EXECUTIVE FUNCTIONING & THE TEEN BRAIN

COURSE DESCRIPTION:

Teenagers are both incredibly delightful and occasionally frustrating. While that may not be news to you, why teenagers behave the way they do is, indeed, news to many of us. Recent research has helped create a significant body of study and literature that explains the developmental phases our teens go through. Based on recent research on the teen brain, this course helps you navigate the labyrinth of emotions, developmental differences, and entertainment we often call “the teenage brain.”

Reasons for signing up for this class will vary, but one of these might fit you:

• You have a teenager yourself,
• You are a middle school or high school teacher,
• You have heard the term “executive functioning” over and over again and are interested in knowing what it actually is. 
• You are curious about why teenagers act the way they do.

This course is appropriate for teachers K7-12. Text, Smart but Scattered: The Revolutionary "Executive Skills" Approach to Helping Kids Reach Their Potential, used on Amazon approximately $10 - $15.

LEARNING OUTCOMES: Upon completion of this course, participants will have:

1. Gained an understanding that the teenage brain is not yet fully developed.
2. Gained an understanding of the frontal lobe or “The CEO of the brain.”
3. Explored the role of executive functioning and how the frontal lobe controls it.
4. Learned a variety of strategies to help students improve their executive functioning skills.
5. Learned how to move from theory to practice.

COURSE REQUIREMENTS:
Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute does not award partial credit.

HOURS EARNED:
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns participants their choice of CEUs (Continuing Education Units), Washington State Clock Hours, Oregon PDUs, or Pennsylvania ACT 48 Hours. The Heritage Institute offers CEUs and is an approved provider of Washington State Clock Hours, Oregon PDUs, and Pennsylvania ACT 48 Hours.

UNIVERSITY QUARTER CREDIT INFORMATION

REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires 75% or better for credit at the 400 level and 85% or better to issue credit at the 500 level. These criteria refer both to the amount and quality of work submitted.

1. Completion of Information Acquisition assignments 30%
2. Completion of Learning Application assignments 40%
3. Completion of Integration Paper assignment 30%

CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education Quarter credit is offered on a Credit/No Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to a "C" or better, 500 level credit is equal to a "B" or better. This information is on the back of the transcript.

AUS Continuing Education quarter credits may or may not be accepted into degree programs. Prior to registering, determine with your district personnel, department head, or state education office the acceptability of these credits for your purpose.

ADDITIONAL COURSE INFORMATION

REQUIRED TEXT

Dawson, Peg & Guare, Richard. Smart but Scattered: The Revolutionary "Executive Skills" Approach to Helping Kids Reach Their Potential. 2009. Guilford Press.  SBN# 1593854455

• Smart but Scattered: The Revolutionary "Executive Skills" Approach to Helping Kids Reach Their Potential

  by Dawson, Peg, Guare, Richard
  
  Buy from Amazon

MATERIALS FEE

Text, Dawson, Peg & Guare, Richard. Smart but Scattered: The Revolutionary "Executive Skills" Approach to Helping Kids Reach Their Potential. 2009. Guilford Press. SBN# 1593854455, is approximately $17 on Amazon.com or another bookseller of your choice. The text may also available at local and school libraries for free.

QUALIFICATIONS FOR TEACHING THIS COURSE:

Lori Boll is an experienced Special Education leader with a personal connection to individuals with disabilities. 

In 2003, Lori’s son Braden was diagnosed with autism spectrum disorder.  This milestone event changed her focus from teaching elementary students to advocating for all children and all learners.

In Shanghai, China Lori worked as a program director for a school focused on students with special needs and went on to co-found another school, SHINE Academy also, for students with special needs. 

Lori has two graduate degrees; one in Reading Education and the other in Special Education and has been teaching for over twenty years in international schools around the world and in the United States.

BIBLIOGRAPHY

EXECUTIVE FUNCTIONING & THE TEEN BRAIN

Dawson, Peg, and Richard Guare. Smart but Scattered: The Revolutionary "executive Skills" Approach to Helping Kids Reach Their Potential. Guilford Press, San Francisco, January, 2009, Print.
There's nothing more frustrating than watching your bright, talented son or daughter struggle with everyday tasks like finishing homework, putting away toys, or following instructions at school. Your "smart but scattered" 4- to 13-year-old might also have trouble coping with disappointment or managing anger.
Drs. Peg Dawson and Richard Guare have great news: there's a lot you can do to help. The latest research in child development shows that many kids who have the brain and heart to succeed lack or lag behind in crucial "executive skills"--the fundamental habits of mind required for getting organized, staying focused, and controlling impulses and emotions. Learn easy-to-follow steps to identify your child's strengths and weaknesses, use activities and techniques proven to boost specific skills, and problem-solve daily routines.

"Executive Function 101." National Center for Learning Disabilities (2012): n. pag. Web. Free. (Link)
From the founding partner the National Center for Learning Disabilities, this book explains what executive functioning is and how it impacts kids with learning and attention issues. This e-book also includes an illustration of a day in the life of a child with executive functioning issues.