Practical Strategies for Increasing Student Engagement

Learn how to Increase Student Engagement by Reducing Anxiety and Increasing Executive Functioning Skills
with
Jessica Minahan and Sarah Ward

Live and On-Demand!

Sarah and Jessica are finally coming together to combine their expertise to present the relationship between Executive Function and Anxiety and to offer practical strategies for improving student engagement. 

With over 30 percent of students presenting with anxiety, overwhelmed adults require a new approach as well as a practical and easy-to-implement toolkit of strategies that work.  It is probable that during a pandemic that heavily impacts everyday life, levels of anxiety in children and teens are even higher, and the possibility of subsequent trauma greater. 

Overwhelming, negative, and inaccurate thoughts can contribute to student disengagement. When this is the case, traditional suggestions such as incentives, offering breaks, a graphic organizer, or even checklists will not help the student initiate an activity. Practical classroom strategies that specifically target improvement in accurate perception, self-monitoring, self-regulation are essential.  We will offer a way to teach these skills without causing student dependence.

Sarah and Jessica will share easy to implement preventive tools, strategies, and interventions for increasing student engagement.  Through the use of case studies, humorous stories, and examples of everyday challenging situations, Sarah Ward and Jessica Minahan will combine their expertise to help participants learn the best ways to build skills in students to reduce anxiety and improve executive functioning, accurate thinking, self-monitoring, and initiation.  Virtual classroom and traditional classroom examples will be shared.

Learning Objectives
Participants will be able to:

1. Describe the relationship between anxiety, working memory, and executive functioning
2. Define how situational awareness, self-talk, forethought, and episodic memory are the foundational skills for successful task execution.
3. Enumerate strategies to promote initiation skills in students who exhibit work avoidance.
4. List 3 technology tools that can increase student engagement
5. Enumerate strategies for reducing negative thinking toward writing

 
Virtual Schedule:
Two Days of Learning
Session 1: Monday, February 22, 3:30-5:30 pm EST
Session 2: Wednesday, March 3,  3:30-5:30 pm EST

CEUs Available:
Social Work (application pending)
ASHA (application pending)
Certification of Attendance available for educators

Join Us for Two Days of Learning!
Participation Fee:  $100
Group pricing available

 

Pricing Details

• Individual Registration Fee = $100 per attendee
• Small-Group Registration Fee:  2-4 participants = $96 per attendee
• Team/Large Group Registration Fee: 5-99 participants = $90 per attendee
• For large groups/ schools of 100 or more participants
  please email Sheilagh Senior sheilagh.senior@gmail.com

A $4 charge will be applied to all credit card transactions
There is a $15 fee for CEU certifications
There is NO charge for a Certificate of Attendance.
Please indicate your interest in CEUs or a Certificate of Attendance below

We accept purchase orders or credit cards!

For large groups/ schools of 100 or more participants please email Sheilagh Senior sheilagh.senior@gmail.com.

Sarah Ward, MS CCC-SLP has over 25 years of experience in the assessment and treatment of executive function skills. A recognized authority on executive function skills she has conducted numerous presentations at international and national conferences and has consulted to over 1400 schools on the programs and strategies she has developed with her Co-Director, Kristen Jacobsen. Their 360 Thinking Executive Function Program received the Innovative Promising Practices Award from the National Organization CHADD.

Jessica Minahan, MEd, BCBA, is a licensed and board-certified behavior analyst,
special educator, as well as a consultant to schools internationally (www.jessicaminahan.com). Jessica has over seventeen years of experience supporting students who exhibit challenging behavior in urban public school systems. She is the co-author of The Behavior Code: A Practical Guide to Understanding and Teaching the Most Challenging Students (Harvard Education Press, 2012) and author of The Behavior Code Companion: Strategies, Tools, and Interventions for Supporting Students with Anxiety-Related or Oppositional Behaviors (Harvard Education Press, 2014).