This is Part 1 of a two-part series. This course delineates individual metacognitive processes known as "executive functions" and the various developmental profiles of executive dysfunction in school-aged children. Three case studies will highlight the nature of the diagnostic challenges and lay a foundation for assessment principles to help the SLP determine best approaches to intervention. (Part 2: Course 8998)
Course created on September 17, 2019
- After this course, participants will be able to identify features and profiles of executive dysfunction in school-aged children.
- After this course, participants will be able to describe diagnostic challenges for the assessment of executive dysfunction in school-aged children.
- After this course, participants will be able to identify diagnostic priorities and rules to help clarify the treatment needs of school-aged children with executive dysfunction.
|5-10 Minutes||The Executive Function (EF) Problem|
|10-15 Minutes||What "Are" EFs, Anyway?|
|15-30 Minutes||Brief Brain Lessons|
|30-40 Minutes||EF Profiles|
|40-60 Minutes||Case Studies|
|60-65 Minutes||Diagnostic Challenges|
|65-70 Minutes||Rules for Evaluating EFs|
|70-75 Minutes||Diagnostic Questions for EFs|
|75-80 Minutes||Clinical Analysis & Novel Problem Solving|
|80-85 Minutes||Diagnostic Conclusions & Looking Ahead to Treatment|
|85-90 Minutes||Summary, Q&A|
Jill K. Fahy, MA, CCC-SLP
Jill Fahy is an associate professor in the Department of Communication Disorders and Sciences at Eastern Illinois University, where she teaches graduate courses in acquired language disorders, cognitive-communication and executive function disorders, diagnostic principles, and an undergraduate course in neurology. Ms. Fahy’s clinical work focuses on the assessment and treatment of developmental and acquired executive dysfunction in school-aged children and young adults seeking diagnostic insight and recommendations for home, academic, social, and vocational needs. Ms. Fahy is a nationally known speaker on the evaluation and treatment of executive dysfunction and the role of language in executive functions. She is the author of The Source: Development of Executive Functions, 2nd Edition (2017), and has published articles on the role of SLPs in assessment and treatment of executive dysfunction. Prior to teaching at EIU, Ms. Fahy worked for several years as a medical speech-language pathologist, providing services for patients with stroke and TBI.
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