Executive Functions (EFs) and other aspects of Cognitive Control mature well into adulthood. Adolescents are, in many ways, just beginning this journey. This practical course reviews the research on maturation of these aspects of cognition in typical middle and high school age students and those with EF difficulties. EFs reviewed include: attention, theory of mind, working memory, decision making, emotional regulation and goal setting. How these impact classroom performance is specifically addressed. The course then presents approaches that SLPs can use to help middle and high school age students compensate for EF difficulties in the classroom. Finally, pharmacological interventions as well as evidence-based methodologies for building executive function skills are reviewed. Offered for 0.2 ASHA CEUs – 2.0 contact hours.
Course Run Time: 2:00:58
The content of this online CE course does not focus exclusively on any specific proprietary product or service. Presenter financial and non-financial disclosures may be found in the Presenter & Disclosures area.
Video PowerPoint Presentation with author narration & downloadable handout.
Financial — Martha Burns is a presenter of online CEU courses sponsored by Northern Speech; receives royalty payments.
Financial — Martha Burns is a paid consultant for Scientific Learning Corporation.
Nonfinancial — Martha Burns has no relevant nonfinancial relationships to disclose.
This program is offered for 0.2 ASHA CEUs (Intermediate Level; Professional Area).
ASHA CEUs: NSS online courses are registered with ASHA and are offered for ASHA CEUs. The number of ASHA CEUs is noted above. Note that 0.1 ASHA CEU = 1 contact hour = equals 1 CEE.
ASHA CE Registry: During the enrollment process, if you select to receive ASHA credit for this course and if you provide your ASHA number, NSS will automatically submit your CEU information to the ASHA CE Registry after successful course completion (80% on post test). This submission happens once per month, during the first week of the month. For example, if you complete your course on November 7th, NSS will submit all November online course CEUs to ASHA during the first week of December. When ASHA inputs the information into their database, they will mark the course as completed on the last day of the month in which it was completed, so November 30th using this example. The certificate of completion available for you to print immediately, however, will reflect the actual completion date, November 7th in this example. Due to ASHA processing procedures please allow 2-3 weeks, from the submission date, for the course to appear on your ASHA transcript.
ASHA CEUs: Attendees must meet at least one of the following conditions in order to be eligible to earn ASHA CEUs:
If an attendee is not an ASHA member or CCC holder but meets any of the above criteria, they may inform the ASHA CE Registry of their eligibility by visiting this site.
Licensing Boards: Most state licensing boards DO accept CEUs earned online (usually classified as home-study credits). Some state boards do, however, place a limit to the number of credits that can be earned via home study/online courses. For the most current information, we suggest that you contact your licensing board or agency to verify acceptance policies and/or any credit limits related to home-study courses prior to registering for this course.
Additional accrediting agencies by which Northern Speech is an approved CE provider:
Course Completion Timeframe: You have unlimited time to complete this online course. You may log off and log on as you wish in order to complete all sections of this course.
Content Access: Access to course materials and content does not expire, even after completing the post test. You may continue to review course material by logging into your NSS account, clicking the My Online Courses tab, and then viewing your desired course.
Certificate of Completion: On successful completion of the post test (80%), a certificate will be immediately available for download and/or printing. This certificate will include your name, date of completion (based on Eastern Time Zone, USA/Canada), and number of contact hours (CEUs / CEEs). Please note that CEUs are awarded on the date of successful test completion, not the date of course enrollment. Please ensure that you successfully complete the post test prior to any licensure renewal dates.
ASHA CE Registry Submission: During the enrollment process, if you select to receive ASHA credit for this course and if you provide your ASHA number, NSS will automatically submit your CEU information to the ASHA CE Registry after successful course completion (80% on post test). This submission happens once per month, during the first week of the month. For example, if you complete your course on November 7th, NSS will submit all November online course CEUs to ASHA during the first week of December. When ASHA inputs the information into their database, they will mark the course as completed on the last day of the month in which it was completed, so November 30th using this example. The certificate of completion available for you to print immediately, however, will reflect the actual completion date, November 7th in this example. Due to ASHA processing procedures please allow 2-3 weeks, from the submission date, for the course to appear on your ASHA transcript.
