Three Things You Can Teach Your Kids At Home

Posted on April 14, 2020 by Gina Ulery

3 Things You Can Teach Your Kids At Home

There are a lot of things kids learn at school. How to do math, science, spell correctly, write legibly, and if you are lucky, play sports. But once they leave school, many life lessons await them. As Jonathan Haidt and Greg Lukianoff, the authors of The Coddling Of The American Mind: How Good Intentions And Bad Ideas Are Setting Up A Generation For Failure remind us, kids are arriving at college less and less prepared.

Depression and anxiety rates have risen sharply among college students, more kids are on some sort of mood enhancer, and student counseling centers are seeing more visits than they ever have. While there are numerous reasons for this effect, the point is that kids need more than simply school preparation to not be overwhelmed by college (and life). So, with that in mind, here are three useful things you can teach your kids while they are at home during the pandemic:

Time Management

So much of school is scheduled for kids. This class starts at this time, practice starts after school, parents pick you up at a given time, teachers prepare the lesson for you. But what do you do when you want to accomplish something on your own? How exactly do you manage your time to reach your own goals?

For example, let’s say your kid wants to run a 5K race. How does he design his schedule to allow time to train? How does he make sure that he also accomplishes everything else he has to do like chores, homework, sleeping, etc.?

Having your kid at home is the perfect opportunity to help him learn how to set a goal, then manage his time to reach it. Start by having your kid choose a goal. It could be anything from finding a recipe and making dinner for the family to selling 400 boxes of Girl Scout Cookies, or, of course, a 5K race.

Then put your kid in the driver’s seat and have him create his own schedule to reach his goal. Your job is not to help him. Sure, you can let him know that you are there to answer questions, but you are not there to tell him what to do or when to do it. That, in fact, is the lesson for him to learn. But there is an even more important lesson here – that you believe he can accomplish his goals on his own.

How To Cope With Failure

Failure is a part of life. Try anything, from getting a job to learning to skateboard, and you will face failure. But what is more important than if we fail, is how we fail. Do we quit? Do we blame others? Do we make excuses? Or do we pick ourselves up and try harder?

Now that you are at home with your child, you have the perfect opportunity to teach him how to cope with failure, and even have fun in the process. Start by choosing an activity or skill to learn with your child. You could learn how to sing, play the guitar, dance, knit a blanket, ride a skateboard, or do gymnastics. Really anything is fine as long as it is a reasonable challenge and something that you and your child can enjoy.

Then learn alongside them and when you fail (which you will) use the opportunity to model self-control, personal responsibility, and the link between effort and outcome. In short, just shake it off and try harder. When you do this, you teach your kid an invaluable lesson: it is okay to fail; it is what you do about it that matters.

Self-Control

Drug addiction, smoking, procrastinating, interrupting, arguing, overeating, and over-consuming media, at the core, are all problems of self-control.

Essentially, we would like to be doing one thing (or envision ourselves doing this) yet we are actually doing something else. We would like to exercise every day, but we can’t seem to find the motivation. We would like to stop at one piece of pie, but that second one seems to call our name. And we know we should’ve gotten that last piece of work done but we were just so tired. You get the point.

The problem with poor self-control is that it keeps us from getting what we really want. Moreover, it keeps us stuck in a cycle of conflict with ourselves. The energy we spend justifying our actions could be spent working toward our goals. It all starts with better self-control.

So, take the opportunity now that your child is home with you to teach self-control – and maybe even give yourself a refresher. Start by sitting down with your child and telling him you are both going to choose a goal and help each other stay motivated to reach it. He can choose something like building a model airplane, brushing his teeth every day, walking the dog every morning, or eating only one bag of candy every day. You can also choose any goal you like so long as it is something that you would like to accomplish and is within your reach.

Then choose a strategy with your child to help you and he reach your goals. You can choose a motivational mantra, a commitment strategy that utilizes a penalty for not reaching your goal, or anything else that you want. The point is to learn how to work with yourself to change your behavior, and essentially overcome the impulses that keep you from reaching your goals. I can think of no better life lesson.

