school-of-clinical-leadership - ef -blog

👉Experience anxiety and overwhelm with new challenges, despite talking about it in therapy or learning about "feelings words" to describe emotions?

👉Refuse or avoid difficult tasks, despite getting punishment/rewards?

👉Struggle to complete academic work, or anything that doesn't give immediate gratification?

👉Complain of boredom and don't persist through repetitive tasks?

👉Have difficulty filtering distractions or controlling impulses?

👉Miss assignments, lose track of their things, run late and miss deadlines, even though they're using lists and other organizers?

👉Misunderstand directions and struggle with transitions and appear several steps behind?

👉Have emotional outbursts when asked to move from one activity to another (especially if they're asked to stop doing something they enjoy)?

👉Make self-defeating comments or can't see themselves being successful in unfamiliar situations?

They've tried things like:

...Giving students organizers and lists

..."Positive reinforcement" or behavior charts

...Letting students "process their feelings" after melt downs

...Sending students to social skills groups

...Doing "working memory exercises" in therapy sessions

...Giving students verbal reminders or timers

...Negotiating or explaining "the why" to "motivate" students

...Sitting with students and asking them "probing" questions to guide them through more difficult academic work or multi-step tasks

...Giving students a ton of accommodations (or significant modifications and work reduction) on their IEPs

But none of these things are working.

Or maybe they only work when students have an unsustainable amount of adult support that you know isn't serving them in the long-term.

Students continue to struggle with skill-transfer and independence across settings.

They don't seem to learn from past mistakes.

They shut down when you ask about past behavioral escalations.

Extreme emotional reactions continue, even though they've had the chance to process it.

Task avoidance and work refusal, and resistance to unfamiliar situations keeps increasing, and resilience and tolerance to sustained effort is decreasing

You give them planners or graphic organizers, and they refuse to use them, forget to use them, or require a ton of prompting when they actually are using them.

Sometimes they seem more dysregulated (not less) when you try be flexible, understanding, and accommodating.

If this sounds familiar, you're not alone. That's the good news :)

Now, the bad news.

These things are happening because you aren't ACTUALLY working on executive functioning

Even though you think you are.

I know this because I've made all of these mistakes myself.

So have many clinicians and educators I've supported through my training programs and experience in the schools.

Hi, I'm Dr. Karen.

I help K-12 therapists design interventions that support language, literacy and executive functioning. I do this by helping them be better leaders.

I'm a licensed SLP and have a doctorate in

special education, a special education director license, and an assistive technology graduate certificate. I'm the founder of a successful startup focused on K-12 professional development.

I spent 14 years in the school systems as an SLP, and during that time I saw a need for a better system for language/literacy support.

That led to me launching my business in 2015, and since then I've helped thousands of clinicians deliver evidence-based interventions for school-age kids.

MISTAKE #1:

Using lists, planners, and organizing tools as executive functioning interventions.

You might be thinking, "But wait...lists help me be more organized! How is that NOT an executive functioning strategy?"

That's likely because you have sufficient executive functioning skills to benefit from using lists. :)

In order to come up with items you'd write on a list, you need to analyze your current situation, forecast in to the future and visualize the steps and materials needed to complete your goal, use self-talk to come up with words you'd use to represent those list items and THEN actually write those things down.

And then you'd have to continually re-evaluate and update the list, remember to refer back to it, evaluate your progress and watch the time...all things that require significant linguistic reasoning and...you guessed it...executive functioning.

That's why having your students copy their homework assignments from the board or giving them a list or timer hasn't worked as well as you expected.

Organizing tools aren't executive functioning interventions.

They're tools that can be used alongside executive functioning interventions.

MISTAKE #2

Using talk therapy and "processing feelings" as an executive functioning intervention.

Talk therapy can be an important tool, and we certainly want to give students a space to talk about challenges they're facing.

