“Teaching Executive Functions to Children with ADHD: A Course for Teachers (and Parents) [Video Replay & Podcast #247]
Access the video replay, listen to the podcast episode (#247), download the slide presentation, and learn how to get a certificate of attendance for this ADHD Experts webinar originally broadcast on August 13, 2019.
Most teachers and parents recognize weak executive functions when they see them: disorganized projects, incomplete homework, last-minute cramming for a big test, forgotten or delayed chores. But strategies for strengthening these vital skills are less obvious. Why? First, you must understand how ADHD symptoms affect EFs at school and at home.
The good news is that it can be done. There is an effective multi-step plan for sharpening EFs that has helped many kids with ADHD master these skills. Its steps are clear: identify executive function strengths and weaknesses, advocate for strategies that address the weaknesses, and set up EF-friendly classrooms. Teaching executive functioning skills takes time, practice, and teacher support, but it can be done.
- The importance of teaching executive function language to all learners
- How to assist students in identifying their individual executive function strengths and weaknesses
- How to teach students to advocate for their executive function needs
- How to design an executive-function friendly classroom
- How to promote the awareness of mental health conditions that can negatively affect executive functions in a child
Watch the Video Replay
Download or Stream the Podcast Audio
Click the play button below to listen to this episode directly in your browser, click the symbol to download to listen later, or open in your podcasts app: Apple Podcasts; Google Podcasts; Stitcher; Spotify; iHeartRADIO.
Read More on Executive Function Disorder
- [Self-Test] Could Your Child Have an Executive Function Deficit?
- The Testing Ground for Executive Functions? Sixth Grade
- Free Checklist: Common Executive Function Challenges — and Solutions
- The Parent’s Guide to Executive Functioning Skills
- Shame on All the Grownups, Teachers Who Make Me Feel Ashamed
Obtain a Certificate of Attendance
If you attended the live webinar on August 13, 2019, watched the video replay, or listened to the podcast, you may get a certificate of attendance option. Note: ADDitude does not offer CEU credits. Click here to get the certificate of attendance option »
Meet the Expert Speakers:
Maureen Bechard, M.S., is a licensed professional school counselor who has loved working with middle school student for more than 30 years. She has promoted a greater understanding of how ADHD affects the lives of adolescents during their middle school years. In her efforts to educate students, parents, teachers and administrators about executive function deficits, she has found that the strategies that are good for ADHD work for all students. Maureen believes that middle schoolers with ADHD can inspire the world to be a brighter, more positive place.| See expert’s full bio »
Karen Huberty, M.Ed., has a passion for teaching students with ADHD, and educating students and staff about executive functioning skills. Karen has been a presenter in her district, the Minnesota Education Academy, and as a 2018 ADHD Conference presenter on executive functions and ADHD. She was awarded the Rotary Teacher of the Year Award for her innovative work with Teaching executive functioning strategies to students, parents, and staff. Karen has received 10 grants from the Education Minnesota Foundation for Excellence in Teaching and Learning that has allowed her to create and implement best practice strategies for ADHD students in the classroom.| See expert’s full bio »
- “It was a breath of fresh air to hear a teacher say “we would love all your kids”. Someone embracing executive functioning differences as a norm instead of an issue. Thank you for choosing these presenters.”
- “Experienced, knowledgeable presenters who provided practical skills in a well thought out approach to children and young adults.”
- “Excellent, actionable information about routines and helping students learn where they struggle, with possible coping mechanisms suggested.”