Seminar Detail

2-Day Advanced Course: Executive Functioning Skills for Children & Adolescents: 50 Cognitive-Motor Activities to Improve Attention, Memory, Response Inhibition and Self-Regulation
2-Day Advanced Course: Executive Functioning Skills for Children & Adolescents: 50 Cognitive-Motor Activities to Improve Attention, Memory, Response Inhibition and Self-Regulation

Where:   DENVER, CO

When:  Thursday, December 5, 2019 - Friday, December 6, 2019

This event is no longer available for purchase.
Details

$499.99
Single Registration
$439.99
2+ Group Rate: per person
*** All prices are shown in US Dollars ***
 
View brochure for CE details
Location

EMBASSY SUITES DENVER TECH CENTER NORTH
7525 EAST HAMPDEN AVE
DENVER, CO 80231
Phone:  303-696-6644
View Map

Student Discounts
If you are a student, please click here for registration information.

Group Discounts
If 5+ staff members from your facility are attending this event, please call (800) 844-8260 to learn more about our special rates.

Military Discount
If you are active or retired military personnel, please click here for registration information and select the Military tab.

In-House Options
If you would like this educational event brought to your facility, please click here for on-site training options.

Course Description:

In this interactive course, Lynne Kenney, Psy.D., pediatric psychologist, author and international educator, will show you how to integrate the newest research in neuroscience, kinesiology and neurocognitive education for students to behave better and learn more efficiently.

You will experience 50 developmentally progressive cognitive-exercises and coaching activities to enliven your classroom, office and clinic. Learn how to improve cognition, enhance learning and empower children to be better thinkers with motor movement, sequencing, attending, self-regulation and memory activities.

Dress comfortably, as we will be integrating movement throughout the day.

FREE Activities for Your Toolbox
  • Printable Rhythm and Movement Cards
  • The Love Notes from Musical Thinking for Self-Regulation, Attention and Memory
  • The Kinetic Classroom Rubric
  • Prek-3rd Grade Self-Regulation Transition Activities
  • Spotlight: Our Visual-Motor Cognitive-Visual Activities PreK-12th Grades
  • CogniTap Desk Sequences PreK-12th Grades
  • Printable Cognitive Coaching Activities
  • Research Bibliography
Objectives:

  1. Implement research-based activities educators, teachers and clinicians can use to improve thinking, self-regulation, learning and behavior.
  2. Determine how to improve classroom cohesion and climate with physical activities that require thought engaging attention and memory.
  3. Articulate the meaningful relationship between cognition and motor movement in learning and school achievement.
  4. Explore bringing cognitively engaging physical activity to your classroom and practice with coordinative cognitive-motor activities.
  5. Practice over 50 coaching and movement activities you can do to help children with ADHD, dyslexia, ODD, sensory processing challenges, dyspraxia, anxiety and behavioral issues.
  6. Demonstrate how to enhance collaboration and cooperation in your classroom by helping students become “cognitive scientists” empowered to help their own learning.
  7. Understand the role of tempo, rhythm and timing in cognition.
  8. Design rhythmic calming strategies for on-the-spot behavior management.
  9. Develop confidence in creating your own collaborative cognitive-motor work with your students.
  10. Articulate how rhythmic “heavy” motor work can be more effective for dysregulated children then talking when a child is in distress.
  11. Analyze the biological precursors to better executive functions, learning and behavior.
  12. Practice cognitive-movement strategies to help children move out of the stress response into an alert state of calm.
OUTLINE