Purchase Orders: Purchase orders are NOT accepted when registering for online courses. Payment must be made online in the form of a credit or debit card payment.
What is an Online Course? Our Online Courses consist of video, audio, and/or text content and are offered for ASHA CEUs. Unlike a webinar, which requires participants to be logged on and at a computer at specific times, our Online Courses are available to you at any time, from any device, via your NorthernSpeech.com online account. You may work at your own pace and start and stop your course as you wish. Your course will conclude with a short post test. On successful completion of the post test (>80%), a printable certificate of completion is presented to you.
Receiving CEUs: Northern Speech is an ASHA CE Provider and our online courses are registered with ASHA and offered for ASHA CEUs. Please note that successful completion of the online post test is required prior to the awarding of CEUs. Please contact your state licensing board for acceptance policies related to CEUs earned online.
Registering for an online course: You may browse all online courses by clicking the Continuing Education tab above, then Online Courses. Once you find a course, click Enroll Now, and you will be asked to either log into your existing Northern Speech account or create a new online account. Once you’ve entered your account information and provided your credit card payment, your course will be immediately available to you.
Accessing your purchased course or returning to a purchased course: You will be able to access your online course by logging into your Northern Speech account and then clicking the My Online Courses tab on your profile screen. Click the course you would like to start or to resume. From there, proceed through the course sections until you are ready to complete the post test. You do not have to complete your course all at once. You may log on and off as you wish.
Testing requirements: Each online course concludes with a post test consisting of multiple choice or true & false questions. Scores of 80% or greater are required for successful course completion and awarding of CEUs. You may revisit course materials and retest as needed to achieve a passing score.
Number of CEUs offered: We offer courses from 1 to 21 contact hours. Each course will note the number of CEUs offered. Please note that 0.1 CEU = 1 contact hour = 1 CEE.
State licensing boards and online CEUs: NSS is an ASHA CE Provider and most state licensing boards DO accept ASHA CEUs earned online (usually classified as home-study credits). Some boards do, however, place a limit to the number of CEUs that can be earned via home study/online courses. For the most current information, we suggest that you contact your licensing board or agency to verify acceptance policies and/or any CEU limits related to home-study courses prior to enrolling in an online course.
Course formats: Our course formats include: text, audio, video, and PowerPoint with author narration. Each course will note the format on the course description page.
Course handouts: Most of our online courses provide a link to download the accompanying handout as a PDF file.
Group discounts: Groups of 3 or more are eligible for a 20% discount on each registration on most of our online courses. To receive this discount, registrations need to be processed together via the "Group Rates" tab on the Online Course of your choice.
Computer requirements: For our online courses to function best, we recommend that you update your computer to include the newest version of your Internet browser (Safari, Chrome, Firefox, Edge, Internet Explorer, etc.) and newest version of your computer's operating system. Also a high-speed Internet connection is recommended (cable or DSL). Speakers or headphones will be required for many of our courses as many contain audio components.
Course Cancellation Policy: A purchased online course can be exchanged, refunded, or transferred to another individual if contact is made with NSS (via phone or email) within 30 days of purchase and the course materials have not been viewed or downloaded.
