I offer a free training on executive functioning where I talk about the common mistakes school teams make.
In this training define what executive functioning is, and some big picture ideas about how to support kids effectively.
The five skills I discuss in that intervention framework are:
1. Self-talk
2. Time-perception
3. Future Pacing
4. Episodic Memory
5. Encoding
Today, I wanted to share some FAQs that come up in that training, and the kinds of questions people ask when they’re considering joining the School of Clinical Leadership.
I’ve created a video to talk through common questions such as:
Are there materials and lesson plans included?
I understand what schools are doing wrong, but what’s the right way to support executive functioning?
How can I provide environmental scaffolding after students leave my therapy sessions?
The School of Clinical Leadership is not a “materials” heavy program (but I do provide what you need to succeed). I also don’t emphasize “lesson plans” as a primary tool, because it’s not what you need.
Instead, I give you something better.
I’ve created a video to explain what that is, plus how you’re going to develop a strategy for meeting your students’ needs. In this video, I describe the Time Tracking Journal tool.
The Time Tracking Journal is a strategy that helps kids independently complete daily tasks like academic assignments, functional tasks, or classroom routines WITHOUT arguments and constant prompting.
It will show you:
- How to help kids improve time-management skills and time-perception during common daily multi-step activities.
- How to help kids understand how “done” looks so they can understand your expectations.
- How to help kids get tasks done effectively and efficiently, so they can experience a feeling of success.
You can watch the video and get a sneak peak in to the program here:
One important thing to take away is that the “journal” is just a delivery mechanism for me to share information with you. What I’m referring to as a “journal” is just documentation of a protocol. This documentation allows me to take a strategy and train others; which is eventually what I recommend that clinicians do with it as well.
I recommend that they use this process with their students in sessions, add their own unique customizations as needed, and create their own documents they can then use to train and coach other professionals or caregivers. I talk about this concept of “scalable protocols” vs. lesson plans in this article here.
Here is a high-level overview of the Time Tracking Journal, which is one scalable protocol I share with you in the School of Clinical Leadership:
In the School of Clinical Leadership, all of the strategies I teach are incredibly simple and don’t require any special materials beyond normal day-to-day items (analog clocks, dry erase boards, calendars, images, etc.).
I provide a set of scalable protocols, but also give you the tools you need to create a strategic plan for putting other service delivery models in place.
The School of Clinical Leadership is a program for psychologists, social workers, speech pathologists, counselors, occupational therapists, or other service providers who want an evidence-based plan for supporting students socially, emotionally, and academically.
It only takes ONE team member to take the lead and get the team on track. That person can be YOU.
With the right system, it’s possible, even with limited time and resources, and even if you’re not in an “official” leadership position.
The School of Clinical Leadership gives you the tools and systems you need to design services that build resilience and independence.
But it doesn’t stop there.
I’ll also help you develop the systems and operating procedures needed to make it a reality.
You can learn more about how to become a member here.