Priming the Brain for Learning
  • Impact of brain stimulation, stress, ACE’s and trauma on learning
  • Create low-stress-high-connection learning environments
  • Biological precursors to learning
  • New preliteracy
  • Executive function precursors
  • 5 early predictors of academic success
  • Create a calm classroom culture with kindness, respect & trust
  • Importance of collaboration, agency and creativity in learning and behavior
Foundational Motor Competencies that Proceed Learning
  • Balance and weight shift
  • Postural control for better learning
  • Foundational movement patterns & sequences
  • Types of patterns and elements
  • How to build a movement sequence
  • Activities
    • Balance activity
    • Teaching weight shift
    • Head, shoulders, hips & knees
    • Can everybody count
    • Initial brain primer sequences for attention, memory and self-control
Musical Thinking
  • We are musical
  • Using The Love Notes
  • Measures are magic!
  • ”We Move on the Beat in Time Together”
  • Sequence is the secret
  • Activities
    • Musical thinking rhythm cards
    • Communication need sets musically
    • Movin/ and Groovin’ movement mixes
    • Creating your own standing patterns
Thinking Interventions for Better Learning and Behavior
  • Executive functions CAN be learned
  • Build core executive functions for achievement
  • Cognitive skills building process
”I am the Best Coach for My Brain” – Lessons for Students
  • Teach children about their brains
  • Make executive functions transparent
  • ”Cognitive Conversations”
  • Activities
    • 8 brain lessons for students
    • Cognitive conversation prompts
    • The THINK Cards
    • SAM Call and response cards
The “Cognitive Conversation” about Attention
  • My Attention Engine
  • Attention is more than one thing
  • Attention cycle
  • Types of attention
  • Activities
    • Prompts and questions
    • Raise mindful awareness
    • My Attention Engine
    • Songs and chants
    • Interactive conversational practice
Seated Work for Better Attention
  • Alert Attention
  • 1-5 minute desk percussion activities
  • Stadium effect
  • Compositions & orchestras
  • Activities
    • Table top tap
    • Repeat the beat
    • CogniTap
    • Paradiddles
Cognitive Engagement – Music, Piano & Drumming
  • Role of music in learning
  • Build musical skills through auditory channels
  • Imagination in spatial drumming
  • Meludia Method
  • Taiko
  • Activities
    • In Time (Advanced Brain Technologies)
    • Solfege
Developing Your Own Patterns and Sequences
  • Patterns
  • Sequences
  • Elements
  • Sound and movement mixes
  • Cueing
  • Activities
    • You’re a conductor
    • We’re an orchestra
Language, Dyslexia, Reading and Learning
  • What the research says about the precursors to reading
  • Different types of dyslexia
  • Role of speed of processing in reading
  • Temporality, timing and prosody in reading
  • Are rhymers really readers?
  • Activities
    • Narrative language in daily life
    • Visual story-telling – sequencing and patterning in pictures
    • Lullabies, folk songs and rhyming songs
    • Circle pattern rhyming activities
Visual-Motor Language: Spotlight
  • What is Spotlight and how was it developed?
  • Collaboratively reading the visual-motor language
  • Importance of cognitive cueing
  • Types of patterns and elements
  • Use spotlight in various settings
  • Activities
    • Initial instructions to the student(s)
    • Mirror and alternate
    • Planer, lateral and contralateral movements for learning
    • Create your own sequences
    • The one spotlight movement circle
Brain Primers (Mike Kuczala)
  • Developmentally progressive cognitive engagement
  • Increase cognitive-motor demands
  • Engage creativity and collaboration
  • Engage the reluctant learner
  • Advanced mix and match elements, patterns and sequences
  • Brain primers
The “Cognitive Conversation” about Memory
  • Working, short-term, long-term, visual working, verbal (auditory) working memory
  • Encode and retrieval
  • Art, music and movement improve science
  • Activities
    • File cabinet visual prompt
    • Retrieve math facts with Quick Rick
    • Encoding spelling with Slow Mo
    • Working memory enhancement strategies
    • Visual memory enhancement techniques

Improving Behavior with Cognitive-Motor Movement

The “Cognitive Conversation” about Self-Control (Response Inhibition) +Impulsivity
  • Achieve better classroom cohesion, socialization and behavior with responsive movement
  • Difference between self-regulation and self-control
  • Response inhibition and impulsivity
  • Types of impulsivity (motor, verbal, cognitive)
  • ”Felt-Sense” of slowing down (self-control and self-regulation)
  • 5 quick effective responses to dysregulated kids
  • Between urge, action and behavior
  • Trauma, cognition, and dysinhibition
  • Block repetitive anxious thoughts
  • Activities
    • Think-Ups
    • Mary and Her Me Me Me’s!
    • Periwinkle and Pace
Self-Regulation: Heavy Work
  • Push, pull and hold
  • How does proprioceptive feedback calm the brain and body?
  • What does the counting or cueing sound like?
  • Activities
    • Successful transitions
    • Stationary holds with the Musical Thinking Rhythm cards
    • Large-motor heavy play
    • Hand play
Self-Regulation: Achieving an Alert State of Calm
  • Self-regulation: emotional, cognitive, sensory/motor
  • Self-regulation as energy management
  • Use entrainment to reciprocally regulate
  • 3, 5, 7, 9 for calming in time
  • Activities
    • Co-regulation
    • Retro Walking Dressage Patterns
    • Yoga patterns
    • Tai Chi patterns
    • Mirror writing
    • Self-monitoring worksheet
Attention, Memory and Inhibition
  • How bean bags engage visual tracking
  • How bean bags engage attention and memory
  • Hand-eye patterns & sequences
  • Activities
    • One and two person bean bag activities
Rhythm Ball for Calming
  • One and two person ball activities
  • Change cueing & counts for alerting and calming
  • Activities
    • Co-regulating with one person
    • Back-to-back listening activity
    • Use music and metronomes
Target Audience

  • PreK-12th Grade Educators
  • Special Educators
  • Psychologists
  • School Psychologists
  • Counselors
  • Social Workers
  • Occupational Therapists
  • Speech-Language Pathologists
  • Other Helping Professionals

LYNNE KENNEY, PSYD

Lynne Kenney, Psy.D., is the nation’s leading pediatric psychologist in the development of classroom cognitive-physical activity programs for students grades K-6. Dr. Kenney develops curriculum, programming, and activities to improve children’s cognition through coordinative cognitive-motor movement, executive function skill-building strategies, and social-emotional learning.

Dr. Kenney has advanced fellowship training in forensic psychology and developmental pediatric psychology from Massachusetts General Hospital/Harvard Medical School and Harbor - UCLA/UCLA Medical School. She holds a Master’s Degree in Physical Education from the University of Southern California and a Doctorate in Psychology from Pepperdine.

