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Executive Function: Impact on Academic Proficiency – 6 Weeks – Summer Online 2020

Course Credit 15 Hours/PDPs
With an option to add 1 graduate  credit (see below) from Colorado State University – Pueblo.

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

Given this unprecedented time and due to COVID-19, the instructor will encourage participants to consider how to best adapt instructional strategies for remote teaching when completing discussions, assignments, and written reflections.

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

Specific Assignments:

• 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.

MATERIALS

The following text is required for all participants.
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.

It can be purchased as an E-Book. For participants without the E-Book or a physical copy, the text will be provided within the course.

The following text is required only for those seeking graduate credit:
Dawson, P., & Guare, R. (2018). Executive skills in children and adolescents: a practical guide to assessment and intervention. third edition. New York, NY: Guilford.

GRADUATE CREDIT

We offer an optional (1) graduate credit for this course through Colorado State University – Pueblo. Graduate credit may be added by selecting the check box labeled “Grad Credit Fee” before clicking “Register.” The cost of 1 graduate credit is $125 and may NOT be added after the start date of the course. If you select the graduate credit option, you will be required to submit a registration form at the start of your course. Additional and/or alternative assignments may be required for participants seeking graduate credit.

See our FAQ page for specific information about our online courses.

This course is offered for 1.5 ASHA CEUs (Introductory level, Professional area).

See our list of instructors for courses offering ASHA CEUs.