08/13/26 Live Event – Executive Functioning Intervention in the Classroom: An Argument for a Push-In Model
$40.00
WEDNESDAY, AUGUST 13TH, 2026, 5:00 PM CST
90 MINUTES (0.15 ASHA CEUs)
Course Type: Live - Developmental Language Disorders - 3010
Executive functioning goals are often addressed in therapy rooms, but executive functioning challenges rarely occur there. Difficulties with self-regulation, task completion, working memory, and organization show up during instruction, assignments, transitions, and classroom routines. If students are expected to use these skills in academic settings, it makes sense that intervention should happen there too. This session explores how SLPs can move beyond isolated intervention and partner with educators to support executive functioning where it matters most.
Join Joseph Walsh, MS, MEd, CCC-SLP, and Victoria Bondurant, MS, CCC-SLP, from The Howard School in Atlanta, as they make the case for a collaborative push in model. Through practical examples and classroom based strategies, they demonstrate how SLPs can support self-regulation, execution, processing speed, and working memory while working alongside teachers. You will also gain ideas for writing goals, justifying services, and building educator buy in.
This presentation is part of our August 2026 Back-to-School Conference on Executive Functioning. Register to watch this presentation, replays, and get an e-book on Executive Functioning, all at a discount!
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Additional Information
| Population | Early Childhood, School Age |
|---|---|
| Duration | 1.5 hours |
| Credit | .15 Continuing Education Units |
| Topics | Exp/Rec Language, Special Populations |
| Format | Live Event |
The views, information, and opinions expressed by guest speakers during conferences and masterclasses are solely those of the speaker and do not necessarily represent those of Bilinguistics and its employees.
Joseph Walsh is a speech-language pathologist at The Howard School in Atlanta, GA, where he has worked for 13 years in all three divisions (LS, MS, HS). His professional interests include incorporating executive functioning and language support into the classrooms, especially math.
Victoria Bondurant is a speech-language pathologist at The Howard School in Atlanta, GA where she has worked for 10 years in the high school. This year, she is also serving as Lead English Teacher and Humanities Department Chair on top of her SLP duties. Her professional interests include incorporating executive functioning and language into the classroom, developing strong readers & writers, and assistive technology.
Financial: Victoria Bondurant and Joseph Walsh received an honorarium from Bilinguistics for this online course.
Non-financial: Victoria Bondurant and Joseph Walsh do not have any non-financial relationships to disclose.
Speech-language pathologists are often knowledgeable about executive functioning, but are more often than not siloed in their various settings and unable to integrate EF interventions outside of the therapy room. Students with language and learning differences, specifically those with executive functioning deficits, benefit from embedding EF interventions into academic environments. This session will demonstrate ways the SLP can collaborate with general educators through a push-in model to improve student outcomes.
Participants will leave with practical, clinically applicable tools to support more valid, culturally sustaining, and equitable assessment practices for multilingual and multidialectal learners.
Time-Ordered Agenda
05 Minutes: Intro
10 Minutes: Overview of 10 Domains of EF – quick overview
15 Minutes: Self-Regulation
15 Minutes: Execution
15 Minutes: Processing Speed / Working Memory
15 Minutes: EBP for Push-in model / collaboration with gen-ed teachers
15 Minutes: Moderated question & Answer
As a result of this presentation the participant will be able to:
Identify the 10 domains of a model of executive functioning
Distinguish between Self-Regulation and Executive executive functions
Describe three intervention strategies for EF relevant to student population
Provide 2 reasons for promoting the implementation of push-in model for EF intervention
Participants will leave with a practical system they can implement immediately, along with renewed confidence in using language sampling as a central component of ethical, effective, and culturally responsive assessment.
Practitioners attending live events will be asked to answer questions at the end of the course about what they learned and how they will use the information they learned in practice. Once the questions (below) are completed, participants will receive their certificate.
One practical takeaway I plan to apply from this session is __________.
Overall, how familiar were you with today’s topic before attending this webinar?
After attending, how confident are you in applying at least one concept from this webinar?
Rate your overall satisfaction with this webinar.
One practical takeaway I will apply from this session is __________.
Practitioners attending recorded sessions demonstrate learning and attendance by passing a quiz with a score of 80% or greater. The quiz addresses questions from material presented throughout the course. Practitioners can retake the quiz if they do not initially obtain a score of at least 80%. For events including case studies, participants download, read, and utilize materials in order to participate.
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