The Edmonton Educator’s Workshop Series | Day One

Presented by Peg Dawson, Ed.D., NCSP

On Demand | Available Now


6 Hours  |   Pre-approved for CEU’s


Recorded footage and all course content (certificate, videos, quiz) will be available until May 5, 2025. Extensions cannot be granted under any circumstances.
Please allow 5 – 7 business days after the course airs for recorded footage to become available.

Registration will close on May 1, 2025. 


Attend More and Save! 1 Day enrollment $269.00, 2 day enrollment $469.00, 3 day enrollement $669.00 tax

Fees are per person, seat sharing is not allowed. Please respect this policy, failure to comply will result in termination of access without a refund. For group rates please contact

Day One

Workshop #1: Proven and Effective Interventions to Enhance Executive Skills in Children & Adolescents | PRESENTED BY Peg Dawson, Ed.D., NCSP

Executive function is a neuropsychological concept referring to the cognitive processes required to plan and direct activities, including task initiation and follow through, working memory, sustained attention, performance monitoring, inhibition of impulses, and goal-directed persistence. While the groundwork for development of these skills occurs before birth, they develop gradually and  in a clear progression through the first two decades of life. But from the moment that children begin to interact with their environment, adults have expectations for how they will use executive skills to negotiate many of the demands of childhood—from the self-regulation of behavior required to act responsibly, to the planning and initiation skills required to complete chores and homework. Parents and teachers expect children to use executive skills even though they may little understand what these skills are and how they impact behavior and school performance.

The importance of executive skills to overall cognitive functioning first became apparent in work with children and teenagers who had sustained traumatic brain injuries. Problems involving planning and organization, time management, and memory as well as weaknesses with inhibition and regulation of emotions have long described a significant component of traumatic brain injury. Executive skills have also assumed an increasingly important role in the explanation of Attention Deficit/Hyperactivity Disorder.  While executive skills are clearly a factor in the problems that youngsters with disabilities face in school, it is becoming apparent that there is a significant number of youngsters who seem to struggle in school because of weaknesses in executive skills even when they don’t meet the diagnostic criteria for ADHD or another disorder. These students will benefit from interventions designed to improve executive functioning. To do so, however, requires an understanding of what executive skills are, how they develop in children, and how they impact school performance.

This workshop will begin by providing an overview of executive skills, including definitions and a description of the developmental progression of these skills in the first two decades of life. The approach to understanding executive skills presented in this workshop is structured around two key concepts: 1) that most individuals have an executive skills profile that includes both strengths and weaknesses; and 2) by defining executive skills discretely rather than grouping them in broader categories, it is possible to design interventions to address specific deficits that lend themselves to data-based decision making. By completing a self-assessment, workshop participants will gain a deeper understanding both of the model being presented and of their own executive skills profile.

The heart of the workshop will address how to assess executive skills and develop interventions designed to address specific executive skill weaknesses.

Workshop #1: Proven and Effective Interventions to Enhance Executive Skills in Children & Adolescents | PRESENTED BY Peg Dawson, Ed.D., NCSP

  • Know what executive skills are and be able to identify how they impact school performance and daily living.
  • Be familiar with assessment tools used to identify executive dysfunction, including parent/teacher interviews, behavior rating scales, behavior observations, and both informal and formal assessment procedures.
  • Have access to a repertoire of strategies to improve executive skills in students. These will include strategies to modify the environment to reduce the impact of weak executive skills and procedures such as coaching that can be used to teach children how to improve specific executive skill deficits in the context of home or school performance expectations.
  • Be able to design their own intervention strategies tailored to the needs of individual students. Be introduced to classroom-wide interventions to improve executive skills.

Education and Clinical Professionals: All education and mental health or healthcare professionals who work with children or youth including, but not limited to K–12 Classroom Teachers, School Counsellors, Learning Assistance/Resource Teachers, School Administrators, School Paraprofessionals including Special Education Assistants, Classroom Assistants and Childcare Workers • All other professionals who support behavioural challenges and complex learning needs including but not limited to: Nurses, Social Workers, Psychologists, Clinical Counsellors, Family Therapists, Occupational Therapists, Speech Language Pathologists, Addiction Counsellors, Youth Workers, Mental Health Workers, Probation Officers and Community Police Officers.

Dr. Peg Dawson: In over 40 years of clinical practice, Dr. Peg Dawson has worked with thousands of children who struggle at home and in school. At the center of their struggles are often weak executive skills. Along with her colleague, Dr. Richard Guare, she has written numerous books on this topic for educators, mental health professionals, and parents, among them Smart but Scattered, Smart but Scattered Teens, Executive Skills in Children and Adolescents, and Coaching Students with Executive Skills Deficits. Peg is also a past president of the National Association of School Psychologists, and the International School Psychology Association, and is a recipient of NASP’s Lifetime Achievement Award.

RegistrationEarly bird FeeRegular Fee
Individual 1 Day Enrollment$269.00N/A
Individual 2 Day Enrollment$469.00N/A
Individual 3 Day Enrollment$669.00N/A
Full-Time Student$609.00N/A

All fees are in Canadian dollars ($CAD).

Group rates are available. Please contact for more information.

  • Canadian Psychological Association
    The Alberta College of Social Workers (ACSW) and the Newfoundland and Labrador Association of Social Workers (NLASW) accept CPA-approved continuing education credits