Authors & CE Development: Winifred Schultz-Krohn, PhD, OTR/L, BCP, FAOTA and Helene Polatajko, PhD, OT, FCAOT, FCAHS
Purchase this course if you own the book Best Practices for Occupational Therapy in Schools. The chapter required for this course is available in your book. Don’t own this 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 is offered at a reduced cost for individuals who own or have access to the publication Best Practices for Occupational Therapy in Schools. If you don’t own this book, you may:
A) click here to purchase this course with a digital chapter included OR
B) purchase the book and enroll in this CE course.
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