Executive Function: Impact on Academic Proficiency
- 15 PDPs/Hours (INCLUDED)
- 1 Graduate Credit (optional for a fee)
- 1.5 ASHA CEUs (optional)
- This course is also available in a 3-credit format
This professional development course provides educators with an overview of the components of executive function. It covers the impacts of having both a language-based learning disability (LBLD) and executive function deficits, as well as practical instructional strategies to support students. As a result of the learning experiences in this course, participants will be more competent in their ability to:
- Identify students’ executive function deficits in the classroom
- Recognize how executive function deficits are compounded for students with LBLD
- Implement and differentiate targeted strategies to help students to better manage language and executive function demands
- Promote student success at an appropriate level of individualized instruction
The course is divided into six, self-paced modules:
- Overview of Executive Function: This module presents an overview of executive function and its importance for achieving academic proficiency, particularly for students with language-based learning disabilities.
- Attention and Memory: This module outlines how attention and memory impact students’ ability to achieve academic goals.
- Emotion: This module covers the role of emotion in learning. It addresses how negative emotions from past experiences can interfere with students’ executive function and performance in the classroom.
- Motivation: This module explores the motivational systems that guide our reactions and responses to incoming information, and the importance of motivation for achieving success in school.
- Effort: This module outlines the importance of helping students feel successful as a result of the effort they put forth on tasks.
- Landmark Teaching Principles: This module outlines the six Landmark Teaching Principles™ and how the implementation of these instructional strategies can support students with LBLD and executive function deficits.
Each module will follow the same basic outline:
- A reading assignment followed by a short quiz
- A video outlining how the module topic impacts academic proficiency followed by a discussion post
- Strategy demonstration videos of Landmark School teachers employing practical instructional strategies followed by a related assignment
- A summation of the module
- Pre and Post-Assessments: These ungraded questionnaires will be completed at the beginning and end of the course in order to self-assess knowledge and application of course content.
- Quizzes: The quizzes will assess comprehension of the content from the required reading. The quizzes will be automatically graded within the course platform. Although participants must earn an 80% or higher to move on to the next section of the course, there are unlimited attempts allowed.
- Discussion Posts: The discussions will require participants to post an initial response and reply to at least one other post. These tasks will be assessed using specific rubrics.
- Assignments: The assignments in each module will require participants to put theory into practice as they read and follow the specific directions, and use examples provided as a guideline for format, length, and quality of writing. These tasks will be assessed using specific rubrics.
- Written Reflection: This final 500-word reflection will require participants to reflect on the course content and its future application. This task will be assessed using a specific rubric.
The following text is required for the course:
Newhall, P. W. (2014). Executive function: foundations for learning and teaching. In P.W. Newhall (Ed.), Language-based teaching series. Prides Crossing, MA: Landmark School Outreach Program.
See our FAQ page for specific information about our online courses.
See our list of instructors for courses offering ASHA CEUs.