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"I loved the strategies!! So much information!!" – M.B. (Jan. 2020)
"I enjoyed the suggestions for students in goal setting." – M.V. (Jan. 2020)
"The examples of treatment activities for working memory and sustained and selective attention were most beneficial. I liked both the neuroanatomy review and practical applications." – K.B. (Dec. 2019)
"I enjoyed the review of the anatomy and how it correlates to symptoms observed in my students. The strategies that can be applied in my therapy was also helpful. Going over the ages at which certain parts of the brain mature and how white matter becomes more dense was most useful." – M.D. (Nov. 2019)
"Great discussion on the topic of executive functioning and practical suggestions to implement in therapy. I liked the way the neuroscience shows the challenges of the developing adolescent brain. Great course! Covered the topic thoroughly." – J.T. (Sept. 2019)
"I appreciated the refresh on anatomy and research as well as the therapy ideas for collaborating with teachers. I liked the ideas for working with students on executive function." – G.C. (Aug. 2019)
"I liked the specific interventions and EF research findings." – J.M. (July 2019)
"I enjoyed the overall content. The student planner can be implemented immediately." – M.G. (June 2019)
"The overview of impact of executive function on everyday skills for this age group was especially beneficial. I liked real examples of strategies." – K.G. (May 2019)
"Organized, interesting course. The Four Quad model was most helpful." – M.R. (Apr. 2019)
"I appreciated the different ideas/strategies to suggest to families. I was expecting more ideas related to treatment in a clinic." – K.K. (Mar. 2019)
"This course really helped with goal setting and molding students' brains to think a certain way in order to be better achievers" – C.V. (Feb. 2019)
"The scientific research on the brain will be extremely helpful as I work with students. I liked the visual examples!" – S.K. (Jan. 2019)
"I enjoyed the strategies on teaching executive functioning with tweens/teens. I liked the examples she showed." – S.S. (Dec. 2018)
"The actual activities were most beneficial to me as a practitioner." – S.A. (Dec. 2018)
"The specific ideas to support students in difficult academic subjects especially reading and written language were excellent." – C.B. (Nov. 2018)
"The course was very concise and gave specific information and strategies to help children in the classroom." – C.S. (Oct. 2018)
"Going over setting up student planners and how to facilitate carryover to home and in treatment sessions is most beneficial. All of the resources will be very helpful for my entire department." – H.O. (Sept. 2018)
"I enjoyed the specific activities for developing executive function skills." – J.J. (Aug. 2018)
"I liked the specific treatment ideas." – K.E. (July 2018)
"The discussion related to goal planning with students was most beneficial. The topic related to visual schedules and graphic organizers was also helpful in relation to putting the skills into practice. I really enjoyed all of the practical examples that were provided during this online course." – L.N. (June 2018)
"I liked the specific examples of in-class intervention for Executive Function issues." – J.P. (May 2018)
"I appreciated the practical applications within the classroom. I like that the course gave many examples on how to use a variety of tools with students (push in and pull out)." – A.W. (Apr. 2018)
"The specific strategies that could be used in treatment were most helpful. I expected there to be more on treatment and less on research and anatomy." – T.A. (Feb. 2018)
"I enjoyed the practical applications for executive function deficits and the hands-on experience with students." – S.C. (Dec. 2017)
"I like Martha Burns' approach of synthesizing theory with practice. Her suggestions for utilizing various executive strategies coupled with the reasons for doing so made for an excellent presentation." – L.T. (Nov. 2017)
"Honestly, what I liked best was that I can use some of this information also with my own children. Fantastic presentation." – J.F. (Nov. 2017)
"The discussion on Growth mindset was very beneficial. The whole course exceeded my expectations." – M.B. (Oct. 2017)
"I work with children and young adults with Autism and the information within class is going to be very helpful in my daily practice." – L.N.K. (Sept. 2017)
"I liked the learning strategies for students and discussion of areas of the brain that are important for executive function, and I especially enjoyed the exercises for selective attention and planners." – J.R. (Aug. 2017)
"All of it was beneficial, but I really wanted to learn what executive functioning was and this explained nicely." – B.G. (July 2017)