Having your kid at home for an indefinite amount of time is something that no parent could’ve anticipated. Yet, if we are creative, and a little open-minded, we can use the time as an opportunity to teach our kids all the things they might not otherwise learn in school.

Related Online Continuing Education (CE) Courses:

Motivating Children to Learn is a 4-hour online continuing education (CE/CEU) course that provides strategies and activities to help children overcome their academic and social challenges. Click here to learn more.

Supportive Communication for the Child with Special Needs is a 1-hour audio continuing education (CE/CEU) course that provides practical tips for helping parents to communicate with their child who has special needs. Click here to learn more.

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Professional Development Resources is a nonprofit educational corporation 501(c)(3) organized in 1992. We are approved to sponsor continuing education by the National Board of Certified Counselors (NBCC); the Association of Social Work Boards (ASWB); the American Occupational Therapy Association (AOTA); the American Speech-Language-Hearing Association (ASHA); the Commission on Dietetic Registration (CDR); the Alabama State Board of Occupational Therapy; the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy, Psychology & School Psychology, Dietetics & Nutrition, Speech-Language Pathology and Audiology, and Occupational Therapy Practice; the Georgia State Board of Occupational Therapy; the New York State Education Department’s State Board for Mental Health Practitioners as an approved provider of continuing education for licensed mental health counselors (#MHC-0135); the Ohio Counselor, Social Worker & MFT Board and Board of Speech-Language Pathology and Audiology; the South Carolina Board of Professional Counselors & MFTs; the Texas Board of Examiners of Marriage & Family Therapists and State Board of Social Worker Examiners; and are CE Broker compliant (all courses are reported within a few days of completion).

Professional Development Resources is approved by the American Psychological Association to sponsor continuing education for psychologists. Professional Development Resources maintains responsibility for this program and its content.

PDR offers over 150 accredited online CE courses for healthcare professionals.

Target Audience: Psychologists, School Psychologists, Counselors, Social Workers, Marriage & Family Therapists (MFTs), Speech-Language Pathologists (SLPs), Occupational Therapists (OTs), Registered Dietitian Nutritionists (RDNs), and Teachers

Enjoy 20% off all online continuing education (CE/CEU) courses @pdresources.org! Click here for details.

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Healthy Living Improves Executive Function

Posted on August 9, 2018 by Gina Ulery

Living a healthy lifestyle will likely help you live longer. But new research suggests living a healthier lifestyle could also increase executive function, which is the ability to exert self-control, set and meet goals, resist temptation, and solve problems.

If you stop and think about it, it makes sense. Resisting donuts and opting for kale, after all, takes a fair amount of self-control – as does getting up early to exercise.

Over time, suggests researchers, these behaviors reinforce one another in a sort of positive feedback loop.

Using data collected from 4,555 adults through the English Longitudinal Study of Aging, researchers analyzed the relationship between physical activity and executive function, adjusting for other variables such as age, gender, education, wealth and illness, and found evidence that the relationship between the two is bidirectional (Allan et al., 2016).

Specifically, individuals with poor executive function showed subsequent decreases in their rates of participation in physical activity and older adults who engaged in sports and other physical activities tended to retain high levels of executive function over time (Allen et al., 2016).

While this study focused on physical activity and its relationship to executive function, the researchers noted that a positive feedback loop between executive function and eating nutritious foods is quite plausible. Similarly, it is likely that negative feedback loops also exist, where unhealthy behaviors, such as smoking or drinking too much alcohol will be both a result of and a predictor of declining executive function (Allan et al., 2016).

This might help explain why executive function typically declines with age, as older people may become more likely to engage in unhealthy behaviors like remaining sedentary and less likely to maintain healthy but effortful behaviors like taking prescribed medication regularly.

The up side, however, is that the longer one can maintain high executive function, the longer and more easily that person can stave off behavior that will be detrimental to their health. Dr. Julia Allan explains, “People who make a change to their health behavior, like participating in physical activity, eating less processed food, or consuming more fruits and vegetables, can see an improvement in their brain function over time and increase their chances of remaining healthy as they age” (Allan, 2016).

