Authors & CE Development: Winifred Schultz-Krohn, PhD, OTR/L, BCP, FAOTA and Helene Polatajko, PhD, OT, FCAOT, FCAHS
Purchase this course if you do NOT own the book Best Practices for Occupational Therapy in Schools. This course contains the required chapter from the book. Do you own the book or want to purchase the book? View the note below for more information on proper course selection
Earn .15 AOTA CEU (1.88 NBCOT PDUs/1.5 contact hours)
This course is based on Chapter 35 of AOTA’s best-selling publication, Best Practices for Occupational Therapy in Schools. With this course, you will learn to consider executive functioning deficits for students with academic, behavioral or functional needs. You will gain information and skills to provide intervention targeting environmental adaptation and improved executive functioning skills. Exam questions are provided to assess your learning.
Upon completion of this course, the learner will:
- Differentiate the key elements of executive functioning from overall cognitive skills.
- Identify how deficits in executive functioning are observed in school aged children.
- Discuss the difference between hot and cool executive functioning skills.
- Describe the important features of the Cognitive Orientation to daily Occupational Performance (CO-OP) that support executive function.
Note: This product includes a digital copy of the required chapter and is intended for individuals who do NOT own Best Practices for Occupational Therapy in Schools. Additional options:
A) Already own the book? Click here for the CE course you should order.
B) Purchase the book by clicking here. Enroll in the CE course for individuals who own the book (click here).
View additional courses available for Best Practices for Occupational Therapy in Schools.
CE Editors: Gloria Frolek Clark, PhD, OTR/L, BCP, FAOTA & Barbara E. Chandler, PhD, OTR/L, FAOTA