However, engaging in talk therapy requires students to recall past events (using episodic memory), use complex syntax and vocabulary to formulate narratives, use future thinking skills, and read the room to apply strategies from therapy in the future.

All of these tasks require significant language and executive functioning skills, which many students struggle with. That's why they often can't explain past behaviors, or shut down when asked why they had a melt down or made a poor choice.

Putting them on the spot and insisting they explain or "process" a situation may make them more dysregulated, especially if that situation was emotionally charged (especially immediately after or during the situation). In some contexts, talking about it helps.

But it isn't always needed. Sometimes moving through the experience or "hard thing" is enough.

Talk therapy requires us to USE executive functioning skills.

It isn't often something that TEACHES executive functioning skills.

MISTAKE #3

Using social skills groups as the complete package instead of using multiple models

If you've caught on to the fact that social skills challenges are tied to executive functioning challenges related to situational awareness or perspective-taking, you're ahead of the curve.

But if you're working on social skills in a group therapy setting, you're likely not seeing good generalization.

Students may be able to recite a list of rules or explain how they should act in different scenarios...but they don't actually do it.

Group therapy is highly structured and doesn't mimic unstructured social situations. In order to apply what they've learned in therapy, they need to be able to "read the room" (situational awareness), continually evaluate the reactions of others (perspective-taking) and their own behavior and their impact on the environment around them.

Talking about situations is not the same as experiencing situations. The gap between "real life" and the social skills group is often too big for students to make.

That's why social skills groups only work if they're used as a piece of a larger service plan that involves scaffolding in other settings, from multiple professionals.

When social skills groups are used as the "complete solution", they're not enough.

MISTAKE #4

Overaccommodating and doing the executive functioning FOR students.

Many teams catch on to the fact that students need scaffolding across their day, but end up overcorrecting. In other words, they provide so much support that kids become prompt-dependent.

Kids are given graphic organizers or visual strategies, but adults create the list for them, doing all the internal processing required to think of everything that needs to go on the list.

Or they try to engage students by asking so many probing questions that they end up doing the self-talk for students, instead of encouraging students to use their own self-talk.

While accommodations and supports are often necessary they need to be done intentionally, with a plan for how they might be used to help students become more independent in the future.

Otherwise, break cards get used as an avoidance strategy....

"Comprehension checks" result in a student needing constant verbal prompts (that often trigger them)...

Or work requirements get reduced so much that kids don't develop the skills they need for future success.

Accommodations (and modifications) alone are not executive functioning strategies.

And if they aren't used intentionally, they can actually inhibit the development of executive functioning skills.

Part 1:

Priming

Planning and preparing for upcoming situations to give kids strategies and cues. This can include role playing, practicing skills in a structured environment, and frontloading information to help kids envision and plan ahead for the future event.

This is often where the "social skills group" sits. When "pull out" therapy is done in isolation and you won't see good generalization. But when you reframe it as a "priming" tool instead of the "complete package" then you'll finally see students transferring skills.

Part 3: Review/Evaluation

Adults can help kids reflect on past situations, evaluate their ability to apply strategies, and help make decisions about how to use that new knowledge for future events. Then, cycle back to priming for the future as you fine-tune skills and fade prompts.

Instead of insisting students "process feelings" every time they make a poor choice or experience discomfort, you shift to developing strategies and retrieval tools so they can learn from past mistakes and build self-appraisal skills.

Effective executive functioning intervention comes from delivering the RIGHT SCAFFOLDING in the RIGHT CONTEXT with the RIGHT SERVICE MODEL.

Siloed interventions that happen in therapy rooms without any other support don't work for executive functioning, which is why many teams teams see students continue to have melt downs, social challenges, or require tons of adult prompting.

But if you're a speech-language pathologist, school social worker, school psychologist, counselor, or other related service provider, you might be getting asked to do yet another social skills group or provide a list of cookie-cutter accommodations.

Maybe you're being told that working on executive functioning isn't your job.