With the world’s population of elderly folks to hit 1.5 billion by 2050, the connection between executive function – and specifically how it is mediated by and helps to mediate our health – could have major implications.

Related Online Continuing Education (CE) Courses:

Executive Functioning in Adults is a 3-hour online continuing education (CE/CEU) course that provides strategies to help adults overcome executive functioning deficits.

As human beings, we have a built-in capacity to accomplish goals and meet challenges through the use of high-level cognitive functions called “executive functioning” skills. These are the skills that help us to decide which activities and tasks we will pay attention to and which ones we will choose to ignore or postpone.

Executive skills allow us to organize our thinking and behavior over extended periods of time and override immediate demands in favor of longer-term goals. These skills are critical in planning and organizing activities, sustaining attention, and persisting until a task is completed. Individuals who do not have well developed executive functioning skills tend to have difficulty starting and attending to tasks, redirecting themselves when a plan is not working, and exercising emotional control and flexibility. This course offers a wide variety of strategies to help adults overcome such difficulties and function more effectively. Course #31-08 | 2018 | 61 pages | 20 posttest questions

Executive functioning skills represent a key set of mental assets that help connect past experience with present action. They are fundamental to performing activities such as planning, organizing, strategizing, paying attention to and remembering details, and managing time and space. Conversely, executive functioning deficits can significantly disrupt an individual’s ability to perform even simple tasks effectively. Although children with executive functioning difficulties may be at a disadvantage at home and at school, adults can employ many different strategies to help them succeed. Included are techniques for planning and prioritizing, managing emotions, improving communication, developing stress tolerance, building time management skills, increasing sustained attention, and boosting working memory. Course #40-42 | 2017 | 76 pages | 25 posttest questions

Alzheimer’s Disease: A Practical Guide is a 3-hour online continuing education (CE/CEU) course that offers healthcare professionals a basic foundation in Alzheimer’s disease prevention, diagnosis, and risk management.

This course will present practical information to aid healthcare professionals as they interact with clients who are diagnosed with any of the many types of dementia. We will review what is normal in the aging process, and what is not; diagnostic criteria for Alzheimer’s disease; testing cognition and gene testing; risk factors; and clinical research. We will then discuss the struggle caregivers face and provide strategies for how best to support them.

The next section will provide practical guidance for caring for a person with Alzheimer’s disease, including daily care activities, keeping the person safe, and unwanted behaviors. Next we will review prevention and compensation strategies to help people protect their cognitive health as they age, including modifiable risk factors that have the potential to reduce the prevalence of Alzheimer’s disease. A final section on protecting our elders from scams and how to find reputable resources for information is included. Course #31-12 | 2018 | 56 pages | 20 posttest questions

Course Directions

Our online courses provide instant access to the course materials and CE test. Successful completion of the online CE test (80% required to pass, 3 chances to take) and course evaluation are required to earn a certificate of completion. Click here to learn more. Have a question? Contact us. We’re here to help!

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Professional Development Resources is a nonprofit educational corporation 501(c)(3) organized in 1992. We are approved to sponsor continuing education by the American Psychological Association (APA); the National Board of Certified Counselors (NBCC); the Association of Social Work Boards (ASWB); the American Occupational Therapy Association (AOTA); the American Speech-Language-Hearing Association (ASHA); the Commission on Dietetic Registration (CDR); the Alabama State Board of Occupational Therapy; the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy, Psychology & School Psychology, Dietetics & Nutrition, Speech-Language Pathology and Audiology, and Occupational Therapy Practice; the Ohio Counselor, Social Worker & MFT Board and Board of Speech-Language Pathology and Audiology; the South Carolina Board of Professional Counselors & MFTs; the Texas Board of Examiners of Marriage & Family Therapists and State Board of Social Worker Examiners; and are CE Broker compliant (all courses are reported within a few days of completion).