"I loved the examples and strategies given that can be used in class! They were great! It was a great course!" – K.D. (July 2017)
"This course was very detailed, and the specific therapy examples were especially excellent." – T.H. (May 2017)
"The ADHD discussion was most beneficial. The course was informative and kept my attention." – B.B. (Feb. 2017)
"I appreciated the review of neuroanatomy and the developmental aspects of executive functions." – J.H. (Jan. 2017)
"I found that all of Part II will be beneficial for my daily practice (e.g., selective attention, graphic organizers, time management/planners, etc.). I liked that there were lots of visuals and examples." – S.Z. (Jan. 2017)
"The entire second half of the presentation was very helpful!" – E.B. (Dec. 2016)
"I found the information about how to specifically help students who have poor EF skills write better was very useful. It was also helpful to have a refresher course about the parts of the brain that are working during EFing to be able to explain this better to students." – H.L. (Nov. 2016)
"The links to checklists for parents and teens to complete will be helpful. Seeing visual demonstrations of the graphic organizers were great." – M.H. (Nov. 2016)
"I liked that the course discusses neurology of issues as well as ideas I can use NOW!" – J.S. (Sept. 2016)
"All of the suggestions for helping students develop executive function skills will be helpful." – S.K. (Aug. 2016)
"I liked the blend of research and application. The specific strategies to incorporate the thinking and doing aspects of executive functions were most useful." – B.B. (Aug. 2016)
"Very well organized with a good flow. Liked having strategies I can walk away with. Was happy to have ideas for therapy sessions as well as ideas for collaborating in the classroom. The intervention strategies and emotional regulation discussions were most beneficial." – L.M. (July 2016)
"Excellent review of neuroscience. The emphasis on meta-cognition throughout therapy, but broken down into functional strategies will be very helpful." – L.M. (July 2016)
"I appreciate that this course focused on middle and high schoolers and contained practical strategies." – J.K. (July 2016)
"The tasks designed to help students with working memory and goals as well as the classroom interventions were really useful. I liked the overview of executive functions and the focus on adolescent problems." – R.V. (June 2016)
"The topic was very appropriate and I have not found many continuing education classes on executive function and children with ADHD or Autism spectrum. The description of the four quadrant model was incredibly beneficial. I think this will be very helpful in designing a treatment program. I thought the examples given were also very helpful." – T.M.L. (June 2016)
"The slides were interesting, easy to understand, and provided information that was clearly evidence-based." – K.R. (May 2016)
"The information about prefrontal cortex was really helpful. I liked the explanation of specific therapy ideas." – L.G. (May 2016)
"I really appreciated the discussion on organization and graphic organizers." – B.M. (May 2016)
"I liked the neuroscience information and practical activities." – S.B. (Mar. 2016)
"I appreciate that this course helped me to understand executive functioning disorders & what to look for as well as the review of frontal lobe / prefrontal lobe. However, I expected more ideas to target specific deficits through therapy." – D.G. (Mar. 2016)
"I appreciated the discussions re: predicting outcomes and evaluating risks doing working memory tasks backward goal design. I liked the four quadrant model." – M.M. (Feb. 2016)
"Great refresher on brain and the overview of executive function. I liked the specific tasks to try focusing on different academic areas." – K.H. (Feb. 2016)
"The developmental aspects of executive function were most beneficial. I liked the discussion of theory of mind." – L.M. (Feb. 2016)
"I found the strategies to use in treatment to target increasing working memory and attention very helpful. I liked that lots of resources and information were provided – very practical." – R.W. (Feb. 2016)
"I enjoyed the practice of graphic organization being implemented in the therapy. I liked that the course was filled with many real life information to incorporate into my practice." – A.B. (Jan. 2016)
"I'm new to the middle school level so learning strategies such as COPS and backwards goal setting were interesting to me." – P.T.M. (Jan. 2016)
"The Asperger's components were most helpful to me." – K.F. (Jan. 2016)
"Like all of it! In general, the course, information, handout, duration and test exceeded my expectations. It is very motivating, engaging and favorable to us professionals who are already working in this field." – S.D.L.B. (Jan. 2016)
"Nice review of brain functions and overview of theory of mind." – J.D. (Jan. 2016)