Or...maybe your team is struggling, and you suspect executive functioning support needs to happen globally, not just in your therapy sessions...

But you're not sure how that would look in practice, or how you'd find the time to get classroom-based support in place on top of your existing workload.

And even though it may not seem like it, you're well positioned to guide your team in delivering EFFECTIVE executive functioning support across settings.

You just need the right tools to gain momentum and get buy-in, one high-quality protocol at a time.

In this course, I give you exactly what you need to design services that support kids across their day through direct intervention, classroom-based support, consultation/coaching, and collaboration.

Here's what you'll be able to do after going through this training:

MODULE 1: Shift your mindset and define success

Learn how to define the internal and external skills of executive functioning, so you can help your team understand the skills kids need to succeed.
Discover ways to analyze tasks so you can intervene at the point of struggle, so you can troubleshoot when kids struggle with classroom routines and daily tasks.
Help your team discern between "behavior problems" and lagging executive functioning skills so they can provide a safe learning environment for kids.

MODULE 2: Improve focus and support working memory

Establish realistic expectations for increasing attention and focus so your team has accurate information about evidence-based interventions.
Determine when to address discrete skills vs. teach compensatory strategies.
Set the stage for learning, so kids can maximize working memory and ability attend to tasks.

MODULE 3: Build accountability and social reciprocity

Build resilience in your students in a way that's both evidence-based and neurodiversity-affirming.
Help kids establish a sense of personal responsibility so they can maintain healthy relationships in academic, social, and vocational settings.
Teach kids to delay gratification and adapt to varied experiences so they feel a sense of accomplishment.

MODULE 4: Promote strategic and goal-directed behavior

Help kids work through transitions and complex tasks without melt-downs.
Build students' future-thinking skills and help kids work backwards from an end-goal.
Empower kids to adapt to changes in routines, come up with a "plan B", and self-evaluate.

MODULE 5: Support executive functioning across the day

Learn how your school team can model self-talk, strategic thinking, and effective problem-solving.
Show your team how to get help students increase goal-directed behavior, self-regulation, and cognitive flexibility during math, writing, and reading tasks.
Discover how to write goals and accommodations that promote independence and self-advocacy.

MODULE 6: Understand the emotional impact of EF

Learn why "social skills" challenges are tied to lagging executive functioning skills.
Help your team understand the internal skills required to navigate unstructured social situations .
Learn strategies to support situational awareness, perspective-taking, and self-esteem.

Whether it's making breakfast, doing a writing assignment, or packing for the school day, this strategy will help kids approach their daily routines with a plan.

When you master this strategy, you'll be able to:

Help kids break tasks down to manageable chunks and improve motivation, independence, and persistence with multi-step tasks.
Teach kids to sense time and estimate how long things will take so you can decrease anxiety and promote strong time-management skills.
Model self-talk that supports strategic thinking, long-term planning, and self-esteem so you can reduce avoidance of nonpreferred or challenging tasks.

In this course, I give you exactly what you need to design services that support kids across their day through direct intervention, classroom-based support, consultation/coaching, and collaboration.

Here's an outline of what you'll be able to do once you go through this program:

MODULE 1: Emotions and their impact on socialization

Learn three components that impact self-regulation and decision-making during social interactions,
Help your team understand why typical "social skills" training falls short so you can get buy-in.
Learn why teaching social skills is different than academic skills and what this means for intervention planning.

MODULE 2: The "new" vs. the "old" way to teach social skills

Learn why "knowing" how to act in social situations is not enough to facilitate generalization.
Help students manage responses to anxiety-inducing triggers and respond to social cues effectively.
Teach your team the skills students need to read situations in real-time and apply skills in real-life scenarios.

MODULE 3: Assessment and writing goals

Learn the six domains of social-problem solving and how to use them to help kids have healthy social interactions.
Understand assessment tools for social skills, pragmatic language, and social executive functioning so you can get an accurate profile of your students' skills.
Lead your team in writing goals and accommodations that support social relationships and self-advocacy.

