Relationships Between Language and Executive Functions: Planning and Regulating
Course: #8998Level: Intermediate 1.5 Hours 4546 Reviews
This is Part 2 of a two-part series. This course details the relationship between language and executive functions (EFs), and the nature of EF deficits in children with language disorders. The use of inner speech and self-talk to regulate behaviors and efforts, and the use of complex syntax as a tool to reason, plan, predict, and solve are discussed. Additionally, the course describes the use of hands-on problem solving, Socratic questions, and discovery learning to elicit language-based EFs. (Part 1: Course 8993)
On Demand
Course Type: Video
CEUs/Hours Offered: AG Bell - LSLS/1.5 Domain 3, Domain 4; ASHA/0.15 Intermediate, Professional; Calif SLPAB/1.5; IACET/0.2; IBCCES/1.5; Kansas LTS-S1370/1.5; SAC/1.5
Course Preview
Watch the first six minutes of the course. Register for immediate access to the full course, which will also appear on your Pending Courses page.
Learning Outcomes
- After this course, participants will be able to identify features and profiles of executive function deficits in children with language impairment.
- After this course, participants will be able to describe the role of language as a tool for reasoning, planning, and predicting.
- After this course, participants will be able to identify therapeutic methods to elicit complex syntax for planning, problem-solving, and self-regulation.
Course created on September 24, 2019
Agenda
| 0-5 Minutes | Introduction |
| 5-15 Minutes | Developmental relationships between executive functions (EFs) and language |
| 15-25 Minutes | EFs in language impairment |
| 25-30 Minutes | EFs in written language and reading comprehension |
| 30-35 Minutes | Inner speech: internalization of thought |
| 35-40 Minutes | Self-talk for self-regulation: inhibitory control |
| 40-45 Minutes | Inner speech: strategic planning |
| 45-50 Minutes | Reasoning: causation and relationships |
| 50-55 Minutes | Metalinguistics of syntax: Why does it matter what I say? |
| 55-60 Minutes | The importance of verbs: causation & prediction |
| 60-65 Minutes | Problem-solving therapy: hands-on novel tasks |
| 65-75 Minutes | Language for planning, predicting & defending |
| 75-80 Minutes | Elicit thinking: Socratic questions, guided discovery, cueing hierarchy |
| 80-85 Minutes | Goal Bank! |
| 85-90 Minutes | Summary, Q&A |
Reviews
4546 ReviewsPresented By
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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