Target Audience: Psychologists, Counselors, Social Workers, Marriage & Family Therapist (MFTs), Speech-Language Pathologists (SLPs), Occupational Therapists (OTs), Registered Dietitian Nutritionists (RDNs), School Psychologists, and Teachers

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What are Executive Functioning Skills?

Posted on June 6, 2018 by Gina Ulery

Parents are often confused when they are told that their child has deficits in his “Executive Functions.” Those seem like big words to describe the frustrations of having a child who seems more disorganized than other children; the kid who often comes to school late and unprepared and always seems to be losing his homework, shoes, or games.

Executive functions are the self-regulating skills that we use every day in order to get any task done, from getting dressed and eating breakfast to getting a backpack packed and choosing which friend to play with. They help us plan, organize, make decisions, shift between situations or thoughts, control our emotions and impulsivity, and learn from past mistakes.

Dawson and Guare (2010) describe executive functioning skills as follows:

“Human beings have a built-in capacity to meet challenges and accomplish goals through the use of high-level cognitive functions called executive skills. These are the skills that help us to decide what activities or tasks we will pay attention to and which ones we will choose to do. Executive skills allow us to organize our behavior over time and override immediate demands in favor of longer-term goals. Through the use of these skills we can plan and organize activities, sustain attention, and persist to complete a task. Executive skills enable us to manage our emotions and our thoughts in order to work more efficiently and effectively. Simply stated, these skills help us to regulate our behavior” (p.1).

Executive functioning difficulties cause children and teens to struggle with many academic learning tasks. According to Howland (2010), executive functioning skills predict academic success more effectively than tests of academic achievement or cognitive ability. Children with poor executive functioning skills are at high risk for dropping out of school, as well as for social and behavioral problems (Lindsay & Dockrell, 2012). They often have compromised listening skills and difficulties following directions, which can compromise familial relationships and academic and social functioning.

Executive functioning difficulty is not necessarily considered a disability, yet it is a weakness in a key set of mental skills that helps connect past experience with present action. People use them to perform activities such as planning, organizing, strategizing, paying attention to and remembering details, and managing time and space.

Click here to learn more.

Course excerpt from:

Course Directions

Our online courses provide instant access to the course materials (PDF download) and CE test. Successful completion of the online CE test (80% required to pass, 3 chances to take) and course evaluation are required to earn a certificate of completion. Click here to learn more. Have a question? Contact us. We’re here to help!

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Executive Functioning Skills for Success

Posted on October 6, 2017 by Gina Ulery

By Claire Dorotik-Nana, LMFT @pdresources.org

In the late 1960s and early 1970s, psychologist and Stanford professor Walter Mischel conducted a series of studies that would change the way we understand how children perceive the world and the implications it has for long term success. In what is now known as the Stanford Marshmallow Test, a child was offered a choice between one small reward (one marshmallow) provided immediately or two small rewards (two marshmallows) if they waited for a short period, approximately 15 minutes, during which the tester left the room and then returned.

The idea was to test if children’s ability to delay gratification would correlate with other important measures of success, such as better life outcomes, SAT scores, educational attainment, and body mass index.

If you are familiar with the marshmallow test, you likely know the results. The ability to delay gratification, or exhibit self-control in the face of temptation, is a pivotal executive functioning skill that correlates with almost every measure of life success. In follow-up studies, Mischel and his team found that children who were able to wait longer for the preferred rewards tended to have better life outcomes, as measured by SAT scores (Mischel et al., 1989) educational attainment (Ayduk et al., 2000), body mass index (BMI) (Schlam et al., 2013) and other life measures (Schoda et al., 2011).

Since then, Mischel’s results have been replicated numerous times and the ability to delay gratification and exhibit self-control has emerged as a key skill that forms the basis of executive functioning. Children who can exhibit self-control have better learning outcomes, less behavioral problems, better social skills, and less adjustment difficulties.

