Smart but Scattered Teens (Guilford, 2013).

Peg is a past editor of Communiqué, the newsletter of the National Association of School Psychologists, and has published numerous articles and book chapters on a variety of topics, including retention, ability grouping, reading disorders, attention disorders, the sleep problems of adolescents, the use of interviews in the assessment process, and homework.

Peg has many years of organizational experience at the state, national and international levels and served in many capacities, including president of the New Hampshire Association of School Psychologists, the National Association of School Psychologists (NASP) and the International School Psychology Association.She has also participated in many of NASP’s leadership initiatives, including the Futures Conference and the development of both the second and third Blueprint for the Training and Practice of School Psychology. She is the 2006 recipient of NASP’s Lifetime Achievement Award. Peg received her doctorate in school/child clinical psychology from the University of Virginia.

Speaker Disclosures:

Financial: Margaret (Peg) Dawson is an author for Guilford Press and receives royalties. She is an author for Amacon publishers and receives royalties. She receives a speaking honorarium from PESI, Inc.

Non-financial: Margaret (Peg) Dawson has no relevant non-financial relationships to disclose.

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