Course curriculum

    1. Welcome

    2. Learning Objectives

    3. Companion Document: Self-Regulation Executive Functions and Skills by Cluster

    4. Slide Images

    5. Course Catalog

    1. Defining Executive Function; Comprehensive model of executive functions, executive functions development and clinical diagnoses (1:24:44)

    1. Chapter 1 Quiz

    1. Internally commanded and externally demanded use of executive functions; Motivation and executive functions; Learning disabilities vs. producing disabilities; Orienting strategies to increase awareness of difficulties and set interventions (1:27:15)

    1. Chapter 2 Quiz

    1. External control strategies to help students improve functioning in school settings; Bridging strategies to help students transition from externally controlled to internally self-regulated (1:28:29)

About this course

  • $299.00
  • 6.5 Contact Hours

Learning Objectives

Describe a comprehensive model of executive functions

Explain how executive function difficulties are manifested in individuals diagnosed with various psychological disorders and/or enrolled in special education programs

Describe and apply strategies that use external control to help a student function more effectively in school settings

Describe and apply strategies that enable students to improve their use of internally self-regulated capacities to improve their functioning in school settings

Describe and apply strategies that help students bridge the gap between being externally controlled and internally self-regulated

Identify and access sources of information about evidence-based programs that foster executive function development and/or remediate difficulties

Meet Your Instructor

George McCloskey

George McCloskey, PhD is a professor and Director of School Psychology Research in the School of Professional and Applied Psychology of the Philadelphia College of Osteopathic Medicine and holds Diplomate status with the American Academy of Pediatric Neuropsychology. Dr. McCloskey has amassed 40 years of experience in test development, teaching, research, and assessment and intervention work with a wide range of clients and has developed a comprehensive model of executive functions that can be used to guide assessment and intervention. He frequently presents at international, national, and state conferences and consults with a number of school districts and private schools nationwide and internationally on issues related to improving students’ executive functions. Dr. McCloskey is the lead author of the books Assessment and Intervention for Executive Function Difficulties and Essentials of Executive Functions Assessment and his most recent writing on interventions for executive functions and executive skills difficulties appears in Chapter 10 of the book Essentials of Planning, Selecting, and Tailoring Interventions for Unique Learners (2014). He also is the author of the McCloskey Executive Functions Scales (MEFS) Teacher (2016) and Parent (2019) Forms that have been standardized and published with Schoolhouse Educational Services. Dr. McCloskey is co-author with his wife, Laurie McCloskey of the children’s book titled The Day Frankie Left His Frontal Lobes at Home (2021). Financial disclosure: Dr. McCloskey is employed by the Philadelphia College of Osteopathic Medicine, receives speaking and consulting fees, and royalties for his books from Taylor and Francis, Wiley and Schoolhouse Educational Services. There are no non-financial relationships to disclose.

Target Audience

General Education Teachers, Special Education Teachers, Principals and Administrators, School Counselors, Speech-Language Pathologists, Occupational Therapists, Physical Therapists, Math Specialists, Title 1 Teachers, Clinical Psychologists, School Psychologists, Social Workers, Resource Room Teachers, Assistive Technology, Specialists, Behavior Specialists, Private Tutors, Autism Specialists, Transition Specialists, Case Managers, Instructional Assistants, Paraprofessionals, Instructional Coaches, Reading Specialists

Target Age Range: pre-Kindergarten through Young Adult

Credits Offered for This Course

Learn more below

  • ASHA CEUs: 0.65

  • NASP credit hours: 6.5

  • NASW hours: 6.5

  • AOTA CEUs: 0.65

  • APA credit: 6.5 hours

  • Graduate Credit

  • Clock Hours

Learn More About Credits

Click here for details about available credit programs.

 

Articles Related to This Course

Santarnecchi, E., Momi, D., Mencarelli, L., Plessow, F., Saxena, S., Rossi, S., ... & Pascual-Leone, A. (2021). Overlapping and dissociable brain activations for fluid intelligence and executive functions. Cognitive, Affective, & Behavioral Neuroscience, 21(2), 327-346. 

Sarma, U. A., & Mariam Thomas, T. (2020). Breaking the limits of executive functions: Towards a sociocultural perspective. Culture & Psychology, 26(3), 358-368. 

Carvalho, J. N., Renner, A. M., Donat, J. C., de Moura, T. C., Fonseca, R. P., & Kristensen, C. H. (2020). Executive functions and clinical symptoms in children exposed to maltreatment. Applied Neuropsychology: Child, 9(1), 1-12. 

Ganesan, K., & Steinbeis, N. (2022). Development and plasticity of executive functions: A value-based account. Current Opinion in Psychology, 44, 215-219. 

Houdé, O., Rossi, S., Lubin, A., & Joliot, M. (2010). Mapping numerical processing, reading, and executive functions in the developing brain: an fMRI meta‐analysis of 52 studies including 842 children. Developmental science, 13(6), 876-885. 

Potocki, A., Sanchez, M., Ecalle, J., & Magnan, A. (2017). Linguistic and cognitive profiles of 8-to 15-year-old children with specific reading comprehension difficulties: The role of executive functions. Journal of learning disabilities, 50(2), 128-142. 

Berninger, V., Abbott, R., Cook, C. R., & Nagy, W. (2017). Relationships of attention and executive functions to oral language, reading, and writing skills and systems in middle childhood and early adolescence. Journal of learning disabilities, 50(4), 434-449. 

Monette, S., Bigras, M., & Guay, M. C. (2011). The role of the executive functions in school achievement at the end of Grade 1. Journal of experimental child psychology, 109(2), 158-173. 

Locascio, G., Mahone, E. M., Eason, S. H., & Cutting, L. E. (2010). Executive dysfunction among children with reading comprehension deficits. Journal of learning disabilities, 43(5), 441-454. 

Van der Ven, S. H., Kroesbergen, E. H., Boom, J., & Leseman, P. P. (2012). The development of executive functions and early mathematics: A dynamic relationship. British Journal of Educational Psychology, 82(1), 100-119. 

Kendeou, P., Van Den Broek, P., Helder, A., & Karlsson, J. (2014). A cognitive view of reading comprehension: Implications for reading difficulties. Learning disabilities research & practice, 29(1), 10-16. 

Cartwright, K. B. (2012). Insights from cognitive neuroscience: The importance of executive function for early reading development and education. Early Education & Development, 23(1), 24-36. 

Booth, J. N., Boyle, J. M., & Kelly, S. W. (2010). Do tasks make a difference? Accounting for heterogeneity of performance of children with reading difficulties on tasks of executive function: Findings from a meta‐analysis. British Journal of Developmental Psychology, 28(1), 133-176. 

Horowitz-Kraus, T. (2015). Differential effect of cognitive training on executive functions and reading abilities in children with ADHD and in children with ADHD comorbid with reading difficulties. Journal of attention disorders, 19(6), 515-526. 

Martinussen, R., & Mackenzie, G. (2015). Reading comprehension in adolescents with ADHD: Exploring the poor comprehender profile and individual differences in vocabulary and executive functions. Research in developmental disabilities, 38, 329-337. 

Butterfuss, R., & Kendeou, P. (2018). The role of executive functions in reading comprehension. Educational Psychology Review, 30(3), 801-826. 

Drijbooms, E., Groen, M. A., & Verhoeven, L. (2015). The contribution of executive functions to narrative writing in fourth grade children. Reading and writing, 28(7), 989-1011.