But while it may be clear how we test the ability to delay gratification, how do you teach executive functioning? Research has shown that not only are there clear signs of executive functioning deficits, but twelve identifiable executive functioning skills. Moreover, there are clear, evidence based strategies that therapists can use to help children improve these skills, learn to listen better, and even utilize technology to improve overall executive functioning.

Click here to learn more.

Related Online Continuing Education (CE) Courses:

Executive Functioning: Teaching Children Organizational Skills is a 4-hour online continuing education (CE/CEU) course that will enumerate and illustrate multiple strategies and tools for helping children overcome executive functioning deficits and improve their self-esteem and organizational abilities. Executive functioning skills represent a key set of mental assets that help connect past experience with present action. They are fundamental to performing activities such as planning, organizing, strategizing, paying attention to and remembering details, and managing time and space. Conversely, executive functioning deficits can significantly disrupt an individual’s ability to perform even simple tasks effectively. Although children with executive functioning difficulties may be at a disadvantage at home and at school, adults can employ many different strategies to help them succeed. Included are techniques for planning and prioritizing, managing emotions, improving communication, developing stress tolerance, building time management skills, increasing sustained attention, and boosting working memory. Course #40-42 | 2017 | 76 pages | 25 posttest questions

Improving Social Skills in Children & Adolescents is a 4-hour online continuing education (CE/CEU) course that discusses the social skills children and adolescents will need to develop to be successful in school and beyond. It will demonstrate the challenges and difficulties that arise from a deficit of these crucial skills, as well as the benefits and advantages that can come about with well-developed social skills. This course will also provide practical tools that teachers and therapists can employ to guide children to overcome their difficulties in the social realm and gain social competence. While there are hundreds of important social skills for students to learn, we can organize them into skill areas to make it easier to identify and determine appropriate interventions. This course is divided into 10 chapters, each detailing various aspects of social skills that children, teens, and adults must master to have normative, healthy relationships with the people they encounter every day. This course provides tools and suggestions that, with practice and support, can assist them in managing their social skills deficits to function in society and nurture relationships with the peers and adults in their lives. Course #40-40 | 2016 | 62 pages | 35 posttest questions

Building Resilience in your Young Client is a 3-hour online continuing education (CE/CEU) course that offers a wide variety of resilience interventions that can be used in therapy, school, and home settings. It has long been observed that there are certain children who experience better outcomes than others who are subjected to similar adversities, and a significant amount of literature has been devoted to the question of why this disparity exists. Research has largely focused on what has been termed “resilience.” Health professionals are treating an increasing number of children who have difficulty coping with 21st century everyday life. Issues that are hard to deal with include excessive pressure to succeed in school, bullying, divorce, or even abuse at home. This course provides a working definition of resilience and descriptions of the characteristics that may be associated with better outcomes for children who confront adversity in their lives. It also identifies particular groups of children – most notably those with developmental challenges and learning disabilities – who are most likely to benefit from resilience training. Course #30-98 | 2017 | 53 pages | 20 posttest questions

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Florida School Psychologist Renewal Info

Posted on May 24, 2017 by Gina Ulery

Florida School Psychologists Save 20% on CE @pdresources.org

Florida-licensed school psychologists have a biennial license renewal deadline of November 30, odd years. The current license cycle will end on 11/30/2017. The Department of Health will now verify a practitioners continuing education records in the electronic tracking system (CE Broker) at the time of license renewal.

CE Required: 30 hours every 2 years, of which:
2 hours Preventing Medical Errors in Behavioral Health is required each renewal
2 hours Domestic Violence is required every third renewal
Online CE Allowed: No limit if APA-approved

Florida school psychologists may earn all 30 hours required for renewal through online courses offered @pdresources.org. Click here to view APA and Florida-board approved online CE courses. Order now and Save 20% on ALL courses!

Enjoy 20% off ALL Online CE courses for your Florida School Psychologist license renewal! Use coupon code PDRPC339 at checkout to redeem. Valid on future orders only. Offers expire 12/31/2017.