Dr. Kenney’s books include, 70 Play Activities for Better Thinking, Self-Regulation, Learning and Behavior with Rebecca Comizio (PESI, 2016), the Social-Emotional Literacy program, Bloom Your Room™ (Mrs. Beetle's Books, 2017), Musical Thinking™ (Unhooked Books, 2016), and Bloom: 50 Things to Say, Think and Do with Anxious, Angry and Over-the-Top Kids with Wendy Young (Unhooked Books, 2015). Her professional development platform, The Kinetic Classroom, brings executive function education and cognitive-motor movement to educators and clinicians worldwide.

Since 1985, Dr. Kenney has worked as an educator in community service from the inner cities of Los Angeles to national organizations such as the Neurological Health Foundation, Understood.org, HandsOn Phoenix, and Points of Light (Generation On). She values closing the education gap in poverty and enjoys working with Title I schools.



Speaker Disclosures:

Financial: Dr. Lynne Kenney maintains a private practice. She is an author for St. Lynn’s Press, Better Life Media, Inc., and Move 2 Think, LLC. Dr. Kenney is the creator of The Family Coach Method. She receives a speaking honorarium from PESI, Inc.

Non-financial: Dr. Lynne Kenney has no relevant non-financial relationship to disclose.
Credits listed below are for full attendance at the live event only. After attendance has been verified, pre-registered attendees will receive an email from PESI Customer Service with the subject line, “Evaluation and Certificate” within one week. This email will contain a link to complete the seminar evaluation and allow attendees to print, email or download a certificate of completion if in full attendance. For those in partial attendance (arrived late or left early), a letter of attendance is available through that link and an adjusted certificate of completion reflecting partial credit will be issued within 30 days (if your board allows). Please see “live seminar schedule” for full attendance start and end times. NOTE: Boards do not allow credit for breaks or lunch.

If your profession is not listed, please contact your licensing board to determine your continuing education requirements and check for reciprocal approval. For other credit inquiries not specified below, or questions on home study credit availability, please contact cepesi@pesi.com or 800-844-8260 before the event.

Materials that are included in this course may include interventions and modalities that are beyond the authorized practice of mental health professionals. As a licensed professional, you are responsible for reviewing the scope of practice, including activities that are defined in law as beyond the boundaries of practice in accordance with and in compliance with your professions standards.

PESI, Inc. offers continuing education programs and products under the brand names PESI, PESI Healthcare, PESI Rehab and Psychotherapy Networker.




Counselors
This intermediate activity consists of 12.5 clock hours of continuing education instruction. Credit requirements and approvals vary per state board regulations. Please save the course outline, the certificate of completion you receive from the activity and contact your state board or organization to determine specific filing requirements.


Educators/Teachers
This course is designed to qualify toward your professional development requirement. The program is 12.5 clock hours in length.


Occupational Therapists & Occupational Therapy Assistants
AOTA Logo
PESI, Inc. is an AOTA Approved Provider of continuing education. Provider #: 3322. Full attendance at this course qualifies for 12.5 contact hours or 1.25 CEUs in the Category of Domain of OT and Occupational Therapy Process. Partial credit will be issued for partial attendance. The assignment of AOTA CEUs does not imply endorsement of specific course content, products, or clinical procedures by AOTA. Course Level: Intermediate.


Psychologists
This live activity consists of 12.5 clock hours of continuing education instruction. Credit requirements and approvals vary per state board regulations. Please save the course outline and the certificate of completion you receive from this live activity. Contact us for more information on your state board or organization specific filing requirements. American Psychological Association credits are not available.

Psychologists/School Psychologists: PESI, Inc. is approved by the National Association of School Psychologists to offer professional development for school psychologists. PESI maintains responsibility for the program. Provider #1140. PESI is offering this activity for 12.5 hours of continuing education credit. Full attendance is required; no partial credits will be offered for partial attendance.


Speech-Language Pathologists
ASHA Logo

This course is offered for 1.25 ASHA CEUs (Intermediate level, Professional area).

** Please note that Speech-Language Pathologists must complete the post-test and evaluation within two weeks of attending the live event if they would like their participation submitted to the ASHA CE Registry. Detailed instructions will be provided the day of the program under the Handouts section of the online program.


Social Workers
ASWB Logo
PESI, Inc., #1062, is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved as ACE providers. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. PESI, Inc. maintains responsibility for this course. ACE provider approval period: January 27, 2017 - January 27, 2020. Social Workers completing this course receive 12.5 Clinical Practice continuing education credits. Course Level: Intermediate. Full attendance is required; no partial credits will be offered for partial attendance. A certificate of attendance will be awarded at the end of the program to social workers who complete the program evaluation.

Colorado Social Workers: PESI, Inc. is an approved provider with the Colorado Chapter of the National Association of Social Workers. Provider #1413. This course has been approved for 12.6 continuing education hours.


Other Professions
This activity qualifies for 760 minutes of instructional content as required by many national, state and local licensing boards and professional organizations. Save your course outline and certificate of completion, and contact your own board or organization for specific requirements.

Credit Card Required for online registration | Contact us to redeem Gift Certificates