Best Practices in Cognition and Executive Functioning to Enhance Participation (Chapter 35)
Authors & CE Development: Winifred Schultz-Krohn, PhD, OTR/L, BCP, FAOTA and Helene Polatajko, PhD, OT, FCAOT, FCAHS
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.
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