👉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?

Many school teams know executive functioning is important.

Some of them are even showing students strategies to improve behavior and organization...

Yet students still struggle, despite using visual schedules, behavior charts, checklists, and planners.

This is often because schools are giving kids the TOOLS and STRATEGIES without teaching them the executive functioning skills they need to use them effectively.

Many times school teams are making at least one of five common mistakes.

But before I reveal what they are...

Let me take a second to introduce myself and why I'm sharing this with you.

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:

Doing the executive functioning FOR students.

If students are copying down to-do lists on a planner without engaging in internal planning and self-talk, they aren't practicing executive functioning. As a result, they'll have difficulty using the strategy independently.

We need to explicitly teach them to use these skills while they're using external tools and strategies and fade prompts strategically. Many people don't realize they're doing the internal planning FOR students and making them prompt-dependent.

MISTAKE #2

Not modeling self-talk.

While we don't want to act as kids' executive functioning and make them prompt-dependent, we also don't want to throw them off the deep end without support. Some people make the mistake of underestimating the amount of EXPLICIT teaching kids need to talk themselves through complex tasks.

If students are struggling with executive functioning, they're not engaging in the self-talk needed to plan ahead, estimate how long things will take, how to adjust a long the way, and how to reflect afterwards. If this isn't taught directly and modeled, kids will not learn how to do it.

MISTAKE #4

Using the wrong service delivery model.

When kids are experiencing anxiety, they're often referred for therapy, and when they're having difficulty with friendships, they often attend social skills groups. While intervention in a separate setting is necessary in certain situations, this "pull out" model is an incomplete solution for executive functioning issues.

For many kids, executive dysfunction is a huge contributor to their anxiety; so talking about it in a therapy room is not going to give them an opportunity to practice new skills that will build their confidence (Minahan, 2017).

Adult-led social skills groups don't give kids the opportunities to read situations, and pay attention to the reactions of others in real-life contexts.

This is why professionals providing executive functioning intervention need to include both "pull out" services combined with consultation, coaching, and support for other people interacting with kids.

MISTAKE #5

Insufficient environmental scaffolding.

"Scaffolding" refers to support, whether it be for the student experiencing executive dysfunction or the professionals helping them. Scaffolding may include the use of visuals to teach time perception and assist with future planning, modeling self-talk for strategic thinking or self-regulation, or establishing clear expectations and consequences.

All of these things need to be implemented consistently so that students gain practice with internal planning throughout the day during real-life experiences.

This is why it's not just the students who need scaffolding; teachers and parents need it as well so they have the resources and knowledge needed to support these skills at home and school. That's why executive functioning support should include direct intervention for kids and coaching for adults.

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.

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).

In this training, I show you how to uncover creative solutions for serving your caseload and get your team working together, even if you have limited time to collaborate.

I'll walk you through:

The "asset stack" method you can use to ensure kids get the support they need across settings, even if direct treatment time is limited.
How to lead an IEP team to make better decisions, even if you’re not an administrator or the case manager.
Why shifting from "planning therapy" to "planning service delivery" will clarify each team member's role, so you know what service delivery models to use (e.g., direct therapy, consultation, co-teaching).

In the productivity section, I'll give you my best tools to help you focus on tasks that make the biggest impact, so you have time to think about building relationships and training others.

I'll share my best systems, strategies, and shifts including:

The subtle difference between "busy and scattered" vs. "busy and productive" and how to shift your attention to high-priority tasks.
The "master planning" process I used to help doctoral candidates successfully finish their dissertations and graduate, as well as launch a business while working full-time.
How I designed a district initiative to change special education eligibility procedures, even with a huge caseload and even though I wasn't in an official leadership position.
The hidden cause of procrastination (that most self-care tips neglect), and how to keep routine busywork from draining your energy and creativity.

Many clinicians like to get support when it's convenient to them, so that's why in addition to having live support, I've also created a private online forum where members can get guidance and support.

If you follow any "influencers" or are in any online forums for therapists, you know that there's a ton of clutter, misinformation, and drama to deal with when trying to ask questions or get support via free options.