MODULE 4: Advanced intervention tutorials

Learn how to "prime" students for upcoming situations and help them develop mental flexibility.
Motivate students and help them feel confident and successful during peer interactions.
An EBP roadmap, including strategies like: Video Modeling, Social Narratives, Role Play, Cognitive Priming, Tests of Evidence, Pros and Cons.

In this training, I show you how to use your direct therapy time to support executive functioning and build materials to share with your team AT THE SAME time, so you can redesign support in your building EVEN IF you have a huge caseload.

I'll walk you through:

The "asset stack" method to build a toolbox of protocols over time, so you have reusable strategies that reduce prep time and create time for collaboration
Implement pilots to develop proof of concept, so you have a set of scalable tools and systems you can share with your team and implement across settings.
Leverage multiple service delivery models, so students get support beyond direct intervention that facilitates generalization..

This strategic planning system will help you plan your next 12-18 months, so you can layer additional interventions and services across your team over the year (and how you can make it happen, even if you aren't an administrator).

You'll be able to:

Learn the Master Planning Process to determine which resources, pilots, and service models to develop and in what order, so you can build your system without burnout.
Make time for clinical asset development, pilot projects, training, and consultation without neglecting your existing caseload and responsibilities..
Stop collecting ideas, courses, and materials, and start turning them into systems you can use with students, teams, and school staff.

Meal times are one of the most stressful times for families working through executive functioning challenges.

You'll get a step-by-step guide to scaffolding meal times so families can:

Put healthy choices in place, one meal at a time without complicated recipes.
Encourage kids to get out of their comfort zone and try new food, so they can be prepared for unexpected changes to routines in the future.
Create predictability and set expectations surrounding meals, so families can spend more quality time together (and less time arguing).

When you join, you'll get a access to a curated list of resources designed to help you build your knowledge and skill sets and grow as a clinician and as a human being. The rolodex includes a list of recommended tools (not affiliated with this program) that will help you perform to your highest potential in your work and your life.

Resources include focus areas such as:

High performance
Productivity, routines, and habits
Cognitive wellness
Sleep hygiene
Leadership and influence
Business Development and Marketing
Personal Finance
Mental Health

These tools can be used to help you design interventions for your clients, but they’re mostly focused on helping YOU feel confident in yourself as a leader so you can have a more fulfilling career and life.

Self-Study Track

The Self-Study Track includes access to all School of Clinical Leadership programs, including Executive Functioning For Success, The Time Tracking Journal, The Visual Scheduling Toolkit, The Social Language Roadmap, The Service Delivery Design Masterclass, The Strategic Planning System, and the course bonuses (Simple Family Meals Guide and Rolodex of Resources.

It also includes lifetime access of program features, which you get access to as long as you've paid your tuition in full or completed your payment plan. Finally, you get access to the Questions/Comments Q & A feature where you can ask me questions about course content within the online learning portal. There's a comments section below the course videos, and you can leave me questions as you're going through the program and get your questions answered.

Implementation Track

The Implementation Track includes everything listed above for the Self-Study Track, plus three strategic plan audits. As part of the strategic planning system, I'll show you how to create a Master Plan where you'll be coming up with a plan you can implement over the next 12-18 months that includes designing executive functioning interventions you'll be doing with your students in sessions and using your sessions as an opportunity to develop materials tools, and documented operating procedures that can be reused over time. I call these "assets".

You'll be able to use these scalable "assets" to eventually pilot your interventions in different settings, which will involve sharing them with other people and doing some consultation and training, or potentially teaming up with another team member to do these activities. You'll "stack" assets over the course of the year so your toolbox of materials and resources grows over time, putting you in the position to be the executive functioning expert in your building.

Your Master Plan will outline how you'll roll this out without neglecting your existing workload. These audits will give you the opportunity to submit your Master Plan and get my feedback on three separate occasions (because you'll find that with long-term strategic planning, you'll be making continual updates). I'll give you specific instructions for how to submit your plan for audit, and you'll receive personalized video feedback from me on your Master Plan.

