Helping Students Show What They Know; Understanding and Improving Executive /Regulatory Functions
Steven C. Guy
Executive functioning difficulties are evident in most conditions cared for by school psychologists. It is critical for school psychologists to have a firm foundation in the topic of executive functions. This discussion is designed for psychologists and will include recent progress in our understanding of executive function including concepts and theory, a newer factor structure, assessment approaches, and most importantly, evidence-based methods of interventions for improving executive functioning.
1) to equip school psychologists with knowledge of current concepts and theory of executive functions
2) to equip school psychologists with knowledge of varying assessment approaches for evaluating executive functions in students
3) to review evidence for a variety of approaches to executive function intervention and enhancement
(1) explain the neurology and theory of executive functioning including a newer factor structure
(2) discuss the pros and cons of different approaches to assessment of executive functions
(3) articulate an evidence-based assessment model (4) describe evidenced-based approaches to interventions for supporting executive functions in students
NASP Domains 1,2,4,8,9
About the presenter
Steven Guy is a pediatric neuropsychologist in private practice in Columbus, Ohio. He works with children and adolescents with a wide variety of developmental and acquired conditions. He completed his graduate work at DePaul University in Chicago, Illinois. He has held positions of clinical instructor at both The Ohio State University and the University of Maryland Medical Center. He is one of the coauthors of the Behavior Rating Inventory of Executive Function Second Edition (BRIEF-2). His current research includes developing methods designed to assist in the assessment and treatment of executive function.