That's why I've created a private, carefully moderated forum to provide a safe space for members to ask questions and get support.

I've also chosen to host it off of social media so you're not tempted by the latest click-bait or cat video when you go to log in.

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.

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 coaching and training others.

The School of Clinical Leadership solves that problem by showing you specific strategies, plus 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.

Leadership isn't just about your job title, it's about what you do and how you see yourself.

You’re a facilitator who shares your knowledge and trains others on your team, so you can expand your impact beyond just direct therapy.

You’re an advocate for your profession and an ally to your clients.

You’re a teammate. A role model. A leader.

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

Who is this program for?

This program is designed for pediatric therapists who want to make a bigger impact with their work. The way I help people do that is to give them the tools and strategies to design services and supports that build executive functioning. This program is different because I not only show you teaching and intervention strategies, I give you the productivity systems and leadership training you need to make it happen. This program is for social workers, speech-language pathologists, psychologists, counselors, occupational therapists, music therapists, and other specialized service providers. We also welcome people who work in the school systems in leadership positions or teaching positions. Because this program is designed for practitioners who want to make a bigger impact on K-12 kids, there will be a lot of emphasis on the school systems. 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 we welcome people of all settings who want to support school-age kids with their work. Many of the ways you serve may involve offering services and products outside the school system as well; so if you are a therapist in private practice, working at a university or other setting; this program is for you as well.

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 12 payments. Once you choose your payment option, you'll get access to all program feature.

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?

There are some features of the program that are similar to typical seminars you may have attended, such as the trainings, courses, and masterclasses. However, the most valuable aspect of this program is the ongoing dialogue and support provided within roundtable discussions, the work sessions, and the online forum. Making an impact is not just about being a good clinician, it's about being a good leader. That's why this is is not just an executive functioning program; it's a career and leadership development program. Leadership skills are not things that can be taught in a one-shot training; it’s a marathon not a sprint. That’s why the format for this program is different than traditional seminars.

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

There's an art and a science to presenting your ideas and persuading others (ethically), and it's not something clinicians typically learn in their training. Most people are told they need to present research and "educate" others, but this often isn't enough. Building relationships is a long-game, and many people can't find the time to do it well or fully leverage the relationships they do have. That's why this strategy needs to be used along with productivity systems in order to truly make an impact.

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

Most people struggle to think long-term because they focus on "tactics" rather than systems. This can include things like planners, productivity apps, "self-care", checklists or other things. In order for productivity tactics like these to work, you need to create a long-term vision with a SYSTEM that informs what you need to be doing NOW to reach your long-term goals that will save you time and make you more effective. This is often the missing piece.

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 talktome@drkarenspeech.com for more information.

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.

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.

What kind of support can I expect?

You can engage with other members and ask Dr. Karen questions in the online member’s community. Additionally, there may be some live Q & A sessions and guest speakers depending on member needs.

Can I share this membership?

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.

Do the trainings follow EBP?

Any recommendations on specific treatment techniques will have references cited within the program. Any guest speakers will be required to cite research and provide reference lists for any trainings provided. 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.

Executive Functioning is more than using lists, planners, and finishing homework.

That's why the School of Clinical Leadership framework helps kids plan, self-regulate, reach goals, and build skills they need to thrive.

Do you have students who:

Many would label these as behavior or motivation problems.

But they're often executive functioning issues in disguise.

Many school teams know executive functioning is important.

Some of them are even showing students strategies to improve behavior and organization...

Executive functioning skills are the mental processes that help us:

Many school teams think they're working on executive functioning, but are making at least one of five mistakes:

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

Time Perception

Self Talk

Future Pacing

Episodic Memory

Encoding

Priming

Real-Life Practice

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.

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

Simple Family Meals Guide

Service Delivery Design

Master Class

Clinician Productivity System

Online Support and Q & A

Rolodex of Resources

TOTAL VALUE=$6,373

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?

You won't have the impact you want working in a silo in your therapy room.

TOTAL VALUE=$6,373