Here's why the School of Clinical Leadership is different.

Most clinicians know their students need better support once they leave the therapy room, but they aren't sure about the "what" and the "how" when it comes to getting support in place outside their therapy rooms.

The School of Clinical Leadership solves that problem by showing you how to implement them across multiple settings and multiple team members.

Many people get stuck because they don't have the systems in place to make time for collaboration.

But I've got you covered with my "master plan" I've used to complete complex long-term projects, even with a full-time caseload. I've used this myself during my doctoral work, when launching my business, and when I was doing extra leadership projects as an SLP.

Once you create your systems, you need to learn how to be a leader and a coach for your colleagues.

With the right strategies, you can emerge as a leader on your team. Even if you're introverted or not in an official leadership position. I know because I've been able to do it myself.

Just think of the lives you'll be able to change.

Who is this program for?

This program is for school administrators, social workers, speech-language pathologists, psychologists, counselors, occupational therapists, music therapists, and other specialized service providers. This course is for you if you work in a school and you’re currently in a leadership position OR you aspire to be in a leadership role. It's for you if you’re involved in initiatives that involve service planning or delivering direct intervention/instruction. It's also a fit if you want to learn how to support students across all tiers of instruction from students in general education all the way to students who need intensive support.

However, many practitioners who aren't employed by the schools work to support this population; such as those who work in private practice or medical settings; so you're welcome to join if you're in a private practice and contract or consult with school teams.

How does this program work/how do I access the materials?

This program is a course with a payment plan and a pay-in-full option. This is not a subscription program. By choosing the payment plan, you agree to make all payments. Once you choose your payment option, you'll get access to all program features.

When you join, you get access to an online members' portal that hosts all the trainings and bonuses, plus collaborative work sessions and a member's online group.

You get lifetime access to all program features as long as you're up to date with your payments.

How is this different than typical seminars or professional development for therapists and teachers?

A lot of professional development shows clinicians how to be good at doing therapy or teaching. This is very important. But it doesn't give school clinicians what they need to deliver effective executive functioning interventions.

If you're going to effectively support executive functioning, you ALSO have to know how to impact PEOPLE and SYSTEMS, which falls under the umbrella of change management...something many school administrators don't even feel prepared to do.

Change management certifications can cost anywhere from $4500 to $5000, and those certifications don't address how to apply it to clinical interventions.

But in the School of Clinical Leadership, I show you how to be an effective change manager and clinician, so the system doesn't have to get in the way of you giving your students the services they need.

What if I can't get my team on board with executive functioning support?

The "asset stacking" method, along with pilots, both which I teach in the program, will help you work through the "buy-in" challenge. Many times teachers or administrators are resistant to the idea of doing additional strategies because they're overwhelmed and don't want add something to their already full plate. But if you can develop a toolbox of proven strategies and present them in an easily digestible format (all which I show you how to do), you can come prepared with the evidence you need to get people on board. And you can position your "ask" in a way that solves a pain point they're facing, so saying "yes" to you becomes a no-brainer.

What if I don't have time to focus on leadership on top of my clinical responsibilities?

I teach you to use two strategies that make long-term planning not only manageable, but something that will save you time and ensure you're LESS overwhelmed with what you have to address directly in your therapy sessions. The first strategy is the "asset stacking" strategy, that helps you build ONE tool at a time and pilot it, so you're building your system over time. The second strategy is the "Master Plan" which helps you plan out all the "assets" you'll be building over the next 12-18 months so you have complete clarify on what you need to work on RIGHT NOW that leads you towards a future that involves YOU being LESS stressed about all the things you need to teach your students because other team members are also supporting them.

How long do I get to keep access to everything?

You’ll have lifetime access to all program materials as long as you are up-to-date with payments on your payment plan, or you've paid in full.