Professional Development Resources is approved to sponsor continuing education for Florida-licensed school psychologists by the American Psychological Association (APA) and the Florida Office of School Psychology. We report all course completions to CE Broker on the next business day. Over 100 online courses are available, including:

Preventing Medical Errors in Behavioral Health is a 2-hour online continuing education (CE) course intended to increase clinicians’ awareness of the many types of errors that can occur within mental health practice, how such errors damage clients, and numerous ways they can be prevented. Its emphasis is on areas within mental health practice that carry the potential for “medical” errors. Examples include improper diagnosis; breaches of privacy and confidentiality; mandatory reporting requirements; managing dangerous clients; boundary violations and sexual misconduct; the informed consent process; and clinical and cultural competency. There are major new sections on psychotherapy in the digital age, including the use of social networking systems, the practice of teletherapy, and the challenges of maintaining and transmitting electronic records. *This course satisfies the medical errors requirement for license renewal of Florida mental health professionals. Course #21-03 | 2015 | 28 pages | 14 posttest questions

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Domestic Violence: Child Abuse and Intimate Partner Violence is a 2-hour online continuing education (CE) course intended to help healthcare professionals maintain a high state of vigilance and to be well prepared with immediate and appropriate responses when abuse is disclosed. Domestic violence, in the form of child abuse and intimate partner violence, remains a pervasive part of contemporary life in the U.S. Its effects are deep and far-reaching. This course will teach clinicians to detect abuse when they see it, screen for the particulars, and respond with definitive assistance in safety planning, community referrals, and individualized treatment plans. There is a special section on the complexity of an abuse victim’s decision about if and when to leave an abuser. This course meets the Domestic Violence license renewal requirement of all Florida licensees. Course #21-12 | 2016 | 42 pages | 15 posttest questions

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Anxiety in Children is a 4-hour online continuing education (CE/CEU) course that focuses on behavioral interventions for children with anxiety disorders. According to the Anxiety and Depression Association of America (2017), it is estimated that 40 million Americans suffer from anxiety disorders. Anxiety disorders affect one in eight children, but is often not diagnosed. Untreated anxiety can lead to substance abuse, difficulties in school, and depression. Professionals who work with children, including speech language pathologists, mental health professionals, and occupational therapists, frequently encounter anxiety disorders among their young clients. This course is intended to help clinicians recognize and understand the anxiety disorders that frequently occur in children and learn a wide variety of communication and behavioral strategies for helping their clients manage their anxiety. Included are sections on types and causes of anxiety disorders, strategies for prevention, evidence-based treatments, techniques for helping children manage worry, relaxation techniques for use with children, and detailed discussions on school anxiety and social anxiety. Course #40-43 | 2017 | 69 pages | 25 posttest questions

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Effects of Digital Media on Children’s Development and Learning is a 3-hour online continuing education (CE/CEU) course that reviews the research on media use and offers guidance for educators and parents to regulate their children’s use of digital devices. Today’s world is filled with smartphones used by people ignoring their surroundings and even texting while driving, which is criminally dangerous. Are there other dangers that may not be as apparent? Media technology (e.g., smart phones, tablets, or laptop computers) have changed the world. Babies and children are affected and research reveals that 46% of children under age one, and up to 59% of eight-year-old children are exposed to cell phones. In England, nearly 80% of senior primary-school staff reportedly are worried about poor social skills or speech problems of children entering school, which they attribute to the use of media devices. Media technology affects family life, children’s readiness for entering school or preschool, and classroom learning. Recent research delineates a developmental progression of understanding information on devices for children between ages 2- 5 years. Younger children may believe false information if it is on a computer. This research is important for understanding technology uses in education. There are also known health risks and possible adverse effects to social-emotional development. Statistics describing the increase of media technology and developing trends in media use are presented along with guidelines and position statements developed to protect children from risks and adverse effects. Course #30-96 | 2017 | 50 pages | 20 posttest questions

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What are Executive Functioning Skills?

