Making Social and Executive Functioning Skills Stick! Practical Strategies to Teach Your Skills Immediately

Presented by Rebecca Moyes, M.Ed.

Live Streaming November 9, 2021


6 Hours  |   Pending CEU Approval 


This online course will be streaming live on November 9, 2021 from 8:30am – 4:00pm PT, 10:30am – 6:00pm CT, 11:30am – 7:00pm ET after purchase.

10:00am – 10:15am PT, 12:00pm – 12:15pm CT, 1:00pm – 1:15pm ET
12:00pm – 1:00pm PT, 2:00pm – 3:00pm CT, 3:00pm- 4:00pm ET
2:30pm – 2:45pm PT, 4:30pm – 4:45pm CT, 5:30pm – 5:45pm ET

Recored footage and all course content (certificate, videos, quiz) will be available until December 9, 2021. Extensions cannot be granted under any circumstances. 

Registration will close on November 7, 2021. 

Executive functions are the cognitive tasks that allow us to plan, organize, initiate, attend to task, and regulate and monitor behaviour.  They are the key building blocks to learning and can be compared to the orchestra leader of the band.  When the orchestra leader is on the podium, the band can make beautiful music!  But when the orchestra leader steps off the podium, lots of mishaps can occur.  We do know that kids with autism spectrum disorder, ADHD, and certain types of learning disabilities (including nonverbal learning disability) can all be impacted by executive function deficits.   These children often struggle with social skills as well.  In fact, it’s difficult to separate the two, as they often intertwine.  As an example, if a child can’t wait and control a reaction long enough to contemplate its outcome, his behaviour will mostly likely result in a social blunder.  If children are not flexible thinkers, there will often be clashes with peers and adults when things don’t “go their way.”

In this seminar, we will be providing a tool box of practical strategies that you can use to teach new social skills and to reduce the outcomes of poor executive functioning so that your student/client will exhibit less executive function “dysfunction” and more appropriate social awareness and responsiveness.

8:30 am – 10:00am PT – Executive functions:  what they are and how they impact behaviour, understanding intrinsic vs. extrinsic motivation and ways to address a lack of motivation, ways to improve the ability to shift or transition.

10:00am – 10:15am PT – Break

10:15am – 12:00pm PT – Perseverations:  what they are and how to work through issues involving excessive preoccupations, especially inappropriate perseverations involving conversation topics and “stalking”- type behaviour.  Concerns involving poor attention and working memory.

12:00pm – 1:00pm PT – Lunch

1:00pm – 2:15pm PT – Understanding Melt-Down Behaviour:  the cycle of escalation, interventions to practice to de-escalate, applying Maslow vs. Bloom theories of psychology, behaviour is a form of communication.

2:30pm – 2:45pm PT – Break

2:45pm – 4:00pm PT – Self-control is a teachable skill, practical strategies to assist with this goal.

  1. Participants will be able to list and describe several executive function deficits.
  2. Participants will be able to list symptoms or behaviours that students may demonstrate if they are experiencing executive function disorder.
  3. Attendees will be able to list several strategies to improve both intrinsic and extrinsic motivation.
  4. Attendees will be able to implement strategies to assist clients in their ability to take the perspectives of others.
  5. Participants will be able to demonstrate several interventions to assist a student/client in maintaining self-control.
  6. Seminar participants will be able to assist clients/students with ways to stay focused and attentive to tasks.

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.

Rebecca Moyes, M.Ed., is a former general education teacher in public and private schools. She has served on Pennsylvania Governor Ridge’s Task Force for Autism and was a member of the PA SAFE Project for Verbal Behaviour. She is the author of six books for educators who teach students with special needs. She holds a master’s in teaching and curriculum with an emphasis on special needs children. She also holds an autism certificate in PA and advanced training in applied behaviour analysis. She now serves as consultant to four school districts in the Pittsburgh area for students with emotional disturbance.

RegistrationEarly bird FeeRegular Fee
Individual Enrollment$249.00N/A
Full-Time Student$199.00N/A

All fees are in Canadian dollars ($CAD).

For group and/or student rates please view our Terms & Conditions and contact for more information and registration. 

  • 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