Is there a goal bank?

Within the executive functioning product suite, there are trainings that will show you a process for writing goals and will include examples of how to word goals that can be used on Individualized Education Plans or therapy plans. It is not a traditional “goal bank” that will allow you to copy and paste goals word-for-word. This program is focused on teaching you how to think about your work differently, and most traditional goal banks skip the problem-solving and thought process that needs to happen in order for goals to be functional. I don’t want to give you resources that will be a “crutch”; I want to help you learn processes and strategies that help you be more effective.

Does this count for CEUs??

Because this program is designed for multiple disciplines, the trainings in this program are not CEUs. However, you may still be able to use some of them as part of your certificate renewal for certain licenses you may hold; depending on their requirements. For example, the American Speech-Language and Hearing Association will accept hours from non-CEU providers as professional development hours if they provide documentation of attendance for sessions. If you would like to use some of the trainings within this program for license renewal, please email me at [email protected] for more information.

I'm already enrolled in Language Therapy Advance Foundations. Can I get a special rate for the School of Clinical Leadership?

Yes, you can! Language Therapy Advance Foundations and Social Language Roadmap course members qualify for a special alumni rate for the School of Clinical Leadership, so please email me at [email protected] if you already are enrolled in either of those programs!

When does this program start?

Your time in the program starts when you sign up. This program is designed to be self-guided, so all trainings are on-demand and you can watch and re-watch them at your own pace.

Do you provide lesson plans and materials?

This program is focused on designing service delivery, professional collaboration, and leadership. There will be some tools that can be adapted to use during direct therapy sessions, but many of the strategies can be embedded in to work already being done in the curriculum. You don't need a "curriculum" or expensive materials to implement executive functioning support in a school. In fact, it's better to keep it simple with tools that are readily accessible like simple clocks, calendars, and the curriculum materials you're already using.

What is your refund policy?

Because this program involves access to intellectual property, we have 30-day refund policy. All requests for refunds must be made within 30 days of joining the program.

Is this separate from your other courses?

Yes, this is separate from my other courses. If you are an SLP or other professional who has taken my other courses such as Language Therapy Advance Foundations, this program will complement that program. My courses that relate to executive functioning have been updated for the purpose of this program and are part of the “evidence-based practice” section of this program.

I also offer a special alumni rate for Language Therapy Advance Foundations members or members of the Social Language Roadmap, so if you own either of those courses, please email me at [email protected] for details on how you can take advantage of an alumni rate for the School of Clinical Leadership.

What kind of support can I expect?

If you choose the Self-Study Track, you can ask Dr. Karen questions via the online member's portal by leaving comments and questions below any of the course videos. Additionally, if you choose the Implementation Track, you get access to the standard comment Q & A that comes with the Self-Study Track, as well as get Dr. Karen's personalized feedback on your strategic plan during the three audits. For these audits, you'll develop drafts of your "Master Plan" that I'll teach you and submit them via a form I'll provide to you. I'll record personalized video feedback on your "Master Plan" for each audit submission.

Can I share my course login?

All materials are copyrighted and should not be shared and distributed outside of this program. This includes any downloadable documents, shared documents, trainings, or login information. This program provides a paid service which requires a separate membership for each person who wants to access program features. The exception would include any data sheets that are designed to be reproduced and share with your staff or parents; those you can print and reuse as needed.

Are the trainings research-based?

Any recommendations on specific treatment techniques will have references cited within the program. Trainings on business development, entrepreneurship, leadership and service delivery may also have sources cited where appropriate. Any extra Q & A sessions may include references when specific treatment techniques are mentioned, with the exception of when members are reflecting or sharing their personal experience with a topic.

Are the trainings neurodiversity-affirming?