Posted on May 5, 2017 by Gina Ulery

Course excerpt from Executive Functioning: Teaching Children Organizational Skills

Dawson and Guare (2010) describe executive functioning skills as follows:

We use the executive functions in our brains to:

Make plans
Keep track of time and finish work punctually
Multitask and keep track of more than one thing simultaneously
Meaningfully include past knowledge in discussions
Evaluate ideas and reflect on our work
Change our minds and make mid-course corrections while thinking, reading and writing
Ask for help or seek more information when needed
Engage in group dynamics
Wait our turn to speak
Apply previously learned information to solve problems
Analyze ideas

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Deficits in this area can affect any task, from completing a homework assignment or getting dressed in the morning to doing laundry or grocery shopping.

Another way to understand executive functioning difficulties is to see how process works. Here is an example, broken down into six steps (Bhandari, 2015):

Analyze a task to figure out what needs to be done
Plan how to handle the task
Break down the plan into a series of steps
Figure out how much time is needed to carry out the plan, and set aside the time
Make adjustments as needed
Finish the task in the time allotted

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If executive functioning is working well, the brain may go through these steps in a matter of seconds. If a child has weak executive skills, however, performing even a simple task can be challenging.

According to Howland (2010), educators have increasingly and appropriately focused on the development of executive functioning skills throughout middle school and high school. However, these skills don’t suddenly emerge in adolescence; the foundation is laid in early childhood and builds throughout the school years. We simply cannot afford to wait until middle school to begin to work on executive control.

Howland (2010) explains that given the right experiences, children can improve executive functioning skills from a young age. We need a developmentally appropriate curriculum that directly teaches executive functioning skills from the start of school, treating these processes as skills to be developed, rather than problem behaviors that need to be managed.

Executive functioning skills are also intricately linked to language development. Therefore, according to Romski et al. (2011) and Watts-Pappas and McLeod (2009), SLPs and other therapists are in a unique position to give parents the skills they need in order to help their children develop executive functioning skills.

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This online course provides instant access to the course materials (PDF download) and CE test. After enrolling, click on My Account and scroll down to My Active Courses. From here you’ll see links to download/print the course materials and take the CE test (you can print the test to mark your answers on it while reading the course document). Successful completion of the online CE test (80% required to pass, 3 chances to take) and course evaluation are required to earn a certificate of completion.

Professional Development Resources is approved by the American Psychological Association (APA) to sponsor continuing education for psychologists; by the National Board of Certified Counselors (NBCC ACEP #5590); the Association of Social Work Boards (ASWB Provider #1046, ACE Program); the American Occupational Therapy Association (AOTA Provider #3159); the American Speech-Language-Hearing Association (ASHA Provider #AAUM); the Commission on Dietetic Registration (CDR Provider #PR001); the Alabama State Board of Occupational Therapy; the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy (#BAP346), Psychology & School Psychology (#50-1635), Dietetics & Nutrition (#50-1635), Speech-Language Pathology and Audiology, and Occupational Therapy Practice (#34); the Ohio Counselor, Social Worker & MFT Board (#RCST100501) and the Board of Speech-Language Pathology and Audiology; the South Carolina Board of Professional Counselors & MFTs (#193); and the Texas Board of Examiners of Marriage & Family Therapists (#114) and State Board of Social Worker Examiners (#5678).

Executive Functioning: Teaching Children Organizational Skills

Posted on April 18, 2017 by Gina Ulery

New Online CE Course @pdresources.org

Click here to learn more.

CE Credit: 4 Hours
Target Audience: Psychologists | Counselors | Speech-Language Pathologists (SLPs) | Social Workers | Occupational Therapists (OTs) | Marriage & Family Therapists (MFTs) | School Psychologists | Teachers
Learning Level: Introductory
Course Type: Online

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This online course provides instant access to the course materials (PDF download) and CE test. After enrolling, click on My Account and scroll down to My Active Courses. From here you’ll see links to download/print the course materials and take the CE test (you can print the test to mark your answers on it while reading the course document). Successful completion of the online CE test (80% required to pass, 3 chances to take) and course evaluation are required to earn a certificate of completion. Click here to learn more.

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Florida School Psychologist Renewal Info

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