21-22 November 2023
Date21-22 November 2023
Time9am - 4.30pm
VenueRaffles Town Club
1 Plymouth Avenue
For enquiries, please email us at email@example.com
- Do you have students who are disorganized and may not have the materials they need or even turn in the homework they have completed?
- Is their desk, locker or room a ‘black hole’ for papers and materials?
- Do you observe students who struggle to “stop and read the room” and meet the demands of the situation?
- Or do you see students who struggle to initiate complex academic assignments, procrastinate and then run out of time to do their ‘best work’?
- Do you see students who are constantly multitasking, so tasks/assignment take twice as long as they should?
- Do you wish your student had a sense of urgency when it comes to time so that tasks are completed, and routines to get out the door or to the next class happen on time?
- Does it seem that they have an inability to breakdown the demands of an assignment and have a sense of how to start?
- Do students seem prompt dependent? Are you constantly reminding them of the materials they need and the steps to take?
At school? Learning at home? Building new skills in therapy? Whether your student needs to complete homework or just do classwork, in this practical strategies seminar you will learn concrete tools to help students to efficiently initiate, transition, plan and manage their tasks, time space and materials (and keep their emotions in check!). This seminar is all about providing dozens of practical strategies that you can learn today and implement tomorrow! From task initiation and execution to time management, practice using strategies such as ‘Future Sketch’, ‘Get Ready, Do, Done’, ‘STOP and Read the Room’, and seeing and sensing the passage of time. Many useful resources, guides, and web-based learning tools will be provided. Homework and Classwork will become less daunting. As you help your student become an autonomous, proficient learner.
WHAT YOU WILL LEARN in this 2 day seminar:
1. 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 what is meant by 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.
2. 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 physical and digital spaces, clothes, backpack, papers, personal belongings in personal and shared spaces.
3. Teach Students to be a Mind MIME
- Learn how to help students truly 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
4. 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
5. 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.
- Teach students to create and stick to time markers; identify and manage time robbers
- Students will learn how to calculate the time needed for tasks, create eﬀective schedules, and balance schoolwork with leisure activities to increase motivation and decrease procrastination
- Show students the process of how to plan homework and long term projects/papers must be completed over days and or weeks
6. The Get Ready * Do * Done Model
Do what you do…just make one tiny tweak and turn the core classroom objectives and tasks into powerful tools to teach students executive control skills for classroom and treatment interventions. The ‘Get Ready * Do * Done’ program teaches 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.
- Teach students how to break down complex tasks and assignments and then plan for, organize and initiate tasks
- Long Term Project Management is a challenge for students with executive dysfunction as they struggle to see into the future to plan ahead for completing the smaller parts of the project. Learn how to help students visually break large projects into smaller steps, to estimate time to complete and schedule these steps, to visually learn the impact of procrastination and to prioritize steps of the project.
- Generalizing the Get Ready*Do*Done process to independent planning and for generalization of learning strategies.
About the seminar
Who should attend
The seminar is appropriate for all parents and professionals: therapists, psychologists, educators, SEN Officers, mainstream teachers,and SPED teachers.
Population to be discussed
The learning is relevant to students aged preschool to high school
Participants will receive a certificate of attendance, issued by the organizing body.
What past seminar attendees had to say about this seminar!
“Just a quick note to tell you that not only was the feedback from your presentation to our group exceptional, but staff from many departments are still talking about and USING the practical ideas you gave them (for students and their own kids). The Time Tracker program, the Get Ready-Do-Done(Get Done) and future sketching are being used in many spaces with amazing success. So just wanted to reach out and THANK YOU once again and let you know how helpful your information has been for us.”
“AMAZING – First in-service in 14 years being so practical. Finally, I walked away with so many tools to add to my tool box and no time was wasted on theory!”
“I admit. I am a groupie! Ha! This is my 4th time hearing you and yet I still got not just one or two new tricks, but I learned many strategies. I love that you are so generous with sharing worksheets and materials. It really is cutting edge ideas to help my students!”
“Excellent material and content for all educators; applicable to all age groups and a wide range of needs within the populations we serve! All of our teachers from every grade benefitted”
“Love that it was not all theory, but application was the entire focus; plenty of examples that can be applied tomorrow!”
“You took a complex concept and broke it down so that I finally understood what the executive function skills are, how to explain it to families and teachers. More importantly I feel empowered to help my students! I loved learning how to use the content to write IEP goals”
“Attending the annual conference was an unforgettable experience. It was so helpful to learn about executive function and for the first time I really felt like someone understood what my family was going through. Finally, I have real help so I do not feel so afraid. I now know how to help my student really be independent.”
“Often I attend a conference and truthfully do not expect to get much new and expect to hear the same old same old ideas to help students with ADHD. I just need my ceu’s. Wow! Wow!! I learned SOOOO many completely new techniques of what to do to help the middle and high school students I work with! Can’t thank you enough!”
Sarah Ward, M.S., CCC/SLP
Sarah is a distinguished professional who has over 25 years experience in the treatment, assessment and case management of executive function skills. Sarah is an internationally recognized expert on executive function and presents seminars and workshops on the programs and strategies she has developed with her Co-Director Kristen Jacobsen. Her illuminating presentations have captivated a diverse audience, including professional and parent organizations, schools, and other lay groups She has presented to and consulted with over 1700 public and private schools worldwide. Sarah's excellence and dedication to her profession are underscored by a host of awards and honors. In 2017, she received the Bette Ann Harris Distinguished Professional Award, followed by the Innovative Promising Practices Award from CHADD, The National Resource on ADHD, in November 2015. Massachusetts General Hospital Institute of Health Professions has twice recognized her, bestowing the Expertise in Clinical Practice Award and the Distinguished Alumni Award. Furthermore, she was the recipient of the Faculty in Excellence Award in 2002 and 2011, and the ACE award from the American Speech and Language Hearing Association in 2013, 2016, 2018, 2019, 2020, and 2021. In recognition of her global influence in the field of twice-exceptional learning, Sarah and Kristen Jacobsen were the honored recipients of the Nancy Tarshis Legacy Fellowship Award. Further solidifying their status as eminent figures in their field, Sarah and Kristen were named one of the Top 10 Professional Development Providers for 2023 by Education Technology Insights Magazine. Her extensive experience, innovative approach, and comprehensive understanding of executive function skills have not only shaped her career but also significantly impacted the lives of countless individuals she has served.