Trainings relating to neurodiversity are informed by the most up-to-date evidence from peer-reviewed research and clinical case study evidence. Any intervention that effectively addresses executive functioning is, by definition, neurodiversity affirming because it will help clinicians consider a clients’ neurological profile and interests into account, while at the same time teach them strategies that help them become resilient and adaptable. They are also focused on functional outcomes related to the client as opposed to developmental milestones or making clients appear more neurotypical. An intervention is “neurodiversity- affirming” if it gives the client what they need in order to be successful, and that this program will do. I'm not neurotypical and am happy to share personal experiences where relevant, but members will be encouraged to use research and evidence to design interventions for clients.

What diagnoses can I support with executive functioning interventions?

The list below is not an exhaustive list, but includes some of the diagnoses or behaviors that would indicate an individual could benefit from executive functioning support.

ADHD is at the core an executive functioning developmental delay, so executive functioning intervention is a critical piece of support for ADHD. Other diagnoses may result in executive functioning challenges, even though executive dysfunction may not be the primary hallmark characteristic of the diagnosis.

Finally, it's important to not that some of the things on this list are not diagnoses recognized by the DSM-5 and are more appropriate to define as a description of a behavior that can be addressed by supporting executive functioning (such as Pathological Demand Avoidance).

Here is the list:

Attention Deficit/Hyperactivity Disorder
Autism
Developmental Language Disorder
Dyslexia/Dysgraphia
Genetic Syndromes
Anxiety/Depression
Sensory Processing Disorder
Developmental Trauma/Reactive Attachment Disorder
Pathological Demand Avoidance
Oppositional Defiant Disorder
Mood and Personality Disorders
Mind Blindness (Aphantasia)
“Time Blindness”

When you design executive functioning interventions that TRULY support independence (not prompt-dependence)...

When you use the right frameworks to strategically pilot those interventions yourself, use them to build tools you can share with your team, and show them how supporting executive functioning can solve SO MANY of the student challenges they're facing...

Then reinforcing the strategies you've built becomes a no-brainer for them.

You can position yourself as the "executive functioning leader" your team is waiting for.

You don't need buy-in to get started, because with the right systems, the buy-in will come. Your results will speak for themselves. And you'll gain supporters along the way.

You just need the right systems to put it in place.

Design Executive Functioning Support that Goes Beyond Checklists, Behavior Charts, and Social Skills Groups

The School of Clinical Leadership helps school clinicians design executive functioning interventions that build independence and reduce prompt-dependence across social, academic, and functional settings.

Do you have students who:

These may seem like isolated issues.

But they aren't. And if you're a speech pathologist, social worker, psychologist, counselor, or other interventionist...

You probably already know these challenges are tied to executive functioning issues.

Executive functioning skills are the internal mental processes that help us:

Many people think executive functioning is about helping kids organize homework, but there's more to it than that.

Time Perception

Self Talk

Future Pacing

Episodic Memory

Encoding

Many school teams know executive functioning is important.

They might even be trying to work on it.

Part 1:

Priming

Part 2:

Real-Life Practice

Part 3: Review/Evaluation

The School of Clinical Leadership gives you the tools and systems you need to design services that build resilience and independence.

But it doesn't stop there.

I'll also help you develop the systems and operating procedures needed to make it a reality.

Here's what's included:

Executive Functioning for Success

MODULE 1: Shift your mindset and define success

Time Tracking Journal

Visual Scheduling Toolkit

Social Language Roadmap

MODULE 1: Emotions and their impact on socialization

Service Delivery Design

Master Class

Strategic Planning System

Simple Family Meals Guide

Rolodex of Resources

TOTAL VALUE=$8779

Choose Your Program Track:

SELF-STUDY TRACK

IMPLEMENTATION TRACK

Here's how the two program options work:

SELF-STUDY TRACK

IMPLEMENTATION TRACK

When I had the right systems in place, I was able to create some amazing collaborations and alliances.

Here's everything you need to know.

What if I can't get my team on board with executive functioning support?

What if I don't have time to focus on leadership on top of my clinical responsibilities?

TOTAL VALUE=$8779